Name: Block: Date: Notes 2.6 Migration Basics Objective 2.7: SWBAT categorize and analyze four case studies of migration by completing a gallery walk. Word Wall: internal migration, international migration, immigrant, emigrant, push factors, pull factors, forced migration, voluntary migration, gravity model Topic What is migration? Supporting Details Check for Understanding: Give 1 example of internal migration. Give 1 example of international migration. Why do people migrate? What is a push factor and what is a pull factor?
What are economic push and pull factors? What are environmental push and pull factors? What are social push and pull factors? What is the difference between forced and voluntary migration Check for Understanding: List three pull factors that encourage people to move to the United States. Label each factor as either an economic, environmental, or social. 1. 2. 3.
You Have to Live in Somebody Else's Country to Understand by Noy Chou Directions: Read the poem below written by a student who migrated to the United States. Then complete the reflection questions. What is it like to be an outsider? What is it like to sit in the class where everyone has blond hair and you have black hair? What is it like when the teacher says, "Whoever wasn't born here raise your hand." And you are the only one. Then, when you raise your hand, everybody looks at you and makes fun of you. You have to live in somebody else's country to understand. What is it like when the teacher treats you like you've been here all your life? What is it like when the teacher speaks too fast and you are the only one who can't understand what he or she is saving, and you try to tell him or her to slow down. Then when you do, everybody says, "If you don't understand, go to a lower class or get lost." You have to live in somebody else's country to understand. What is it like when you are an opposite? When you wear the clothes of your country and they think you are crazy to wear these clothes and you think they are pretty. You have to live in somebody else's country to understand. What is it like when you are always a loser. What is it like when somebody bothers you when you do nothing to them? You tell them to stop but they tell you that they didn't do anything to you. Then, when they keep doing it until you can't stand it any longer, you go up to the teacher and tell him or her to tell them to stop bothering you. They say that they didn't do anything to bother you. Then the teacher asks the person sitting next to you. He says, "Yes, she didn't do anything to her" and you have no witness to turn to. So the teacher thinks you are a liar. You have to live in somebody else's country to understand. What is it like when you try to talk and you don't pronounce the words right? They don't understand you. They laugh at you but you don't know that they are laughing at you, and you start to laugh with them. They say, "Are you crazy, laughing at yourself? Go get lost, girl." You have to live in somebody else's country without a language to understand. What is it like when you walk in the street and everybody turns around to look at you and you don't know that they are looking at you. Then, when you find out, you want to hide your face but you don't know where to hide because they are everywhere. You have to live in somebody else's country to feel it. Complete the reflection questions on the back!
1. What groups and individuals are treated like outsiders in America? 2. What did you learn from this experience and the poem that might help you to better understand the feelings of outsiders in the future? 3. How might you act differently toward someone when you recognize that s/he might be feeling like an outsider?
Migration Case Studies Directions: You will work with the people in your group to analyze each case study of migration. The purpose of this activity is for you to practice using today s word wall words to describe migration in different countries. For each case study, complete the graphic organizer at the bottom of the page. When your group finishes, have one communicator bring all the group s packets to the front to get a stamp. Case Study #1. The Atlantic Slave Trade The Atlantic slave trade was the selling of African slaves by Europeans that happened in and around the Atlantic Ocean. It lasted from the 15th century to the 19th century. Most slaves were shipped from West Africa and Central Africa and brought over to the New World. Some slaves were captured through raids and kidnapping, although most were bought through coastal trading by the Europeans. Most historians today estimate (guess) that between 12 million and 13 million Africans arrived in the new world.(the number of people carried off from their African homesteads is much higher than that, though). Earlier estimates cited numbers as high as 25 to 40 million. The slave-trade is sometimes called the Maafa by African and African-American scholars, meaning "holocaust" or "great disaster" in Kiswahili. The slaves were one part of a three-part economic cycle the Triangular Trade. Is this case study an example of international or internal Is this case study an example of forced or voluntary What types of push and/or pull factors are involved? Explain how you know. In your opinion, does this case study show a positive or negative slide to migration? Explain your opinion. **********************Stop and get a stamp from Mr. Roth**********************
Case Study #2. Afghanistan and Pakistan Today For 30 years, people from Afghanistan have left the country in search of safety from civil war, the Taliban, and the US War on Terror. Approximately 10 million Afghans have fled to Pakistan and Iran since 1979. During the 1980s and early 1990s, the international community (other countries) sent aid to Pakistan to help feed, clothe, and house the Afghans seeking refuge there. After the Taliban took control of Afghanistan in 1994, support for Pakistan decreased and the Pakistan government forced thousands of Afghans out of their country. Since September 11, 2001, the United Nations and other countries have helped find homes for over 5 million Afghan refugees without a place to live. Currently, 3 million are registered in Iran and Pakistan, and about 1 million are living in Pakistan but are not registered. Finding homes for the Afghans has been complicated due to the war and the fact that over half of them Afghans without a home were born over the past 30 years in either Pakistan or Iran. Is this case study an example of international or internal Is this case study an example of forced or voluntary What types of push and/or pull factors are involved? Explain how you know. In your opinion, does this case study show a positive or negative slide to migration? Explain your opinion. **********************Stop and get a stamp from Mr. Roth**********************
Case Study #3. Plymouth, Montserrat & the Sourfriere Volcano In 1995 the eruption of the Sourfriere Hills volcano erupted on the Caribbean island of Montserrat. The grey volcanic ash clogged roads and destroyed the capital city of Plymouth. Many buildings that did not collapse cannot even be entered because the ash has burned the first floors or caved the ceilings in. When Plymouth was destroyed 3,000 residents moved to different part of the island that the active volcano s ash can not reach and another 7,000 Montserratians fled to the United States and were given temporary protected immigration status. The U.S. government told Montserratian refugees to leave in 2005 not because the crisis was over or the crisis was solved. Rather, the U.S. government expected the volcanic crisis to last at least 10 more years; so the Monsterratians non longer qualified as temporary refugees. Remains of a Catholic church in Plymouth with Sourfriere in the background Is this case study an example of international or internal Is this case study an example of forced or voluntary What types of push and/or pull factors are involved? Explain how you know. In your opinion, does this case study show a positive or negative slide to migration? Explain your opinion. **********************Stop and get a stamp from Mr. Roth**********************
Case Study #4. Migration within the United States In the United States the flow of internal migration is not as simple as moving from rural to urban areas. In the past few decades (a decade = 10 years), internal migrants have rushed to the regions of the Sun Belt (southern region of the United States stretching from the Southeast to Southwest) and the Far West. Internal migrants have escaped from large cities and rural areas to move to medium-sized cities for retirement or family-friendly lifestyles. Wealthier individuals have moved into environmentally friendly rural areas. The U.S. population is the most mobile (mobile = free-moving) in the world. More than 5 million people move from one state to another every year and an average of 3 million move within their state in a year. On average, an American citizen moves once about every 6 years. Even new migrants migrate within their new country. Since 1940, the American Southwest and Florida have attracted millions of immigrants from Latin America. Most migrants stayed in these same regions until 1986 when the US government passed the Immigration Reform and Control Act (IRCA) a law that gave permanent residency to 2.6 million migrants who had been living in the United States for a long period of time. Under IRC legal migrants could move anywhere and many moved to the Great Plans, Midwest, and the South. They found the South attractive for the same reasons as other Americans warm climate and great economic ($) Arrows show migration from the South to the North. opportunities in the Sunbelt. Is this case study an example of international or internal Is this case study an example of forced or voluntary What types of push and/or pull factors are involved? Explain how you know. In your opinion, does this case study show a positive or negative slide to migration? Explain your opinion.