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Temporary Assistance for Needy Families (TANF) | The Administration for Children and Fa... - 1 views

www.acf.hhs.gov/...assistance-needy-families-tanf Adaptation SOUP TANF
shared by drewevanaho on 29 Jan 22 - No Cached
  • The Temporary Assistance for Needy Families (TANF) program provides states and territories with flexibility in operating programs designed to help low-income families with children achieve economic self-sufficiency.  States use TANF to fund monthly cash assistance payments to low-income families with children, as well as a wide range of services.
    • nikkilh
      nikkilh on 29 Jan 22
       
      about Temporary Assistance for Needy Families (TANF)
  • Contact information for state TANF programs.
    • nikkilh
      nikkilh on 29 Jan 22
       
      TANF programs vary by state
  • The Office of Family Assistance collects and analyzes data on TANF caseloads, expenditures, work participation rates, recipient characteristics, and more.
  • ...1 more annotation...
  • Temporary Assistance for Needy Families (TANF)
    • drewevanaho
      drewevanaho on 27 Apr 22
       
      TANF
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Working With Families of Children With Special Needs | VLS - 0 views

www.virtuallabschool.org/...lesson-4 parent-communication IEP special-needs
shared by saakre on 05 Sep 21 - No Cached
  • Establishing meaningful relationships with families is a critical part of your work, and your communication is especially important when working with families with preschoolers with special needs.
  • The first step to establish strong relationships with families of children with special needs is to spend time discovering their wishes and concerns for their children and to learn about the meaningful activities they participate in at home. Maintaining this communication throughout a child’s time in your program is essential. Ask questions to learn about strategies that work at home and consider using them in your classroom.
  • In your collaboration with families, acknowledge and respect their strengths and unique background, while realizing their ability to make decisions that are right for them (Hanson & Lynch, 2004).
27More

Federal Temporary Assistance for Needy Families (TANF) Grant Guidelines - 0 views

www.health.state.mn.us/...tanfgrantguide.html Siri Adaptations Alphabet TANF MN
shared by jkolodji on 30 Jan 22 - No Cached
  • block grant allows states to allocate resources for a broad array of services that promote the four purposes of the TANF statute:
  • uidelines provide local public health agencies guidance regarding eligible services, eligible populations, determination and documentation of eligibility, matching requirements, allowable program and administrative costs, reporting requirements and intervention examples.
  • Eligible Program Services
  • ...23 more annotations...
  • Non-Medical Home Visiting for Families
  • Women’s, Infants and Children (WIC) Clinic Services
  • Automatic Eligibility Screening
  • Y
  • Eligible Populations
  • Determination and Documentation of Eligibility for Family Home Visiting or WIC Clinic Services
  • outh Development: Focus on Reducing Out of Wedlock Births
  • Documentation of Household Size and Composition, Income and Citizenship Status for Family Home Visiting and WIC Services.
  • Determination of citizenship or eligible non-citizens as defined under the Personal Responsibility and Work Opportunity Reconciliation Act of 1966, Public Law 104-193 Determination.
  • Non Automatic Eligibility Screening
  • Youth Development: Reducing Out of Wedlock Births
  • Program and Administrative Costs
  • Program Costs
  • Administrative Costs
  • Reporting Requirements
  • Invoices
  • Plan and Evaluation
  • ntervention Examples
  • I
  • Family Home Visiting
  • WIC Clinic Services
  • Matching Requirement
  • The Federal Temporary Assistance for Needy Families (TANF) block grant allows states to allocate resources for a broad array of services that promote the four purposes of the TANF statute
  • Kelly Nuthak on 30 Jan 22
     
    Minnesota Department of Health Website
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What Makes a Family? | Learning for Justice - 1 views

www.learningforjustice.org/...what-makes-a-family 3140 lessons
shared by ashleydoucette91 on 10 Oct 21 - No Cached
  • small group, ask students to brainstorm
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is an example of 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking." Grouping the students in pairs or small groups allows for more time and for students to be comfortable sharing their thinking and experiences with one another. This elicits students to share their own thoughts.
  • Have them describe different family make-ups
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is another example of 3G. Students will be most likely to talk about what they have at home first. By eliciting students share with one another, they bring new experiences to the discussion.
  • Ask students what a biography is
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is an example of 4E. - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" Students knowledge of what a biography is will be influenced by their previous knowledge.
  • ...7 more annotations...
  • brainstorm a list of questions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 4E. The list of questions students brainstorm will be based on what they may already know or not know about Michael Oher and his life.
  • share their opinions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 3G eliciting students to share their thinking.
  • students work with a small team to give an oral presentation
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      An example of 7I. - "support and expand learner expression in speaking, writing, and other media" Having small student teams give an oral presentation about what they learned shows how they have expanded their learning. Prompting them to think about new things they learned and built upon previous knowledge. Speaking for a presentation is an appropriate medium for this.
  • Draw the outline of a tree on chart paper
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. Allowing the students to create a visual representation to support and expand all students' knowledge.
  • every student in the class create illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. This allows students to express their knowledge in a different(visual) medium.
  • share their illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Example of 7I.
  • write an acrostic poem using the word FAMILY.
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is another example of 7I. It allows students to express themselves in a way that isn't always thought of. This could be shared in either written or oral form.
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ODEP | U.S. Department of Labor - 1 views

www.dol.gov/odep Adaptation SOUP OSE
shared by drewevanaho on 26 Apr 22 - No Cached
  • Unemployment Rate People with disabilities: 8.8% People without disabilities: 3.5%
    • drewevanaho
      drewevanaho on 26 Apr 22
       
      OSE Unemployment Numbers
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Smithsonian Education - Lesson Plans - 1 views

www.smithsonianeducation.org/...lesson_plans.html History Art World Cultures Science Language Arts Health Anthropology Geography Mathematics Music Special Needs Technology
shared by Jen Bartsch on 05 Sep 09 - Cached
  • Jen Bartsch on 05 Sep 09
     
    Educational information, activities and resources for educators, families, and students. Educational materials emphasize inquiry based learning with primary sources and museum collections. Smithsonian visit planning for educators, students and families. This site is an incredible resource for a teacher involved in any discipline.
  • Laurie Antonson on 29 Nov 09
     
    In this age of increasing cutbacks in school funding, it is rare for students to be able to take field trips to museums. Thus, it is more important than ever to take advantage of virtual field trips where students can be exposed to primary sources and museum collections without leaving the classroom.
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Division of Labor - Contemporary Divisions Of Labor - Gender, Cohabitation, Theory, Fam... - 0 views

family.jrank.org/...temporary-Divisions-Labor.html
shared by Siri Anderson on 23 Jan 11 - No Cached
  • Nevertheless, the average married woman in the United States did about three times as much cooking, cleaning, laundry, and other routine housework in the 1990s as the average married man. Household work continues to be divided according to gender, with women performing the vast majority of the repetitive indoor housework tasks and men performing occasional outdoor tasks (Coltrane 2000).
  • Getting married increases women's domestic labor, whereas it decreases men's.
  • Educational differences between spouses are rarely associated with divisions of labor, and men with more education often report doing more housework, rather than less, as resource theories predict. Similarly, total family earnings have little effect on how much housework men do, though middle-class men talk more about the importance of sharing than working-class men. Some studies show that spouses with more equal incomes— usually in the working class—share more household labor, but women still do more than men when they have similar jobs
  • Siri Anderson on 23 Jan 11
     
    stats on gender and household responsibilities in the US today
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Search Classroom Resources | PBS LearningMedia - 3 views

tpt.pbslearningmedia.org/search PBS Human Relations History primary_sources
shared by Siri Anderson on 30 Sep 21 - No Cached
  • ways that we can find out about people, places and events that took place a long time ago
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is an example of 4E.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This shows understanding of Standard 4E: "Understand how a students' learning is influenced by individual experiences, talents, and prior learning as well as language, culture, and other samples of student thinking." Asking students to brainstorm about the topic they are about to study activates their prior knowledge so they can potentially make a connection between the new material and what they already know.
  • Discuss the responses with the students
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      3G --use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking;" By eliciting student voices in a discussion the teacher can understand how they relate to the concepts that are being taught today.
  • ...8 more annotations...
  • Explain that we can also learn a lot by looking at photographs and drawings from the past.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is a little supportive of 4E, by presenting varied nationalities and cultures within the lesson, and encouraging the students to think that they have agency (you can learn alot) to look into their "photographs or drawings from the past" the teacher is demonstrating respect for the diverse backgrounds in the room.
  • would you like to ask
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is also supporting 3G -- "eliciting student thinking"
  • Ask the groups to compare their photos. Ask them to find at least two things that are similar in the two photos and at least two things that are different.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I, "support and expand learner expression in speaking, writing, and other media" because the teacher is scaffolding experiences for the students to talk to and learn from one another.
  • describe the type of information that they were able to discover from looking at the photographs. (What people looked like, what people wore, etc.) Ask students to share some of the questions that they thought about when observing and comparing the photographs.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      Another example of eliciting student thinking, 3G. Also supports speaking 7I.
  • Kristi never met her father’s parents
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is moderately supportive of 4E. By sharing the story of a person whose family did not have contact the teacher is making more space in the room for learners who also may not have met their grandparents, or parents. ; (
  • Explain to students that different cultures have different ways of passing down information about their past to their children and grandchildren.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports 4E, the teacher is establishing that families have different cultural practices which makes more space in the room for children who may have felt that cultural practices in their own family are "weird." This provides space for "difference" as cool.
  • Encourage students to make something to help keep pictures, drawing, letters, articles and/or other information about them and their families.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I. The students are encouraged to express themselves in a media other than writing and speaking.
  • create their own drawings
    • Siri Anderson
      Siri Anderson on 01 Oct 21
       
      This is another example of 7I because the students are expressing themselves in another medium.
  • Siri Anderson on 30 Sep 21
     
    These standards are not at all aligned with this lesson!
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Programs and services / Minnesota Department of Human Services - 1 views

mn.gov/...programs-services Adaptation ADD SOUP
shared by drewevanaho on 29 Jan 22 - No Cached
  • Minnesota's child protection system responds to situations where children are alleged to be maltreated and helps support families to safely care for their children.
    • nikkilh
      nikkilh on 29 Jan 22
       
      BCF MN
  • In Minnesota, approximately 25,000 children are reported for abuse and neglect to the child protection system each year, which counties and tribes assess
    • nikkilh
      nikkilh on 29 Jan 22
       
      Stats
  • Small steps • Meet and greet your neighbors to generate a friendly environment. • Get to know other parents in your neighborhood. • Help families under stress by offering to babysit or run errands. • Provide food to families in need. • Volunteer at schools, libraries, community centers or other locations that offer children's activities. • Talk with children one-on-one to develop a sense of connection. • Report any concerns about a child being harmed to local county social services agency or the police. Big steps
    • nikkilh
      nikkilh on 29 Jan 22
       
      Steps to help prevent neglect and abuse
  • ...1 more annotation...
  • How do I report abuse or neglect?
    • drewevanaho
      drewevanaho on 20 Mar 22
       
      How to report
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A Look at a Real Family Farm - YouTube - 0 views

www.youtube.com/watch
shared by Siri Anderson on 14 Feb 12 - No Cached
  • Siri Anderson on 14 Feb 12
     
    A family farm representing the hard work and values of a family using industrial pig farming practices.
1More

Planning a Family Vegetable Garden : The Village Family Magazine - 0 views

villagefamilymag.org/...ning-a-family-vegetable-garden social_studies education
shared by Jason Soltis on 12 Feb 12 - No Cached
  • Jason Soltis on 12 Feb 12
     
    This provides a really good intro to planting your own vegetables. It covers flower pot gardening, raised gardens and traditional gardens
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Visualizing School Equity | Learning for Justice - 0 views

www.learningforjustice.org/...visualizing-school-equity Lesson Improvement
shared by Siri Anderson on 10 Oct 21 - No Cached
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Yes this is 7I
  • Form a partnership with a teacher in another district. You will ask your students to assemble a portfolio documenting the facilities at their school (through lists, narratives or photos); your partner teacher will ask her/his students to do the same. Classes can exchange portfolios. Each class can use the insights from the exchange to draft their own Student Bill of Rights. 
  • 3. Ask to students to present their posters to the entire class. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.
  • ...6 more annotations...
  • 4. Circle back to the “Crossing the Gap” story by ask students to vote on the following proposition: An explicit right to equal per-student funding should be added to the Illinois Council of Students' Bill of Rights. Once your students have voted “yes” or “no” to the proposition, ask each group to present their decision, and three reasons supporting it, to the class as a whole. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E where we understand how a students learning is influenced by individual experiencs, talents, and prior learning, as well as language, culture, family, and community values. This will allow students to look at their findings and how they think they have affected their choices. This will also allow students culture, family, and community values to play a part in their decision making. School and education is very important to different cultures, individual families, and communities. This will affect how students vote. This will also tap into 3G by encouraging discussion and support of the way they have voted.
  • Then have students find the per-student funding levels (listed in dollar amounts) for the best-funded district, least-funded district, and their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to students individual experiences with their own schools funding to see how it affects them,. This will allow them to connect to and build off this scaffolding.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      OK yes
  • Have students create a chart illustrating the funding gap between the best-funded and least-funded districts in the state, along with the per-student funding for their district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where students will create other media in the form of a chart to expand their learning to see the gap in funding between their school, the best funded school, and the least funded school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      yes
  • Have students brainstorm a list of useful educational items that could be purchased with the funding gap money for the least-funded district and/or their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G. Students are actively engaging in inquiry by looking at the gap and figuring what they think could be funded in the least funded school. Things that they may use or see as beneficial in their own school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      The benefit in 3G is to the teacher, when we elicit student thinking it helps us tailor instruction to meet their needs. The standards are teacher standards, not student standards.
  • • learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3g. Students will be using their experiences in their school to think about why this funding gap exists . They will then brainstorm ways that they money could benefit the least funded school through oral and written activities.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
  • • A large portion of public school funding comes from local property taxes. The funding gap exists when higher tax revenues mean much more school funding is available to wealthy communities than to poor communities.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This could connect to 7I by allowing students to consider if this is fair and how we can look into and prevent this gap in funding. Do they think that this is fair, with wealthy communities paying a higher tax revenue? How do they think they could solve this.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
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Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views

www.learningforjustice.org/...-gender-stereotypes-in-stories ED3140 HR Human_Relations BSU Gender Lesson_Plan_Revision
shared by angieharris on 08 Oct 21 - No Cached
  • Explain to students that they are going to write a profile of a character who stands up against gender stereotypes. Provide students with the appropriate graphic organizers and have them work independently to begin developing their characters.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 7I - "support and expand learner expression in speaking, writing, and other media" because students are writing a profile of a character who stands up against gender stereotypes, it expands their learning through critical thinking in developing a character with this in mind.
  • As you read, stop to elicit student responses to the question: What personality traits and behaviors show us that this character rejects gender stereotypes? Chart student responses. When you are finished reading, help students look back over the list they have come up with. Ask how it feels to read about a character who stands up to so many gender stereotypes.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 4E - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" because students would have prior knowledge in how they think of gender roles through their family/cultural experiences. This could be through toys they have been bought (dolls/toy cars), family roles within the household (who cooks/who does yard work), the clothes they wear, etc.
  • Come together to allow students to share observations. Ask students how they think children’s book authors might contribute to the construction of gender, and challenge students to question whether this is fair.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking" because students work with a partner to observe what they see in picture books about gender stereotypes and then they come together as a group to share ideas with each other about what they discovered. Students are then asked to think about if the construction of gender is fair. The group interaction helps them learn from each other.
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What is TANF? | HHS.gov - 0 views

www.hhs.gov/...index.html TANF temporary assistance for needy families Socioeconomic Help
shared by jthrun on 05 Nov 23 - No Cached
    • jthrun
      jthrun on 05 Nov 23
       
      Where to find assistance for needy families in your state.
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Special Education - 0 views

education.mn.gov/sped AlphabetSoup
shared by nikkilh on 28 Jan 22 - No Cached
  • Students in special education have a disability and are in need of specialized instruction.
  • comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students.
  • Individualized Education Program (IEP)
  • ...9 more annotations...
  • Students and others with disabilities have the same rights and responsibilities as other people.
  • Support for active interagency system leadership teams.Planning protocols to support coordination of services around individual students and their families.Tools for enhancing students’ strengths and interests in an IEP.
  • Person-centered practices empower students with disabilities and their families to make decisions about their own lives.
  • Parents are a critical partner in every phase of identifying a student for special education and in establishing the IEP.
  • outlines the unique needs of the student and the specialized goals and objectives that will help the student make educational progress.
  • IEP
  • Students in special education have a disability and are in need of specialized instruction. A comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students. For every student who needs special education services, the team develops a special document called an Individualized Education Program (IEP).
    • nikkilh
      nikkilh on 29 Jan 22
       
      who the office of special education helps
  • Support for active interagency system leadership teams.Planning protocols to support coordination of services around individual students and their families.Tools for enhancing students’ strengths and interests in an IEP.
    • nikkilh
      nikkilh on 29 Jan 22
       
      how interagency person-center IEP helps students
  • The Individual Education Program (IEP)
    • nikkilh
      nikkilh on 29 Jan 22
       
      what an IEP is and how it helps the student
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Parent Educator Resource Centers (PERC) - 0 views

wvde.state.wv.us/...percbackground.html AlphabetSoup
shared by nikkilh on 29 Jan 22 - No Cached
  • The purpose of the project is to build partnerships between parents and educators to ensure that children receive the highest educational opportunities and achievement possible.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Purpose of the West Virginia PERC project
  • A team consisting of a parent of a special needs child and an educator staffs each PERC
    • nikkilh
      nikkilh on 29 Jan 22
       
      Who is on the team
  • All PERCs have certain common functions and responsibilities including: Providing information, resources, and training for parents on important issues such as parenting skills, problem solving, educational planning for their child, behavior management, home learning activities, and other topics to strengthen home-to-school partnerships; Assisting families on an individual basis to better understand their children's educational needs and to discover opportunities and options for meeting these needs; Connecting families with appropriate community services; and Offering information, resources, and training to educators to increase the skills, knowledge and attitudes needed to encourage and strengthen family involvement and positive school-to-home partnerships.
    • nikkilh
      nikkilh on 29 Jan 22
       
      What the PERCs have in common as to their functions and responsibilities
6More

Parent Programs for Children with Special Needs, Children programs - PACER Center - 0 views

www.pacer.org/...howpacerhelps.asp ABCSoup PACER Siri ED3780 Adaptations
shared by Katelyn Karsnia on 19 Mar 22 - No Cached
  • Birth –2: 2fT
    • Katelyn Karsnia
      Katelyn Karsnia on 19 Mar 22
       
      There are many ways PACER helps students/children meet their milestones such as, help me grow, Preschool Individualized Education Plan, IEP and 504 plan, IHP.
  • PACER provides individual assistance, workshops,
  • publications, and other resources to help families make decisions about education and other services for their child or young adult with disabilities.
  • ...2 more annotations...
  • Families and their children or young adults with disabilities or special health care needs from birth through adulthood.
  • Educators and other professionals who work with students with or without disabilities. Parents of all children and schools working together to encourage family involvement in education
1More

Consuming Kids | Watch Free Documentary Online - 0 views

topdocumentaryfilms.com/consuming-kids kids documentary media advertising
shared by Renee Gogolewski on 30 Jan 12 - Cached
  • Renee Gogolewski on 30 Jan 12
     
    I was interested in the effects of advertising on children and happened upon this documentary. "Consuming Kids throws desperately needed light on the practices of relentless multi-billion dollar marketing machine that now sells kids and their parents everything from junk food and violent video games to bogus educational products and the family car."
1More

Upfront - 0 views

teacher.scholastic.com/...index.asp NCSS Individual Development and Identity
shared by Barb Hagen on 22 Sep 09 - Cached
  • Barb Hagen on 22 Sep 09
     
    Under One Roof: Legal & Illegal One child was brought her an illegal immigrant, the other child was born here. A look at a "mixed status" family.
1More

Ellis Island - FREE Port of New York Passenger Records Search - 0 views

www.ellisisland.org NCSS Time Continuity and Change
shared by Jaime Morse on 08 Mar 10 - Cached
  • Jaime Morse on 08 Mar 10
     
    You can research on this website if any of your family members came to the United States through Ellis Island.
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