Unit: The Immigrant Experience

National Geography Standards associated with USGH Era standards:

#9 => The characteristics, distribution, and migration of human populations on Earth's surface
#12=> The processes, patterns, and functions of human settlement
#11=> The patterns and networks of economic interdependence on Earth's surface

Historical Thinking Standards:

#3: C, H => Analyze cause-and-effect relationships.
Hold interpretations of history as tentative.
#4: F => Support interpretations with historical evidence.
#5: A, C => Identify issues and problems in the past.
Identify relevant historical antecedents.

CCSSI- Reading 9-10:

#4- Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
#6- Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSSI- Writing 9-10:
#7- Conduct short as well as more sustained research projects to answer a question (including a self-generated question)... synthesize multiple sources on the subject, and demonstrating
understanding of the subject under investigation.

PCH Curriculum:
- SS.VI.2.HS.1.TLW: Consider opposing views, react to the views of others, and apply core democratic values to public issues.
- SS.III.2.HS.1.TLW: Identify beliefs and challenges of diversity in America
- SS.I.1.HS.2.TLW: Describe major factors that characterize the era
Learning Goals:
BIG IDEA: Key Theme
Foreign immigration #1- Patterns of Population

A-Students will be able to explain why immigrants had many different experiences when they came to the U.S during the Second Industrial
Revolution via:
● Emphasizing with the experiences of immigrants arriving in America by participating in a whole-class dramatization of the immigrant arrival
through Ellis Island during this time period. including (BT-#3)……..
○ why they left their homeland, what they expected to find once they were approved to enter the U.S., and their emotional experiences
during the inspection/approval process (BT-#2).

B- Students will be able to evaluate and explain the similarities and differences between historic and modern immigration statistics and
experiences via:
● Comparing and contrasting how both immigrants and the existing Americans responded to the results of the influx of immigrants during the late
19th and early 20th centuries. (BT-#3)
● Recognizing how factors such as nationality, work skills, language, and settlement location have influenced the experiences of both historical and
modern immigrants. (BT-#6)
Essential Question: Why did different groups of immigrants have such different experiences coming to
the U.S. during the late 19th and early 20th centuries?

Guiding Questions:
→ What are the various reasons immigrants left their homelands during this period of time?
→ What biases did the differing groups of immigrants experience when they arrived?
→ What factors affected the experiences of immigrants during this time period?
→ How did immigrants respond to the challenges they faced upon arrival in the U.S. during this time period?
→ What influenced existing Americans to help the newly arrived immigrants?
→ Compare and contrast the migration and relocation of this time period with current local, national, and/or world events.
 > Students Immigrant Research Assignment
■ Students will have used the following link to select an immigrant and research the immigration experience for this individual
■ Some students should be encouraged to form small “family” groups
■ Alternately, teacher may assign each student an immigrant identity and family group
→ It is ideal that the class immigrant diversity consists of both individual and family groups
Activity set-up:

■ Students will research their immigrant via (https://www.libertyellisfoundation.org/oral-history-library) and complete the
required documentation (ID tag, research organizer, ect)
https://docs.google.com/document/d/1hq9jerz6q7VT35o_LUlMfsJ49D5i3pkNxyRG6QKvgv8/edit
https://drive.google.com/file/d/0B_0n61Rs9Z8acllUZF9BaE1hUlk/view
■ Alternately, students may choose to use their own immigrant ancestor from the era. In this case, students will be
encouraged to gather as much information from their family as possible…. However, they should STILL use the
provided web resource to fill in gaps and/or explore the stories of other immigrants from their ancestor’s homeland.
■ It is preferable that the students receive this assignment several days in advance of the activity.

> Station Set-up

■ Arrange a desk at the entrance of the classroom. Take into consideration teacher ability to monitor students both in the hall and
in the classroom.
■ Prominently display a sign reading “Ellis Island Immigration Station”
■ Alternately, display 2 signs- one for Ellis Island and the other for Angel Island. (Make the appropriate
adjustments to the students’ immigrant research assignment
■ Prominently display a sign with instructions for the activity process
■ Alternately, consider making the prominent sign in a foreign language (Vulcan or Klingon!!!) with a smaller
sign in English
■ Materials that should be available to the station “processors”
■ Examination questions, stamp or sticker for immigrant ID card, physical examination result cards, and the blind
draw bag for classifying immigrant as approved, quarantined, or deported (this is where their experience may
differ from the experience of the immigrant they researched.

SLIDES 4-8:
I was unable to include this activity at the time this lesson was
presented during my teaching internship. However, I still believe it
would be a valuable learning opportunity and look forward to being
able to utilize it in the future!
Daily Sequence: XXday, xx.xx.xx
> Instruct students to line up outside of the classroom as they report for class
■ Begin “processing” students as soon as possible!

> Processing Immigrants

● Students will show their immigration ID tag to station worker
○ This ID tag should be filled out by the student prior to “immigrating” as part of their immigrant
research assignment
● Station worker will ask the immigrant random questions from the examination question list provided
and mark the immigrant ID card accordingly

● Students will take a physical examination card to determine the results of their examination. Station
worker will mark the immigrant ID tag accordingly.
○ If the physical examination requires quarantine, the station worker will skip the next step and
send the student immigrant directly to quarantine
○ If the physical examination is clear, the station worker will move onto the next step
● Students will next draw from the blind draw bag to be classified as approved, quarantined, or
deported

> Students will report to the designated area of the classroom for their immigration classification
■ Students will follow the directions on the board to reflect on their immigrant research and the immigration
experience they have just had.

> After all students have been processed, teacher will allow time for final students to complete the reflection questions.
Students who have completed the reflection questions will use the time to do additional research on “their” immigration
experience, reflect in an artistic way, or explore other immigrant experiences at the Liberty Ellis Foundation link
> Debrief via class discussion.
■ Consider using the EQ/GQs for the unit as well as the reflection questions for the activity to begin the
discussion and allowing the students learning, thoughts, and feelings to direct the discussion.

> Transition to “Coming to America” activity

■ Point out that immigrants were sometimes welcome in the communities where they settled. Most often,
“undesirable” immigrants settled in ethnic communities where they were with people of the same beliefs and
customs.
■ Explain that the following activity will allow them to explore where immigrants settled after they arrived in
America. The students will use the interactive map to explore the distribution of immigration patterns.
■ This should be completed as independent work
■ Alternately, consider adjusting the questions of the handout to allow students to focus on the
nationality of their immigrant role.
https://drive.google.com/file/d/1SmEpeNxR9yn2ZG23vsYG__OIAPO0XoL-/view?usp=sharing

> Closing
■ Allow students the last 5+ minutes to discuss/share their learning and new insights/thoughts with a classmate
with a different immigrant nationality focus
■ Students should take notes from their discussion, eureka moments, and lingering questions on
the back of their worksheet and turn in as their exit slip
■ Teacher should make every effort to briefly respond to something in the exit slip notes
and/or questions 5 & 6 on the worksheet
■ Worksheet should be returned to students at the beginning of class the following day for students
to put in their class binder
 Immigrant Experience Reflection
goo.gl/FMuYAS

After you have finished this reflection, you may:

● reflect in an artistic way on you immigration experience, or
● explore other immigrant experiences at the Liberty Ellis Foundation link

Estimated time allowance for activity = 20 minutes +/-

1- What is your IMMIGRANT name and COUNTRY of origin?

2- Were you traveling alone or with a family? If with a family, what was your role?

3- What emotions did you have as you portrayed your immigrant?

4- If you FAILED the examination interview, how did it feel to be told that you would have to
go back to your home country?
5- If you were told you would have to go to QUARANTINE for extra evaluation, how did you
feel?
6- How did you feel if you were told you could CONTINUE into America?

7- How did it feel if you were told that some members of your family had to return to your
homeland when others were able to continue on to America?
8- What obstacles did you imagine your character (and their family, if applicable) would face
once they settled in America?
9- What would be important factors for you to consider when choosing a city to move to?
Class
Debrief
Daily Sequence: XXday, xx.xx.xx
> Instruct students to carefully examine the statue in the image, then write what they think the story of these three people
might be.
■ Students should be given the choice of writing their theory as a narrative or bullet points
■ Alternately, if students are unable/unwilling to tell a made-up story, instruct them to write down as many
details about the picture as they can (ie: location, clothing, facial expressions, doing/looking)
■ Give students the opportunity to share what they wrote/observed

> Inform students that they will be working in small groups to continue exploring immigration via additional primary
/secondary sources, maps, and video documentaries
■ This research activity will take approximately 2 days

> Class Debrief

■ When the class has completed the immigration stations activities, Have the students write down 3 “most
interesting” and “3 most surprising” revelations about immigration at the turn of the century
■ Have students share their thought with their neighbor.
> Exit Slip- Day 1
■ Have students brainstorm a list of reasons people choose to leave their homelands AND chose to immigrate to
America instead of someplace else
■ Alternately, use as an Entrance Slip Day 2 OR as a transition to whole class discussion on ”Push/Pull”
factors
THiNKeR Q.

What do
you think
their story is?
Record your ideas in your notebook
on pg #20

Estimated time for writing and sharing = 5-8 minutes

Image link:
https://i.pinimg.com/736x/a8/ef/f8/a8eff8eaa1eeb7d17d27d56963c29337--grandmoth
ers-my-grandmother.jpg
Annie’s story:
https://www.walksofnewyork.com/blog/annie-moore-ellis-island-immigrants
> Instruct students to carefully examine the statue in the image, then
write what they think the story of these three people might be.
■ Students should be given the choice of writing their theory
as a narrative or bullet points
■ Alternately, if students are unable/unwilling to tell a
made-up story, instruct them to write down as
many details about the picture as they can (ie:
location, clothing, facial expressions, doing/looking)
■ Give students the opportunity to share what they
wrote/observed
 Immigration Stations
● You will be working in groups of 3-5
● Each station rotation will be 8 minutes
(so be using your time well!!)
Station #1: A Letter to the President Station #7: “Who’s Coming to America?”
Station #2: Immigration Special Inquiry Station #8: “20 Voices”
Station #3: Immigration Vocabulary Station #9: Immigration Explorer
Station #4: Images of Immigration Station #10: “What Every Immigrant Should Know”
Station #5: Angel Island
Station #6: Urbanization Map Review and Reflection

Allow a minimum of 8 minutes per station

● Students groups can either share a GoogleDoc OR be required to complete

their own assignment sheet
○ If shared, then students should still answer questions requiring
individual responses individually
Station #1: A Letter to the President
1. When was the letter written?
2. What were James and his family doing when the story he is
writing about took place?
3. How had the immigrant, whose story James is telling, chose
to travel to America?
4. How did the immigrant feel his family had been treated when
they arrived at Ellis Island?
5. How did the immigrant feel he and his family should have
been treated?
6. Why was John writing to the President about this
immigrant’s experience?
7. What did John hope would be the result of writing his letter?
8. Do you think his letter to the President made a difference?
Why?

This letter, part of an old immigration teaching packet,, was hung on a cupboard wall as station #1. It was a
letter written by a man named James Gay to inform President Theodore Roosevelt that something needed
to be done about the way immigrants were being treated at Ellis Island. James used the letter to inform the
President about the immigrant story of a man he had recently met on the train.
Students needed monitoring and assistance at this station to maneuver within the unfamiliar vocabulary
and narrative of the story being told in the letter. (additional questions have been added in order to guide
students through the common misunderstandings)
This station helped students to discover a very specific point of view about how certain immigrants were
being treated. The letter tells the story of a well to do man who had chosen to immigrate to America with
his family. Rather than travel 1st class, the man chose to travel 2nd class with the intention of putting the
majority of his money into a home and business, The most interesting perspective of the letter was that
neither the immigrant nor John felt that all 2nd class travelers should be treated like 2nd class citizens-- but
only when that immigrant was financially 1st class!
Station #2: Immigration Special Inquiry

1. When did Franz Niedermeyer’s immigration hearing take place (Month, Day, Year)?
2. How much money did Franz expect to make working at his brother-in-law’s lumber
shop?
3. How old is Franz?
4. Where did he immigrate FROM?
5. What did Franz show the inspectors as proof that he had a job and was able to
provide for his own needs?
6. What was the result of Franz’s hearing?
7. What law influenced this decision?
8. Look up this law. What is the basic ideal purpose of it?
9. How do you think Franz felt after hearing the decision?
10. Discuss with your group members why this law was passed. Record your ideas.
11. How is Franz Niedermeyer’s situation similar / different from current immigration
concerns and policies?

This was an excerpt of an immigration hearing to determine whether to allow Franz Niedermeyer to enter
the United States. The document came from the same immigration teaching packet as the letter at station
#1. The straightforward language used at the hearing made this document much easier for students to
understand on their own.
This document provided students a glimpse at the American government’s attempts to begin to control
incoming immigrants.. Students were able to see the consequences of a federal law as it applied to an
individual person. Students were able to discuss the moral and legal implications of the Alien Labor
Contract Law. They were also able to make connections between the reasons this law was passed to the
current Mexican immigration debate.
Station #3: Immigration Vocabulary
Instructions- take a vocab sheet and tape it into your notebook on Pg. 21. Use the textbook to define the vocabulary words
Use any extra time to continue working on Stations that you need more time to complete.

1- Ellis Island 6- Steerage

------------------------------------------------------------------------ ------------------------------------------------------------------------
2- Angel Island 7- Quarantine

------------------------------------------------------------------------ ------------------------------------------------------------------------
3- Deportation 8- Chinese Exclusion Act (1882)

------------------------------------------------------------------------ ------------------------------------------------------------------------
4- Assimilation 9- Immigration Act (1882, 1891)

------------------------------------------------------------------------ ------------------------------------------------------------------------
5- Naturalization 10- United States vs Wong Kim Ark

This station, in addition to station #4, took the least amount if time for students to complete. Groups
should be using extra time at these stations to complete other station activities (which can be done
“remotely” and not require moving to the other station location). If this is the first station for the group,
then I would recommend which activity that particular group should get a head start on.
Station #4: Images of Immigration

The two posters referenced for this station also come from the immigration teaching packet. The two
posters contain a number of photos and illustrations regarding immigration at the turn of the century.
This station offers students the opportunity to evaluate visual representations of the immigrant
experience. Students need to be monitored at this station in order to make sure they are looking for details
in the images that tell more of the “story” than the captions can. Students can collaborate in the selection of
the 4 images, or work independently. Student groups should then discuss how the images represent what
they know, as well as new things learned, about turn of the century immigration.
Station #4: Images of Immigration- questions

5-a. Using what you already know about

1. Identify the picture by writing the image
immigration, explain why this image is
citation here:
a good representation of immigration in
the late 18th and early 20th centuries?
2. What kind of image is it?
Photo
Artwork 5-b. What new ideas, or new questions, about
Political cartoon immigration in the late 18th and early 20th
Other: ___________ centuries does this image make you think
about?
3. Why did you choose this image?

4. Describe what you see happening in

the picture → .Be SPECIFIC
Station #5: Angel Island
Instructions: Take a minimum of 10 bullet-point notes on information you find interesting, surprising, or think might be important as you
watch the following video. THEN describe how you think the immigrants at Angel Island felt about being there…. Were they
happy, excited, grateful, sad, frustrated, angry??? Use evidence from your notes to support your position.

This brief documentary video takes students on a tour of Angel Island, the immigration entry point on the
west coast in California primarily for Asian immigrants.. Students have had primary documents to both
read and look at, the inclusion of this video gives students the opportunity to combine visual and auditory
learning. through a documentary format.
Station #6: Urbanization Map
Instructions: Use these 2 maps of the U.S. from the 1860s to 1900 to answer the following questions @ goo.gl/FJKuXM AND goo.gl/TraXzA

Unshortened links for images: http://www.nystromeducation.com/itemimages/large/NYS3119.jpg and

https://cdn.thinglink.me/api/image/743194776509087744/1240/10/scaletowidth

This station give students the opportunity to practice their map reading skills. By having students work
together in small groups, they can support one another in exercising this academic muscle.. However,
students should still be monitored in case the members of the group are collectively in need of help
analyzing the information contained within the maps.
Station #6: Urbanization Map- questions
1. Find New York City, New York; Chicago, 3. Using the pie chart, “Urban Population,” at
Illinois; and San Francisco, California on both the bottom of map # 1:
of the maps:
a. What kinds of resources are near each of the a. Describe how the urban and rural population
three cities? changed between 1860 and 1900. be SPECIFIC
i. New York City: 4. Using the bar graph, “Growth of US
ii. Chicago:
iii. San Francisco:
Manufacturing,” at the bottom of map # 1:
a. How many manufacturing/factory jobs
b. Which cities had a lot of industry/manufacturing existed in 1860?
nearby? b. Describe how the number of
c. How many train routes serviced each city? manufacturing/factory jobs changed as
i. New York City: more steel was produced:
ii. Chicago: 5. Hypothesize the effects you think natural
iii. San Francisco: resources, industry, and transportation may
2. What other nearby natural resources do have had on where immigrants chose to live?
you think had an impact on the
development of each of these cities: 6. After completing both Station #6 and
iv. New York City: Station #9, does the data support your
v. Chicago: hypothesis or do you see things differently?
vi. San Francisco: Explain your conclusion and support with facts.
Station #7: “Who’s Coming to America?”
Instructions: To answer the following questions, read the article “Who’s Coming to America” by Sam Roberts @
http://www.nytimes.com/learning/teachers/featured_articles/20090413monday.html

1. Which of our Founding Fathers believed that the “numerous” German immigrants settling in
Pennsylvania would ruin the Anglicanization of the fledgling state?
a. What strikes you as ironic about his statement when you compare his fear to the information from the 1790 US census that
is given in the article.
2. Where were most of the “new wave” of mid-19th century immigrants coming from? How were they
described in the article?
3. Why did so many Eastern European Jews leave their homelands and immigrate to the US 1860s to
1924?
4. Where did many of the the Eastern European Jews settle when the came to the US?
5. Describe why economics was one reason there were few restrictions on immigration before 1875?
6. What did most Chinese immigrants come to the US to do?
7. What happened when western Americans protested the influx of Chinese immigrants?
8. How many immigrants entered the US through Ellis Island in 1907?
9. What was the main entry point of entry for immigrants arriving at the West Coast?

This article comes from the New York Times and is a part of their sub-publication for teens.. This article will
help students to see the progression of immigration in the United States over time and make connections
to the current condition of immigration today.
Station #8: “20 Voices”
Instructions: Take a minimum of 10 bullet-point notes on information you find interesting, surprising, or think might be important as you
watch the following video.
http://www.twentyvoices.com/ellisisland_broadcast.html

THEN describe what you think it would be like if you immigrated to a country like Armenia today? (use the phrase “moving to Armenia” to find
websites about moving to foreign countries. Examples include: http://www.escapeartist.com/blog/live-armenia/ and
https://www.internations.org/armenia-expats/guide/moving-to-armenia-18494

This brief documentary video takes students into the memories of those who came to America through Ellis
Island at the turn of the century. In contrast to the Angel Island documentary/tour, this video allows
students to hear and see immigrant’s stories from the individual themselves. This can help students make a
more personal connection to the turn-of-the-century immigrants.
Station #9: Immigration Explorer
Instructions: Use the interactive map to answer the following questions
https://archive.nytimes.com/www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.html

IMPORTANT !!
● Change the date on the timeline above the map
from 2000 to 1900
● In the top right corner, click on the “Number of
Residents” button

(HINT: reduce the bubble size using the sliding bar at

the bottom right of the map)

In contrast to simply looking at map images, this site allows students to be active manipulators of the map.
This offers students a kinetic learning opportunity in addition to analyzing and interpreting maps
information.
Students should be monitored for paying attention to the “Important” instructions that will make their
learning opportunity successful.
Station #9: Immigration Explorer- questions

1. Using the map and the foreign-born key, identify which areas of the U.S. had the most immigrants
from each of the following world regions in 1900:
a. Canada
b. Asia
c. Latin America
d. Eastern Europe
e. Western Europe
2. Find Kalamazoo County, Michigan.
a. Record the total population of the county in 1900:
b. Record the population of foreign-born residents in 1900:
c. What region of the world were the majority of the Kalamazoo County immigrants from in 1900?
→ Change the timeline to 2000
d. What region of the world were the majority of the Kalamazoo County immigrants from in 2000?

3. Explore the immigration patterns in Michigan between 1880 and 2000. Describe the changes that
you see over the course of time.
Station #9: Immigration Explorer- questions continued

4. Find New York City and change the timeline back to 1900
a. Record the total population of the city in 1900:
b. Record the population of foreign-born residents in 1900:
c. What region of the world were the majority of the city’s immigrants from in each of the following boroughs in 1900?
i. Manhattan
ii. Queens
iii. Brooklyn
→ Change the timeline to 2000
d. What region of the world were the majority of the city’s immigrants from in each of the following boroughs in 2000?
I. Manhattan
II. Queens
III. Brooklyn

5. Explore the immigration patterns in New York City between 1880 and 2000. Describe the changes
that you see over the course of time.

6. Summarize the similarities and differences that you have observed about immigration in Kalamazoo
County and New York City between 1900 and 2000.
Station #10: “What Every Immigrant Should Know”
1. Who published the booklet?
2. What are the titles of the different sections of the booklet?
3. BEFORE reading, hypothesize why the publisher included these topics?
4. Who is allowed to enter the U.S. if they cannot read?
5. What do you think about these regulations concerning an immigrant’s
ability to read being a factor in their approval to enter the United States?
6. Why do you think the U.S. federal government felt the ability to read was
an important qualifier for immigration?
7. What does the Department of Immigration Aid recommend immigrants
do before coming to the United States?
8. What are the six bad defects listed in the booklet that will prevent
immigrants from entering the United States? Look up these conditions
and include a brief description and/or definition for each.
9. What are immigrants strongly encouraged to maintain even if it is hard
for them to get soap?
10. Why would this be important? How could it be an influence on being
accepted as an immigrant?

This informational booklet, from the teaching immigration packet referenced earlier in the station
sequence, It was originally published to give perspective immigrants tips that would make them more
likely to be allowed to enter the United States.
This offers students an “entertaining” look at what could influence whether an individual could successfully
immigrate. It offers many opportunities for students to discuss history as it was then and how their
modern perspectives influence their views of turn-of-the-century immigration.
Station #11: “Isle of Hope, Isle of Tears”
Instructions: Read the lyrics for the song “Isle of Hope, Isle of Tears” then reflect on the first question. THEN listen to the
song at the following link: https://www.youtube.com/watch?v=nEBS0YiVMPI befor reflecting on the second question.

1. What do the lyrics of this song tell you about what it was
like to be an immigrant at the turn of the century? (READ
BETWEEN THE LINES)

2. Describe what/how the music contributes to the story told

be the lyrics.

3. Describe how you would feel if you were the person this
song was written about. Would you approve of the way
your story was being told? Why/Why not.

This song was written to honor the story of Annie Moore, the first immigrant to enter the United States via
Ellis Island. This is a beautiful with an appropriate Irish flare. Analyzing the lyrics and melody of this song
gives students yet another way to “touch” the history of immigration
Station #11: “Isle of Hope, Isle of Tears” - lyrics
On the first day of January 1892 Isle of hope, isle of tears
They opened Ellis Island and they let the people through Isle of freedom, isle of fears
And the first to cross the threshold of that isle of hope and tears But it’s not the isle you left behind
Was Annie Moore from Ireland who was all of 15 years That isle of hunger, isle of pain
Isle of hope, isle of tears Isle you’ll never see again
Isle of freedom, isle of fears But the isle of home is always on your mind
But it’s not the isle you left behind But the isle of home is always on your mind
That isle of hunger, isle of pain
Isle you’ll never see again Songwriters: Brendan Graham
But the isle of home is always on your mind Isle of Hope, Isle of Tears lyrics © Peermusic Publishing
In a little bag, she carried all her past and history
And her dreams for the future in the land of liberty
And courage is the passport when your old world disappears
But there’s no future in the past when you’re 15 years
Isle of hope, isle of tears
Isle of freedom, isle of fears
But it’s not the isle you left behind
That isle of hunger, isle of pain
Isle you’ll never see again
But the isle of home is always on your mind
When they closed down Ellis Island in 1943
17 million people had come there for sanctuary
And in springtime when I came here and I stepped onto its piers
I thought of how it must have been when you’re 15 years
 Review and Reflection

❏ Identify at least 3 reasons immigrants left their homelands

❏ Identify 3 reasons immigrants chose to come to America

❏ Identify at least 2 bias immigrants experienced when they arrived in America

❏ How did immigrants respond to the challenges and bias they faced after they arrived in
America?

❏ What are some of the similarities you can see between past and modern immigration?

❏ What are some of the differences you can see between past and modern immigration?
Class
Debrief
Exit Slip
➢ Brainstorm a list of reasons immigrants
BOTH left their homelands AND chose to
come to America instead of someplace else