Students post observations on a 1903 political cartoon about immigration to the United States. Then they define four categories of push-pull factors of migration: economic, political, cultural, and environmental. Next they analyze a map of global migrations between 1500 and 1914 and the role of industrialization in mass migrations. Finally they write an informational text about a sub-topic related to nineteenth-century migrations.
Students read an introduction explaining how industrialization, economic transitions, and colonization in the nineteenth century led many people to migrate within and between countries. They examine a 1903 political cartoon titled “The Immigrant,” zoom in to study its details, and post a description of what they see in the cartoon.
Teacher MovesPreview the experience and objectives, highlighting that students will investigate push and pull factors and mass migrations in the nineteenth century. Provide historical context for the cartoon using the summary of the different characters’ perspectives on immigration, and prompt students to infer how each character feels about immigrants. If appropriate, invite students to consider whether the issues raised in the cartoon are still relevant today before moving the class to the next scene.
Students review an image and short text about animal and human migration, then read an explanation of push and pull factors and the four main categories: economic, political, cultural, and environmental. They watch Why Do People Migrate? and read a short text on push-pull factors in immigration to deepen their understanding. Using a graphic organizer, they define each category of push-pull factors in their own words.
Teacher MovesClarify the concept of push and pull factors and the four categories, noting that some scholars now critique the limits of this framework. If helpful, reference Understanding Migration: Why “Push Factors” and “Pull Factors” Do Not Explain Very Much to explain that migration decisions are complex. Circulate as students complete the organizer, prompting them to use concrete examples (such as unemployment, political oppression, cultural communities, or environmental change) to refine their definitions before advancing to the next scene.
Students examine an animated historical map showing worldwide migration to the United States and describe the mass migrations represented. They read background text about nineteenth-century mass migrations from Europe, China, Russia, and Eastern Europe, including the Irish potato famine and other push and pull factors. They then read Industrialization and Migration to explore how industrialization shaped these movements. Using a chart, students list at least three push factors and three pull factors of nineteenth-century migration. Finally, they respond in writing to a prompt explaining how the Industrial Revolution contributed to both international migration and urbanization, supporting their ideas with evidence.
Teacher MovesGuide students in interpreting the migration map, emphasizing that the arrows represent different time periods and that migration numbers are estimates. Encourage students to focus on overall trends rather than exact figures and to compare information from the map with the data in Industrialization and Migration. Support students as they identify specific push and pull factors for their charts, prompting them to consider economic hardship, political instability, religious persecution, environmental pressures, and forced migration. Review student responses to the writing prompt, share strong or insightful examples with the class, and use them to discuss how industrialization created new job opportunities, encouraged urbanization, and drew migrants across borders.
Students choose one focused topic related to nineteenth-century migration—either women, gender, and work in migration; migration in nineteenth-century Britain; or immigration challenges for new Americans—and use the linked resource for that topic to begin gathering information. They may conduct additional research as needed. Students then write a short informational piece explaining their chosen topic and post it to the class wall. Afterward, they read classmates’ posts and respond to at least two with a question or a positive comment to extend the discussion.
Teacher MovesHelp students select a topic and ensure they can access the appropriate resource, directing below-level readers to the short audio clips in Primary Sources for your Classroom if needed. Clarify expectations for the informational piece, including using evidence from the resource and any additional research. Monitor students’ writing and provide feedback on clarity, accuracy, and use of historical detail. Once posts are shared, prompt students to offer substantive questions or comments on peers’ work and facilitate brief whole-class sharing or discussion to highlight key insights about different migration experiences.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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