GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Give Me Your Tired, Your Poor…Teaching Historical Empathy to Elementary Students
Middle Tennessee State University
Author Note
Christy Shannon Moore is a student in Middle Tennessee State University’s Assessment,
Learning, and School Improvement Ed.D program. This paper was written as a result of a
project completed in a fifth grade classroom in the fall of 2014.
Murfreesboro, TN 37129
moorec@rcschools.net
2432 MacArthur Ave.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Abstract
"You never really know a man until you understand things from his point of view,
until you climb into his skin and walk around in it” (Lee, 1960). Empathy is ability
to share someone else’s feelings (Merriam Webster, 2015). It is an important life
skill in relationships and the classroom. Historical Empathy is the ability to perceive
history from the perspectives of those in the past (Colby, 2008). History must
become more than dead people and dates for children to grasp the importance of
learning from our past. This paper will look at how learning history through
experiential education will impact student’s historical empathy. This paper will
show students participating in role playing activities culminating in an immigration
simulation. It will examine student discoveries both during and after the unit’s
completion.
In addition, this research will seek whether a student’s historical
empathy changed through work samples, journals, diaries, and interviews. (150
words)
Keywords: experiential education, historical empathy, immigration, simulation
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
“Give Me Your Tired, Your Poor…Teaching Historical Empathy to Elementary
Students”
INTRODUCTION:
“Empathy is about finding echoes of another person in yourself” (Hamid, nd).
Autoethnography:
As a history teacher in an upper elementary classroom, I have not only seen the degree of
importance in teaching social studies take a nose dive, but the level of disconnect with
students and the material in which they are asked to learn go down as well. For example,
last year while teaching a Civil War unit, I showed Matthew Brady’s pictures of the
battlefield after The Battle of Gettysburg. Photograph after photograph of dead soldiers
appeared before the eyes of the students with no outwardly emotional outcry. The students
were then shown pictures of dead horses on the battlefield to which they gasped and were
appalled. Astonishment surfaced at their lack of empathy for dead soldiers, yet the students
were aghast at the dead horses. It was at that moment realization hit that the horse was
real, and the soldiers were merely characters in a picture. I immediately sat down and
pondered why this was, and how I could change a student’s level of empathy from seeing
history as dead people and dates to experiencing what it was like to live during that time
and experience their day-to-day lives?
In order to determine what would increase a student’s level of empathy, I looked into my
own reasons for loving history and feeling historical empathy. Beyond having a history
enthusiast as a father, I did not have any great history teachers. My father created a love of
history in me as a young child through his passion, storytelling, and experiences in which
he afforded me. He took me to historical sites, encouraged me to watch documentaries and
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
movies, and took me relic hunting with him. On one of those relic-hunting excursions, I
helped him dig up a Civil War bullet. I can still remember the weight of it in my hand. I
remember thinking as a young girl that I was holding something a soldier more than one
hundred years before me had held. I closed my eyes and imagined a soldier walking in the
very place I was and dropping that bullet or shooting it from his gun. I connected with
history at that moment, and that has stuck with me more than thirty years later.
When I finally went to middle school and enrolled in a history class, I could not have been
more excited to hear all the riveting stories of history. The air of that excitement was
slowly let out as I listened to my teacher speak of history in mere facts and rote learning. I
felt the very thing I am trying to keep my students from feeling: that history is irrelevant
and full of boring facts.
Statement of the Problem:
The purpose of elementary school social studies is to enable students to understand,
participate in, and make informed decisions about their world (National Council for Social
Studies, 2009). One of the purposes of an education is to produce an independent citizen
capable of being a productive citizen. The social studies are as basic for success as
reading, writing, math, and science. If the young learners of this nation are to become
effective participants in a democratic society, social studies must be an essential part of the
elementary curriculum (National Council for Social Studies, 2009). Pressure from high
stakes testing has left teachers with little time to teach all the subjects. Something has to be
eliminated and typically it is social studies.
High stakes testing is a commonplace in public schools. Teachers feel an immense
pressure to perform and this pressure has dictated their teaching pedagogy. A test is
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
considered high-stakes when its results are used to make important decisions that
immediately affect students, teachers, administrators, communities, schools, and districts
(Au, 2009). The state of education with its high stakes mandated testing has left
elementary classroom teachers with a problem of curriculum overload and not enough time
to adequately teach it. In order for survival, educators are forced to eliminate something
from their day.
This dilemma is compounded with the fact that their teacher accountability and paycheck is
partly determined on their math and English Language Arts (ELA) scores. Many
administers have even gone so far as to "suggest" their teachers only teach Math and ELA.
According to a report by the Center on Education Policy, since the enactment of the "No
Child Left Behind" federal education policy, 44% of districts surveyed have reduced time
for social studies. That percentage rose to 51% in districts with "failing schools” (National
Council of Social Studies, 2009). The current state of social studies is either invisible or so
watered down that it is anything but rich learning (Au, 2009). Something has to be
eliminated and typically it is social studies.
Importance and Significance of the Study:
Although each classroom teacher cannot take their students relic hunting or have the luxury
of taking week long field trips to historical sites, there are strategies that can be
administered within the school’s property that will not only build excitement and retention
in the current unit being taught but have broader implications for understanding the
struggles and emotions our historical figures have experienced.
Research Question: How does learning through an experiential immigration unit impact a
student’s historical empathy?
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
LITERATURE REVIEW:
“The historical sense involves a perception, not only of the pastness of the past, but of its
presence”
― T.S. Eliot, Four Quartets
Purpose of Teaching History:
The social studies in elementary schools are critical if the world in which we live expects
the young people of this nation to become active, responsible citizens for maintaining the
democratic values upon which this nation was established. Unless children obtain the
foundations of knowledge, attitudes, and skills in social studies in the important elementary
years, it is unlikely that teachers in middle and senior high schools will be successful in
preparing effective citizens for future (NCSS, 1988). Tennessee Department of Education
defines the purpose of teaching social studies is to enable students to develop a true
understanding of the world around them and to mature into a civic minded citizen armed
with the six content standards of knowledge. Those six content standards include: culture,
economics, geography, governance and civics, history, and individual groups and
interactions (Tennessee Department of Education, 2014).
Bestseller James Loewen (2010) noted four compelling reasons why history is an important
course. The first is that history enables students to understand how society runs. The
second is history helps students become critical thinkers. The third is history empowers
students to become citizens who form their own their own ideologies about how society
should be ran. Loewen calls this using “history as a weapon”. The last reason students
should learn history is that it helps them become less ethnocentric. Ethnocentric is the
belief that one’s own culture is the best and that other societies and cultures should be
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
ranked highly only to the degree that they resemble ours. (Loewen, 2010)
The term social studies and its importance received increased attention after Japan bombed
Pearl Harbor on December 7, 1941. Policy makers and education leaders immediately saw
the need for elementary students to be educated in things like citizenship, geography, civic
duty, patriotism, democracy, character education, and learning about American heroes
(Barth, 1992). For more than seventy years, these ideals continue to have its place in
elementary classrooms; however, the federal mandate No Child Left Behind has placed so
much emphasis on reading and math that many educators are reducing the amount of social
studies education they offer (Au, 2009). Educators suggests that negligence of social
studies in elementary classrooms can be attributed to increased standardization and
emphasis on state-tested curriculum, of which social studies is often left out (Fitchett,
Heafner, & Lambert, 2014).
Marginalization of Teaching History:
High stake standardized tests have become a commonplace in public education in the
United States. Teachers feel an immense amount of pressure for their students to perform
on these tests that it has dictated the way in which they teach. High stakes tests do
generally leverage some control over the content of the curriculum. Teachers are aligning
their curriculum to the test. “If schools do not show consistence improvement on these
tests, meeting what is called “Adequate Yearly Progress” (AYP) in subgroups related to
race, economic class, special education, and English language proficiency, among others,
they face sanctions such as a loss of federal funding or the division of federal funding to
pay for private tutoring, transportation costs, and other supplemental services” (Au, 2009).
Recent studies have shown that the historical knowledge of elementary students is less than
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
most educators would desire. Students' knowledge of history has suffered because of
untrained teachers, condensed course requirements, and textbooks that are boring and have
trivial coverage in mere details than the richness needed to bring strength and credibility to
events of the past (Hoge, 1988). Due to these pressures, educators are forced to cut
instructional time in social studies and science to make more time for mandated tested
subjects such as English and language arts and math.
In order to prepare students for the
high stakes test, many history tests throw out high-level, critical thinking questions in favor
of lower-order memorization of facts, thus resulting in the trivialization of historical
knowledge (Pahl, 2003).
James Loewen (2010) states one reason for the marginalization of history is due to what he
calls “the tyranny of coverage”. U.S. history textbooks can hold up to 1, 150 pages, several
hundred main ideas, and thousands of terms and names to memorize. Teachers cannot
make history relevant or interesting if they are constantly tried to cover all of those main
ideas. (Loewen, 2010) The tendency toward overload in schools is strong and is crippling
to school improvement. To avoid this curriculum chaos, educators must focus on quality
rather than quantity of teaching (Schmoker & Marzano, 1999).
“Of all school activities, history has acquired an inconsistent reputation for being the most
strongly debated, the least immediately relevant and, at the same time, one of the most
consistently boring subjects in the curriculum” (Taylor, 2000). In 2012, the Education
Week stated that only eight percent of middle school students ranked American History as
their favorite subject (Robelen, 2012).
In the Wall Street Journal, David McCullough was
quoted as saying, “We're raising young people who are, by and large, historically illiterate."
For the past twenty years, McCullough, a world-renown author and speaker on American
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
History, has witnessed first-hand the lack of historical literacy. When asked why this was,
he simply stated that teachers have been teaching history poorly (Bolduc, 2011). For
decades, social studies in elementary schools have most often been regarded as a subject
that should be taught, but only when there is time (Zhao & Hoge, 2005). If students see
history as boring and irrelevant and the cause is teachers, how do social studies educators
increase engagement and retention? In the classroom, the more ways the material learned
is introduced to the brain and reviewed, the more dendritic pathways of access will be
created. Giving students authentic experiences with history is one way to increase retention
and engagement. The goal is to provide experiences that enable students to interact with
information in ways that awaken their physical senses and positive emotions, or to connect
the new information with their past experiences and interests. (Willis, 2007)
Rote Learning to Experiential Education:
The experiential learning movement of the mid-nineteenth century signified an attempt in
the United States to move from formal rote learning, where teachers present information
and hope that students will later apply the knowledge, to more experience-based
approaches (Lewis & William, 1994). Rote learning or verbatim memorization means that
the learner has made no real connection to what was learned and what was memorized
(Driscoll, 2005). In contrast experiential education is defined as a philosophy and
methodology in which educators purposefully engage with students in direct experience
and focused reflection in order to increase knowledge, develop skills, and clarify values
(Association for Experiential Education, 2014). Teachers should strive to aid the
intellectual development of all students. The goal is empowerment of students to think for
themselves, build knowledge, make meaning, and learn respect for themselves and others.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
The teacher then becomes a learner-enabler rather than a depositor of information (Garcia,
2011).
Paulo Freire called this the banking method of learning. In his book, Pedagogy of the
Oppressed, Freire (1970) condemns rote teaching where students are merely receptacles for
which teachers are to deposit information. He states, “In the banking method of learning,
knowledge is a gift bestowed by those who consider themselves knowledgeable upon those
whom they consider to know nothing.” Freire asserts that the solution to this type of rote
memorization of facts is giving students authentic experiences in which to learn (Freire,
1970). Experiential learning is authentic, first-hand, sensory-based learning. Experiential
activities explore, touch, listen to, watch, move things, dissemble and reassemble. Learning
consists of grasping an experience and then transforming it into an application or result
(Kolb, 1984). Experiential education methodologies increase student engagement and will
prepare students with the attitudes, skills and behaviors that result in college and career
success (Potter, 2013).
The History of Experiential Education:
Many current educational concepts go back to the philosophers of Ancient Greece, where
the learning method was restricted to reciting ideas on topics by way of theory. Socrates, in
fourth century B.C., started the first educational revolution through questions instead of
reciting answers. Participation of the learners became important for the first time. Aristotle
started a revolution in learning when he said, “The use of the language as a source of
knowledge is no proof that they possess it.” By this statement, Aristotle is maintaining that
theory is not embedded until a person has the ability to apply it (Garcia-Carbonell, Watts &
Fleta, 2004).
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
One cannot discuss experiential education without the mere mention of the name John
Dewey. As the father of experiential education, he stated, “Give the pupils something to
do, not something to learn; and the doing is of such a nature as to demand thinking;
learning naturally results.” He felt that learning occurred when students were actively
involved and find the material relevant and attractive in some way. Dewey also stated that
learning does not stop at the experience but in reflecting on the experience. (Bellanca,
2012) According to Dewey, the significance of learning should be active and relevant to
the student, and followed by a period of reflection as knowledge is applied to their
everyday lives and to future experiences. Thus, the ultimate goal of education is for
learners to take action and apply or test what they have learned in some future situation
(Shellman, 2014).
The Experiential Learning Model:
Building upon the work of John Dewey, David Kolb created the experiential learning cycle
in 1984. In his book, Experiential Learning: Experience as the Source of Learning and
Development, he said, “Learning is a process whereby knowledge is created through the
transformation of experience” (Kolb, 1984). Kolb’s learning cycle starts with a concrete
experience, then advances to a reflective observation, next is an abstract hypotheses, and
finally to active testing (Kolb, 2005). Concrete experiences include but are not limited to
non-formal education, place-based education, hands-on, global education, environmental
education, student-centered education, informal education, active learning, service learning,
cooperative learning, and expeditionary learning (AEE, 2014).
Asking the important questions during reflection is vital. Sharing and reflecting the
experience by asking what happened comes first. Students will reflect on their experience
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
and share their reactions, observations, and discuss feelings generated by the experience.
The second part of reflection is processing and analyzing or asking what was important?
Students will relate to future learning experiences and discuss themes that emerge as well
as problems that exist. The next step in reflections is generalizing by asking so what?
Students will connect the experience with real-world examples, and find trends or common
truths in the experience. The last step in reflection is the application or asking students
now what? Students will apply what was learned in the experience to similar situations.
They will also be able to use higher order thinking skills by analyzing this situation and
applying it to the future (Northern Illinois University, 2014).
Association for Experiential Education:
“The Association for Experiential Education (AEE) exists to connect a global community
of educators and practitioners and expand their capacity to enrich lives through
Experiential Education.” According to the Association for Experiential Education,
experiential education is guided by twelve principles (AEE, 2014).
1. Experiential learning occurs when carefully chosen experiences are supported by
reflection, critical analysis and synthesis.
2. Experiences are structured to require the learner to take initiative, make decisions
and be accountable for results.
3. Throughout the experiential learning process, the learner is actively engaged in
posing questions, investigating, experimenting, being curious, and solving
problems, assuming responsibility, being creative and constructing meaning.
4. Learners are engaged intellectually, emotionally, socially, soulfully and/or
physically. This involvement produces a perception that the learning task is
authentic.
5. The results of the learning are personal and form the basis for future experience and
learning.
6. Relationships are developed and nurtured: learner to self, learner to others and
learner to the world at large.
7. The educator and learner may experience success, failure, adventure, risk-taking
and uncertainty, because the outcomes of experience cannot totally be predicted.
8. Opportunities are nurtured for learners and educators to explore and examine their
own values.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
9. The educator's primary roles include setting suitable experiences, posing problems,
setting boundaries, supporting learners, insuring physical and emotional safety, and
facilitating the learning process.
10. The educator recognizes and encourages spontaneous opportunities for learning.
11. Educators strive to be aware of their biases, judgments and pre-conceptions, and
how these influence the learner.
12. The design of the learning experience includes the possibility to learn from natural
consequences, mistakes and successes.
Historical Empathy:
Student’s engagement with historical information is linked to their ability to make sense of
the past and develop their own historical understanding. Historical empathy is the ability to
understand the past in its own terms by trying to understand the mentality, frames of
reference, beliefs, values, intentions, and actions of historical figures using a variety of
historical evidence (Yilmaz, 2007). The ability to analyze alternative points of view and
the development of empathy are essential building blocks for learning in the 21st century.
When students are able to recognize themselves as a part of history and the diversity of the
people with whom history was created, then true historical empathy has taken place
(Stripling, 2011). Exercises in historical empathy also can help students learn to establish
connections between the past and the present, a skill that could benefit them for a lifetime.
(Endacott & Brooks, 2013)
Barton and Levstik (2004) identify five elements of historical empathy, an appreciation for
a sense of otherness of historical figures, the shared normalcy of the past, the effects of
historical context, the diversity of historical perspectives, and the application of these
elements to the context of the present (pp. 210-221).
Teaching empathy through history creates a deeper understanding of historical content. A
variety of activities can be used to create historical empathy in students. Examples of
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
empathic exercises include: games, simulations, re-enactments, reconstructing past scenes
by means of video and other visual aids, plays, dramas, role-playing, and reading historical
novels (Briffa, 2014). When students are challenged in social studies, it can pave the way
for life-long learning and active citizenship. Students should be provided with
opportunities for in-depth exploration of a few ideas that challenge and engage them rather
than shallow treatment of many topics that can create student boredom. Challenging social
studies instruction includes debates, discussions, projects, and simulations that require
application of critical thinking skills. Instead of simply reading and answering questions,
elementary students should be taught to question, evaluate, and challenge informational
sources. Teachers should ask children the kinds of questions that stimulate decisionmaking, problem solving, and the issue of analysis. Processes such as problem solving,
debates, simulations, project-based learning, and role-playing are strategies that can lead to
new possibilities for student discovery and engagement. Teachers decide when to take the
lead during instruction and when to support students in their learning. They guide learning
rather than dictate it (NCSS, 2014).
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METHODOLOGY:
“Arriving at one goal is the starting place for another.”
–John Dewey
Frame of Reference:
The purpose of this study is to determine whether learning through an experiential
immigration unit has an effect on the participant’s historical empathy. Give Me Your Tired,
Your Poor…Teaching Historical Empathy to Elementary Students’ philosophical and
theoretical approach is a combination between a phenomenological and a grounded theory
study. John Creswell (2013) states in his book Qualitative Inquiry and Research Design
that a study is a phenomenological and grounded theory study when participants have a
shared experience and the researcher tries to find a common meaning. The researcher is
trying to find the essence of the common experience shared by the participants. A variety
of data will be used to find the common meaning of the shared experience such as
interviews, reflections, diaries, student work, and artwork. The researcher also documented
data that was seen throughout the unit in a journal. After gathering the data from the
experience and a common meaning has been found, the next step is formulating a theory.
Creswell (2013) describes grounded theory as gathering data to generate or discover a
theory. Another way of defining grounded theory is to gather data and allow the data to
form a theory. The opposite of a grounded theory is to start with a theory first and then
find data to prove the theory. The researcher will code the data to look for common and
emerging themes of the shared experience to formulate a theory.
The interpretive framework for this phenomenological and grounded theory study is the
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belief that all knowledge is derived from the student. The researcher will serve as a
facilitator or coach in the students’ learning. This philosophy is a constructivist viewpoint.
Constructivism promotes student-centered, discovery learning where students use
information they previously have known in order to acquire more knowledge. Teachers in
a constructivist classroom are called to function as facilitators who coach learners as the
students pave their own paths toward personally meaningful goals (Alesandrini & Larson,
2002). John Creswell (2013) says that a social constructivist belief is when individuals
seek understanding of the world in which they live and work. The researcher’s belief of
social constructivism will drive the philosophical assumptions taken in this research.
Connection to the Processes:
This study’s ontological assumption is seeing the reality of truths learned by students
through many different perspectives. The researcher believes the truth they are seeking to
find will not come in one place or person but through many different perspectives. A
variety of data will be used to derive meaning such as reflections, suitcase design, diaries,
journals, and interviews.
This study’s epistemological assumption is that although there are multiple realities, the
truths themselves will come from the students. Due to the researcher’s relationship with
the students as their teacher, she is “in the field” daily with the subjects. The job as a
researcher is to gather any information possible from the students. This assumption relies
heavily on a strong student-teacher relationship.
The axiological assumption of this study is admitting that the researcher believes in the
importance of teaching social studies in elementary schools. She also believes that having
an empathic society will make the world a more peaceful place. It is important to know the
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researcher’s frame of reference when reading the results of the data because the researcher
is the one responsible for analyzing. The axiological assumptions or views and biases
should be apparent throughout the research.
This study’s methodological assumption is that the researcher will glean the theory from
the students’ data. In other words, the researcher may find an emerging theory from the
data that was unexpected. The researcher will work in the light experienced at that
moment. As more light is shed on the data, new theories may emerge.
Research Plan/Design:
The qualitative approach for this study is a phenomenological one. Students will be
experiencing a phenomenon together through this immigration unit. The researcher will be
looking for common themes as they emerge from the participants. The researcher will
show the essence of student learning through an analysis of the data collected. The data
will be analyzed to see if substantial themes occur.
Data Collection:
Seventy-five fifth graders participated in this research at a public magnet school in
Tennessee. This magnet school focuses on academic acceleration. Students must apply for
entrance in this program by taking an exam, letters of recommendation, and state test
scores. There are approximately four hundred students in a kindergarten to fifth grade
setting. Less than ten percent of the student population is economically disadvantaged.
Most students come from a two-parent household in which educational support is given.
A fourth and fifth grade at this magnet school is different from other elementary schools in
area because they departmentalize the core subjects. Students rotate classes for English
and language arts (ELA), math, science, and social studies. There is one fourth grade ELA
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
teacher and one math teacher, and there is one fifth grade ELA teacher and one math
teacher. ELA and math are both ninety-minute classes while science and social studies are
forty-five minute class periods. ELA and math teachers have seventy-five students while
the science and social studies teachers have one hundred and fifty students comprised of
both fourth and fifth graders. Fourth and fifth grade students will have the same science
and social studies teachers for two years.
This research concentrates on three social studies classes of seventy-five fifth grade
students. When data was collected throughout this research, all seventy-five pieces of data
were read and coded into categories.
Suitcases:
The first piece of data collected was the student artwork of their immigrant suitcases. The
students were given a blank suitcase on the first day of the unit and given the challenge of
creating it to look authentic. They had four days to complete this task (See Appendix B).
Inside the suitcase, students are equipped with all the information needed to travel to
America. Inside student found an inspection card (Appendix G), boot camp notes
(Appendix M), a Farcebook Inventor Page (Mock Facebook Page: Appendix N), an
immunization card (Appendix G), a passport (Appendix H), a map of journey (Appendix
J), a boat ticket (Appendix L), and a letter of reference. Pockets were glued inside to hold
all the information (Appendix B). Boot Camp Notes and the Farcebook Inventor Page were
not in my data collection.
Tenement Reflections:
The second set of data collected occurred after the tenement simulation. A tenement is a
large building that has apartments or rooms for rent and that is usually in a poorer part of a
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
city (Merriam-Webster, 2015). In the late nineteenth and early twentieth century’s, poor
immigrants mainly inhabited tenements. In order to demonstrate how small and crowded
tenements could be students participated in a simulation where they had to “live” in a 10’ x
12’ apartment. After taping the tenement rectangle, the teacher randomly picked six
students to represent a typical immigrant family. The family first started with six family
members, and moved to eight after additional boarders were taken in to make rent. After
explaining Jacob Riis’s findings in How the Other Half Lived, students modeled what he
found by adding an additional four students. Riis recorded in his book that twelve adults
slept in a room some thirteen feet across (Riis, 1890). After letting the students discover
that twelve adult men would equal even more children, all of the students tried to fit into
the space and lay down (See Appendix C). Students were asked to write a reflection of
their feelings during the exercise and how that applied to immigrants.
Titanic Experience:
To begin the Titanic simulation, students randomly drew boat tickets to determine whether
they were first, second, or third class (See Appendix L). According to the class drawn,
students were assigned a corresponding Titanic passenger, basic biographies, and pictures
prior to embarkment. Students were asked not to research information on their character
until after the simulation was over. They were then asked to produce data in the form of
two diary entries from the perspectives of their characters. The first diary entry was April
9, 1912; one day before setting sail, and the second diary entry was on the boat, April 14,
1912, the day before sinking.
Before, during, and after the Titanic simulation, data was collected. During the experience,
photos and journaling by the teacher of learning occurred was documented (Appendices D
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and F). After the simulation, students either wrote a diary of their experience if they lived,
or of a family member learning of their death.
Ellis Island Simulation:
The third simulation task was participating in an Ellis Island processing activity. Students
had to complete assignments prior to the day such as completing a passport (Appendix H),
an immunization card (Appendix K), a map of their journey (Appendix J), a letter of
reference, a job skills checklist (Appendix I), and acquire a boat ticket (Appendix L).
The passport was a replica in which students were asked to fill with important data such as
an address, a full name, a place of emigration, a signature, their mother’s maiden name, and
photo identification. Students had to have this filled out correctly including correct
punctuation, spelling, and grammar (Appendix H).
The immunization card needed to have “shots” accumulated by participating in class.
Students must have four out of the five shots in order to pass this section (See Appendix
K).
On the map of their journey, students will plot the route their ancestors made from their
homeland to Ellis Island (See Appendix J). By researching their genealogy, students
learned the origin of their surnames. After discovering their surnames, students will map
the route traveled to Ellis Island.
The letter of reference must be from a nonrelative stating why the student should be
allowed into the country. This can either be a real letter of reference or an embellished one.
For example, the letter could say, “Sally has been my neighbor for years. She is always
helping me unload my groceries from the car,” or “Sally and I worked together in the
textile mill in Poland. She is disease and lice free.”
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
The purpose of the job skills checklist was to assess whether the students had the necessary
skills to acquire a job once in America (Appendix I). This checklist involved parents
checking to see if students were accomplishing the job skills required on the form such as
setting the table or cleaning their room. Students had to record this with a parental
signature for two weeks.
The boat tickets were given at the time of the Titanic simulation. Students merely had to
save it (See Titanic Simulation).
Students were informed that the teacher’s alter ego, her evil twin sister Ms. Lane, would be
their Immunization and Naturalization Service (INS) worker. Parents and students were
warned ahead of time that Ms. Lane discriminates and can be unfair. When students
approach the INS desk to see Ms. Lane, they must bring their suitcases with them.
The first stop at Ellis Island was the Initial Documentation Section. This station looked at
their passport (filled out correctly with no mistakes), immunization card (four out of five
stamps), boat ticket, and map of journey (filled out correctly). Students had to pass three
out of four sections in order to pass this station. Ms. Lane checks the inspection card
(Appendix G) to determine whether the immigrant passed that station.
The next station was the physical ability test. The physical education teacher assisted with
this station during the student’s regular PE time. They had to jump rope thirty times in
thirty seconds, make five out of ten free throw, complete sprints (Run to ¼, back, ½, back,
¾, back, opposite side, back) in 40 seconds, and finish the endurance run (10 laps around
the gym). Students had to pass three out of four in order to pass this station.
The third station was the health station. First students had to take a ten-question survey on
how healthy their lifestyles are. (See Appendix P) Some questions that were asked were
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
things such as how much water did you drink yesterday or how much television did you
watch yesterday? Students had to answer eight out ten questions correctly in order to pass
this part. The last section of this station was the health examination. The “nurse” set up
five stations for students to pass (See Appendix O). The first station was to test the brain.
Students had to perform brainteasers in order to pass that section (See Appendix P).
Students had to get three out of five correct. The next section was a lung test. Students had
to test their lung agility by blowing a feather from the start line to the finish line before the
time ran out. The third station tested their hand eye coordination. Students had to pass
throws and catches with alternating hands each time. After that progression, they had to
repeat the process for thirty seconds. One student recorded the number of completed
throws and catches. They had to record thirty catches in thirty seconds. The fourth station
tested student’s heart function by hitting a heart balloon back and forth. Students were to
hit the balloon back and forth without hitting the ground for one minute. If it touched the
ground, students had a “heart attack”. The last station tested student’s agility and balance.
Students balanced a cookie on their forehead and attempted to move the cookie from their
forehead to their mouth without using their hands. They had two chances to get the cookie
into their mouths without falling to the ground (See Appendix O).
Student immigrants were accepted into America if they passed three of the four stations on
their inspection card. Students that did not pass were deported.
The fourth set of data collected was a reflection after the Ellis Island simulation. Students
were asked three experiential reflection questions: what, so what, and now what. What did
they experience, so what are the implications, and now that they have learned the
information how will it change their thinking?
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Interviews:
Three students were interviewed about their experiences. Two girls and one boy were
interviewed to see what learning occurred for them. The interviews were approximately
five minutes in length and occurred after school. After the interviews, transcriptions were
dictated to find meaning. (Appendix E)
Ethical Considerations:
First, it should be noted that the researcher has a great rapport with her students. The
researcher taught the same set of students for fourth grade social studies, she has built their
trust, and they want to please her. This should be taken into consideration when analyzing
the data. The same results would not occur at a school where there was not a strong
student-teacher relationship.
Qualitative researchers must be good listeners. Being able to pick up on what the
participants are saying, even in down time, is vital. In order to document this data, the
researcher kept a journal of things she saw and heard. (Appendix F)
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
FINDINGS AND ANALYSIS
“Considering our history, I can think of nothing more American than an immigrant.
-Conor Oberst
Project:
The immigration and the industrial revolution is a major unit in the fifth grade curriculum.
It encompasses one-fourth of Tennessee State Social Studies State Standards required for
fifth grade. The purpose of this simulation was to not only teach the required standards,
but to increase historical empathy through Experiential Education. The researcher also
wanted to analyze the takeaways for additional information.
Suitcase Design and Titanic Role-Playing:
Students were given a blank suitcase and given the instructions to create an authentic and
creative suitcase. The teacher gave a week to complete the project; she had over fifty
percent of students complete the project the next day. The quality of work produced was
outstanding. (See Appendix B) The students came in so excited and motivated that the
teacher was literally on the verge of tears listening to their responses. They were so proud
of their suitcases and were emotionally invested. The teacher immediately changed her
lesson plan that day and had the students share their process for creation.
Tenement Simulation:
To demonstrate how small a tenement could be the teacher simulated the actual size of a
tenement. One by one students piled into the tenement. Afterwards the teacher asked the
students to complete a reflection of their experience. She asked them three reflective
questions: What did you learn? I wonder? So What? How does this experience make
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
you think differently? The researcher read all seventy-five responses. The purpose was to
learn what the student takeaways were. Using Johnny Saldana as well as John Creswell’s
model for coding, the researcher codified the information to look for categories, themes,
and eventually theories (Saldana, 2008) and (Creswell, 2013). One theme emerged
throughout the reflections. Students overwhelming stated that they “felt” bad for the
immigrants. Statements such as, “I felt sorry for the immigrants living in those conditions.
My bedroom is bigger than their whole house,” or “I felt bad for the immigrants. I would
hate to share a bed with my brother. I would not get to sleep at nights because he snores.”
Another student said, “I cannot believe that people lived this way. I am thankful that I have
my own room now.” Having students empathize with the immigrant children and transfer
that experience into their own lives was very rewarding.
Titanic Sets Sail
Each student randomly drew their Titanic class as well as their passenger name. After
giving background information prior to setting sail, students wrote a diary entry in the
perspective of their character. Students wrote how excited they were or how afraid they
were to travel across the ocean. Most of the passengers were going to America to start a
new life.
The second journal entry was written on April 14th, 1912. Students viewed sections of the
movie Titanic (1997). They analyzed how first class varied from third class. Students
watched as Captain Smith received iceberg warnings and yet ignored them. The teacher
described the weather the day before the sinking and discussed that it was a Sunday.
Students were to write about their experiences on the boat. Students wrote how luxurious
the boat was or how they thought it was unsinkable. One child wrote that they were seasick
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
the entire way. The following day would be the Titanic simulation. Students either dressed
as their part from home, or clothes were borrowed from the drama department. The
students were so excited, the other fifth grade teachers told the researcher that they could
not teach new information because the students could talk nothing but Titanic.
Decorations:
1st Class:
The social studies teacher’s room was transformed into a first class dining parlor. (See
Appendix D) Table clothes, candles, china dishes, champagne flutes, a live violinist, and
fancy food were all in order for first class. Full staff waited on students and every wish
was their command. There were eight students from first class in each period.
2nd Class:
The computer lab was set up as a second class-dining parlor. (See Appendix D) There
were eight students from second class in each period. Checkered table clothes, lanterns,
candles, and trunks decorated the room. A parent helper served students cookies and juice
boxes. After eating, students played a state shape game on the computer. They had to
record their best score on the winner’s board for a possible prize. The top five students
from all three periods would receive a prize.
3rd Class:
The entryway between the hall and the outdoors was transformed into a third class or
steerage compartment. It was cramped, smelly (an open tuna fish can), hot, and dark
(Appendix D). Eight students were from third class in each period. The third class student
dined on saltines and tap water.
Third class had to create a patterned paper chain without
talking. Directions were on the wall that explained the process. A parent helper, who was
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
asked by the teacher to discriminate, supervised the job. If the paper chain was not cut
correctly or had the wrong pattern, the parent destroyed it. Students were in competition
with the other 3rd class periods. The longest paper chain won a prize.
Simulation:
1st Class:
Students in first class were excited to be waited on by their teacher. A Middle Tennessee
State University music student volunteered to play classical violin pieces for the students.
After eating, students took it upon themselves to dance (See Appendix D). The teacher
even danced with the passengers. The last song the violinist played was “Nearer, My God
to Thee” (Adams, 1841). This was the last song the band played on the Titanic. Students
were near tears listening to that song (See Appendix D). Just a few moments before they
were celebrating and dancing. To see the change in emotions by just one song was very
thought provoking.
2nd Class:
A parent volunteer was asked to go around and take pictures of the different classes. After
visiting second class, she came back and told me a story of what happened. One student’s
character name was Father Byles. He came dressed in a priest collar and brought a Bible
with him. He took it upon himself to have all the second-class passengers sit at the table
and pray before they ate. As Father Byles, he prayed that they would have a safe passage
to America and that they would find happiness in America (See Appendix D). This not
only shows excitement, but it demonstrates empathy for that character.
Third Class:
Student had to create a patterned paper chain without talking. It is interesting to see this
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
action unfold. The directions are posted to the wall, but how it is constructed is up to the
group to decide. One period had a natural leader and communicated what each person’s
job was. They set up an assembly line with a person who was quality control. This period
had the longest chain that was correctly constructed. When this experience was over, I had
the winning team discuss their process. After completing this simulation numerous years,
it always turns out the same. The team that has a leader and quality control and sets it up as
an assembly line always wins. Students complained that having a job was hard work.
They said, “Now I know how my parents feel.”
The other two classes were allowed to rotate for a short time period to the classes they did
not draw. The purpose was to allow the students to experience the other two classes.
Finding Out Their Fate:
The next day, students found out the fate of their passenger as well as information on their
life or the life of their family after the tragedy. Each passenger’s story was laid out for the
students. Many students cried upon learning their passenger’s fate. One student said,
“Mrs. Moore that is so sad. Why did this have to happen?” Another student said, “That is
not fair. Third class women and children died while first class men lived. Mrs. Moore,
first class people are not better than third class.” This was exactly the point the teacher was
trying to make. After learning the fates, the teacher discussed reforms that come out of
tragedy. Students learned the purpose for learning history is to not repeat the mistakes of
the past.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Experiential Education Ellis Island Experience:
Initial Documentation:
The next day students were told that part two of the simulation was about to begin. In part
two, all students were third class passengers trying to get through Ellis Island to America.
Prior to this lesson, students had to prepare their passports, immunization records, map of
journey, boat tickets, letters of reference, and life-skills cards. The teacher’s alter ego, Ms.
Lane, was the Immigration Naturalization Worker for the day. Days before, the teacher
told students and parents that when Ms. Lane arrives she will be intimidating and loves to
discriminate against immigrants.
One by one, Ms. Lane called the immigrants up to the desk to check their paperwork. If it
was not done properly, students were subjected to yelling and the possibility of their
paperwork being torn up. One student had a reference letter from Orville Wright. Ms.
Lane tore it up and asked the immigrant, “Do you think I am stupid? I know a poor and
dirty immigrant like you does not know Orville Wright.” Ms. Lane then proceeded to tear
the letter up. The student had tears in her eyes. Later the teacher went to talk to her to
make sure she knew it was just a simulation. She said that she did, but she did not realize
that it would feel so bad to be discriminated against.
One girl came up to get her paperwork checked, and Ms. Lane said that she liked her hair
and therefore was immediately passed. One boy was discriminated against by immediately
deporting him. Not even looking at his paperwork, Ms. Lane said that she did not like the
way he looked and threw his paperwork in the garbage. Later that night, the teacher
received an email from the boy’s mom saying that her son got into the car that afternoon
crying (See Appendix F). The discussion between mom and son was:
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Son: (crying) “I failed and was deported today.”
Mom: “Your teacher told us about that in a letter.”
Son: (frustrated and enraged): “She failed me and didn’t look at any of
my paperwork in my suitcase.”
Mom: “It sounds like you were discriminated against just from the look of you.”
Son: “Exactly!”
Mom: “Well, see how arbitrary that was? Imagine how people must have felt when
it happened to them.”
The conversation that occurred in that car was a valuable lesson in empathy. This lesson
would not have been learned without this simulation.
Immigration Metaphor Method:
After completing the immigration unit, a debriefing exercise was given. The teacher asked
the students to sit in a circle and poured out a box full of random objects. Students were
asked to get an item and compare it to the immigration unit. Students shared their
metaphors around the circle, and then the teacher had them write down what they said. The
researcher took the seventy-five responses and split them into high, medium, and low based
on the connections they made to the immigration unit. Displayed below are five from each
category:
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Figure 4.1
High
Medium
Low
Humpty DumptyThis represents the
business owners like
John D. Rockefeller
who owned a
monopoly. In
political cartoons,
men who are greedy
are fat just like
Humpty Dumpty.
They are full of
greed.
Bumble Bee Spoon- Lei-Immigrants
When the immigrants thought America
came to America it
would be a vacation.
stung to be
discriminated.
Fan- When the
Belt-Immigrants
immigrants came to were trying to keep
America they thought their hopes up.
that everything
would be great, but
their troubles kept
unfolding.
Soccer Ball-The ball
is black and white so
it reminded me about
how people got
discriminated
because they were
different.
Sunglasses-The
monopoly owners
shaded out their bad
deeds by paying
politicians.
Rubik’s Cube-The
roads or hardships
for immigrants were
twisting and turning
out of control.
Traffic Light-You
had to stop at Ellis
Island to get checked.
You might get a red,
yellow, or green
light.
Cookie Cutter-The
immigrants were
cutting out a new life
and throwing away
their old one. Just
like when you cut a
cookie, you throw
out the extra cookie
dough around the
edges.
Puzzle PieceImmigrants had to
put the puzzle pieces
together to figure out
how to get the money
to pay for rent and
food.
Buckeye-The
immigrants wanted
better luck in
America.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Bubbles-This is like
child labor-the bosses
and parents were
busting the bubbles
of the child’s dreams.
Slinky-When the
immigrants heard
about America, it
sounded great. When
they got to America,
it was a far stretch
from what they had
heard.
Top-The immigrants
were spinning around
and stressed out to
find a job and a roof
over their heads.
Even the students that did not quite make the same connection, not only got to hear the rest
of the class’s connections, but they made an association that was relevant to them.
Final Reflections:
After the unit was complete, students wrote a final reflection. Students used David Kolb’s
experiential learning cycle. Kolb’s four-phase cycle illustrates the experience, reflecting,
generalizing, and applying (Frank, 2013). Students generalized and applied their learning
by answering the questions: So what were the implications of your learning? Now what
will you do with the information now that you have learned it?
One overall theme students shared in their reflections was how they felt. They felt
differently about immigrants after participating in this unit. One student eloquently said,
“We learned about immigrants because we all need to know what our past generations
suffered through, and how they rose from the ashes of nothing and made the world a better
place. I will take all the pain, suffering, and worry all of the immigrants went through with
me, and I will know how America has changed through their mistakes.” Another student
plainly stated that, “After doing this, I feel much more sorrow for immigrants.”
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Many students stated that they were more grateful for their lives after participating in this
unit. One male student said, “It really makes you think how thankful you should be for not
living in a tenement and that us kids should be grateful that we don’t have to work our
childhoods away.” One girl stated, “When I saw the pictures of tenements, I couldn’t
believe anyone could live that way. When the immigrants went home they couldn’t just go
to sleep like I did or play video games. Immigrants had a lot harder life than we do.”
Overall, students showed historical empathy by stating things like, “I really think this
simulation helped me put myself in the immigrants’ shoes and going through the troubles
they went through.” Another male student shared, “I now know how spoiled we are now
then back in the 1900s-1930s.” The best example of a student applying the lessons of the
simulation was when this girl said, “Now that I know how scared and naive immigrants
were. I want to try to make any new student feel safe when they come into a new school. I
think the world was made for diversity and that we should accept that everyone is
different.”
An unexpected lesson the researcher found in the student reflections was participating in
these simulations increased engagement and retention. For example, one student said, “In a
textbook it says, ‘Immigrant had a hard life.’ But when we did the simulations we found
out how they felt and how hard it was to survive. They had to stick together.” Another
student stated that, “The simulation helped me understand immigration better, and to feel
what it was like to get discriminated against.” One male student plainly stated that, “It is
proven that ‘most people’ get smarter with hands-on experiments like this. I was one of
those ‘most people.”
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Interviews:
I administered three interviews after school. I used minor editing to the data to create
fluidity. Two themes emerged from the three interviews I administered. The first theme
was historical empathy. All three students stated that they felt sad for the families that had
to go through discrimination. They also stated they felt more appreciative for their lives
after going through this unit. When asked what participant one’s takeaway from this unit
would be she stated, “Probably the feeling I had when I was writing that journal the first
time, and I was like wow this was actually real. I am going to take that with me.” Another
student said that she thought the purpose of the unit was, “You could actually feel how
people were dying. That they were actually people’s dad, mother, and cousins, so you
could feel the emotion and how crazy the experience was.”
The second theme that developed was student engagement and retention through
experiential education. When asked the difference between a boring and exciting history
class, all three stated using hands-on interactive activities was present in an exciting history
class. They wanted to stay active and get up out of their seats. Participant three stated he
liked the Health Station Obstacle Course because he said, “You got to get up and do an
activity. You got to see how hard it really was.” All three stated that the experiential
activities were exciting, but they also learned an enormous amount of valuable information.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
DISCUSSION AND CONCLUSION
“No one cares how much you know until they know how much you care.”
-Theodore Roosevelt
Research question:
How does learning through an experiential immigration unit impact a student’s historical
empathy?
Given the immense amount of data that was collected, learning about immigration through
experiential education did indeed affect student historical empathy. Students showed this
through their work products, interviews, and actions in the classroom.
Historical empathy was not the only thing learned. The students showed that they were
excited about their learning through their work quality and things they shared with the
researcher. For example, after the unit was complete, one child told the teacher that she
played Titanic/Ellis Island at a recent birthday party over the weekend. Students came up
to the teacher showing her books on immigration they checked out or television programs
they watched. In the researcher’s journal, she stated that she could hear the students
discussing the project in the hall or at recess when they did not know she was listening.
The excitement for this unit was visible.
Learning immigration experientially also affected the students’ grades on the immigration
test. The class average of the three classes was 92.6%. The test before this unit’s average
was 87.8%. In one student’s interview, they stated that learning through simulations
helped them remember the information.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Narrative and Implications for Practitioners:
The problem statement was that the social studies have become an invisible subject
recently. This research will further the educational leaders of this country into seeing the
need for a viable social studies curriculum as well as how experiential education and social
studies can be indeed connected. Empathy, engagement, and retention are three themes
that are cross-curricular and have the potential to impact our country into producing viable
citizens for our future.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
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Retrieved From http://blogs.edweek.org/edweek/curriculum/2012/03/middleschoolers_like_math_but.html
Sagor, R. (2010). Collaborative action research for professional learning communities.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Bloomington, IN: Solution Tree Press.
Schmoker, M., & Marzano, R. (1999). Realizing the Promise of Standards Based
Education. Educational Leadership, 56(17), 17-21.
Senge, P. (2006). The fifth discipline: The art and practice of the learning organization.
New York: NY: Random House.
Shellman, A. (2014). Empowerment of Experiential Education: A State of Knowledge
Paper. Journal of Experiential Education, 37(1).
Stripling, B. (2011). Teaching the Voices of History Through Primary Sources and
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Taylor, T. (2000). Chapter 48: The Past, Present and Future of History Teaching in
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Willis, J. (2007). Brain-Friendly Strategies for the Inclusion Classroom. Alexandria, VA:
Association of Supervision and Curriculum Development.
Yilmaz, K. (2007). Historical Empathy and Its Implications for Classroom Practices in
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Zhao, Y., & Hoge, J. (2005). What Elementary Students and Teachers Say About Social
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
APPENDIX A-IRB APPROVAL
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
APPENDIX B-SUITCASES
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
APPENDIX C-TENEMENT SIMULATION
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
APPENDIX D- TITANIC SIMULATION
1ST CLASS
2ND CLASS
2ND CLASS-FATHER BYLES LEADS PRAYER
3RD CLASS
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
MISC…
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
APPENDIX E-INTERVIEWS
Participant 1 Interview:
Researcher-How would you describe the purpose of history?
Participant 1-Learning history makes you realize what was done in the past by people in
history.
Researcher-Why do you need to learn about people in the past? Aren't they just dead?
Participant 1-The people in the past did great things to help our country, but they also made
mistakes. We can learn from those mistakes.
Researcher-What do you think is the difference between a boring history class from an
exciting one?
Participant 1-Well a boring history class is when the teacher reads out of a textbook and
you are just sitting there listening with your head down where you would rather be
interacting and doing fun things. An exciting history class is when there is stuff all over
the walls about things you have previously learned. There is always hands-on stuff we do.
Researcher-Why do you think students should learn about immigrants and what they went
through?
Participant 1-Well a lot of people think immigrants were just old people and they are just
gone and they don't realize that the immigrants were fathers, mothers, and someone's
husband and they were important to people.
Researcher-What made you realize that?
Participant 1-Well with my Titanic my character, I had to write diary entries. When I was
doing that, I realized that these people are real and this was real things that they went
through.
Researcher-Who was your person? Molly Brown?
Participant-Yes
Researcher-When Mrs. Moore asked you to journal in the perspective of her, what process
did you use? How did you get yourself into that mode?
Participant 1- So at first I just said in my head, "What if I was back then? What if this
was on the actual Titanic? What if it really happened to me? What would I feel like?
Then I made myself that person and I wrote the stuff down.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Researcher-What was your favorite part of this unit?
Participant-My favorite part was getting ready for the Titanic boat ride. I had to dress and
act like a 1st class passenger.
Researcher-So what was the fate of your character?
Participant - I lived. I helped people get on the lifeboats. I even said I would hit a crew
member in the head if they didn't turn back.
Researcher-What lessons can you learn from this unit?
Participant 1-That this stuff was real. It is not just a story that was written down. That
there was more to it.
Researcher-What is one thing you will take with you that you will always remember about
this unit?
Participant 1-Probably the feeling I had when I was writing that journal the first time and I
was like wow this was actually real...I am going to take that with me.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Participant 2 Interview
Researcher-What do you think is the purpose of learning history?
Participant 2-It is fun to learn about and it is important to learn from other people's
mistakes and if you learn from your mistakes you will be a better person and you will just
grow.
Researcher-What is the difference between a boring history class from an exciting history
class?
Participant 2-Well a boring history class is just reading out of the textbook and doing
worksheets and an exciting class is doing more hands-on activities. You get to have fun
and interact with people.
Researcher-What do you think Mrs. Moore's purpose for making teaching you this unit?
Participant 2-You could actually feel how people were dying ...that they were actually
people's dads and brothers and cousins-so you could feel the emotion and how crazy the
time was.
Researcher-When I made you write a journal in the perspective of your character, did you
have a process that you used?
Participant 2-I would research information and then I would use pronouns such as I and we
and I could feel the emotions of that person.
Researcher-What emotions are you talking about?
Participant 2-Like when Lilly was moving to America, I felt like she might have been
scared. When I moved I felt scared to leave my friends behind.
Researcher-What was your favorite part of the unit?
Participant 2-I loved the Ellis Island part. I loved doing the health check. It was fun doing
those games. I got mad when I didn't pass one part. I thought you were being unfair. I
guess that is how the immigrants must have felt when they were going through it then.
Researcher-I am trying to learn from you so I can make this unit better. What was your
least favorite part of the unit?
Participant 2-(long pause-then she finally said) Probably when you were pretending to be
Ms. Lane and yelled at me. You discriminated against me even though I didn't do
anything. I almost cried.
Researcher-Why do you think I did that?
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Participant 2- I think you did that so we could learn how the immigrants felt, except we
only had to do it for one class period and not for years.
Researcher-What kind of lessons could you learn from this unit?
Participant 2-Now I know that during that time period it was very hard for the people-that I
should be grateful for what I have now and that those people had to go through so much
just to live in America.
Researcher: What happened to your Titanic character?
Participant 2-My character died.
Researcher-Who was your character and did you have any family?
Participant 2- Lilly Goodwin, I was traveling with my mom, dad and five brothers and
sisters.
Researcher-What do you think the last moments of Lilly's life was like?
Participant 2-I can't imagine how scared she must have been. I wonder if her mother
hugged her and comforted her.
Researcher-What effect do you think your death had on the people you left behind?
Participant 2-Probably my friends and family were sad. It is really sad when you have a
death because you loved them so much and it is hard to get use to life without them.
Researcher-What lesson will you take away from this unit?
Participant 2- That I should be grateful of all I have now and don't wish I was living in any
other time. The immigrants were treated so bad. I am glad I don't have to go through that.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Participant 3
Researcher-What do you think is the purpose of learning history?
Participant 3-To learn what your grandfathers did to make the country form and what they
went through to make this country free
Researcher-What is the difference between a boring history class from an exciting one?
Participant 3- Well a boring history class has textbooks and worksheet and all that stuff. In
an interesting class you have PowerPoints and games and activities and non worksheets
Researcher-What is so boring about a textbook?
Participant 3- A textbook leaves out too much information. They only have a little bit.
They just tell you facts and not the people's stories or their diaries in it.
Researcher-What is so interesting about a story or a diary?
Participant 3- Because it is a first hand account and you know exactly what they are doing
and saying.
Researcher- Who was your character in the unit?
Participant 3- Father Byles
Researcher- What was his fate?
Participant 3- He died.
Researcher-A parent said, and took pictures of, you leading a prayer in second class. Why
did you do that?
Participant-I really got into my character and I figured that would be something he would
have done.
Researcher-What did you pray?
Participant-I prayed that God would keep us save on our journey to America and that we
would find happiness there.
Researcher-Did the other passengers act with you?
Participant 3-Yes, they were into their characters as well.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Researcher-So when Mrs. Moore gave you guys the assignment to write a journal in the
perspective of your person..um..your diaries were really, really good. So what was your
process?
Participant 3-First I went into my room so that I didn't have any distractions. Then I
researched the information that would go into my diary. If the information wasn't good, I
would go to the next website and then to the next website. Then I jumbled all the
information up to create my diary.
Researcher-Okay, so you found things on the Internet those were facts. Some of the things
you wrote about were more personal. Those are things that you cannot find on the Internet.
How did you write that stuff?
Participant 3- Well, I just made the stuff up. Whatever, I thought of I went with.
Researcher-What is something you will takeaway from this unit. Something you will
always remember?
Participant 3-I will remember the Health Check. I felt like I was actually doing the tests in
Ellis Island and that made me excited. It was so much fun.
Researcher-It was fun, but did it teach you anything?
Participant 3-Yes, I learned that there was a heart test, lung test, eye test, and more. I think
we got off easy. At least on the eye test, I didn't have the button hook test. Learning this
way is better than a textbook because it helps me remember.
Researcher-You were so proud of your suitcase. Why?
Participant 3-Well, I made it myself. I tried to make it look like a real carpetbag. I cut one
of my old belts up to make the handles. I was so proud after I got done that I needed to
show you right away.
Researcher-Why didn't you just wait until the next day?
Participant 3- I don't know, I guess I was just proud of it.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
APPENDIX F: RESEARCHER JOURNAL
Dec. 1st, 2014-Today I started my immigration unit. I gave out the student suitcases and
explained the unit. The students were so excited. They couldn't wait to get home and
decorate it like a suitcase. I told them that we would be role-playing and sometimes I
would be nice Mrs. Moore and sometimes I would be mean Mrs. Lane. When I was Mrs.
Lane, I would be a discriminatory INS worker at the turn of the century. I made that up on
the fly. My middle name is Elaine, so I created it out of that. I want to look for a costume
to dress up in when I transform into her.
Dec. 2nd, 2014-Even though I gave the students one week to complete their decoration,
some students were done today. They had to come and show me first thing that morning.
They were so proud of their designs. I can't wait to see all the students’ designs.
Dec. 5th, 2014-The students' suitcases were amazing. I took pictures. The students were
excited. I came up with this lesson on the spur of the moment. As we were talking about
the hardship the immigrants went through such as long work hours, harsh work conditions,
low pay, bad living conditions, and discrimination, one student made a great connection.
He said, "The immigrants didn't have it any better than the slaves had it." Good
connection...
As we were talking about how small tenements were and how sometimes they needed to
take in boarders to make ends meet. Sometimes they could have up to 30 bodies in a 7x10
apartment. (of course it would have to be in shifts) As I was teaching this, I had an
experiential game idea come to mind.
First, I taped off a 7x10 spot and had the students gather around. I talked about this could
have been the sign of a typical tenement. We talked about furniture and a kitchen. I
blocked off a 1x3 for the stove and ice box. After talking about how big the average family
was at the turn of the century, students guessed about 6-8 people. We put eight students in
the square. I then told them they couldn't afford the rent, so they had to take in boarders.
Another family of 8 moves in...but we still can't make rent. I went through the whole
scenario until all 25 students were in the tenement. I had them lay down without going out
of the tenement or in the kitchen. This was quite the experience for the students. After
standing up, I had the students reflect. Many said that they would hate to sleep in the same
room as their dad because he snores and it would keep him up all night. Another student
said that it would be worse than this for the immigrants because they were kid size and
there would be some immigrants that would be the man size. They asked me where the
bathroom was. I stated that they didn't have a bathroom. They had to use the chamber pot.
They were the most shocked at that. "You mean they had to use the bathroom in the same
room as everyone else and change clothes?" Many students wondered what they did with
the waste in the chamber pots. I told them to read a book I had called, Poop Happens.
Next, I had the students write a reflection of their experience. They had five minutes to
write it. I told them that they could write a reflection as a student in 2014 or if they wanted
an extra challenge, they could write in the perspective of an immigrant living in the
tenements at the turn of the century. I haven't read these yet. It will be interesting to learn
what they took from this since I have never done this activity before.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Dec. 9th-Today students randomly drew their 1st, 2nd, and 3rd class Titanic passengers.
Then I gave them information on their person prior to boarding the Titanic. They were so
intrigued. I could tell by the hush in the room and the looks on their faces.
Dec. 10th-I asked them to write a journal entry as their person the day before they were to
set sail on the Titanic. They were to discuss the trips they were to make and what they did
before-if they were 1st class-the vacations they were on-2nd and 3rd-immigrating to a new
life in America.-excited yet sad to leave behind friends.
Dec. 11th-We front-loaded the journal #2 assignment by watching sections of the
blockbuster Titanic. We watched the beginning scene where they go to the actual footage
of the Titanic as it looks today and then to what it looked like in all of its glory. We
watched another scene of 1st class dining to 3rd class dancing. Last, we watched the
iceberg warnings Captain Smith received. Then I asked the students to journal in their
perspectives on the morning of April 14th. Here is the assignment I gave:
Diary or Journal #2-It is April 14th (morning). You have been at sea for days enjoying all
that the Titanic has to offer. You can’t wait to arrive in America. You have heard gossip
that we may arrive early in New York City. Captain Smith has ordered all the broilers to
fire at top speed.
Weather-cold front came through last night—in the 30s
Describe the ship, people you have met, fears, surprises, happiness, wonderings about what
America may hold, etc..
Students will not know the outcome of their person until Monday (15th).
Dec. 12th-Boat Ride- The kids could hardly be contained today. The other three teachers
told me that they just didn't teach any new material because all the students could talk
about was the boat ride. Again, the students exceeded my expectations. They went all out
on their outfits. The priest wore a collar and brought a Bible. One girl was a little girl of 7
brought her favorite teddy bear.
1st Class-The violinist played Nearer God to Thee at the end. Students sat so quietly and
were almost crying as they listened to that soulful song. Just minutes before they were
dancing and celebrating and then to have them this sad was something to see.
2nd Class-One of the characters, Father Thomas RD Byles, led his fellow group of 2nd
class passengers in a word of prayer. He did this on his own. He prayed that The Lord
would watch each passenger and that their journey to America would be a safe one. He
said that he hoped The Lord blessed them in their new lives in America. I told his mom
that afternoon that he did that and she said they were talking about it. She asked him
before what the priest may have done on the ship. Sam said that he predicted that his
person would not take a seat on the lifeboat and continue to help people until the end. I
think that the conversation with his mom created historical empathy in Sam because he
thought about what the priest's final moments would have been .
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
3rd Class-The third class had to make a paper chain without talking. The winning team was
the one with the longest chain. Every year it is interesting to see how this unfolds. The
students that win have a leader, set up and assembly line, and have quality control. One
parent tore up a paper chain that wasn’t constructed correctly. The child later said, “That
was hard work. I feel sorry for my parents.”
Dec. 15th-One student told me that while at a birthday party over the weekend, she and a
few of her classmates played Titanic at our local discovery center. I was excited to hear
that they were playing history on their off time. Hearing the student excitement in the hall
when they do not know I am listening thrills me. I decide to interview the girl that made up
the game after school.
Dec. 15th-Today students learned the fate of their Titanic character. The students said
things like, "That's not fair!!" Why did he get on a lifeboat when women and children were
still on the boat? Mrs. Moore, first class people are not better than third class.”
One girl cried when she found out her character and family died. I had the students write a
diary entry. If they lived, they will document their experience and if they died, they will
act like a family member documenting their reaction to the news. I can't wait to see them.
Dec.16th-Ellis Island part 1-Today we did the first section of their Ellis Island check. They
did the physical ability part in PE. The initial documentation and education proficiency
was today. I told the students that I would gone and my twin sister (Mrs. Lane) would
come. My twin sister is much meaner than I am. I warned them that she will yell,
discriminate, and act horrible. I also emailed the parents ahead of time to let them know
that their child might be discriminated against or yelled at to teach a lesson. I had the kids
go one at a time to the INS desk to get their documents verified. The first student to come
up didn't have their passport filled out correctly, so I (I mean Mrs. Lane) threw it across the
room. The students didn't know what to think. Some wanted to laugh and some want to
cry. One by one, I yelled or threw a fit about each minor thing. One child came up and
without looking at their information, I just said, "You automatically pass because I like
your hair." The rest of the kids yelled that it wasn't fair. One girl came up with a letter of
recommendation from Orville Wright. It was quite clever, but I tore it up and said it was a
fraud. The girl teared up and was fighting crying. I emailed her mom and asked if I could
have an interview with her. She said yes. Class after class, student after student, I
discriminated. If a student sneezed, I would tell them that their germs were going to affect
all of us. The students were afraid, scared, and upset. I hated treating them so badly, but I
knew I was trying to show they how it felt to be discriminated against. One student came
up and I said, "I do not like your Irish face. You fail!!" Later that night, I got this email.
Hey Mrs. Moore,
This is just a mama-note to let you know that my son got in my car this afternoon sobbing
about his “fail” in the immigration suitcase. I was pretty sure I knew what was happening,
but I had to pull into the lot at school and get him to calm down and explain what was on
his mind.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
Short story is that I was able to figure out that the “fail” was a normal part of the exercise
you were doing for them as you had explained in the advance letter to us! He was enraged
and frustrated that during his review, you didn’t look at any of the rest of the work he felt
he’d done in his suitcase.
I said, “Sounds like you got rejected just because of the look of you.” And he said,
“Exactly!! That’s almost exactly what she said.” Then I said, “Well, see how arbitrary that
was? Imagine how people must have felt when it happened to them.”
I think he has fully recovered, but I did want to let you know this happened and that we had
to talk through it. He always seems like a laid-back guy, but like a bunch of those kiddos
you deal with, he has a hyperactive Injustice Meter and is very sensitive to rejection.
You might give him a hug tomorrow and tell him that it’s all good – even though he has to
ship back to Ireland!!
Thanks, Mom of a student
I was happy and sad by this email. I was happy that he learned a valuable lesson that I am
sure he will never forget. By experiencing this first hand, hopefully he will have an
empathic spirit for the rest of his life. I am sad because I hate for any of my students to feel
pain or heartache. I wish I could protect them from ever having any pain.
Dec. 17th-Today is the final day of Ellis Island. It is the Health inspection. I didn't
discriminate too much this day. The only discrimination that was noted by the students
was that athletic students had an advantage, and they defiantly did. After this experience, I
had the students write their own reflections. They were to write what? what did they learn
from all these experiences? So What? What is the purpose of this lesson? and Now
What? What will I take with me from this experience that will change my perspective.
Dec. 18th-One of my students came up to
Jan. 3rd. -I have been doing the experience for more than ten years now. I add to it each
year. I am always amazed that it is the thing students most remember about fifth grade.
Christmas Break-my principal's mother-in-law died and I went to the funeral. There I saw
several former students. One was in college. She told me that she will never forget when
she had me in 5th grade and we did the Ellis Island experience. She said that she felt so
bad that her character didn't make it to America. I was impressed that students from ten
years ago still remember the experience.
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APPENDIX G: IMMIGRATION SIMULATION INSPECTION CARD
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APPENDIX H: PASSPORT TEMPLATE
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APPENDIX I: LIFE SKILLS CARD
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APPENDIX J: MAP OF JOURNEY
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APPENDIX K: IMMUNIZATION RECORDS
Immigrant
Immunization Record
Immigrant
Immunization Record
Immigrant
Immunization Record
In order to obtain your American
citizenship, you must have this
immunization record complete with
four immunizations and their dates
before you arrive at Ellis Island.
In order to obtain your American
citizenship, you must have this
immunization record complete with
four immunizations and their dates
before you arrive at Ellis Island.
In order to obtain your American
citizenship, you must have this
immunization record complete with
four immunizations and their dates
before you arrive at Ellis Island.
Name:_______________
Immunization:
Date:
Name:_______________
Immunization:
Date:
Name:_______________
Immunization:
Date:
Immigrant
Immunization Record
Immigrant
Immunization Record
Immigrant
Immunization Record
In order to obtain your American
citizenship, you must have this
immunization record complete with
four immunizations and their dates
before you arrive at Ellis Island.
In order to obtain your American
citizenship, you must have this
immunization record complete with
four immunizations and their dates
before you arrive at Ellis Island.
In order to obtain your American
citizenship, you must have this
immunization record complete with
four immunizations and their dates
before you arrive at Ellis Island.
Name:_______________
Immunization:
Date:
Name:_______________
Immunization:
Date:
Name:_______________
Immunization:
Date:
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
APPENDIX L: TITANIC BOAT TICKETS
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APPENDIX M: BOOT CAMP NOTES
Immigration to America
1. Steamlines advertised with ads in _________________________.
2.
Reasons for immigration:
Better paying ________________, Escape Harsh Treatment, ________________
Freedom Political Freedom, Escape Over Crowded Conditions, and Hunger
3.
On the ships, there were 3 classes: First, Second, Third or ___________________.
Immigration Ports
1.
_________________ Island was the immigration port for immigrants from Europe.
2.
__________________ Island was the immigration port for immigrants from Asia.
3.
Angel Island is in __________ __________________, CA.
4.
Many Chinese came to America hoping to strike it rich in the ___________ Rush.
5.
When the gold was gone, they found jobs working on the _______________
__________________.
6.
The __________________ ______________________ _______________ kept out Chinese
Immigrants from coming to the United States for about _________ years.
7.
Passengers were lead from the ship to Ellis Island for registration and
_________________.
8.
According to what they found in the medical inspection, doctors would
mark letters on their backs with ____________. Ex. X-_______________
____________________
9.
The dreaded eye exam was used to look for the eye disease _____________________.
10. Sick immigrants had to stay on the island until they were better, or if they
had a contagious disease they could be _____________________
It’s A Hard Knock Life For Us
1.
Many immigrants came to the country hoping for a better life only to find
out life in America was not ________________. They were ____________________________
against and treated badly.
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
2.
Problems in the cities included: overcrowded, garbage, crime, spread of
_____________, danger of fire, insects and ____________________, and odors.
3.
___________________ were overcrowded, dirty and oftentimes had no windows,
heat, or indoor bathrooms. Sometimes to make ends meet, they took in ______________________.
4.
Many immigrants lived in the same _________________________. Why?
5.
Reform means to make _____________________ like garbage _______________, fire
_____________.
6.
The __________ House was a settlement house set up by ______________
____________________. A settlement house is a __________________ center where
immigrants can learn new job _____________.
Urban Life:
1.
As cities began to grow, so did the workforce. The US went from a most
agricultural workforce to a more _____________________________ workforce.
2.
The working conditions were bad-long hours 12-____ hrs., weekends too,
____________ _____________, unsafe working conditions, no medical or worker’s compensation,
and ___________ _____________.
3.
___________________ ___________________ was the president of the American
Federation of _______________ Unions.
4.
What does the political cartoon mean?_________________________________________________
_________________________________________________________________________________
Tools of the Labor Unions: ___________________, informational picketing, and
organized
_________________________.
6. Most labor unrest happened in big ________________________.
7. Many immigrants put their children to __________________ ASAP. Girls were
preferred over boys because they had smaller ________________.
7.
Most buildings were made of _______________. The _________________ Fire was
said to have started by a cow tipping over a lantern.
10. Cities began running out of room __________, so they looked for ways to go
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
________. Luckily, ______________ was invented. It made the frame stronger.
These new building are called ___________________________.
Triangle Shirtwaist Fire:
What caused it?
What reform came out of it?
Industrial Revolution
1.
A ______________________ is businesses that sell shares of stock to people.
The more shares you buy they more money you make or the more you __________________.
2.
A monopoly is when a company __________________ the entire industry.
3.
Captains of Industry: List the three big names and how they made
their money.
a.
b.
c.
4.
Henry Ford didn’t invent the car. He used the __________________ _______________________
to make cars cheaper and more reliable. He
also paid his workers a higher _____________ to get them to do the
mundane work of assembly lines.
5.
When cars first came out only the ____________ could afford them.
6.
The car was reduced in price because the _______________________ time
was reduced.
7.
The car effected the economy by needing: _____________,
____________________, _________________, __________________, _____________________,
_______________________, ________________________
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
APPENDIX N: FARCEBOOK TEMPLATE FOR INVENTOR PAGE
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
APPENDIX O: HEALTH INSPECTION SIMULATION
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GIVE ME YOUR TIRED, YOUR POOR…TEACHING HISTORICAL EMPATHY
APPENDIX P: HEALTH INSPECTION FORM
Health Check:
Name:______________________#____
Physical Examination:
Agility
Heart
Lung/Brain
Individual Work:
1. Brain: ____________________/5
A. Does England have a Fourth of July? __________
B. 7 Months have 31 days in them. 11 months have 30 days in them. How
many months have 28 days in them? __________
C. How many birthdays does the average person have? ________________
D. What is sweetened then soured, boiled then cooled? ______________________
E. A woman gives a hobo 50 cents; the woman is the hobo’s sister, but the
hobo is not the woman’s brother. How can this be?
Partner Work:
2. Eye Check-Hand Eye Coordination-step away from the wall three spacesthrow the ball with your right hand and catch it with your left hand, then
switch-throw with your left hand and catch with your right hand. Repeat for
30 secs.
Record # of Catches: _______________
3. Lung Check: You and a partner race to see who can blow the feather over the
finish line first. Did you win?____________________
4. Agility-Balance a cookie on your head and try to get it into your mouth
without using your hands. Mouth 1st Time:____________BONUS 2nd
Time:_____________ None: __________
5. Heart-For one minute, you and your partner must not let the heart balloon fall
to the ground. Did your heart fail you? _____________________ (No-Win, Yes-Heart
Problems)
X-Signs of Mental Disease Observed
L-Lung Problems
H-Heart Problems
A-Agility Problems
CT-Trachoma
Health Questionnaire: _________/10
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
Eye