Teachers Guide Menu Teacher's Guide home Introductory Activities Extension Activities		Extension Activities Appropriate For All Segments Extension Activities Appropriate For All Segments: Immigration Mapping Activity Teachers note: After completing the introductory activities, use these extension activities to reach your curricular goals--and to have some fun! Some are designed for use as part of your daily lesson planning; some activities are better used as activities in which the student logs directly onto the internet for sound files and other enhancements. You will find these lessons and activities all listed in the activity index to this site. Immigration Objective: To assess why immigrant groups came to the United States, the challenges they faced, and the contributions they made. Resources: Textbook and Library resources Chart paper Magic markers "Recollections of a Southern Jew" (background article for further research) "Louisiana's Traditional Cultures" (background articles for further research) Procedures: Divide the class into three groups to research the old, new, and current wave of immigration. The large groups can be subdivided into smaller groups. Each smaller group can be responsible for a 50-year period of time. Have them review information in the textbook and use library resources to research their topic. Students should look for the following information: What conditions "pushed" the immigrants out of their country? (poverty, famine, unemployment) What conditions "pulled" the immigrants to the U.S.? (education, employment, religious freedom) Where did the immigrants settle in the U.S.? What problems did the immigrants face in the U.S.? (housing, language, employment skills) What culture did the immigrants bring to the U.S.? What contributions did these immigrants make to society? Next, give each group a piece of chart paper and magic markers. The group should draw a rough sketch of the U.S. Have the group draw two arrows pointing to the U.S. One arrow should be labeled "Pull Factor." The students should list the push/pull factors beside the appropriate arrow. Students should shade in the region(s) where the immigrants settled in the U.S. Students should present their findings to the class. An extension to this activity could be for students to research their own family history. Students could interview family members to find out when their ancestors came to the U.S. and what push/pull factors influenced their family's decision. Students could celebrate their diverse heritages by presenting their findings and bringing in food or music from their native lands. Mapping Activity Objective: To identify states, bodies of water, and cities on a blank map Resources: Maps or atlases Blank maps (available in GIF and PDF format.) Completed maps (available in GIF and PDF format.) Note: Reading PDF files requires you to have Adobe Acrobat. "The South: What Is It? Where Is It?" (background article for further research) "Mapping the Mississippi Delta" (background article for further research) Procedures: Have the students label a blank map of the area surrounding the Mississippi River. Students should label the following: States Bodies of Water Cities North Dakota Minnesota Illinois Mississippi South Dakota Iowa Michigan Alabama Nebraska Missouri Indiana Georgia Kansas Arkansas Ohio Florida Oklahoma Louisiana Kentucky Texas Wisconsin Tennessee Mississippi River Lake Superior Lake Michigan Lake Huron Missouri River Ohio River Kansas River Lake Erie Wabash River Arkansas River Canadian River Red River Gulf of Mexico St. Paul, MN St. Louis, MO Memphis, TN Baton Rouge,LA Vicksburg, MS New Orleans, LA Ask students to define the following terms associated with rivers and bodies of water: Source, Mouth,Delta,Tributary, Lake
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