Writing:

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
Provide reasons that are supported by facts and details.
4.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Spelling: Test on Friday

apron
poison
sunken
shrunken
chosen
tighten
frighten
cannon
carbon
sharpen
exponents
multiply
factors
estimation
product

Math: Unit 4 Test on Friday

4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …

Science:

4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information.

Social Studies:

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.

Homework:

Math for 20 min-Test on Friday

Read for 30 minutes

Spelling activity

Class News: 

• My email is moseda1@dearbornschools.org
• Please bring a refillable water bottle everyday to school.
• Please bring back your spelling test signed.

Homework:

Ms. Habhab’s 40 Book Challenge

• All 5^th graders in Ms. Mosed’s class will be expected to read at least 40 books this year during independent reading at home.
• You will be reading 40 (or more) books this year (beginning 9/7/17) and keeping track of the titles and genres on your Reading List sheet.
• You will be reading from a variety of genres in order to explore books you might not ordinarily read, and to develop an understanding of literary elements, text features, and text structures.
• Books that have been read (or will be read) in class cannot count, even if the student re-reads the book.
• Students may ask the teacher, librarian, classmates, or their families for recommendations, but there are no specific title requirements
• Any book with more than 200 pages will count as 2 books.
• All books are selected by the student.
• Select good fit books at your reading level. Use your DRA book graph as your guide and NWEA reading RIT score.
• Use your Reading notebook to respond to your reading.
• Each quarter you will be asked to present a “book talk” in front of the class for a grade.
• Each week I will ask you about what you are reading, which books you have added to your list, which books you abandoned, and which ones you plan to read next.
• Every Friday, you will turn in a completed Reading List.

1. You must read for 30 minutes independently outside of class. Read for 15 minutes and list the books read in your reading list. Reading list is due on Friday. Also, read for 15 minutes on MyOn everyday. I will be checking your minutes weekly.
2. Math-Do 30 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon.
3. Writing– You should have completed 1 narrative and 1 opinion piece. Start on your Native American powerpoint from the book you checked out last week and send them all  to me once you completed them.

Spelling List:

1. forgetting
2. quizzing
3. upsetting
4. equipping
5. regretting
6. wrapping
7. beginning
8. compelling
9. dropping
10. snapping
11. economics
12. primary
13. secondary
14. landforms
15. climate

Reading Weekly Objectives:

RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

L.5.1(b)  Form and use the perfect (e.g., I had walked: I have walked; I will have walked) verb tenses.

RL 5.2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Writing Weekly Objectives:

W.5.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

a  Introduce a topic clearly, provide a general observation and focus, and group related information logically; including formatting.

1. Develop the topic with facts, definitions, concrete details, quotations, and information and examples related to the topic.
2. Link ideas within and across categories of information using words, phrases, and clauses (e.g. in contrast, especially).
3. Use precise language and domain-specific vocabulary to inform about or explain the topic.
4. Provide a concluding statement or section related to the information or explanation presented.

W.5.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.5.5  With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing.

W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8  Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism.

W.5.9  Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.5.10  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames.

Math Weekly Objectives:

5.NBT.B.6:  Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.  Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Science Weekly Objectives:

CCSS/GLCE(s

Social Studies Weekly Objectives:

U1.2 European Exploration 
Identify the causes and consequences of European exploration and colonization.

5 – U2.3.1 Locate the New England, Middle, and Southern colonies on a map

5 – U2.1.1 Describe significant developments in the Southern colonies, including
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement (National Geography Standard 12, p. 167)
• establishment of Jamestown (National Geography Standard 4, p. 150)
• development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia) (National Geography Standard 7, p. 156)
• relationships with American Indians (e.g., Powhatan) (National Geography Standard 10, p. 162)
• development of colonial representative assemblies (House of Burgesses) (National Geography Standard 5, p. 152)
• development of slavery

Wednesday: Late Start

Please continue to send in socks

Reading:

RI 4.4 – Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Writing:

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
2. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
3. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
5. Provide a concluding statement or section related to the information or explanation presented.

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Spelling:Test on Friday

• muffin

• bargain

• certain

• pumpkin

• fountain

• basin

• again

• captain

• dolphin

• curtain

• push factor

• pull factor

• migration

• immigration

• movement

Math:

4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Science:

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Social Studies:

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 – 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.

Class News: 

• My email is moseda1@dearbornschools.org
• Please bring a refillable water bottle everyday to school.

Homework:

Ms.Mosed’s 40 Book Challenge

• All 5^th graders in Ms. Mosed’s class will be expected to read at least 40 books this year during independent reading at home.
• You will be reading 40 (or more) books this year (beginning 9/7/17) and keeping track of the titles and genres on your Reading List sheet.
• You will be reading from a variety of genres in order to explore books you might not ordinarily read, and to develop an understanding of literary elements, text features, and text structures.
• Books that have been read (or will be read) in class cannot count, even if the student re-reads the book.
• Students may ask the teacher, librarian, classmates, or their families for recommendations, but there are no specific title requirements
• Any book with more than 200 pages will count as 2 books.
• All books are selected by the student.
• Select good fit books at your reading level. Use your DRA book graph as your guide and NWEA reading RIT score.
• Use your Reading notebook to respond to your reading.
• Each quarter you will be asked to present a “book talk” in front of the class for a grade.
• Each week I will ask you about what you are reading, which books you have added to your list, which books you abandoned, and which ones you plan to read next.
• Every Friday, you will turn in a completed Reading List.

1. You must read for 30 minutes independently outside of class. Read for 15 minutes and list the books read in your reading list. Reading list is due on Friday. Also, read for 15 minutes on MyOn everyday. I will be checking your minutes weekly.
2. Math-Do 30 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon.
3. Writing– You should have completed 1 narrative and 1 opinion piece. Start on your Native American powerpoint from the book you checked out last week and send them all  to me once you completed them.

Spelling List:

1. concurred
2. admitted
3. gripped
4. referred
5. controlled
6. permitted
7. omitted
8. preferred
9. occurred
10. planned
11. routes
12. diseases
13. tessellations
14. quadrangles
15. quote

Reading Weekly Objectives:

RI 5.2 – Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

L.5.1(b)  Form and use the perfect (e.g., I had walked: I have walked; I will have walked) verb tenses.

Writing Weekly Objectives:

W.5.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

a  Introduce a topic clearly, provide a general observation and focus, and group related information logically; including formatting.

1. Develop the topic with facts, definitions, concrete details, quotations, and information and examples related to the topic.
2. Link ideas within and across categories of information using words, phrases, and clauses (e.g. in contrast, especially).
3. Use precise language and domain-specific vocabulary to inform about or explain the topic.
4. Provide a concluding statement or section related to the information or explanation presented.

W.5.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.5.5  With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing.

W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8  Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism.

W.5.9  Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.5.10  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames.

Math Weekly Objectives:

4.MD.C.6:  Measure angles in whole-number degrees using a protractor.  Sketch angles of specified measure.

5.G.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that categories. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

5.G.B.4: Classifying two-dimensional figures in a hierarchy based on properties.

Science Weekly Objectives:

Social Studies Weekly Objectives:

5 – U1.4.1:     Describe the convergence of Europeans, American Indians, and Africans in North America after 1492 from the perspective of these three groups.

5 – U1.4.4:     Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.

 5 – U1.2.2:    Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).

Thank you to those that have brought in new socks to donate.  You still have time to bring some.

Reading:

RI 4.4 – Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Writing:

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
2. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
3. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Spelling:

• knuckles

• honor

• wrestle

• heir

• doubt

• gnat

• plumber

• known

• answer

• thumbs

• axis

• revolve

• planet

• orbit

• rotation

Math:

4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Science:

4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Social Studies:

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 – 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.

Class News: 

• My email is moseda1@dearbornschools.org
• Please bring a refillable water bottle everyday to school.
• Bring back your math signed by your parents.
• Complete your narrative organizer.

Homework:

Ms. Mosed’s 40 Book Challenge

• All 5^th graders in Ms. Mosed’s class will be expected to read at least 40 books this year during independent reading at home.
• You will be reading 40 (or more) books this year (beginning 9/7/17) and keeping track of the titles and genres on your Reading List sheet.
• You will be reading from a variety of genres in order to explore books you might not ordinarily read, and to develop an understanding of literary elements, text features, and text structures.
• Books that have been read (or will be read) in class cannot count, even if the student re-reads the book.
• Students may ask the teacher, librarian, classmates, or their families for recommendations, but there are no specific title requirements
• Any book with more than 200 pages will count as 2 books.
• All books are selected by the student.
• Select good fit books at your reading level. Use your DRA book graph as your guide and NWEA reading RIT score.
• Use your Reading notebook to respond to your reading.
• Each quarter you will be asked to present a “book talk” in front of the class for a grade.
• Each week I will ask you about what you are reading, which books you have added to your list, which books you abandoned, and which ones you plan to read next.
• Every Friday, you will turn in a completed Reading List.

1. You must read for 30 minutes independently outside of class. Read for 15 minutes and list the books read in your reading list. Reading list is due on Friday. Also, read for 15 minutes on MyOn everyday. I will be checking your minutes weekly.
2. Math-Do 30 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon. Complete the 2nd page you started in class today.
3. Writing– You should have completed 1 narrative and 1 opinion piece. Start on your Native American powerpoint from the book you checked out last week and send them all  to me once you completed them.

Spelling List:

1. airproof
2. balloon
3. proofread
4. afternoon
5. doorknob
6. football
7. raccoon
8. moody
9. caboose
10. snoozes
11. migration
12. integrate
13. English
14. British
15. Spanish

Reading Weekly Objectives:

RI 5.7 – Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

L.5.1(b)  Form and use the perfect (e.g., I had walked: I have walked; I will have walked) verb tenses.

Writing Weekly Objectives:

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
2. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
3. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
4. Use concrete words and phrases and sensory details to convey experiences and events precisely.
5. Provide a conclusion that follows from the narrated experiences or event.

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Math Weekly Objectives:

4.MD.C.6:  Measure angles in whole-number degrees using a protractor.  Sketch angles of specified measure.

5.G.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that categories. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

5.G.B.4: Classifying two-dimensional figures in a hierarchy based on properties.

Science Weekly Objectives:

Social Studies Weekly Objectives:

5 – U1.4.1:     Describe the convergence of Europeans, American Indians, and Africans in North America after 1492 from the perspective of these three groups.

5 – U1.4.4:     Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.

 5 – U1.2.2:    Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).

Class News: 

• My email is moseda1@dearbornschools.org
• Math Parent Meeting at 9 a.m. on December 5th in our classroom (room 200).
• Please bring a refillable water bottle everyday to school.

Homework:

Ms. Mosed’s 40 Book Challenge

• All 5^th graders in Ms. Mosed’s class will be expected to read at least 40 books this year during independent reading at home.
• You will be reading 40 (or more) books this year (beginning 9/7/17) and keeping track of the titles and genres on your Reading List sheet.
• You will be reading from a variety of genres in order to explore books you might not ordinarily read, and to develop an understanding of literary elements, text features, and text structures.
• Books that have been read (or will be read) in class cannot count, even if the student re-reads the book.
• Students may ask the teacher, librarian, classmates, or their families for recommendations, but there are no specific title requirements
• Any book with more than 200 pages will count as 2 books.
• All books are selected by the student.
• Select good fit books at your reading level. Use your DRA book graph as your guide and NWEA reading RIT score.
• Use your Reading notebook to respond to your reading.
• Each quarter you will be asked to present a “book talk” in front of the class for a grade.
• Each week I will ask you about what you are reading, which books you have added to your list, which books you abandoned, and which ones you plan to read next.
• Every Friday, you will turn in a completed Reading List.

1. You must read for 30 minutes independently outside of class. Read for 15 minutes and list the books read in your reading list. Reading/writing list is due on Friday. Also, read for 15 minutes on MyOn everyday. I will be checking your minutes weekly.
2. Math-Do 30 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon. Complete the 2nd page you started in class today.
3. Writing– You should have completed 1 narrative and 1 opinion piece.

Spelling List:

1. cruel
2. novel
3. quarrel
4. fossil
5. label
6. pupil
7. apparel
8. channel
9. pencil
10. cancel
11. acute
12. obtuse
13. measure
14. holiday
15. vertex

Reading Weekly Objectives:

RI 5.7 – Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

L.5.1(b)  Form and use the perfect (e.g., I had walked: I have walked; I will have walked) verb tenses.

Writing Weekly Objectives:

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
2. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
3. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
4. Use concrete words and phrases and sensory details to convey experiences and events precisely.
5. Provide a conclusion that follows from the narrated experiences or event.

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Math Weekly Objectives:

4.MD.C.6:  Measure angles in whole-number degrees using a protractor.  Sketch angles of specified measure.

5.G.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that categories. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

5.G.B.4: Classifying two-dimensional figures in a hierarchy based on properties.

Science Weekly Objectives:

Social Studies Weekly Objectives:

5 – U1.4.1:     Describe the convergence of Europeans, American Indians, and Africans in North America after 1492 from the perspective of these three groups.

5 – U1.4.4:     Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.

 5 – U1.2.2:    Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).

Reading:

RI 4.4 – Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Writing:

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
2. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
3. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Spelling: Test on Friday

1. compass
2. latitude
3. longitude
4. distributive
5. certain
6. compatible
7. population
8. money
9. deposit
10. withdrawal
11. millimeters
12. centimeters
13. grams
14. measurement

Math: We will begin Unit 4

4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Science:

4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Social Studies:

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 – 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.