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\n\"Becoming\n\n
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\nLesson Planet Curated\n
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\nBecoming Us\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\nThe mission statement of the National Museum of American History’s Becoming US: Teaching Immigration and Migration History in the 21st Century series is to provide “educational resources for high school teachers and students to learn...\n
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\n\"Migration—Push\n\n
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\nEduGAINs\n
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\nMigration—Push and Pull Factors\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nWhat causes people to move from one place, one city, or one country to another? Using the provided migration questionnaire, learners interview family members about the factors that cause them to be pushed from an area or pulled to...\n
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\n\"Immigration\n\n
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\nCurated OER\n
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\nImmigration and Migration Today and During the Great Depression\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents conduct oral history interviews and research primary resources to explain changes in immigration and migration over time.\n
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\n\"Why\n\n
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\nCurated OER\n
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\nWhy Do People Migrate?\n

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\n\nFor Students\n\n5th - 8th\n
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\nIn this migration instructional activity, students complete tasks about migration including short answer questions, look at pictures, fill in the blanks, and more. Students complete 11 tasks total.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Land of Milk and Honey: Reasons for Migration \n

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\nFourth graders analyze migration patterns. In this colonial North Carolina lesson, 4th graders listen to their instructor present a lecture regarding the details of immigrants from Switzerland who settled North Carolina....\n
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\n\"Heaven,\n\n
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\nCurated OER\n
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\nHeaven, Hell, and Baltimore\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nThis lesson plan allows young scholars to research and compare the city of Baltimore to other northern cities of interest during the Great Migration. After reading a narrative entitled Return South Migration and conducting extensive...\n
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\n\"Home\n\n
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\nCurated OER\n
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\nHome Ties\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore the reasons people choose to migrate including political, economic and familial motivations. They interview family members and compare their ancestors own reasons for migration to those of African American urban migrants.\n
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\n\"Roads\n\n
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\nCurated OER\n
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\nRoads to Refuge: Refugees in Australia\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents identify terms asylum seeker, refugee and migrant, and discuss differences. Students examine significance of persecution in refugee context, explore concept of human rights and discuss some key articles from Universal...\n
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\n\"Parallel\n\n
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\nCurated OER\n
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\nParallel Studies of the Afro-American and Puerto Rican Experience in America\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents compare/contrast the Afro-American and Puerto Rican experience as they migrated and assimilated in the U.S. They research and discuss the reasons for migration and the historical significance of economic autonomy and oppression.\n
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\n\"Prairie\n\n
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\nCurated OER\n
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\nPrairie Voices: Where People Come From\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nStudents examine the human experience. In this migration lesson, students determine reasons for migration, discover the traits of cultural groups, and explore how groups of people come to share their experiences despite language,...\n
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\n\"Refugees\n\n
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\nRefugees from the Caribbean: Cuban and Haitian “Boat People”\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nShould refugees fleeing poverty be allowed the same entrance into the United States as those fleeing persecution? High schoolers read about US foreign policy in the late 20th century regarding refugees from Cuba and Haiti, and engage in...\n
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\n\"Push\n\n
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\nPush and Pull Factors: Tug O' War\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nStudents analyze the factors that led to migration in the 19th century including the forces that drew people to resettle as well as to return a place where they previously lived.\n
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\n\"City\n\n
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\nCurated OER\n
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\nCity Upon a Hill: Urban Centers and African-American Migrants\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine why fugitive slaves migrated to cities and towns rather than rural areas. In this lesson, students consider the social, economic, and political benefits provided by cities and towns in comparison to rural areas.\n
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\n\"Open\n\n
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\nCurated OER\n
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\nOpen Door, Closed Door Lesson Plan: Discrimination in Immigration And Migration\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents read The Northern Migration and research immigration policies of different nations for the past and the present. They create a bulletin board or spreadsheet using their information.\n
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\n\"Art\n\n
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\nSmithsonian Institution\n
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\nArt to Zoo: Life in the Promised Land: African-American Migrants in Northern Cities, 1916-1940\n

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\n\nFor Teachers\n\n4th - 8th\n\nStandards\n
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\nThis is a fantastic resource designed for learners to envision what it was like for the three million African-Americans who migrated to urban industrial centers of the northern United States between 1910 and 1940. After reading a...\n
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\n\"RUNAWAY\n\n
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\nRUNAWAY JOURNEYS MIGRATION\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze the influences on urban life in the early and late 19th century, different economic, cultural, and social characteristics of slavery after 1800, the rise of racial hostility, and the ending of the Atlantic slave trade.\n
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\n\"History:\n\n
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\nCurated OER\n
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\nHistory: An African American Cultural Celebration\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents prepare and organize a cultural celebration of African migration and immigration. Working in groups or individually, they research topics and present the information, including dance demonstrations, instrumental or vocal...\n
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\n\"Voluntary\n\n
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\nCurated OER\n
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\nVoluntary Movement or Not? Africian-American Movement to the West\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders, in groups, determine reasons for African-American migration to the west\n
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\n\"Women's\n\n
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\nAnti-Defamation League\n
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\nWomen's Suffrage, Racism, and Intersectionality\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe Nineteenth Amendment granted women the right to vote—as long as they were white. High schoolers read articles and essays about racism in the suffrage movement and consider how intersectionality played a role in the movement. Scholars...\n
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\n\"Trusting\n\n
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\nCurated OER\n
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\nTrusting Statistics Lesson Plan\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nPupils read a section of the Runaway Journey narrative and conduct a survey. They use survey statistics to question their validity and decide why a respondent might not answer truthfully.\n
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\n\"RAW\n\n
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\nCurated OER\n
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\nRAW HISTORY: USING PRIMARY SOURCES\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars analyze the ways slavery shaped social and economic life in the South after 1800, how slaves forged their own culture in the face of oppression; and the role of the plantation system in shaping slaveholders and the enslaved.\n
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\n\"Transportation\n\n
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\nTransportation and African-American Migration\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nStudents explore the means of transportation available in the 19th century and its role as both facilitator and enabler of the westward expansion. They create a project board illustrating their findings.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Fugitive Slave Law and Migration\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the Fugitive Slave Law as a motivating factor for slaves to emigrate outside the United States. After discussing the relationships between fugitive slaves and North American and Caribbean countries, they write essays...\n
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\n\"Settling\n\n
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\nSettling Down in a New Country\n

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\nFor this immigration worksheet, 3rd graders discuss factors of moving to a new place. Students read quotes, view pictures with descriptions and pretend to interview a migrant.\n
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