State History & Geography · 4th Grade · Statehood & Growth · Weeks 19-27

Immigration and Internal Migration

Students investigate the stories of different groups of people who moved to our state from other countries and other parts of the U.S.

• Common Core State Standards
• C3: D2.Geo.7.3-5
• C3: D2.His.14.3-5

About This Topic

Immigration and migration are the stories of the people who made our state their home. Students explore why different groups of people moved here, from other countries and from other parts of the U.S., and the challenges they faced when they arrived. This topic connects to standards about cultural diversity and the human story of our state.

Students learn that our state is a 'melting pot' (or a 'salad bowl') of different cultures, each of which has shaped our food, music, and traditions. They also explore the 'push and pull' factors that drive people to move. This topic comes alive when students can use collaborative investigations to 'trace' the journey of a specific group of people and discuss the impact they had on their new home.

Key Questions

1. Analyze the push and pull factors that motivated migration to our state.
2. Explain the challenges encountered by new immigrants upon their arrival.
3. Evaluate how diverse cultures have enriched the food, music, and traditions of our state.

Learning Objectives

• Analyze the push and pull factors that motivated specific groups to migrate to our state.
• Explain the challenges faced by immigrants and internal migrants upon their arrival in our state.
• Evaluate the contributions of diverse cultural groups to the state's food, music, and traditions.
• Compare the migration experiences of at least two different groups who settled in our state.
• Identify specific regions within our state where different immigrant and migrant groups settled.

Before You Start

Geography of Our State

Why: Students need a foundational understanding of the state's geography, including major cities and regions, to comprehend where different groups settled.

Basic Map Skills

Why: Understanding how to read and interpret maps is essential for tracing migration routes and identifying settlement patterns.

Introduction to Historical Timelines

Why: Students should have a basic concept of historical periods to place migration events within the broader context of the state's development.

Key Vocabulary

Immigration	The movement of people from one country to another with the intention of settling permanently.
Internal Migration	The movement of people from one region or state to another within the same country.
Push Factors	Reasons that cause people to leave their home country or region, such as poverty, war, or lack of opportunity.
Pull Factors	Reasons that attract people to a new country or region, such as jobs, freedom, or better living conditions.
Cultural Diffusion	The spread of cultural beliefs, practices, and objects from one group to another, enriching the new society.

Watch Out for These Misconceptions

Common Misconception

Everyone who moved here did so by choice.

What to Teach Instead

Explain that some people, like enslaved Africans or some refugees, were forced to move against their will. A 'Push and Pull' investigation can help students understand the different reasons people move.

Common Misconception

Immigrants only moved to the big cities.

What to Teach Instead

Teach that many immigrants also moved to rural areas to farm, mine, or work in the timber industry. Showing a map of where different groups settled can help students see the full picture.

Active Learning Ideas

Inquiry Circle: Push and Pull Factors

Groups are assigned a specific group of people who moved to our state (e.g., Irish immigrants, African Americans during the Great Migration). They must identify the 'push' factors (why they left) and 'pull' factors (why they came here).

45 min·Small Groups

Gallery Walk: Cultural Contributions

Post images and descriptions of different cultural traditions in our state (e.g., a specific food, a type of music, a festival). Students walk through and identify which group of people brought that tradition to our state.

30 min·Individual

Think-Pair-Share: A New Home

Students think about what it would be like to move to a new place where they didn't know anyone or speak the language. They pair up to discuss what would be the hardest part and share with the class.

20 min·Pairs

Real-World Connections

• Local historical societies and museums, such as the [Name of State's Historical Society] or the [Name of a specific ethnic museum in the state], preserve artifacts and stories from immigrant and migrant groups, offering tangible evidence of their journeys and contributions.
• Community festivals celebrating diverse cultures, like the [Name of a specific cultural festival in the state] or the annual [Name of another cultural festival], showcase the lasting impact of various groups on the state's music, dance, food, and traditions.
• Genealogy researchers and organizations help individuals trace their family histories, often uncovering stories of ancestors who migrated to the state seeking new opportunities or fleeing difficult circumstances.

Assessment Ideas

Discussion Prompt

Pose the question: 'Imagine you are a family arriving in our state 100 years ago. What three challenges would be most difficult to overcome, and why?' Allow students to share their responses in small groups, then facilitate a whole-class discussion comparing their ideas.

Quick Check

Provide students with a graphic organizer that has two columns: 'Push Factors' and 'Pull Factors'. Ask them to list at least two push factors and two pull factors that might have motivated people to move to our state historically. Review responses to gauge understanding of motivations.

Exit Ticket

On an index card, ask students to write the name of one cultural group that has contributed to our state. Then, have them list one specific contribution (e.g., a type of food, music, or tradition) made by that group. Collect these to assess recall of cultural impact.

Frequently Asked Questions

What is the difference between immigration and migration?

Immigration is when people move to a new country. Migration is when people move from one part of a country to another. Both have played a huge role in our state's history and growth.

What are 'push' and 'pull' factors?

Push factors are things that make people want to leave their home, like war, poverty, or lack of freedom. Pull factors are things that draw people to a new place, like jobs, land, or the promise of a better life.

How have different cultures shaped our state?

Different groups have brought their own unique foods, music, languages, and traditions, making our state a more vibrant and interesting place to live. You can see these influences in our festivals, our restaurants, and even our street names.

How can active learning help students understand immigration and migration?

Active learning through 'Push and Pull' investigations and cultural gallery walks allows students to see the human stories behind the statistics. By exploring the motivations and contributions of different groups, they develop a more empathetic and nuanced understanding of how our state's diverse population came to be.