Lesson 1

Human Migration- Why do People Migrate?

Week-Long Activity: Explorer’s Journals

Every day this week the student will learn or ‘discover’ something new. At the end of each day

the students could draw, write, color, cut and paste print outs or other drawings, or any other

medium that shows what they’ve ‘discovered’.

Major Concepts

Past migrations have helped shape the present makeup of populations just as present migration patterns are changing the future composition of each region of the world. The ancestry, or roots, of the people in a region tie them to the migratory paths of their ancestors and help explain the history of the region. People move to new places for various reasons however, the most common reasons are for economic improvement, employment, political or religious oppression, and general dissatisfaction of their current residence. Key vocabulary words for the students to understand in this lesson are:

Immigrant: A person who to travels to and settles in a new country. Emigrant: Somebody who leaves a place, particularly their native country to go and live

elsewhere. Migrant: Someone who moves from one place to another, often for employment or

economic improvement. For additional information and descriptions of this lesson’s topic the website below may help. Human Migration Guide (PDF, Adobe Acrobat Reader required) extra information link http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/pdf/exhibit.pdf http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/procedure.html#activity4

K-2 Activities Summarized

Activity 1

Then students are asked to identify on a US map, with string/yarn, their movement from

one state to North Carolina to aid in the conceptualization of migratory movements.

Activity 2

Using photos from the past of families and individuals as well as the student’s own

drawings of immigrants, the class will come up with similarities and differences between

the two.

Activity 3

Students will interview a class guest about his/her experience as an immigrant.

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Activity 4 (Advanced Extension) Using a world map and patterns of historical human

movement, students will work together to draw and identify frequented paths of

migration.

3-5 Activities Summarized

Activity 1

Using index cards, students write down their prior state and/or country move. Then the

students put together a bar graph and draw conclusions from the graph’s data.

Activity 2

Using photos from the past of families and individuals as well as the student’s own

drawings of immigrants, the class will come up with similarities and differences between

the two. If additional resources are available, the students could search online and

select the pictures they want to discuss.

Activity 3

Students will interview a class guest about his/her experience as an immigrant.

Activity 4

(Graphing option) Using index cards, students will write their country(ies) of ancestry

and work together to create a bar graph of their findings and discuss.

K-5 Activities with Additional Resources

Activity 1

(Academically Advanced Activity) This activity is an expansion of Activity 4 (above) with

an interactive internet based supplement.

Activity 2

Students listen to music and read biographies about important Latino immigrants and

their contribution to US music culture. After the main lesson, students can work in

groups to make up their own songs and use any musical instruments that were brought.

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Duration: 30 minutes (depending on number of students in class) Objectives: Describe why people

move, specifically in the United States.

Identify a previous move from a different state to North Carolina

Key Vocabulary: Map Migration Immigrant Movement Resources Materials Needed: Yarn/String US Map Pushpins/tape Blank paper Crayons/markers Tape

Activity 1: Where are People From? Lesson Plan: 1. Whole Class Discussion

Questions: 1. What are some different

types of human movements?

2. Why do people move? Ask students to think about why a group of people would leave one place to go to another.

3. Ask if anyone in the class has ever moved (should be everyone in this migrant student setting)

4. What was the last state you moved from? 2. Use United States map to point out what exact state

the students all live in right now 1. Using a push pin for this spot, have the

students say what state they recently moved from.

2. Have the student come up to the board, if possible, and guide the student.

3. Take the piece of string and attach one end from the push pin. Using either tape or another push pin, place the other end of the string

(which is taunt, a straight line) to the previous state.

4. It might be helpful to make your example first, if you have moved from another state to this current state.

Why Do People Migrate? Introduction to Migration

Basic Activities- K-2

Migration is a large concept for K-2 students to understand. It helps to start with something small and relatable before moving into larger, more complex topics.

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Duration: 45-60 Minutes Objectives: Identify various reasons

why people immigrate/migrate.

Describe reasons why their own families (or someone they know) might have moved.

List the common reasons why people immigrate.

Compare similarities and differences between the student’s family and the families chosen from pictures.

Key Vocabulary: Immigrant Emigrant Migrant Experience Transportation Resources Materials Needed: Print pictures from site:

http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/pdf/exhibit.pdf http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/procedure.html#activity4

Activity 2: Faces of Migration Lesson Plan:

First, go over some of the important vocabulary words. Explain to the students the difference between ‘immigrant’, ‘emigrant’ and ‘migrant’. Then have each student draw a picture in their Explorer’s Journals representing their own personal immigration/migration experience or what they think of when they hear ‘immigrant/migrant’

This can be anything from family pictures to transportation vehicles to tangible reasons for moving to a new place.

Present the other pre-selected photos (link is under materials) that represent lots of different immigrants and reasons people immigrate

Work in large group to find some common and unique themes between the photos and groups of immigrants

After addressing those themes, have the children look at their own drawings of their migrant experience, and discuss the similarities and differences

Extension idea: You can take these pictures and themed statements to make a collage on the wall!

Lesson Source: http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/pdf/exhibit.pdf http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/procedure.html#activity4

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Duration: 45-60 Minutes Objectives: Identify and summarize

key reasons why the interviewee migrated/immigrated to the United States.

Record questions and responses in relation to the interview.

Draw conclusions on other immigrant experiences in relation to this interview.

Key Vocabulary: Immigrant Emigrant Migrant Interview Interviewer Interviewee Resources Transportation Materials Needed: Pages 24-27 from

http://www.utexas.edu/cola/orgs/hemispheres/_files/pdf/migration/Student_Activity_1.pdf

Pages 24-25 from materials are a guide to help you refine this lesson while pages 26-27 are questions for the students to fill out.

Activity 3: Interview with an Immigrant/Migrant

Lesson Plan: 1. Options for who to interview:

Have a student volunteer to be interviewed by the entire class as a group.

Bring in an adult migrant farmworker to have the entire class interview together as a group.

Bring in an adult who immigrated to the US for reasons other than farming (for further perspective).

2. Discussion Go over each question on page #26. Make a few

key summarizations of why people migrate-why student’s families might have migrated.

Students should write answers and observations in their Explorer’s Journals

3. Optional Extension Homework: Interview family/family friends who

have immigrated/migrated to the US Lesson Source: http://www.utexas.edu/cola/orgs/hemispheres/_files/pdf/migration/Student_Activity_1.pdf

Discuss and meet with interviewee

prior to performing lesson.

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Duration: 45-60 Minutes Objectives: Identify and label

migration patterns in various continents.

Key Vocabulary: Immigrant Migrant Continents Patterns Ancestors

Materials Needed: Print National

Geographic human journey packet National Geographic: Geography Action!—Migration: The Human Journey Packet (PDF, Adobe Acrobat Reader required)

Blank world map for students: http://www.outline-world-map.com/map-images-original/blank-world-map-white-thin-b3a.png

Yellow and green crayons/markers

Activity 4: Advanced Extension People on the Move Lesson Plan:

1. Read over the human journey packet and print out necessary pages and the blank map.

2. As a class, look at the "People on the Move" map in the National Geographic: Geography Action!—Migration: The Human Journey Packet (PDF, Adobe Acrobat Reader required) and guide them in pointing out some current patterns of migration across the globe.

3. Every student does not need their own packet. They can share several packets in groups, or if you have computer/internet access they can all look at the screen of the projector.

4. Help students interpret the maps and discuss the following questions:

From which continents are the most people leaving?

To which continents are the most people moving?

What are some patterns of migration in North America? In the United States?

5. Why do you think these patterns are happening? Give students a copy of a blank world map.

Using the "People on the Move" map, have students find information to complete the following activities:

Color yellow the country to which more people move than anywhere else.

Color green all the continents from which people move to come to the United States.

Ask students why they think so many people move around the world, and why so many of them move to the United States. [Continued]

This activity is much more advanced for K-2. If you are working with a

group that has a firm grasp or prior knowledge of world maps and

continents, this could be a good expansion activity.

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Explain to students that everyone in the United States today has ancestors who originally came from somewhere else. Have students find information about the first people in their families who came to the United States, and where they came from. (Alternatively, you can have students select a particular ethnic group in their community to find information about that group's country of origin.)

Lesson Source: National Geographic Handbook link

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Duration: 30-45 minutes Objectives: Describe why people

move, specifically in the United States.

Identify a previous move from a different state or country to North Carolina.

Key Vocabulary: Map Migration Immigrant Movement Resources Bar Graphs “X” and “Y” Axis Graphing Materials Needed: Sticky notes Markers Whiteboard or large

white paper

Activity 1: Where are People From? Lesson Plan: 1. Whole Class Discussion Questions:

What are some different types of human movements?

Why do people move? Ask students to think about why a group of people would leave one place to go to another.

Ask if anyone in the class has ever moved (should be everyone)

2. Graphing Activity (Alternate graphing in activity 4) Find out what main states or countries the

students have recently moved from, and write these states on the ‘x’ axis while number of students is marked on the ‘y’ axis

Give each student a sticky note and ask them to put their name on it

Then have each student place their sticky note above the state they just moved from, making sure the sticky notes remain stacked on top of each other

Introduce the ‘bar graph’ and ask the students what they can infer from this graph

Why Do People Migrate? Introduction to Migration

Basic Activities- 3-5

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Duration: 45-60 Minutes Objectives: Identify various reasons

why people immigrate/migrate.

Describe reasons why their own families (or someone they know) might have moved.

List the common reasons why people immigrate.

Compare similarities and differences between the student’s family and the families chosen from pictures.

Key Vocabulary: Immigrant Migrant Experience Transportation Resources Materials Needed: Print pictures from site

below (If a computer/projector isn’t available)

Blank paper Crayons/markers Tape.

Activity 2: Faces of Migration Lesson Plan: 1. Have each student draw a

picture in their Explorer’s Journals representing their own personal immigration/migration experience or what they think of when they hear ‘immigrant/migrant’.

This can be anything from family pictures to transportation vehicles to tangible reasons for moving to a new place.

2. Present the other pre-selected photos that represent lots of different immigrants and reasons people immigrate (Depending on resources, students can be given the option of searching for pictures on their own in their groups to present to the class).

3. Work as a single group to find some common and unique themes between the photos and groups of immigrants

4. After addressing those themes, have the students look at their own drawings of their migrant experience, and discuss the similarities and differences.

You can take these pictures and themed statements to make a collage on the wall!

This lesson can be supplemented if

computers are available. Instead of printing out the pictures in the links below,

they can be shown on a projector.

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Duration: 45-60 Minutes Objectives: Identify and summarize

key reasons why the interviewee migrated/immigrated to the United States.

Record questions and responses in relation to the interview.

Draw conclusions on other immigrant experiences in relation to this interview.

Key Vocabulary: Immigrant Migrant Interview Interviewer Interviewee Resources Transportation Materials Needed: Pages 24-27 from

http://www.utexas.edu/cola/orgs/hemispheres/_files/pdf/migration/Student_Activity_1.pdf

Pages 24-25 from materials are a guide to help you refine this lesson while pages 26-27 are questions for the students to fill out.

Give the question pages to each student.

Activity 3: Interview with an Immigrant/Migrant Lesson Plan:

1. Options for interviews: Have a student volunteer to be interviewed

by the entire class as a group.

Bring in a migratory adult to have the entire class interview together as a group.

Bring in an adult who immigrated to the US for reasons other than farming (for further perspective).

2. Discussion Make sure to go over each question on

pages 26-27. The students should try first to answer the questions on their own and then review as a class. Record questions and answers in their Explorer’s Journals.

Make a few key summarizations of why people migrate-why student’s families might have migrated

3. Optional Extension Homework: Interview family/family friends

who have immigrated/migrated to the US

Discuss and meet with interviewee

prior to performing lesson

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Duration: 45-60 Minutes Objectives: Create and describe the

results of graphing. Key Vocabulary: Bar Graphs Graphing Ancestry Immigrant Migrant Community Patterns Materials Needed: National Geographic:

Geography Action!—Migration: The Human Journey Packet (PDF, Adobe Acrobat Reader required)

Index Cards

Activity 4: Optional, Alternative Graphing Activity Past Moves, Present Patterns Lesson Plan:

1. Have students share information about what they found out about the first people in their families (or the community group they learned about) who came to the United States.

2. Then, have students examine the "Past Moves, Present Patterns" map for the United States in the National Geographic: Geography Action!—Migration: The Human Journey Packet (PDF, Adobe Acrobat Reader required) and look at the tapestry of American ancestry, as shown by the most common ancestry by county.

3. Pass out one or more index cards to each student and have them write their family's (or selected group's) country or countries of origin on the cards. Each card represents one country of origin, so some students may need multiple cards. Have students take turns building a concrete bar graph on the classroom floor by placing their cards in bars with others who have similar ancestry.

4. Discuss the following questions: How do the ancestry patterns of your class

compare to those on the "Past Moves, Present Patterns" map?

Do more people from certain countries immigrate to one area than another because their ancestors did? Why do you think this is so?

How do you think communities with different ancestry and migration patterns are different from one another?

What factors might contribute to these patterns?

Record answers in Explorer’s Journals through writing, drawing and other mediums.

If you chose not to do the graphing activity in Activity 1, this is a good

alternate choice of graphing activity.

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Duration: 30-45 Minutes Objectives: Highlight major

differences and similarities in movement throughout the globe.

Identify main reasons for human movement.

Key Vocabulary: Immigrant Migrant Natural Disasters Crops Globe Continents Materials Needed: Computer to follow this

site: http://education.nationalgeographic.com/archive/xpeditions/lessons/09/gk2/humanmigration.html?ar_a=1

K-5 Computer/Library Needed Activity 1: Advanced Atlas of the Human Journey

Lesson Plan: Read through the site under materials prior to the lesson. This website will be your guide through this activity.

1. Using the link under materials, follow the interactive website. Go through various parts of the map highlighting the major differences and similarities in movement across the globe.

2. After going through the global reasons of movement, bring the focus back to the US.

3. Look at why people move from state to state and have class generate various answers:

Following the crops, natural disasters, no work, and so on.

4. Record findings and observations in Explorer’s Journal through writing, drawing, cutting and pasting, etc.

If students have a grasp on world maps/continents then this activity will be appropriate. Otherwise this

can be skipped.

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Duration: 30-45 Minutes Objectives: Explore and describe two

different immigrant groups and their contributions to the United States.

Discover and name connections between Latino immigrants and the effect on music.

Key Vocabulary: Crossover Exile Genre Identity Immigration Mainstream Migrate Population Regionalism Solidarity Materials Needed: One computer and

projector screen for the teacher to use and demonstrate for the students

Music Player/computer speakers

Map of North America Materials Needed that

are included in the link: http://www.empsfm.org/media/29067/13a_elementary_teacher_guide_english.pdf

[Materials Continued in Column Below]

Activity 2: Latino Immigration and Music

Lesson Plan:

1. Visit this website prior to class to review and download the materials: http://www.empsfm.org/media/29067/13a_elementary_teacher_guide_english.pdf

2. Research to briefly address in class: Latino contributions to science (Ellen Ochoa)

http://en.wikipedia.org/wiki/Ellen_Ochoa Education (Jamie Escalante)

http://en.wikipedia.org/wiki/Jaime_Escalante Politics (Cesar Chavez)

http://en.wikipedia.org/wiki/Cesar_Chavez Cultural (Either Tito Puente or Carlos Santana)

http://en.wikipedia.org/wiki/Tito_Puente http://en.wikipedia.org/wiki/Carlos_Santana

3. As mentioned briefly above, this lesson is labor-intensive to gather materials for presentation AND for the students to learn, particularly for K-2. For this grade level only introduce concepts and people and focus more on the musical aspect of this activity. The online lesson plan resource is a guide to be used only by you; it does not need to be printed or handed out to the students. For grades 3-5, feel free to move further into descriptions of bios.

4. Using the resources from the lesson plan link and those included under background information, introduce students to Latino contribution(s) to the United States. Emphasize cultural contributions and specifically highlight music. Examples (links to bios in background information):

science (Ellen Ochoa, astronaut) education (Jaime Escalante, math teacher) political (Cesar Chavez, civil rights leader) cultural (Either Tito Puente or Carlos

Santana)

This activity might be too advanced for K-2, but it

depends on the level of the students in each particular

summer camp. For grades 3-5 this activity should be an appropriate level, but use your own judgment. This

activity is also resource and material heavy.

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Lyrics to “Siembra” by Ruben Blades in English and Spanish, “La Vida es un Carnaval” by Celia Cruz in English and Spanish

Songs: Siembra by Ruben Blades La Vida es un Carnaval by

Celia Cruz Oye Como Va performed

by Tito Puente Oye Como Va performed

by Carlos Santana Brief Biographies: Tito Puente

http://en.wikipedia.org/wiki/Tito_Puente

Carlos Santana http://en.wikipedia.org/wiki/Carlos_Santana

Celia Cruz http://en.wikipedia.org/wiki/Celia_Cruz

Ruben Blades http://en.wikipedia.org/wiki/Ruben_Blades

5. To highlight music as a contribution to American culture, introduce legendary musicians Ruben Blades and Celia Cruz as examples of immigrant musicians who have contributed to the cultural and artistic development of the United States.

Blades wrote songs about solidarity and political points of view. His songs carry messages of hope and social consciousness.

As a class activity, read the lyrics to Blades’ song Siembra (found in the lesson plan). Siembra is a song about justice and social progress. Discuss how the song is an important vehicle to communicate this message.

Celia Cruz brought attention to the political plight of Cubans through her personal experience as an exiled person.

Known as the Queen of Latin Music, she excelled in a male-dominated field and opened doors for other female artists.

6. As a class activity, listen to Cruz’s song La Vida es un Carnaval (link found in lesson plan). The song is an anthem for positivity. It relays a message of hope and the importance of enjoying life despite its hardships. How does this song compare musically to Blades’?

Introduce instruments used by Latino musicians. This link to a percussion instruments vendor includes audio clips of claves, timbales, congas, guiros and maracas (http://lpmusic.com/Product_Showcase/Hear_Our_Instruments/index.html)

Audio clips can also often be found at the Wikipedia page for each instrument. (www.wikipedia.org)

7. Play song “Oye Como Va” as originally recorded by Tito Puente and then play the version by Carlos Santana. Ask the students to listen for and identify differences in instruments and rhythm.

[Continued on Next Page]

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8. Have students complete the Compare and Contrast chart found in the lesson plan between Carlos Santana and Tito Puente. This chart can be written on the board for the class to complete together.

Extension Activity: Optional

If musical instruments are brought in, students

can work in small groups to come up with a

short song using any traditional Latino

instruments that were discussed during class.

One student can sing while others can play

various instruments that were brought into the

class.

Sources:

http://www.empsfm.org/media/29067/13a_elementary_t

eacher_guide_english.pdf