1. Ponder Question for the day (to be displayed on board
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
date. .Continue to ask for additional movements
by date to create a timeline. Write these movements
on an overhead or chalkboard while students
7. When done, include those students may not
have identified. See Important Migrations list
8. Students will be assigned an individual
migration movement to investigate.
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
Students will have two days of research. One
at the library and one in the computer room
to type up their
work on their map.
i. Was the migration voluntary or forced?
ii. Was the migration internal or international?
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.
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
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.
Address how this group of migrants contributed
to American society. Identify what ideas, foods,
etc. they brought
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.
map and two-page essay can be worked on at home,
especially if they have not finished it during class.
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
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