Activity
Day 1
1. Ponder Question for the day (to be displayed on board
or overhead):
Is the United States a country of immigrants or migrants?
2. Discuss the ponder question and begin the investigatory
task. (5 minutes)
3. Divide class into two groups. They will not work as
a group, but will be assigned different topic tasks:
-
Group 1: Research migrations in America before 1860
-
Group 2: Research migrations in America after 1860.
4. Have students go through textbooks and on a sheet
of paper identify movements or migrations for
their time period and the dates. (15-20 minutes)
5. Have them exchange sheets with another student
from the other group.
6. As a class, have students share their findings.
Start by determining what is the earliest movement
or migration
date. .Continue to ask for additional movements
by date to create a timeline. Write these movements
and
dates
on an overhead or chalkboard while students
take notes.
7. When done, include those students may not
have identified. See Important Migrations list
for ideas.
8. Students will be assigned an individual
migration movement to investigate.
Days 2-4
9. The student will compile the following additional
data. They will write a two-page essay relating
all information collected, including the map
with all pertinent
information.
Students will have two days of research. One
at the library and one in the computer room
to type up their
essay and
work on their map.
- Data
set 1
i. Was the migration voluntary or forced?
ii. Was the migration internal or international?
- Data
set 2
i. Where did the migrants come from?
*List and explain
the push factors in their home country or location.
ii. Where did the migrants settle?
*List and explain the pull factors that led them to the new location.
- Data
set 3
Draw or fill in a map with the following criteria:
1. If the movement is internal a U.S. map of the
period will suffice. If the movement is international
a world map is
required.
2. Using arrows to show direction of the migration, identifying
starting and ending points.
3. Name the area(s) where these migrants started and settled.
- Data
set 4
Address how this group of migrants contributed
to American society. Identify what ideas, foods,
arts, traditions,
etc. they brought
with them.
Days 5-6
10. Students present a portion of the data they compiled
as required by Handout 1. As students present for 2-4
minutes, the class fills
out Handout 1. Closure
11.
On
paper,
have
students
answer
the
following
statement
and
questions
to
be
turned
in.
List
the top
three reasons
people moved?
Were they
economic, political,
social, and/or
environmental?
For
the
same
instances,
list
the
pull
factor
that
determined
where
they
settled?
Were
they
economic,
political,
social
and/or
environmental?
Homework
The
map and two-page essay can be worked on at home,
especially if they have not finished it during class.
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Embedded
Assessment
Individual student sheet lists on migration movements
can be assessed for depth of research.
Student’s timeline notes can be assessed as a note-taking
activity.
The two-page essay can be assessed for content.
Handout 1 can be assessed for completion.
The final statement and questions can be assessed for
accuracy.
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