Gallery

Angel Island Immigration Station Gallery Walk

Students use these images to explore the concept of borders as social, economic, and political boundaries, as well as geographic ones.

Subject

History
Social Studies

Language

English — US

Updated

January 27, 2023

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The images in this gallery are taken by various photographers are used for a Gallery Walk teaching strategy.

Credit:

Daderot, Public domain, via Wikimedia Commons

Credit:

Deniseesser, CC BY-SA 3.0, via Wikimedia Commons

Credit:

Hillebrand Steve, U.S. Fish and Wildlife Service, Public domain, via Wikimedia Commons

Credit:

Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

Credit:

Exchange Associate, CC BY 2.0, via Wikimedia Commons

Collection

Explore resources that meet the California History–Social Science Framework standards.

Four students sit in a circle in conversation. The student in the center speaks with their hands raised.

Collection

Explore resources that meet the Massachusetts History and Social Science Framework.

Students working in groups in a classroom

Collection

Explore classroom resources for making connections between current events and your curriculum, including activities and discussion strategies for high school and middle school students.

A student speaks while another listens attentively.

Activity

Students explore the supporting question “How did the Angel Island Immigration Station both reflect and enforce borders within American society?”

Captain examines passengers aboard the The Shimyo Maru vessel.

Activity

Students explore the supporting question “How does the history of immigration through Angel Island help us understand how we create and challenge borders today?”

Assessment

Students culminate their arc of inquiry into the Angel Island Immigration Station by completing a C3-aligned Summative Performance Task and Taking Informed Action.

Inquiry

This 5-7 day C3-aligned inquiry explores the compelling question “How does the history of the Angel Island Immigration Station help us understand how borders are erected, enforced, and challenged?”

Unit

This unit is designed to help students in the UK reflect on how Islamophobia manifests in contemporary society and what needs to be done to challenge it.

Lesson

Students explore Islamophobic tropes, their troubled history, their evolution and their present manifestation in further depth, and consider the harm that their circulation can cause.

Picture of students working in a classroom.

Lesson

Students reflect on how Islamophobia manifests in the media and in the entertainment industry, and the potential consequences of being exposed to Islamophobic content.

Photograph of student in uniform working on a worksheet in class

Lesson

Students learn how Islamophobia intersects with misogyny and the impact that this has on the treatment of Muslim women.

Lesson

Students reflect on the impact of Islamophobia on Muslims’ sense of belonging, consider what can be done to foster integration, and explore ways in which they and others can challenge Islamophobia.

Picture of high school students smiling.

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Using the strategies from Facing History is almost like an awakening.

— Claudia Bautista, Santa Monica, Calif

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Angel Island Immigration Station Gallery Walk

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