Migration+Unit

**Number of Days:** 15 Days **Class Length:** 45 minutes **Classroom Context:** Sophomore (10th grade) World History and Geography
 * Unit Title:** Migration

** Unit Enduring Understanding: **
 * 1) Students will understand (SWU) that migration can be voluntary or involuntary depending on the social, economic, geographic, cultural, and political factors, variables, and climates in an area.
 * 2) Students will understand the consequences of migration.

** Unit Essential Question: **
 * 1) Why do people move?
 * 2) What has caused migration to change over time?

** Unit Objectives: **
 * Students will convey their knowledge throughout the semester by staying up to date on their reading assignment and section quizzes.
 * Students will reflect on their family migration patterns.
 * Students will be able to relate migration patterns to social, cultural, economic, political, and environmental factors.
 * Students will be able to answer and discuss questions about human mobility using figures and graphs.
 * Students will recognize the push and pull factors that allow for migration patterns to take place.
 * Students will be able to use a map to trace migration patterns across the globe.

** Unit Standards: **
 * C 4.2.2
 * CGI 1, 4
 * E 1.4
 * P 2.3
 * USHG 6.1.2, 6.1.4, 8.2.1
 * WHG 4.1.3, 5.1.1, 5.2, 6.1.2, 8.2

** Unit Rationale: **

Migration is important because it outlines why people move to certain places. It highlights overpopulation and the factors that affect the future. Migration is interdisciplinary in scope and in the standards they draw on. While this is a world history and geography course, elements of economics, civics, and sociology are extremely prevalent. We have divvied migration into five different lessons (aside from the intro and closing); geographic, economic, political, cultural, and social. The variety that we have chosen covers the gambit of man-made to natural to sink-or-swim or recreational.

Migration is often split up into “push or pull” factors. This can also be viewed as involuntary and voluntary, respectively. The involuntary factors are what are discussed most often. Often times these involuntary movements are over scarcity of resources (including but not limited to land) and persecution (religion, culture, lifestyle etc.) As discussed in the cultural migration lesson, India and Pakistan have engaged in ongoing fighting for generations. The aggregation of Muslims in Pakistan and Hindus in India has spurred these conflicts. Why do these cultures live apart from one another? This question, and more, will be discussed heavily in this lesson and unit.

As mentioned above, involuntary reasons for migration are what get the bulk of the discussion in the world of migration. We find it extremely important to discuss the pull factors as well, especially in the modern days of flagrant globalization. Economic migration is interesting because it covers both push and pull factors. A person may be pulled to Los Angeles to try to “make it big” in the film world. But in the case of Flint losing GM in the 1980s, people are literally pushed out of their hometowns. In the case of social migration, many people are being pulled to cities with a defined identity (aka “place”.) These places are generally progressive technological hubs such as Boston, Seattle, and Austin.

Migration oftentimes appears simple to the unenlightened. However, as shown by our unit, there are many different avenues towards movement. Simply stated, people are pushed from areas or pulled to areas for reasons stated above. Knowing that is not enough. Instead, this unit will delve deep into the underlying reasons. These underlying reasons will be invaluable in our students’ lives.

** Summative (Unit) Assessment: **


 * 1) Students will be assigned a book pertaining to migration at the beginning of the unit. Students are expected to fill out a reading log and submit it at the end of each week to document what they have read. Students will need to present their book in a medium of their choosing.
 * 2) Students will also have to turn a worksheet on their peers’ presentations that documents what kind of migration took place, who did it effect, etc.

** Lesson Sequence/Overview: **


 * Lesson (1)** Students will be introduced to the topic of migration and understand that it is concept that encompasses many different disciplines. To introduce this lesson I have included a number of graphs, maps, and videos that highlight migration patterns since 1500 up until present day. These tools will help students be able to track where people are moving towards and for what reasons. Students will understand the push and pull factors that influenced such migrations and understand how the pathways that these people have traveled have had an effect on the present. Student will also be introduced to the concept of population growth and be able to identify the cause and effect relationship between migration and population.


 * Lesson (2)** This lesson on geographic migration builds on the other four main types of migration discussed in this unit. Along with economic, social, and political, geographic migration has impacted communities throughout history. A better understanding of geographic migration will help students see connections between the environment and human societies. Students will also analyze various media sources to gain insight into a contemporary issue in migration caused by changing global climates and natural disasters.


 * Lesson (3)** This lesson was created in order to understand that people are attracted to different regions across the world that would provide better economic opportunities for themselves. Students should be able to connect that people living under economic hardship must relocate in order to improve their economic situation. It is important to discuss actual examples of economic migration to demonstrate each individual motivation and show the need to change their residence. Another main purpose the lesson was to not only think why people moved, but recognize the full impact of economic migration. The lesson challenges students to take in account the entirety of migration; what consequences the migrants faced when in their new location, and especially those that the society originally living in that area met. Concluding the lesson, the question is raised if economic migration is actually beneficial.


 * Lesson (4)** The purpose of this lesson is to help students understand what exactly is political migration and how it can affect not only those involved, but other countries as well. They will get to hear exactly what political migration is, current examples of it and how bad it can really get. They will also be able to do a mapping activity where they can see where we were talking about and hopefully make some connections to both Geographic and Social/Culture migration. In this lesson, they will be taking examples and synthesizing potential causes for political conflict and how it relates to migration. We will mainly be focusing on Sudan, Afghanistan, Colombia & Kenya among a couple of others. One of the main points that will hopefully be able to be conveyed during this lesson is that the causes for politcal migration can continue for decades without an end in sight.


 * Lesson (5)** The purpose of this lesson is to first understand what culture is and then how culture can lead to migration. Vast differences in culture can lead to new countries forming or people moving out of a certain area to new areas. This is exemplified in both South Sudan and Sudan also Pakistan and India. Pakistan/India is from a historical view and looking at the unraveling of a former British colony. In contrast, South Sudan/Sudan is a more contemporary example that just happened over this past summer, showing students that cultural migration is still going on and will go on in the future. Migration happens for many reasons and one of those reasons is culture.


 * Lesson (6)** The purpose of this lesson is to show students the more abstract ideas of migration. Migration does not always have to be a mandatory sink-or-swim decision. Social migration deals with finding the best “place” for someone to live. The creation of “place” is highly organic and hard to create by doing x, y, and z. Borrowing from strict geographical terms, regions and cities have their own cultural and social identities. Because of this, people with similar social views tend to consolidate in certain areas.


 * Lesson (7)** The purpose of this project is to have students research a topic of migration on their own and present their findings to the class. I wanted students to choose a novel that highlights the journey one takes while migrating so the student is more aware of the struggles that the character faced while making the move. I thought that by students researching their own individual topics it would help the rest of the class get a better understanding of migration as a whole and be able to learn about many different migration stories. In addition, the novel helps students improve upon their reading strategies and by requiring them to submit weekly reading logs I will be able to track their progress and document that they are in fact reading the text that was assigned to them. I will also require that students fill out a form that goes over what each of their peers presented and it has them include information on the project like what type of migration occurred, who did the move affect, what was their primary reason for migrating, etc. The purpose of this is to have students pay attention with their peers are presenting as well as use the presentations as a learning opportunity to broaden their knowledge on migration. Students are encouraged to ask questions after their peers are done presenting. Students will be assessed with their overall presentation and accuracy of information. Students are expected to present quality work, as they will have had three weeks to work on the unit project.

The United History and Geography standards connect quite well when discussing urbanization. Most of the social migration we will be learning about focuses on urban centers. It is important to give students background on urbanization and suburbanization so they can understand the re-urbanization that is taking place currently. The Civics standard focuses heavily on American culture, which is inextricably linked to social migration. When bringing the concept of migration full circle and overseas, we will need to look at how culture spreads abroad.

**Individual Lesson Plans:**

[|Introduction - Lesson Plan]
 * Lesson (1) Kim**

[|Geographic Migration - Lesson Plan]
 * Lesson (2) Scott**

[|Economic Migration-Lesson Plan] [|Political Migration - Lesson Plan]
 * Lesson (3) Alexis**
 * Lesson (4) Matt**

[|Cultural Migration - Lesson Plan] [|Cultural Migration - India & Pakistan Venn Diagram] [|Concept Map Sample]
 * Lesson (5) Chris**

[|Social Migration - Lesson Plan]
 * Lesson (6) Peter**

[|End of Unit Presentations - Lesson Plan]
 * Lesson (7) Kim**