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The biggest problems I ran into with this activity that feedback might help were:

1-    Students/Parents not putting effort into research or focusing on where the majority of their heritage were. Some students came in with “Chicago” selected and another student’s parent(s) had put the dot for where they were from in the wrong area of the world.

2-    Some students  had trouble understanding the difference between pilgrims and immigrants.

Specific feedback I would give to the students to motivate them would be to explain and build up a bit more about the end result. I wanted it to be a surprise (and for some students it really was) but I think a few were confused by it. Also I would have explicitly tied in the book a bit more so the kids could understand the doll homework sooner.

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-Understand immigration and how it shapes the United States.
-Discuss equality & how each diverse background increases our cultural wealth.
-Explain being kind to those that are different.
-Post lesson guided discussion comparing their growth from the pre-lesson discussion.
-Vocabulary / Comprehension worksheet about the text and its concepts.

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For my lesson, we used the seasonal topic of Thanksgiving to motivate the students. Prior to the main part of the lesson we asked the students about their knowledge of Thanksgiving, Pilgrims, and Heritage.

Following this mini-lesson, we then sent a handout home that asked the students and their parents to answer some question about where their relatives migrated from, their customs, and to mark on a map where they were from. Additionally, the students were to make a doll/figure/puppet that represented one or several of these relatives. This followed our reading of Molly’s Pilgrim for ELA.

The lesson culminated with the students sharing their dolls, marking the locations on the map, and then as a group discussing immigration trends and motivations. At the very end we talked specifically about Pilgrims landing on Plymouth Rock, the causes and results of the first Thanksgiving.