TAP IMPACTEsperanza Rising UnitAssessmentWhen assessment is tied to instruction students are held responsible for achieving high educational standards, it is ethically imperative that educators develop assessment strategies that ensure equity in assessing and interpreting student performance. Equality allows for differences in learning styles, disabilities, and student ability to have choices about how they learn. In published articles on the nature of engaged and meaningful learning support the use of alternative assessments that are tied to curriculum and instruction and that emphasize higher-order thinking skills and authentic tasks. Alternative assessments often have accurate goals of instruction and require students to solve complex, real-life problems. Some educators believe that alternative assessments motivate students to show their best performance, performance that may

have been masked in the past by standardized fixed-response tests, and by content that was not motivating. Currently formative and summative assessments support educational pedagogies. Formative evaluation is non-judgmental partly because the focus in on learning as influenced by many factors such as teaching approaches, student's background knowledge, and student motivation. Summative assessments (grades) are usually private and anonymous, and the full weight of a grade is placed on the student alone.

This unit attempts to link instruction to formative and summative assessment while also recognizing learner differences and challenges. By using collaborative learning approaches, choice board activities, and student responses in individual journals; it is desired that all students have equitable opportunities that enhance choice and create motivation.

Unit OverviewIn this unit students will explore some of the contrasts that Esperanza experiences when she suddenly falls from her elevated perch as the only beloved child of a wealthy landowner surrounded by family and servants. Through a series of misfortunes she becomes a servant herself among an extended family of immigrant farm workers. The unit will also look behind the story at the historical, social, and cultural circumstances that help to account for the great contrasts and

contradictions that Esperanza discovers when she comes to the United States. And, finally, the lesson will invite students tocontemplate some of the changes that Esperanza undergoes as she confronts herself and her circumstances and grows from a pampered child into a resourceful and responsible young woman.

This unit challenges students to learn to read and write effectively in a balanced framework. Included are authentic opportunities for reading and writing on a daily basis some reading and writing tasks are modeled by the teacher, some in groups, and leading to a few that are done independently by the student. The goal is to help children become readers and writers who enjoy and value literacy.

Students will understand and compare the similarities and differences of children, families, and communities in different times and places. They will analyze religious and other cultural traditions. Civil rights will be explored through debate andpersuasive writing.

Because of new mechanization faster and cheaper labor increased the labor shortage during the Great Depression/Dust Bowl. Mechanization in industry is a natural lead into Newton’s laws of motion, simple machines, and forces in nature. This unit will explore vocabulary and application of Newton’s principles.

This unit will encourage students will explore the water cycle and build understanding of the processes of evaporation, condensation, precipitation, and run-off. Water on earth is used over and over. The water cycle, the continuous movement of water from ocean to air and land then back to the ocean in a cyclic pattern, is a central concept in meteorology. In the water cycle, the sun heats the Earth's surface water, causing that surface water to evaporate (gas). This water vapor then

rises into the earth's atmosphere where it cools and condenses into liquid droplets. These droplets combine and grow until they become too heavy and fall to the earth as precipitation (liquid if rain, solid if snow).

Esperanza Rising Time Line

Day 1 Esperanza Rising Prediction Lesson Plan 1

COMPETENCY GOAL 2The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.2.02 Interact with the text before, during, and after reading, listening, and viewing by:

making predictions.

formulating questions.

supporting answers from textual information, previous experience, and/or other sources.

drawing on personal, literary, and cultural understandings.

seeking additional information.

making connections with previous experiences, information, and ideas.

Objectives –

Pre-Assessment Strategies –Students are asked to relate themes from current books and movies to Esperanza Rising.Depression/ Dust Bowl Photos are shown to make predictions about the story.Power point of vocabulary and background information is shown to students.

ActivitiesStudents are asked to make predictions on story prediction chart about what might happen, clues and will later fill in what happened and compare predictions to the story.

TAP Impact EE5 Esperanza Rising

Tap Impact EE5 Page 1

Assessment -Formative Assessment-Story prediction chart graphic organizer to be partially completed (finish on day 6)Students will read in class to chapter 2 otherwise finishes reading for homework. EvaluationEvaluate all students for understanding and ability to make predictions and to support with clues from the text by checking clues students wrote on the prediction chart

Day 2 Chapter 3 (Papayas) pgs. 23-38

Tap Impact EE5 Page 2

Chapter 3 (Papayas) pgs. 23-38

Objectives-Competency Goal 1The learner will apply enabling strategies and skills to read and write1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words.2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question).

Pre-Assessment-Ask students to write everything they know about synonyms and antonyms in their Reading Journal (RJ)Ask students if they have ideas about how discussion groups could function so that everyone is happy and successfulActivities-Teach if necessary synonyms and antonyms although it should not be necessary but as a reminder Given the vocabulary words below…have students get into groups of four …and define the word, use the word in a sentence as a synonym and antonym.

Vocabulary- Put on vocabulary page of Reading JournalAnguish pg. 23- pain or distressDevious pg. 22- trickyRosaries pg. 26- a string of beads used in prayingIndignation pg. 30- anger caused by something meanPretentious pg. 33- thinking that you are “better” than what you arePervaded pg. 38- to penetrate, to “seep” or “spread” through

After the vocabulary portion is finished teach how discussion circles will be handled incorporating any good input received from the students earlier discussionTeach students how Groups are to respond to comprehension questions in a group.

Excuse me, I’d like to add, I disagree, I agree because, I don’t understand what you mean, I’m confused

Students will create the following comment cards:

Question Keeper: reads the question and keeps the students focused on discussing and answering the questionNote Taker: takes notes that will help your group form an answer to the questionLeader: calls on the person who wants to speak and encourages the members of the groupAnswer Keeper: Finds answers to additional questions the group has

Job within the groups includes:

Assessment-Students will complete a group participation rubric.Formative-Comprehension Questions: Discuss in table groupings then as a class.1. What did the will say?2. Why does Tio Luis want to marry Ramona?3. What does Miguel mean when he says, “In Mexico we stand on different sides of the river.”?4. If you had to write a will, what would it say?5. Predict what will happen to “Ramona and Esperanza now.Evaluation-

Group participation rubric will be evaluated for group cooperation and teacher will walk around groups during group project to determine if group comment cards are being used.Synonym and antonym sentences will be evaluated for understanding of the concepts of similar and opposite.

Tap Impact EE5 Page 3

Day 3Objectives-Competency Goal 1The learner will apply enabling strategies and skills to read and write1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words.2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question).

making predictions.

formulating questions.

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

Tap Impact EE5 Page 4

supporting answers from textual information, previous experience, and/or other sources.

drawing on personal, literary, and cultural understandings.

seeking additional information.making connections with previous experiences, information, and ideasPre-Assessment-Check to see that students are caught up in reading Activities-Character (G.O.)Graphic Organizer- Predict what Esperanza is thinking, feeling, will do nextPlot Diagram (G.O.) Graphic Organizer-Identify plot, characters, settingGIST (G.O.)

Vocabulary- Put on vocabulary page of Chapter 5 questions (see above evidence and below evidence for chapters 4 and 5) for this portion)Salvage: save

Assessment-Formative- Have children read from pages 42-50 and answer this question in their reading journal:Is it going to be easy for Esperanza and her mother to move to California? What clues in the book support your opinion?

Evaluation-Evaluate responses in Chapter Questions to make sure students have correct vocabulary and that opinion is supported adequately. Have students repeat exercise if documentation is not adequate. Check to see if more guidance is needed or if student was just trying to complete work too quickly.

Have children read from pages42-50 and answer this question on their chapter questions booklet:Is it going to be easy for Esperanza and her mother to move to California? What clues in the book support your opinion?

See upload of student chapter questions below for evidence of questions from chapter 5

Tap Impact EE5 Page 5

See upload of student chapter questions below for evidence of questions from chapter 5

Tap Impact EE5 Page 6

Tap Impact EE5 Page 7

Tap Impact EE5 Page 8

Day 4

Chapter 4 (Figs) pgs. 39-57Objectives-

making predictions.

formulating questions.

supporting answers from textual information, previous experience, and/or other sources.

drawing on personal, literary, and cultural understandings.

seeking additional information.

making connections with previous experiences, information, and ideas.

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

Pre-Assessment-Recall predictions made at the beginning of the novel and connections to students’ life- assess if students find elements of the story relevant and see if they are able to see connections to their livesActivities-Use the discussion group model that was taught earlier in the unit assigning Jobs to Each group member so that it rotates and all roles have a chance to be filled by each student and different times.Questions to discuss after student respond in their writing journal: have each table group answer one question then share thediscussion with the class.

Comprehension questions:

1. What would Papa have wanted Esperanza and Mama to do after the fire destroyed their home and ranch? Why?

2. What does “starting over” in this chapter mean for Esperanza?

3. Where will Abuelita stay until she gets stronger and can join Esperanza and her mother?

4. On pg. 51 what is the symbolism of Abuelita’s bundle of crocheting that she hands Esperanza when she is ready to go with her sisters?

5. With all that has happened to them, Esperanza is surprised that her mother is concerned witha poor family who needs clothes, and she is doubly surprised to learn that the clothes are for Esperanza and her mother. What does this say about Esperanza? What does it say about her mother?

Assessment-Formative-Discussion with class about what happened vs. predictions made on chartsFormative-Discussion with class comprehension questions

Evaluation-Evaluate if students comprehend the authors choice of words, figurative language, and plot development.

Tap Impact EE5 Page 9

Tap Impact EE5 Page 10

Tap Impact EE5 Page 11

Tap Impact EE5 Page 12

Day 5Chapter 5 (Guavas) pgs. 58-80 read in class

Objectives-To Make Predictions2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question).

supporting answers from textual information, previous experience, and/or other sources.

drawing on personal, literary, and cultural understandings.

seeking additional information.

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

Pre-Assessment-

Tap Impact EE5 Page 13

Pre-Assessment-Ask students to recall details that they remember about the civil war and slaves escaping during that time period to assess prior knowledgeActivities-Have students compare in a Venn Diagram slaves escaping from the South before and during the Civil War to Esperanza and her mother escaping to CaliforniaGroup discussion model for questions

Assessment-Formative-Use discussion circle model to discuss in groups the following questions then share findings as a class.Questions to Discuss:Students are to write the answers in their Reading Journal in complete sentences. (chapter 5 questions evidence above)1. Why doesn’t Esperanza allow the barefoot girl to hold the doll? What does this say about Esperanza?2. Why does Esperanza’s mother say that they are now peasants? How have they become peasants? 3. The author uses the word valise on pg. 69. What is a synonym for valise?4. How is the woman, Carmen, rich, even though she is poor? (pg. 77) 5. After reading these pages, do you think Ramona had always been wealthy? Why or why not?Evaluation-Evaluate students’ ability to compare and contrast elements from different time periods in historyEvaluate student abilities to function properly in discussion groupsEvaluate if groupings need to be changed up to create better dynamics

Venn diagram done as a class after brainstorming in groups (student sample from notebook)

Day 6 Objectives-

making predictions.

formulating questions.

supporting answers from textual information, previous experience, and/or other sources.

drawing on personal, literary, and cultural understandings.

seeking additional information.

making connections with previous experiences, information, and ideas

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

Pre-Assessment-Shared reading :How My Parents Learned to Eatby Ina R. FriedmanShared Reading: Ellis Island

Purpose of reading is to stir emotions about cultural differences and looking at how different cultures can be but also how similar Activities-Students Group discussion model for questionsAssessment-Formative- groups will use discussion group modelDiscussion Questions:

Tap Impact EE5 Page 14

Formative- groups will use discussion group modelDiscussion Questions:1. When Esperanza meets Isabel in California, she smiles at her, yet thinks that Isabel can be happy about “such little things” (pg. 90). What does this tell us about Esperanza’s character?

2. Why do the different ethnic groups live separately from each other on the ranch according toMarta? (pg. 97-98)

3. What is the main idea to topic of this story so far? (starting over, immigration)4. At the bottom of (pg. 99)…Why doesn’t Esperanza like Marta?

Evaluation-Evaluate if students can reflect the main idea and topic in Esperanza RisingEvaluate student ability to make predictions about Esperanza and their ability to connect with the character Class discussion of questions after groups have had enough time to collaborate.

Tap Impact EE5 Page 15

Tap Impact EE5 Page 16

Day 7Chapter 8 (Almonds) pgs.120-138

Objectives-Competency Goal 1The learner will apply enabling strategies and skills to read and write1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words.

asking questions.

delving deeper into the topic.

elaborating on the information and ideas presented.

evaluating information and ideas.

making inferences and drawing conclusions.

making judgments.

2.09 Listen actively and critically by:

Pre-Assessment-Have students discuss strike and develop a definition. (refer to pgs. 129-135) (see above evidences for student samples)Strike- to stop working until your boss or employer gives you a pay raise or better working conditions.

Activities-Have students vote to strike or not strike. Divide the students into 5 groups. Students will create strike or no strike signsbut only decorate the front of the poster. Group discussion model for questionsAssessment-Formative: to be done in discussion groups with assigned jobsDiscussion questions:1. Why were Miguel and Alfonso getting water during the train breaks?2. What do Papa’s roses symbolize? (his heart)3. What does “going on strike” mean? (refer to pg 132 where Marta compared the migrant workers to small, meek kittens)4. Why do people, like Marta, want to go in strike?5. Will going on strike help the workers? (refer to pgs. 134-135)6. What can Esperanza learn from her mother?

Individually write your response in your Esperanza Rising chapter guide:After one day at the farm camp, Esperanza and her family have bruises. How are Esperanza’s bruises different from those of her family? (skill- Making Comparisons)Evaluation-

Tap Impact EE5 Page 17

Evaluation-Evaluate if students are able to make comparisons by checking the response to the question complete with a class discussion

Tap Impact EE5 Page 18

Day 8-9 Water Cycle lesson plan 2

Chapter 10 (Potatoes) pgs. 158-178 Water Cycle lesson plan 2 see attachment

Goal 3: The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate.Objective 3.01Investigate the water cycle including the processes of: Evaporation.

Condensation.

Precipitation.

Run-off.

Objectives-

Students will see a cup of water with ice cubes and shaved ice representing snow. When melted students will be asked to write in their journals: What Happened?

Pre-Assessment-

Water cycle lesson plan (refer to pg. 167) in the novel to make connections to unit

Activities-Choice board activity Assessment-Formative-Students will share predictions in science journals and with the class (check notebooks). The final evaluation will be the group project (See Attachment A: Choice Board Activity)Summative-Choice Board activities will be evaluated with a participation rubric and a final project rubric. (See Attachment: Rubric 1 and 2)

Evaluate-Evaluate student understanding of 3 states of water and the stages of the water cycle

Tap Impact EE5 Page 19

Play doh representation of the water cycle

Rap of the water cycle check out the moviesOn my class blog

Ms. Hart's Blog & Photos http://classhart.blogspot.com/

Pasted from <http://wsfcsel.schoolwires.net/Page/28757>

Tap Impact EE5 Page 20

Tap Impact EE5 Page 21

Day 10-11 Lesson Plan 3 Debate in Social Studies (jigsaw/four corners) see attachment

Competency Goal 4 The learner will trace key developments in United States history and describe their impact on the land and people of the nation and its neighboring countries.

4.05 Evaluate the effectiveness of the civil rights and social movements throughout US history that reflect the struggle for

equality and constitutional rights for all citizens.

Objectives-

Students will assess prior knowledge by writing in their journals with the following prompts:

1. A striker in the 1930’s was an unskilled laborer who supported not working for a short time in order to have demands of higher wages and decent housing. What reasons would a striker give for demands thatthey have made and for not working?

Pre-Assessment-

Tap Impact EE5 Page 22

they have made and for not working?

2. A Non-striker in the 1930’s was an unskilled laborer who did not support stopping work to demand higher wages and decent housing. What reasons could a non-striker give for not joining other workers in a strike?

Class will share and discuss ideas as the teacher puts ideas on the boardActivities-Break each group into pairs of Strike and Don’t Strike migrant workers and have them complete the Initial Statement Graphic OrganizerStudents will debate in small groups then as a whole class Homework- Interview a person from the depressionAssessment-The debate will be a formative assessment and the homework/reflection will also serve as a summative assessment.Evaluation-Evaluate students understanding of the effectiveness of the civil rights and social movements throughout US history that reflect the

struggle for equality and constitutional rights for all citizensEvaluate students abilities to make and defend arguments

Tap Impact EE5 Page 23

Day 12Lesson Plan 4 Persuasive Writing (part 1)

Objectives-Competency Goal 2

2.03 Read a variety of texts, such as: fiction (tall tales, myths).2.09 Listen actively and critically by: asking questions.

2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience.

The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

Competency Goal 3

3.04 Make informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats.The learner will make connections through the use of oral language, written language, and media and technology.

Competency Goal 4

4.10 Use technology as a tool to enhance and/or publish a product.4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter)…..in this instance persuasion

The learner will apply strategies and skills to create oral, written, and visual texts.

Pre-Assessment-Students will need to be familiar with advertising and persuasion to a very minimal degree

Activities-Students will play a series of games to identify, define, and recognize persuasion in text, advertizing and will produce a product that relates to the novel (persuade Esperanza to stay in Mexico or to leave)Assessment-To be completed in part 2Evaluation-Evaluate students’ ability to understand persuasion definitions and the ability to apply the definitions in the activities.

Raleigh's IEP states that he can complete assignmentsOrally with the teacher.

Tap Impact EE5 Page 24

Day 13

Lesson Plan 4 Persuasive Writing (part 2)

Objectives-Competency Goal 2

2.03 Read a variety of texts, such as: fiction (tall tales, myths).2.09 Listen actively and critically by: asking questions.2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience.

The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

Competency Goal 3

3.04 Make informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats.The learner will make connections through the use of oral language, written language, and media and technology.

Competency Goal 4

4.10 Use technology as a tool to enhance and/or publish a product.4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter)…..in this instance persuasion

The learner will apply strategies and skills to create oral, written, and visual texts.

Pre-Assessment-Review from the day before

Raleigh's IEP states that he can complete assignmentsOrally with the teacher.

Tap Impact EE5 Page 25

Review from the day before

Activities-Students will play a series of games to identify, define, and recognize persuasion in text, advertizing and will produce a product that relates to the novel (persuade Esperanza to stay in Mexico or to leave)

Compare your Observations and Notes from Session 4 and Session 1 to see if students understand the persuasive strategies, use any new persuasive strategies, seem to be overusing a strategy, or need more practice refining the use of a strategy. Offer them guidance and practice as needed.

Collect both assignments and the Check the Strategy sheets and assess how well students understand the different elements of persuasive writing and how they are applied.

Collect students’ Persuasion Maps and use them and your discussions during conferences to see how well students understand how to use the persuasive strategies and are able to plan their essays. You want to look also at how well they are able to make changes from the map to their finished essays.

Use the Persuasive Writing Assessment to evaluate the essays students wrote during Session 3.

Assessment-

Evaluation-Evaluate students ability to use technology to make persuasion maps and the effectiveness of using a computer graphic organizer verses a print out. Evaluate the quality of persuasive essay’s and the quality of creative in the presentations to see if theactivity is engaging, authentic, and relates to real world issues.

Tap Impact EE5 Page 26

Tap Impact EE5 Page 27

Tap Impact EE5 Page 28

Day 14 Chapter 13 (Peaches) pgs. 214-233Objectives-Pre-Assessment-How do you know if a person has changed for better or worse after a tragedy? Is it okay to be selfish sometimes? Is it okay to treat people without respect at times? Activities-In discussion groupings discussEsperanza gives Isabel the doll her father had given her. What does this tell you about how Esperanza has changed? Create a time line in groups that demonstrates how Esperanza has changed throughout the storyAssessment-Formative-Individual response in reading journalRR Esperanza gives Isabel the doll her father had given her. What does this tell you about how Esperanza has changed? (skill-Analyzing character)

Evaluation-Evaluate student abilities to analyze character and situational details that may change how we analyze character

Day 15Objectives-Assess Unit EffectivenessPre-Assessment-None requiredActivities-Last chance to finish up reading and any uncompleted work

Tap Impact EE5 Page 29

Activities-Last chance to finish up reading and any uncompleted work

Students will take a multiple choice quizAssessment-Summative – Quiz parts A and BEvaluation-Evaluate social studies, reading, and writing content

Day 16Objectives-Assess Unit EffectivenessPre-Assessment-None requiredActivities-Unitit Test consisting of essay and multiple choicesAssessment-Summative – Unit TestEvaluation-Evaluate effectiveness of cooperative learning and student ability to summarize, understand author meaning

Multiple Choice Part A

Reading/Writing Content

1. When Papa talks about hearing the earth’s heartbeat, the earth is an example of

a. foreshadowingb. personificationc. similed. figurative language

2. Persuasion is a means of

a. convincing the reader of somethingb. telling the reader a storyc. teaching the reader a lessond. using dialogue

3. After Papa’s death, Esperanza feels “numb, as if encased in a thick skin that nothingcould penetrate.” This is an example of

a. persuasionb. foreshadowingc. metaphord. simile

4. A television advertisement features Kobe Bryant endorsing a new sports energy drink. This is a persuasive technique known as

a. emotional appealb. bandwagonc. testimoniald. statistics

Multiple ChoicePart B

Social Studies Content

1. When Esperanza and her family do not have enough food to eat, they are experiencing

a. economicsb. interdependencec. scarcityd. consumption

Tap Impact EE5 Page 30

2. Mama and Esperanza give up their life in Mexico for an opportunity for life away fromTio Luis in the US. When giving up one option to choose another, their life in Mexico isreferred to as their

a. opportunity costb. interdependencec. scarcityd. resource

3. When the workers join together and organize a strike in order to improve their working conditions, they are exercising their right of

a. religious freedomb. branches of governmentc. democracyd. freedom of speech

a. servicesb. goodsc. wantsd. resources

4. The workers in the field camps are producers of

Tap Impact EE5 Page 31

Name____________________________Esperanza Rising End of Unit Test1. Tell the definition of an immigrant. How were Esperanza and Ramona immigrants in the story?

2. Why did Esperanza and Ramona move to California from Mexico? Was this a good idea? Why or why not?

3. Describe how Esperanza changes in the story.

a. Esperanza’s house burnt down.b. Tio Luis proposed marriage to Ramonac. Esperanza, Ramona, and their servants escaped in the middle of the night.d. Esperanza’s papa died.

4. Which of these events happened first?

a. the death of Papab. Ramona’s valley feverc. starting overd. Abuelita coming to California

5. What is the main idea of Esperanza Rising?

a. historyb. folk talesc. fairy tales

6. Readers who enjoy this book most likely enjoy reading:

a. to remind Esperanza to work hardb. to cheer up Esperanzac. to remind Esperanza there are both good and bad times in lifed. to remind Esperanza that Abuelita would join them in California

7. What was the significance of the blanket Abuelita was crocheting?

8. Was the Great Depression occurring during the years of the Dust Bowl? What were two of the causes of the Dust Bowl and onecause of the Great Depression?

a. He was a peasant in California.b. He worked on the railroad.c. He had a chance to become more than a peasant.c. He knew his boss.

9. Why did Miguel think his life was better in California than in Mexico?

a. Many immigrants came through Ellis Island to enter the U.S.b. It is off the coast of New York City.C. Ramona and Esperanza visited Ellis Island.d. Ellis Island is now a museum

10. What is the importance of Ellis Island?

a. They wanted better homes.b. They wanted more money.c. They wanted to make better lives for their families.d. All of the above

11. Why did some of the workers strike?

Tap Impact EE5 Page 32

Tap Impact EE5 Page 33