Activityengage Saints and Strangers: Push and Pull on e Way to Plymou Colony Why did e Saints and Strangers immigrate to Nor America? Overview Students analyze e motivations for e Saints and Strangers to immigrate to Nor America by reading secondary sources and working in teams to determine e push and pull factors. For e complete activity wi media resources, visit: http://education.nationalgeographic.org/activity/saints-and-strangers-push-and-pull-way-plymoucolony/ Directions 1. Draw on personal experiences and stories about migration. Write e following prompt on e board: Why do people move? Describe a time at you, someone you know, or your ancestors moved. Where did ey move from, and where did ey move to? Why did ey choose to move? Ask students to take a few minutes to write eir responses. Have students share eir answers wi e class. As students share, write on e board some of e reasons people chose to move. 2. Define push and pull factors. Explain to students at human migration is often analyzed in terms of push and pull factors. Ask: What is a push factor? What is a pull factor? After collecting some student answers, summarize by explaining at a push factor is someing at causes a person to leave eir homeland. A pull factor is someing at draws at person to e new place. Draw a T chart on e board. Label one column push factors and e oer column pull factors. Have students look over e list of reasons for movement at ey generated based on eir quick writes. Ask: Which of ese reasons are push factors? Which are pull factors? List student responses in e T chart as students decide e column in which each factor should be placed. Explain to students at ey will read about e Saints and Strangers, e two groups of people who traveled aboard e Mayflower. Using e information ey gaer, students will identify e push and pull factors at influenced eir move from Europe to Nor America. 1 of 7
3. Analyze readings about why e Saints and Strangers migrated from Europe to Nor America. Distribute e worksheet From Europe to Nor America: The Saints to half of e students in e class. Distribute From Europe to Nor America: The Strangers to e oer half of e class. Ask students to work individually to complete e reading and highlight and annotate e text to answer e question: Why did e Saints (or Strangers) immigrate to Nor America? Once students complete eir individual reading, divide students into groups of four, wi two students who read about e Saints and two who read about e Strangers. Have students summarize e key points ey identified from eir reading for eir group. 4. Identify push and pull factors and provide evidence. Distribute e Saints and Strangers Graphic Organizer and one set of Push & Pull Factor Cards to each group. Read e instructions on e Graphic Organizer to e class, and en give students time to work togeer in eir groups of four to complete e organizer. Encourage students to discuss how each card applies to e story of e Strangers or e Saints or bo. Students should include multiple pieces of evidence whenever possible. They can also write evidence on e back of e Push & Pull Factor Card. After students have completed e Graphic Organizer, lead students in a discussion about each of e six boxes on e Graphic Organizer. Encourage students to share eir results by asking questions such as: Which cards did you identify as a push factor for e Saints? What push or pull factors did e Saints and Strangers have in common? How did e two groups differ in eir reasons for moving to Nor America? When students respond, follow up wi questions such as: Do oer groups agree? Can you point to evidence from e reading at supports your claim? Did anyone find a different quote at provides additional evidence for how is push or pull factor applies to e Saints or Strangers? 5. Write a historical narrative as a Saint or a Stranger. Distribute e Historical Narrative Writing Assignment & Rubric. Invite a volunteer to read aloud e directions to e class. Ask students to ink about e motivations for immigration at ey have identified for e Saints and Strangers. They will now use at information to compose a letter from a Saint or a Stranger (eir choice) to someone back in England. In eir letter ey must clearly articulate some of e reasons ey chose to immigrate to Nor America. Point out e rubric for e writing assignment, and emphasize at well-chosen historical details and clear writing will be keys to 2 of 7
success for is assignment. Modification ELL or lower-level readers could be partnered wi stronger readers to analyze e readings and to apply e Push & Pull Factor Cards. Tip If students struggle to comprehend e readings, project e readings and get students started by reading a portion of e text aloud. While reading, model how to highlight key points and annotate e text. Tip Student groupings can be done in different ways. Use a system at works best for e number and abilities of students in your classroom. Tip To promote equal participation during group work, have students take alternating turns to draw a Push & Pull Factor Card and lead group discussion about at card. Alternative Assessment Formatively assess students completion of e Saints and Strangers Graphic Organizer during group work. Students should provide evidence from e readings to support each decision of how a Push & Pull Factor Card applies. Collect students historical narratives and assess eir work using e rubric. Extending e Learning Have students use e Push & Pull Factor Cards to analyze periods of immigration roughout U.S. history. For example, which cards help explain push and pull factors for Irish and German immigrants during e mid-19 century, or for Souern and Eastern European immigrants during e late 19 and 20 centuries? Give students excerpts from Jeff Libman s An Immigrant Class, and have em identify some patterns between early immigrants to Nor America and immigrants who come to America today. What are some ways ese two groups push and pull factors are e same? How are ey different? What does America represent to immigrants who come here today? Does is representation seem to have changed since e 17 century? Objectives Subjects & Disciplines Social Studies Human behavior United States history Learning Objectives Students will: 3 of 7
explain e push and pull factors at motivated e Saints and e Strangers aboard e Mayflower to immigrate to Nor America use evidence from secondary texts to defend claims about e motivations of e Saints and Strangers to immigrate to Nor America develop e imagined experience of being a Saint or Stranger traveling to Nor America Teaching Approach Learning-for-use Teaching Meods Cooperative learning Discussions Information organization Reading Writing Skills Summary This activity targets e following skills: 21st Century Student Outcomes Information, Media, and Technology Skills Information Literacy Learning and Innovation Skills Communication and Collaboration Critical Thinking and Problem Solving 21st Century Themes Global Awareness Critical Thinking Skills Analyzing Creating Understanding National Standards, Principles, and Practices National Council for Social Studies Curriculum Standards Theme 3: People, Places, and Environments Theme 5: Individuals, Groups, and Institutions Theme 9: Global Connections 4 of 7
National Geography Standards Standard 12: The processes, patterns, and functions of human settlement Standard 9: The characteristics, distribution, and migration of human populations on Ear's surface Common Core State Standards for English Language Arts & Literacy CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of e text as a whole. CCSS.ELA-LITERACY.RH.11-12.10: By e end of grade 12, read and comprehend history/social studies texts in e grades 11-CCR text complexity band independently and proficiently. CCSS.ELA-LITERACY.W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. The College, Career & Civic Life (C3) Framework for Social Studies State Standards D2.Geo.7.9-12.: Analyze e reciprocal nature of how historical events and e spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and e distribution of human population. D2.His.4.9-12.: Analyze complex and interacting factors at influenced e perspectives of people during different historical eras. Preparation What You ll Need Materials You Provide Paper Pencils Pens Physical Space Classroom Grouping Jigsaw grouping Resources Provided: Handouts & Worksheets From Europe to Nor America: The Saints From Europe to Nor America: The Strangers Saints and Strangers Graphic Organizer 5 of 7
Push & Pull Factor Cards Historical Narrative Writing Assignment and Rubric Background & Vocabulary Background Information In 1620, e Mayflower set sail to bring 102 men, women, and children from England to Nor America. On board e ship were two groups, religious separatists who called emselves e Saints, and many individuals whom e Saints deemed Strangers." Each group had different motivations for immigrating to Nor America. The Saints immigrated to find a land where ey could practice eir Separatist religion freely, create a pious society, and lead prosperous lives. The Strangers immigrated for a variety of reasons including adventure, a chance to escape e poor economic conditions in England, and e possibility to create weal in e new colonies. Prior Knowledge ["Basic understanding of e term immigration and its causes","ability to analyze secondary sources","basic knowledge of early British colonization of Nor America","Basic knowledge of Mayflower voyage and settling of Plymou"] Recommended Prior Activities None Vocabulary Term Anglican Part of Definition Speech adjective having to do wi e Church of England. Caolicism type of Christian religion loyal to e Roman Caolic Church and e leader of at church, e Pope. colony people and land separated by distance or culture from e government at controls em. economic adjective having to do wi money. enclosure area surrounded by a wall, fence, or oer physical boundary. hierarchy indentured servant migrate verb social system at organizes by ranks or titles, or e highest-ranking leaders of is group. person under contract to work for anoer over a period of time. to move from one place or activity to anoer. persecution process of discriminating against and, often, violently confronting a group of people based on eir enicity, religion, or beliefs. 6 of 7
Term Part of Speech Protestant Definition Christian who is not a follower of Caolic or Orodox fais. Puritan member of a strict Protestant religious and political group at originated in England in e 1500s. separatist stagnate verb person who widraws, or secedes, from an established order or church. to stop flowing. For Furer Exploration Books American Colonies Plymou Colony: Its History and People, 1620-1691 Mayflower: A Story of Courage, Community, and War Websites Plimou Plantation Pilgrim Hall Museum Partner 1996 2016 National Geographic Society. All rights res erved. 7 of 7