Materials

• Computer with Internet access
• Census information on ethnicity from The World Factbook, found at <https://www.cia.gov/cia/publications/factbook/index.html>
• World map
• Small self-stick notes
• Overhead projector
• Blank overhead transparency and marker

Instructional Activities

1. Ask students to imagine what it would be like to move to a foreign country. Instruct them to take a few moments to respond to the following questions placed on an overhead or handout:
   • What country/continent might you move to and why?
   • Who will go with you?
   • What will you take with you?
   • What do you need to know before you go?
   • How long will the trip take?
   • How often will you be able to see those who do not travel with you?
   • Where will you live/work when you arrive?
   • Do you know anyone there already?
   • What do you know about the culture? (e.g., clothing, climate, food, customs, language)
   
   
2. Instruct students to make a few written notes to respond to these questions, and then share responses to the questions in an open session. Ask students to indicate whether they would make the journey.
   
   
3. Instruct students to use the same questions and imagine that it is approximately the year 1700. Ask them to respond with what they think would be correct answers to the same questions for the time period and write them down.
   
   
4. Ask students to share their responses. Record some responses on an overhead labeled, “What students think are correct answers to questions about how, when, where, and why settlers journeyed to the New World in 1700.” Ask students the following questions:
   • Ask how many would make the journey in 1700.
   • Ask students who say they would make the journey in 2004 but not in 1700 to explain why.Ask students who say they would make the journey in 1700 to explain why.
   • Ask them to guess what country they might be traveling from and to include information regarding life circumstances in that country in 1700. (They may think about where their ancestors came from.) Were they persecuted in that country? Were they poor?
   
   Allow five to ten minutes for students to share their thoughts. Remind the class to listen and think about each other’s responses.
   
   
5. Explain that the next organizing topic of study is about individuals who came to the United States. Ask the students to share what they know about the first European settlers who came to the New World. Write their responses on an overhead labeled, “What students know or think they know about early settlers.” Guide discussion by reminding students of what they learned in previous years.
   
   
6. Instruct students to write their name on self-stick notes, and invite each one to place their note on the world map on the country that at least one of their relatives came from. NOTE: Do not make this activity mandatory; only those students who wish to participate should do so. If a student has a parent or family member who has recently moved to the United States, ask the student whether he/she would like to share the reason for that move.
   
   
7. Display the map containing the different self-stick notes. Use information from The World Factbook to provide information on the current ethnic breakdown of the United States. Display this information on an overhead or the board. Use a world map to identify the geographic origin of each ethnic group.
   
   
8. Explain that during the next two weeks, the class will examine the reasons individuals came to the New World and the long-term impact that exploration has had on the current United States and world situations.
   
   
9. Assign a teacher-selected reading, worksheet, or other reinforcement activity, using available teacher resources.