Migration within United States Unit 3 Lesson 2

Content Expectations 4 – H3.0.2: Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. 4 - G1.0.1: Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?). 4 - G4.0.1: Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration. 4 - H3.0.7: Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and in the Great Lakes region.

within the United States Graphic Organizer Migration within the United States WHEN? WHO? WHERE? WHY? From Where? To Push Factors Pull

Big Ideas of Lesson 2, Unit 3 Big Ideas Card Big Ideas of Lesson 2, Unit 3 Both geographers and historians have studied how and why people have moved, or migrated, within the United States . Push factors are reasons people leave a place. Some examples of push factors include a lack of freedom, a shortage of jobs, war, famine, or high cost of living.

Big Ideas of Lesson 2, Unit 3 Big Ideas Card Big Ideas of Lesson 2, Unit 3 Pull factors are reasons why people settle in a particular place. Some examples of pull factors include economic opportunities, freedom, family, or culture. Not everybody freely chose to move to new places in the . Native Americans were often forced off their land and forced to move to new places. People continue to move within the United States .

“Movement” is one of the important themes of geography “Movement” is one of the important themes of geography. Explain that movement provides an example of where history and geography are connected..

Historians and geographers study how and why people have moved within the United States as well as to the United States from other places.

Geographers and historians talk about push and pull factors when they study movement of people. This means that some push people out of places.

For example, a shortage of good farmland in New England can be viewed as a push factor resulting in people leaving New England.

Historians also investigate why people come to a particular place Historians also investigate why people come to a particular place. The reasons that act as a magnet to pull people to a particular location are called pull factors. For example, good farmland acted as a magnet to pull people to Michigan in the early 1800s.

the movement of people to a new place Word Cards Word Cards from previous lessons needed for this lesson: Movement – Word Card #2 from Lesson 1 1 migration the movement of people to a new place Example: Geographers and historians study the migration of people by exploring how and why people move to new places. (SS040302) 2 push factors things that tend to push people out of a place Example: When people have a hard life in a place, this can be a push factor that encourages them to move to a new place.

things that pull people to a new area Word Cards Word Cards from previous lessons needed for this lesson: Movement – Word Card #2 from Lesson 1 3 pull factors things that pull people to a new area Example: Jobs and the chance for a better life can pull people to a new place. (SS040302) 4 slavery a system that forced people to work and treated enslaved people as property Example: Many enslaved people wanted to move North in the hope of finding freedom.

Example: Many houses in were part of the Underground Railroad. 5 Underground Railroad a secret group of routes, safe places and people that helped enslaved people escape to freedom Example: Many houses in were part of the Underground Railroad. (SS040302)

Think of your own experiences with moving as well as stories they have read about people moving.

Write push factors and pull factors. T-Chart Write push factors and pull factors. PUSH FACTORS PULL

We will be looking at two “Exploration and Settlement“ maps We will be looking at two “Exploration and Settlement“ maps. We looked at these maps in Unit 2 when they investigated a series of special purpose maps. These maps show the expanding areas of settlement from between 1800 and 1850.

Source: <http://www. lib. utexas

Sourc e: <http: //www. lib. ut exas Sourc e: <http: //www .lib.ut exas. edu/ maps/ united _state s/expl oratio n_183 5.jpg> .

What direction of movement do these maps show? How are these maps related to the theme of movement? What direction of movement do these maps show? What do you think a similar map showing the population in 1880 would have looked like?

Historians ask the questions Both historians and geographers study the migration of people to new places. Historians ask the questions What happened? When did it happened? Who was involved? How and why did it happen?

We will read the book Dandelions by Eve Bunting describing the movement of pioneers westward. This book describes a pioneer family with two young girls moving from Illinois to Nebraska by wagon. They encounter challenges such as starting all over in a new place, having to clear land, having to start a farm, being far from home, etc.

As you read the book, look for answers to the following historical questions: Who was migrating, or moving, in the book? From where were they leaving? To where were they moving? When were they moving? Why were they moving? What push factors were described? What pull factors were described?

How did the westward movement of pioneers effected the early history of Michigan? Remember that many early settlers in Michigan had moved from places in the East such as New York and Massachusetts. Like the family in Dandelions, they had had to clear land and start farms.

Use a large paper timeline marked in 50 year increments from 1800 to 2000. The westward movement described in this section of the lesson was roughly between the years 1820 and 1860. Create your own timeline on large white paper. We will add to the timeline throughout the lesson. ____________________________________________________________________ 1800 1850 1900 1950 2000

NATIVE AMETICAN REMOVAL Migration Chart Who Where When Why WESTWARD MOVEMENT From __________ ______________ To ____________ Push Factor: Pull Factor: UNDERGROUND RAILROAD ORPHAN TRAINS Pull Factor THE “GREAT IMGRATION” NATIVE AMETICAN REMOVAL Push: Factor

From the early 1800s to around 1900 Who Where When Why WESTWARD MOVEMENT Settlers and Pioneers From states in the Eastern part of the To states in the west such as , and later to and From the early 1800s to around 1900 Push Factor: Lack of opportunity Pull Factor: Farm land Adventure

“Underground Railroad” Describe what they know about this term. The Underground Railroad was a secret organization of routes, safe houses, and people. Its purpose was to guide escaped slaves from the South to freedom in the North. The Underground Railroad was neither a railroad nor underground.

The underground Railroad operated mainly between 1830 and 1861 The underground Railroad operated mainly between 1830 and 1861. Slavery was not permitted in Canada so Michigan was an important part of the Underground Railroad because of its closeness to Canada.

Read the book Freedom River by Doreen Rappaport This book is based on a true story. The author did a lot of historical research before she wrote the book. This included reading the autobiography of the main character, and searching for historical documents at Duke University. slaves to freedom.

Freedom River The main character, John Parker, was born in 1827 in Virginia to an enslaved mother and white father. He was taken away from his mother at age 8 and sold to a doctor. At age 12 he was sent as an apprentice to a plasterer who beat him so badly he ended up in a hospital.

Freedom River While recuperating he escaped but was captured in New Orleans and returned to slavery. At age 18 he managed to buy his freedom. He married and settled in Ripley, Ohio. He became a successful business person there. He began to work as a “conductor” on the Underground Railroad and led hundreds of escaped slaves to freedom.

Read the book Freedom River and answer the following historical questions: • Who was migrating, or moving, in the book? • From where had they been living? • To where were they moving? • When were they moving? • Why were they moving? • What push factors were described? • What pull factors were described?

Read the informational article on the Underground Railroad included in the Spring 2001 issue of The Mitten.

Michigan People Important in the Underground Railroad Laura Smith Haviland Lived in Adrian and led escaped slaves to Canada. Southern slave owners offered a $3,000 reward for her capture. She and her family also opened one of the first schools in Michigan for black children. George De Baptiste A black businessman who bought a ship to take escaped slaves across the Detroit River to Canada. He was also a member of the Second Baptist Church, which was an important station on the Underground Railroad. This church, which still exists in downtown Detroit, helped as many as 5,000 slaves escape to freedom.

Sojourner Truth Was born a slave in New York in 1797 and freed in 1828. She became an abolitionist, a person who believed slavery should be made illegal, and a supporter of voting rights for women. In 1856 she moved to Battle Creek. She was an excellent speaker and traveled throughout the U.S. speaking out against slavery and for the rights of all people.

Nathan Thomas He was a doctor in Kalamazoo County. Dr. Thomas started helping slaves in 1843. Over 1000 slaves passed through his home.

WESTWARD MOVEMENT UNDERGROUND RAILROAD Migration Chart – Sample Completed Chart Who Where When Why WESTWARD MOVEMENT Settlers and Pioneers From states in the Eastern part of the To states in the west such as , and later to and From the early 1800s to around 1900 Push Factor: Lack of opportunity Pull Factor: Farm land Adventure UNDERGROUND RAILROAD Enslaved people in southern slave states. From slave states in the South To states in the North and to From the 1840s to around 1860 just before the Civil War. Slavery Freedom

Oskaloosa Independent December 9, 1910 Primary Source Source: Want-Ads. 13 November 2008 <http://www.kancoll.org/articles/orphans/or_wants.htm Oskaloosa Independent December 9, 1910 Wanted! Homes for orphan children.      A company of orphan children under the auspices of the Children's Aid Society of will arrive at , Thursday afternoon, December 8.      These children are bright, intelligent and well disciplined, both boys and girls of various ages. They are placed on trial, and if not satisfactory will be removed. Parties taking them must be well recommended. A local committee of citizens of has been selected to assist the agents in placing the children. Applications must be made to and endorsed by the local committee.

In pairs, answer the following questions In pairs, answer the following questions. This primary source relates to a third example of movement within the United States. Analyzing a Primary Source 1. What kind of primary source is this? 2. When was it written? 3. Where was it written? 4. Why was it written? 5. What questions does this primary source make you think of?

Analyzing a Primary Source – Possible Answers 1. What kind of primary source is this? A newspaper article or advertisement 2. When was it written? In 1910 3. Where was it written? In Kansas 4. Why was it written? There was a group of orphans that had come from New York to Kansas that needed homes. 5. What questions does this primary source make you think of? Answers will vary but could include: How did the orphans get to Kansas? Did the orphans want to come to Kansas? What happened if no one wanted them? What happened if they ended up with a mean family? Did this really happen?

Read Train to Somewhere by Eve Bunting Read Train to Somewhere by Eve Bunting. Look for answers to the following historical questions: • Who was migrating, or moving, in the book? • From where had they been living? • To where were they moving? • When were they moving? • Why were they moving? • What push factors were described? • What pull factors were described?

Combine what you have learned from the newspaper article on orphans and the book. Discuss the Orphan Trains that ran from the 1850s through the 1920s. Write the time span on the time line.

NATIVE AMERICAN REMOVAL Migration Chart – Sample Completed Chart Who Where When Why WESTWARD MOVEMENT Settlers and Pioneers From states in the Eastern part of the To states in the west such as , and later to and From the early 1800s to around 1900 Push Factor: Lack of opportunity Pull Factor: Farm land Adventure UNDERGROUND RAILROAD Enslaved people in southern slave states. From slave states in the South To states in the North and to From the 1840s to around 1860 just before the Civil War. Slavery Freedom ORPHAN TRAINS Homeless orphans in From to small towns and farms in the . Mid–1850s to the late 1920s No family or home The chance for a home and family THE “GREAT MIGRATION” African Americans in the South From the South to cities in the North like and 1900 to around 1940 Racism and lack of opportunity Jobs and the hope of a better life NATIVE AMERICAN REMOVAL Native Americans such as the Potawatomi From states like to states like and . 1830 They were pushed out and relocated. government provided specific lands for Native Americans

Share the following additional information including a Michigan connection with students: • An estimated 100,000 homeless children were sent by train from New York City and the Boston area to small towns and farms in the Midwest. • The very first Orphan Train Riders, a group of 14 boys, arrived in the town of Dowagiac in Michigan in 1854. • By 1927, around 12,500 of orphans had been placed in Michigan. They had come to forty-three different towns.

Share the following additional information including a Michigan connection with students: • Thirty-nine percent of the orphans were girls. Most of the children were never adopted. Compare Dandelions and Train to Somewhere, both written by Eve Bunting.

Read The Great Migration: An American Story by Jacob Lawrence to the class. Discuss how millions of African Americans moved from the south to the north during the early 1900s. Think about reasons for the Great Migration.

Reasons for the movement of people trying to escape the racism of the south to find a better life in the cities of the north Many of these African Americans settled in Detroit. Was racism in the South a push or pull factor in the movement of African Americans to Detroit?

Racism was a push factor, while factory jobs were a pull factor Racism was a push factor, while factory jobs were a pull factor. Using the timeline explain that the “Great Migration” took place approximately from 1910 to 1930.

African Americans in the South THE “GREAT MIGRATION” African Americans in the South From the South to cities in the North like and 1900 to around 1940 Push Factor: Racism and lack of opportunity Pull Factor: Jobs and the hope of a better life

Discuss how the Underground Railroad and the Great Migration were alike and different. Using the completed “Migration Chart” in the Supplemental Materials as reference, guide students in filling out the section on the Great Migration on their charts.

Are there ever times when people are forced to move to a new place even though they don’t want to? Why or Why not? Have them answer the questions in their social studies journal. Give students time to write and then have them turn and share their answers with a partner.

Discuss the answers to the questions in the large group Discuss the answers to the questions in the large group. Beginning around 1830 it became the official policy of the United States government to remove Native Americans from their lands to reservations west of the Mississippi River. In most cases these people did not want to move but were forced to do so.

Read the play “The Removal of the Michigan Potawatomi Read the play “The Removal of the Michigan Potawatomi.” Look for answers to the following questions: • Who was migrating, or moving, in the book? • From where had they been living? • To where were they moving? • When were they moving? • Why were they moving? • What push factors were described? • What pull factors were described

NATIVE AMERICAN REMOVAL THE “GREAT MIGRATION” African Americans in the South From the South to cities in the North like and 1900 to around 1940 Push Factor: Racism and lack of opportunity Pull Factor: Jobs and the hope of a better life NATIVE AMERICAN REMOVAL Native Americans such as the Potawatomi From states like to states like and . 1830 They were pushed out and relocated. government provided specific lands for Native Americans

Assessment Write an informational comparative piece comparing two of the five examples of the movement of people within the United States from this lesson. The piece should demonstrate understanding of central and supporting ideas and use the organizational pattern of compare/contrast as well as informational text features. Students’ writing should also distinguish between push and pull factors of migration.

Teacher Resource Egbo, Carol. Supplemental Materials (Unit 3, Lesson 2).Teacher-made material. Michigan Citizenship Collaborative, 2008. Exploration and Settlement:1800-1820 Map. 13 November 2008 <http://www.lib.utexas.edu/maps/united_states/exploration_1800.jpg>. Exploration and Settlement:1835-1850 Map. 13 November 2008 <http://www.lib.utexas.edu/maps/united_states/exploration_1835.jpg>. Levine, Ellen. If You Traveled on the Underground Railroad. NY: Scholastic, 1988. Treaties & the Removal of the Michigan Potawatomi Lesson Plan. 13 November 2008 <http://www.nokomis.org/docs/curriculum/Lesson3C.pdf>. Want-Ads. 13 November 2008 <http://www.kancoll.org/articles/orphans/or_wants.htm>.