Molly's+Pilgrim+Reinforcing+Activity

__**Objective:**__ Students will be able to list factors that cause immigrants to leave their home countries and come to the United States.

__**Materials:**__
 * Paper and Pencils
 * Copy of //Molly's Pilgrim//

__**Procedures:**__ Before reading //Molly’s Pilgrim// to the class, take a few minutes and write the word immigration on the board. Ask the class to define the word and give examples of the concept. This is to give the students a bit of prior knowledge of immigration prior to listening to the book being read.

Next, write a question on the board or projector about immigration for students to copy on their own papers. They can answer this question as you read to them or right after you have finished reading. My question would be “Why did Molly’s mother believe that she was a pilgrim?”

Next, do the read aloud of //Molly's Pilgrim//. As you are reading aloud, remind the students to answer the question that is on the board. Give cues throughout the reading to help the students answer the question.

After reading, select some students to share their answers and write them up on the board. After you place the student’s answers on the board, ask the class what are some reasons that people from other countries come to America? Create a T-chart on the board that has a place for both push (what "pushes" them out of their native countries), and pull (what "pulls" them towards coming to America) factors. You can add a couple of factors to this chart to model what exactly what you want from the class.

After your class comes up with the migration factors and they are placed on the board have a short discussion as to how Molly and her family’s reasons for coming to America are either similar or different to those listed by the class.


 * **__ Why People Come To America __**

Freedom of speech

Religious freedom

Opportunities for education || **__ Why People Leave Their Native Countries __**

Discrimination from others

Lack of food, water, shelter

No opportunities for work or education ||

__**Other Ohio Standards:**__ Grade 5: Geography, Human Systems 10. The Western Hemisphere is culturally diverse due to American Indian, European, Asian, and African influences and intereactions, as evidenced by artistic expression, language, religion and food.