How+Many+Days+to+America+~+Home+DI

  =__How Many Days To America? A Thanksgiving Story__= =Written by Eve Bunting=

Illustrated by Beth Peck
//Refugees from the Caribbean island go on a dangerous boat trip to America where they have a special reason to celebrate Thanksgiving.// .,

=Materials:=
 * __How Many Days to America?__ by Eve Bunting
 * Access to Google Apps
 * Laptop with Internet access
 * Google Maps

== Part 1: Review and questions =Introduction:= When most people think of pilgrims, this is the picture they have in their minds. These original pilgrims endured many hardships while crossing the Atlantic Ocean to live in America so they could have religious freedom. Throughout history many people have emigrated to America and this continues to this day. In __How Many Days to America: A Thanksgiving Story__, refugees come by boat to the United States. We don't know where they are coming from or why they left their homeland. It's also not clear where they attempted to land or where they finally landed on Thanksgiving Day and were welcomed. Take a look at this map (use the + and - signs to zoom in and out) and use this [|google form] to make a prediction about where they are from and where they are going.

Review the list of questions you and your classmates made during the 1st reading of the story. Then reread the story.

**__Questions__**

 * Where are they from?
 * Why did the soldiers come to their home?
 * Why didn't the three soldiers take them? Racism? Language?
 * Did the soldiers need housing?
 * Did the soldiers want to take the males for soldiers?
 * Why did they hide their children when the soldiers came?
 * Why did they have to leave their home?
 * Did the parents owe someone money?
 * Did the people leave because of religion?
 * Why did they want to come to America?
 * How many others from their country came?
 * Why didn't their whole family come? (they mentioned a favorite uncle that didn't come).
 * When did they leave, what year?
 * Is it true?
 * Why couldn't they bring their belongings?
 * Will they be able to stay in America?
 * When they were on their journey,who were the soldiers that came to the boat and where were they from?

Read or listen to pages 1-17. When you are finished, think about the following: Think about a time that you were very scared. Try to remember the details of that time. Do you think the boy in the story was as afraid, less afraid, than you were? Put yourself in an immigrants shoes:

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Use this google form to list what you would take with you if your were one of the people in this story. Everything must fit into a backpack. It cannot cost money or use electricity. It cannot make noise. Be prepared to share your list with the class.

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Read or listen to the rest of the story. Then continue to Part 2.

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 Part 2: Background Information: "Freedom isn't Free"

"Freedom isn't Free."
There is a popular saying that is important to think about before reading __How Many Days to America__. That saying is: "Freedom isn't Free." When the first Pilgrims came to America it was hard. They had to leave their homeland and endured starvation, illness and the death of many of their friends and family members during their journey across the ocean and in their first year in America. When they arrived, they had to start from scratch. This was a big "price" to pay! The Pilgrims were willing to "pay the price" because, even then, they knew, "Freedom isn't Free." In this story, you will meet a family of pilgrims. They are the pilgrims of today on a journey from their homeland to America in search of freedom. Do you think they had to or will have to "pay a price"? Make a Prediction

Watch the following short video about the country in How Many Days to America

The following interactive graph shows how many people have immigrated to the United States from different countries since 1960. When the link opens,//**deselect**// Argentina, Bangladesh & Italy and select __**Haiti**__ from the drop down menu to see how many people have emigrated from this country since 1960: Take a look at the interactive graph.

== Part 3: Conclusions and Comparisons  =After reading:= Now, use the following **google form** to answer some of the original questions you and your classmates asked. If you choose to do some independent research to answer the last question, please remember to add the web address (url) to show where you found your answer.

Compare and contrast what you know of the first Thanksgiving with the Thanksgiving at the end of the story. Compare and contrast Thanksgivings.

Finally, look at this @Fact Sheet on Haitian Immigrants in the United States. Please give two pieces of evidence from this Fact Sheet that shows Haitian immigrants have paid a price for coming to the United States?

Part 4: Beyond Reading: More Background Information on Immigration =**Beyond reading:**=

If you have completed the last question in Part 3, take a tour of Ellis Island, in Upper New York Bay. Ellis Island was the gateway for millions of immigrants to the United States and the nation's busiest immigrant inspection station from 1892 until 1954.

Take a virtual tour of Ellis Island, a famous stop for immigrants in the early 1900's by clicking on the following:

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Congratulations on completing your first Cyberlesson. I hope you had fun and learned a lot.

== Part 7 (Just for Teachers) =Credits:= by The Pleasant Street School CyberTeam 2010-2011 [|http://www.goodreads.com/book/show/400309.How_Many_Days_to_America_] [] [] (This link can be used as a guide to create your own cyberlessons and to access existing cyberlessons.) Thank you to The Pleasant Street School CyberTeam. This version created by Joan Maybank, Beverly Elementary School 11/17/2014 =**Just for teachers:**= NETS for Students: 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: d. contribute to project teams to produce original works or solve problems 3. Research and Information Fluency: Students apply digital tools to gather, evaluate and use information. Students: d. process data and report results 4. Critical Thinking, Problem Solving and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project c. collect and analyze data to identify solutions and/or make informed decisions 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity d. exhibits leadership for digital technology 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Students: a. understand and use technology systems b. select and use applications effectively and productively d. transfer current knowledge to learning of new technologies.

NETS for Teachers: 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. Teachers: a.design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

New Hampshire Curriculum Framework: Social Studies SS: HI:5: Social/Culture: Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time. Sub: SS: HI: 6: 5.4 Describe similarities and differences in the immigrant experience for various ethnic groups, eg. the English or Chinese.

New Hampshire Curriculum Framework: Reading **R:V:1: Students identify the meaning of unfamiliar vocabulary by…** R:V:1:1.1: Using strategies to unlock meaning (e.g., activating prior knowledge, using cues, using context clues, or asking questions during readalouds or text reading) (Local)

**R:LT:1:1: Demonstrate initial understanding of elements of literary texts (including text read aloud, reading independently, or in a guided manner) by…** R:LT:1:1.1: Identifying characters or setting in a story (Local) R:LT:1:1.2a: Responding to simple questions about a book’s content (e.g., “Where did Sylvester go?”) R:LT:1:1.3: Generating questions before, during, and after reading (Local) R:LT:1:1.4: Distinguishing between literary and informational texts (Local)

** R:LT:1:2: Analyze and interpret elements of literary texts read aloud or read independently, citing evidence where appropriate ** **by…** R:LT:1:2.1: Making predictions about what might happen next, and telling why the prediction was made (Local) R:LT:1:2.2: Identifying physical characteristics, personality traits, or possible motives of main characters (Local) R:LT:1:2.3: Making basic inferences about the text (Local) EXAMPLE: “Why did the wolf want to blow down each pig’s house?”

**R:LT:1:4: Generates a personal response to what is read aloud or read independently through a variety of means by…** R:LT:1:4.1: Comparing stories or other texts to personal experience, prior knowledge or to other texts (Local)

**R:RS:1:2.1: Using strategies while reading or listening to literary and informational text.** (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; predicting and making simple text- based inferences; generating clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); or making connections (text to self, text to text, and text to world (See also Appendix D)

**R:B:2: Demonstrates participation in a literate community by…** R:B:1:2.2: Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)