• How recent immigration and migration patterns impacted social and political issues that affect immigrants and resulting conflicts; changes in the size and composition of the traditional American family; demographic and residential mobility since 1970).
• How racial and ethnic events influenced American society during the Progressive movement to restrict immigration.
• Challenges immigrants faced in society in the late Nineteenth century (e.g., especially immigrants from 1870 to 1900, reasons for hostility toward the new immigrants, restrictions against immigrants, the tension between American ideals and reality).

• Narrative, Caribbean Immigration
• Internet connection for viewing of internal and external links
• Library resources

1. Ask students to think about what the word "influential" means to them. Whom do they think of when they think of an influential person in history?
2. Then, ask students for examples of characteristics of an influential person and make a list of them on the board or overhead.
3. Have students write a journal entry about a person they think was influential in history, what they did to be influential, and which of the characteristics listed on the board they think the person had.

1. Have the map of the migration on the overhead projector or on students' computer screens. (link to map of this migration)
2. Hand out copies of the narrative; or, if students are online, they can read it on their screens. If the reading level of the class is low, you may opt to read and stop at intervals to check for understanding.
3. Once the students have read through the narrative, have them start filling in any information that they can based on the following series of springboard questions:

   1. What are the dates, from beginning to end, that frame this migration. Where is the point (or where are the points) of origin of the people?
   2. What was their existing circumstance in that location? How did conditions differ from the city to country plantations and estates?
   3. Who were some of the influential immigrants mentioned?
   4. Why did they leave?
   5. How many left?
   6. Where did they go?
   7. How did they choose their destination(s)? Were the destinations chosen before they embarked upon their journeys, or were they arbitrary in nature?
   8. What was the economic result of their immigration for both countries?
   9. What hardships did they endure because of their immigration?
   10. What is the legacy today of this migration in both the points of origin and destination?
   11. How does this migration fit in with the other migrations (can only be done if studying a group of migrations)? Are there any connections between migrations?

4. For any unanswered questions, direct students to other resources, such as the gateway, other areas of the site, or library resources.
5. So they can learn more about the influential Caribbean immigrants or their US-born children mentioned in the narrative, have students choose one of the following people to research more about:

   1. Prince Hall
   2. Denmark Vesey
   3. John B. Russwurm
   4. Samuel E. Cornish
   5. Jan Earnst Matzeliger
   6. Edward Wilmot Blyden
   7. Joseph Sandiford Atwell
   8. Bert Williams
   9. Robert Brown Elliott
   10. W.E.B. Du Bois
   11. James Weldon Johnson
   12. Rosamond Johnson
   13. William Stanley Braithwaite
   14. Grace Campbell

6. Students might need to look back through the narrative to review the description given about each person so they can decide which one they are most interested in learning more about.
7. Then, instruct students to use library resources and the Internet to research more about the person, including the following information:

   1. The person's background.
   2. Circumstances that motivated the person to immigrate.
   3. The person's experiences once in the United States, for instance, where did he or she settle? What was his or her occupation? Why was he or she considered "influential?"
   4. The legacy of the person's actions, for instance, will he or she remain in the United States or return to Africa?

8. Assign students to write up their findings in an essay format and include a picture of the person, if possible, and a bibliography of sources. Once the due date for the essays has passed, have students orally share their essays with the class.

Grade students' papers using the rubric below. With a total of 20 points possible, figure a letter grade from the number of points each student earns.

• The Schomburg Center has more information and images on the Caribbean immigration at their online exhibit, The George Westerman Collection, at: http://www.nypl.org/research/sc/WEBEXHIB/legacy/imgins5.htm
• The Schomburg Center's focus on studying the African Diaspora has resulted in a vast collection of resources that they now house online at: http://www.nypl.org/research/sc/WEBEXHIB/legacy/imgins7.htm