Windows on My World Letters from Rifka - Discovery Education

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #4Understanding Historical SignificanceProgram OverviewIn program #4, students develop an inquirychart as to the questions they have about thereasons Rifka’s family left their homeland andmade the journey to America. Using multiplesources and primary documents, students beginto research the questions they have about life inRussia for the Jewish people at that time andhow the Ellis Island experience was a part ofthat. Emphasis in this program is on readinginformational text and some different strategiesthat help students make sense of expositorytext.Key OutcomesAs a result of this program, students will:• focus on the questions students have onthe treatment of the Jewish people inRussia in the early 1900’s• learn how to use multiple resourceswith the use of a graphic organizer• understand what primary sources areand use them to understand what lifewas like at Ellis Island in 1918Materials needed for Program #4• Letters from Rifka• pen or pencil• response journal• K-W-L chart (SR:7)• Multiple Sources Chart (SR:8)• Informational references—variety ofinformational texts about Ellis Island(please see bibliography). These canborrowed from the local library.• Interior monologue that was written inresponse to the letter of September 14,1920, (TG:54; TG:64)Pre-viewing PreparationFor students to be ready to do this kind ofinquiry, it is recommended that teachers followthe suggested reading and activity schedulebetween Programs #3 and #4.Read pages 71-103 and complete therecommended activities in this guide.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 37