1. Review first half of video (Scenes 1-15), pausing as necessary, to allow students to take notes on push/pull causes of emigration.
2. Review second half of video (Scenes 16-26), pausing as necessary, to allow students to take notes on positive/negative aspects of Scots abroad.
3. Review video, pausing as necessary at sources.
4. Review video, activities 1-3 (or alternatives) completed, preparatory class discussion and/or debate.

Free-Standing Activities

5. Access to internet (http://www.geo.ed.ac.uk/scotgaz/people.html).
6. Sources provided.

Answers

Programme-Specific Activities

Activity 1

Push Factors:

starvation
poverty
sheep
evictions
inability to pay rent
houses burned
shortage of land
barren land
potato famine
industrial problems
low wages
overcrowded housing

Pull Factors:

better life in North America or Australasia
assistance to leave
example of successful emigrants
need for skilled tradesmen and farmers
encouraging letters from emigrants
own land - no rent
better housing and wages

Activity 2

a) Counter-arguments/evidence could include:

evidence of individual achievers
American recognition of Scots contribution (Tartan Day)
educational and economic attainments of Scots descendants

b) Counter-arguments/evidence could include:

evidence of contribution of other groups
evidence of Scots' involvement in ill-treatment of native populations
argument that not all Scots emigrants were successful

Activity 3

Score 1 point for each correct answer.

1a. Wrong. They may have been forced out but the ruins alone do not provide evidence of why they left.

1b. Correct. Ruined houses show that people once lived there.

1c.Wrong. They may have emigrated but the ruins alone provide no evidence of where they went.

2a. Correct. The message suggests that the writer was desperate.

2b. Wrong. He may have been evicted but the message does not say so.

2c. Wrong. There is a difference between a desperate cry of despair and casual graffiti.

3a. Wrong. Although the Scotsman thinks so, it is only their opinion.

3b. Wrong. Although The Times and the Inverness Courier sympathise with the crofters, they don't analyse the reasons for the clearance.

3c. Correct. The newspapers have different views on the clearance.

4a. Wrong. He is saying that there are questions about the Clearances which still need answers.

4b. Correct. He is saying that there are questions about the Clearances which still need answers.

4c. Wrong. Some historians may have had enough of the Clearances but this is not what Prof Devine is saying.

5a. Wrong. The letters only contain evidence for about six emigrants.

5b. Correct. This is clearly what the writers feel.

5c. Wrong. Although there were cases of lying or exaggeration, it is unlikely that all these writers from different times and places were liars.

6a. Correct. We find many place-names of Scottish origin overseas.

6b. Wrong. Although some places where Scots settled were given Scottish names, others were not, and some places were named after Scottish people or places even though no Scots lived there!

6c. Wrong. Although some places where Scots settled were given Scottish names, others were not, and some places were named after Scottish people or places even though no Scots lived there!

7a. Wrong. Although Scots have influenced America, other groups also have their own special days and parades etc.

7b. Correct. Tartan Day shows that Americans are aware of the part played in their history by Scots and their descendants.

7c. Wrong. This is a typical stereotype. Some Americans, like some Scots, will do anything to avoid parades and parties!

8a. Wrong. Although Scots have influenced America, other groups have been even more numerous.

8b. Wrong. This may be the case but the statistics shown only provided evidence for the ten most numerous groups.

8c. Correct. The statistics provided clearly show this.

9a. Wrong. He is not an emigrant but the descendant of an emigrant - although many emigrants did in fact return.

9b. Correct. MacPerson has returned to the land his great great grandfathers left.

9c. Wrong. Although evidence is only provided for one, this does not prove that there were not quite a number of others.

10a. Wrong. If anything it shows the opposite.

10b. Wrong. Flying was in its infancy at that time. It was very expensive and aeroplanes were not big enough to carry large numbers.

10c. Correct. The fact that boatloads of emigrants were sailing from the Hebrides alone shows that mass emigration continued. In fact emigration from Scotland reached record levels in the 1920s.

Activity 4

The answer should include:

an introduction briefly explaining the 2 opposing views
a middle section or development of several paragraphs giving evidence and arguments for and against the 2 opposing views
a conclusion explaining which view, if any, is, on balance, more accurate

Free-Standing Activities

Activity 5

Answers can be found at: http://www.geo.ed.ac.uk/scotgaz/people.html

Name	Place of Birth	Country of Settlement	Achievement(s)
David Buick	Arbroath	USA	plumbing, automobiles
Francis Cadell	Cockenzie, East Lothian	Australia	explorer, trader
Mary Gordon	Glasgow	USA	Hollywood actress
John Grierson	Stirlingshire	Canada	documentary film maker
Frank Lloyd	Glasgow	USA	film director
Robert Dale Owen	Scotland	USA	social reformer, anti-slavery campaigner
Allan Pinkerton	Gorbals, Glasgow	USA	detective
Madeleine Smith	Glasgow	USA	alleged poisoner
Marie Stopes	Edinburgh	England	women's rights, birth control campaigner
Daniel Wilson	Edinburgh	Canada	President of Toronto University

Activity 6

1. Students should evaluate Source A in terms of, for example:

authorship - official British representative, first hand experience
contemporaneity - primary source some time prior to wars
content - focuses on concerns of Maoris
possible bias - British view but seems objective

2. Students should compare Sources A and B in terms of evidence such as that listed below.

Source A:

by British official reporting missionary activities
shows awareness of Maori concerns
denies intention to seize Maori lands
refers to large numbers of emigrants
no mention of possible Maori retaliation/resistance
non-judgmental concerning missionary activity

Source B:

by military/naval commander preparing for war
dismissive of Maori grievances
Maori lands obtained legally and justly
no mention of emigrants/settlers
refers to Maori organisation as an important factor
blames missionaries for stirring up trouble

Activities

Programme-Specific Activities

Activity 1 - Why Did So Many Leave?

Watch the first half of the video, making a note of the reasons for emigration from the Highlands and Lowlands under the headings:

Push Factors
Pull Factors

(10-15 minutes)

Activity 2 - The Scots Abroad

Watch the second half of the video. Take notes for the purpose of writing two paragraphs arguing against people expressing the following points of views:

(a) that Scots emigrants achieved little and made no positive contribution
(b) that Scots emigrants were the most successful and did nothing but good

(10-15 minutes)

Activity 3 - What Do the Sources Tell Us?

Some of the sources used in the programme are listed below.

Select the most appropriate choice for what each one tells us.

1) The ruins of houses at Glencalvie provide evidence that

(a) the people were forced out of their houses
(b) people once lived there
(c) the people had emigrated

2) The message scratched on Croic Church window provides evidence that

(a) the writer felt desperate
(b) the writer had been evicted from his house
(c) the writer was a vandal

3) Newspaper reports of the Clearances provide evidence that

(a) the Clearances were necessary
(b) the Clearances were not necessary
(c) different newspapers often have different attitudes to events

4) The interview with Professor Tom Devine provide evidence that

(a) historians know everything about the Clearances
(b) historians do not know everything about the Clearances
(c) historians have had enough of the Clearances

5) The letters from emigrants provide evidence that

(a) all emigrants were successful
(b) some emigrants felt they were better off in their new homes
(c) the writers were lying to trick more people into emigrating

6) A World Atlas provides evidence of

(a) countries with Scottish place-names
(b) countries where Scots settled
(c) countries where Scots descendants still live

7) The film of Tartan Day in America provides evidence that

(a) Scots have influenced America more than any other group
(b) the Scots' contribution to American history is recognised
(c) Americans will use any excuse for a parade and a party

8) The US Bureau of Statistics web-site provides evidence that

(a) Scots have influenced America more than any other group
(b) America is made up of people from every country in the world
(c) America is made up of the descendants of many different peoples

9) The interview with Iain MacPherson provides evidence that

(a) some emigrants returned to Scotland
(b) the descendants of some emigrants returned to Scotland
(c) few emigrants returned to Scotland

10) The newsreel of the emigrant ship Marloch in 1924 provides evidence that

(a) emigration was declining by the 1920s
(b) emigrants preferred sailing to flying
(c) emigration was still going strong in the 1920s

Choose one of the above sources and write a paragraph explaining how useful it is for studying emigration from Scotland in the years 1830-1930.

(20 minutes)

Activity 4 - Exile or Opportunity?

Take a pre-vote on whether the class sees Scots emigrants in 1830-1930 as unfortunate exiles or hopeful seekers after opportunity.

Divide the class into two teams or a number of groups/pairs, with half the class arguing that emigrants were unfortunate exiles, and half arguing that they were hopeful seekers after opportunity. Take a final vote.

Each student is then to write an 8 mark essay in answer to the following question:

'Should we see Scots emigrants in the years 1830-1930 as unfortunate exiles or as hopeful seekers after opportunity?'

Remember to include:

an introduction briefly explaining the two opposing views
a middle section or development of several paragraphs giving evidence and arguments for and against the two opposing views
a conclusion explaining which view, if any, is, on balance, more accurate

(25 minutes)

Free-Standing Activities

Activity 5 - Famous Scots

Log on to the website of the Gazetteer for Scotland: http//:www.geo.ed.ac.uk/scotgaz/people.html

Click on the 'Any Word' button on the left hand menu.

Search for each of the famous Scots emigrants listed below and make up a chart showing their name, place of birth, country of settlement and main achievement(s).

David Buick
Francis Cadell
Mary Gordon
John Grierson
Frank Lloyd
Robert Dale Owen
Allan Pinkerton
Madeleine Smith
Marie Stopes
Daniel Wilson

(25 minutes)

Activity 6 - The Maori Wars

Study the following sources and answer the questions which follow.

The sources are about the causes of the wars in New Zealand between the Maoris and the European settlers.

Source A is from the journal of James Busby from Glasgow. He was the British government's chief representative in New Zealand. It was written in the 1830s.

Source A

The Maoris asked a missionary whether it was true that the British Government intended to seize all the land in the Islands. The missionary replied that he believed that the British Government had no such intention. Then the Maoris asked if it was true that the British Government intended to bring out shiploads of emigrants to settle in their country. He had to reply that he believed there was such an intention. The Maoris immediately asked what was to become of them.

1. How useful is Source A for studying the causes of the Maori Wars?

Source B is part of a letter written in 1860 from the commander of the British Navy in New Zealand to Admiral Sir Richard Dundas, son of the Scots Lord Melville.

Source B

The purchase of the land from the Maoris was legal and just, and also necessary. The war might have been delayed for a few months but it would have come anyway. The Maoris were increasingly organised to an extent that we had not considered them capable of. Meddling missionaries have been explaining to the Maoris all their grievances (which, by the way, do not exist) and have pushed them into armed rebellion.

2. In what ways do Sources A and B differ in their attitudes towards the causes of the Maori Wars?

(20 minutes)