HGA | ASGI00

Why do people mover where they do?
An Immigration Unit
Kim Park
Grade 4
June 2000

Purpose: As a closing unit in our Hawaiian Studies curriculum I wanted the students to take a look at where they fit into the big picture. The purpose of this unit is to look at migration patterns to the United States and finally, to Hawaii. Students will investigate through oral history to find out what their ancestors have brought to Hawaii to make it the place it is today. We often take for granted the rich diversity of cultures and traditions in our islands. This is a time to stop long enough to listen to the voices that brought "culture" to our island home.

Focus Question: Why do people move where they do and what do they bring with them that contributes to the culture of that place?

Geographic Standards:

Human Systems (Standard 10): The Characteristics, Distribution, and Complexity of Earth's Cultural Mosaics

The geographically informed person knows and understands 1) how the characteristics of the culture affect the ways in which people live, 2) how patterns of culture vary across the Earth's surface, and 3) how cultures change.

Hawaii State Standards:

Geography: Human Systems (4-5):

Students analyze how people organize their activities on Earth, their analysis of human population, cultural mosaic, economic interdependence, settlement, conflict and cooperation.

Benchmarks:

Compare and contrast how events influence settlement patterns in Hawaii, US, and other parts of the world..

Objectives:

Students will:

Geographic Skills/Thinking Skills:

1. Asking geographic questions

Why do people move where they do? What did our ancestors bring to their new homeland? What were the push/pull factors? What patterns of migration are evident in Hawaii?

2. Acquiring geographic information

Conduct interviews of your parents/grandparents to gather information about your ancestors.

3. Organizing geographic information

Create map showing ancestor's migration patterns

Materials Needed:

Vocabulary:

migration, immigration, push and pull factors, settlement

Procedures:

Part I:

1. Discuss the reasons people move from one place to another.

2. Introduce the terms push and pull factors. Discuss possible push and pull factors.

3. In groups of 3, students will read stories from "A History of Hawaii" by Linda Menton and Eileen Tamura.

4. Each student will fill out the information on worksheet (including push/pull factors, etc.) . Rotate until every group has read all four stories.

5. Discuss patterns in their answers. What new insights have we drawn from the readings? Add to our list.

Part II:

1. Mark off a 6' x 6' section of the room with masking tape. This is our island. Discuss what the island consisted of before people arrive. Write down these physical features.

2. Invite one student at a time to your island until you have about four students with you. Given the background of your class choose appropriate places of origin. For example, one student will be from Japan. Have the class discuss what this person brings with him from Japan. Write down on chart paper. Do the same for the next three people (from Ireland, China and Portugal).

3. Looking at you list of things that have been brought into the island, put them into categories (food, celebrations, religion, music, clothing, etc.).

4. Ask students, "What have you brought to Hawaii? What part do you play in making Hawaii what it is today?"

5. Explain oral history assignment.

Part III:

1. Students will interview parents, grandparents, or other relatives to find out the migration pattern and reasons that brought them to Hawaii. (see interview questionnaire)

2. Students will chart out the migration pattern on a world map.

3. Students share where they came from and what brought their ancestors to Hawaii.

Part IV:

1. Students will illustrate one thing that their ancestors have brought to Hawaii (chopsticks, Chinese New Year, malasadas, Boys Day carp, symbols of religious beliefs, etc.)

2. On the back of their pictures, students will summarize why their ancestors came to Hawaii and explain why they chose this particular object to represent their cultures contribution.

3. Put pictures together into a cultural quilt with a world map in the center. Have students guess where each "object" came from. Finally, connect each picture to the map with a piece of yarn (use a different color for each continent) going from the picture to the place of origin.

4. Discuss the patterns and the importance of migration to Hawaii past and present.

5. Have students journal their learnings, feelings, and questions.

Assessment:

Part I: Completed worksheet from readings, participation in discussion.

Part II: Participation in and contributions to discussion.

Part III: Completed interview and mapping of migration route.

Part IV: Completed picture and written summary

Extensions:

1. Students can create a "mixed plate" of their culture's contributions (on a luau style paper plate). The sections will be represented by food, clothing, practices, customs, celebrations, and artifacts brought from their ancestor's place of origin.

2. Students can role play moving to a new country.

3. Students can write letters to a family member explaining why they are moving to their destination.

4. Research a particular immigrant group.

5. Compare and contrast push and pull factors in mid 1900's and 2000.