1 10 46 https://d1y502jg6fpugt.cloudfront.net/82735/archive/files/e398a7cac3881830b6914306fd560d0d.pdf?Expires=1790208000&Signature=StAsDmY9f5rbRA6qcYUpw8w1IWrm2H2aLVNGmIcoDFjDZTLojNmDU9vwCKqAkVfPTE1qH6Ph-6gQ84tBhGJcA6dB-O8VKKpQUnv5BKvcd3N9Gk4WWEIHPMtP7UAQ1b%7EBJ%7EawI5H1Td9R1sbaZknbUv6wJ2GsPZGv%7EZd5ODTJwjsupXQExXMkWJe1E8Aj7iGO7cbamAqdED7QCdulC2b0Z1i0CvpN-z5ar0TBrXp98Y%7ECDy7RIUvDhKMhZxq3Ztq1ybQj%7ENrVNDwl%7Ei-kys6pJcQHxexWtoBBS06vsTER2nmgFYe5PnLEwd90gbdP7z-nlx-SXgTvzKyo7jyYnv3sEA__&Key-Pair-Id=K6UGZS9ZTDSZM db2a51b7726b833d28132884e8ffadab PDF Text Text Migration Stories Materials 1. 2. 3. 4. 5. 6. 7. 8. Elena transcript Jacobo transcript pages 1-4, 4-7 Teresa transcript Cristian transcript, pages 7-11 Victoria transcript Map of the United States Map of the World Key findings about U.S. immigrants | Pew Research Center Student Learning Outcomes 1. Identify some reasons people emigrate to the United States 2. Identify difficulties people encounter as they travel to the United States 3. Identify a range of working conditions people encounter when they are employed as agricultural workers 4. Discuss the “push”/ “pull” factors that they experience 5. Reflect on the role language plays in the lives of immigrants in their communities and workspaces Introduction Begin with a discussion of what people think they know about why people emigrate to the United States. Introduce the transcripts as readings, emphasizing that they are but a small sample of the forty million people living in the United States today who were born in a different country, each of whom has their own story. Divide students into 6 groups, each receiving a reading or part of a reading. Ask them to consider and discuss as they read (note that each interview or portion of an interview will address some but not all these questions). 1. 2. 3. 4. 5. What “pushed” them to leave their homeland? What “pulled” them to come to the United States? What did they leave behind? How did they travel to the United States? What difficulties did they encounter between leaving their homeland and arriving in Massachusetts? 6. How has/have the language(s) they speak affected their lives in the United States? 7. What kinds of work experiences have they had in the United States? 8. Why did they come to Massachusetts? �9. Have they ever wanted to go home? What or who “pulls” at them from their country of origin? Discussion/Guiding questions Ask students to agree on the most important elements of the story they read to share with the class. As these are shared, ask students to listen for commonalities and differences in the stories. How do these stories match or differ from/add to the reasons mentioned in the introductory discussion? Reading and Mapping Have students read Key findings about U.S. immigrants | Pew Research Center. On the world map, note the areas people emigrate from to come to the United States. Guided by the Pew Research Center reading, use string or drawing lines to connect the main areas people come to with their countries of origin. Add to the map: Students who know at least one country outside the United States from which their families or ancestors came may add a line or string to show their personal connection to immigration. Leave the maps in place so that students can continue adding connections as they learn more about their histories. If their ancestors were originally in the United States and North America and were displaced by forces of colonization, they may also add paths within those regions. Extension lessons/activities/discussion/further inquiry People immigrate to the United States today for a variety of reasons, including work, school, family, and safety. How has this changed over time? How might it change in the future? How do wars (both “civil,” that is to say, within nations and between nations) cause large-scale migrations? Cite examples from the 1800s, 1900s, and 2000s. How are environmental catastrophes causing large-scale migrations? When explorers, traders, and colonists first began coming to what is now the United States, what were their reasons? What about people who came unwillingly? (Enslaved people, prisoners, for example.) What of the people who came to escape religious, ethnic, or political persecution? How do these categories intersect and overlap at times? For the original inhabitants of what is now called North America, the waves of immigration we celebrate in our history books and our festivals were nothing to celebrate. As Muskogee Creek poet and 23rd poet laureate of the United States Joy Harjo noted at the celebration of 500 years �since Columbus “discovered” this continent, the “discovery” of America has been “500 years of heartbreak.” When was the idea of “illegal” immigration first introduced? Who was it designed to let in and keep out? How did those laws and restrictions change over time? What should the immigration laws and policies of the United States be/look like today? Given what you have learned so far about the issues and people involved, what would you propose be the current law? What is fair? How would you convince others to vote for your position? Cite founding documents and other legal precedents or make your case for something unprecedented. � https://d1y502jg6fpugt.cloudfront.net/82735/archive/files/676c4f792bc904036c1fbbfb2a861b13.docx?Expires=1790208000&Signature=piLwu5WJUIgQHMEdI7rxqzWaxzEtjdZmNDZTKGyvra4Jd4PA38sX8mU3TbkrbzLycZb2m-b08BzNoE9RzEj0Tmx9-UtHE7CPRfNBoyEa44CQHR2Es1iHYKGEA2WWkGiCjZQAkTen3Ym1MPhwJV-ZJfFLuEUz4O99WUN%7EAQQvjOnbp-1PmS95xFBVjemK%7EeWtvT2%7EEYq%7E-HKWLr-nY1aUdAusPSzYYSB5HtNkbHdTrINUWdFGRE3Km1A7B%7EiO%7E9nPSs31%7Ea9WqNFsTGx7A033ygXHSkX5CjlYtvlCM9w5UXBY-VxQumdvGgnFhrlj5q4nCamuz0uECk4SteFD385a%7Ew__&Key-Pair-Id=K6UGZS9ZTDSZM 232b89c4aeb6e432fc77111b441889ba Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource indiVISIBLE Lesson Plans Creator An entity primarily responsible for making the resource Matthew Barlow, PhD; Jan Maher, Ed.D.; and Doug Selwyn, Ed. D. Publisher An entity responsible for making the resource available Indivisible Greenfield Date A point or period of time associated with an event in the lifecycle of the resource 2024 Contributor An entity responsible for making contributions to the resource "Migration Stories" by Matthew Barlow, PhD "What's on your plate, and how did it get there?" by Jan Maher, Ed.D. and Doug Selwyn, Ed. D. Rights Information about rights held in and over the resource Indivisible Greenfield Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Migration Stories Contributor An entity responsible for making contributions to the resource Matthew Barlow, Ph.d. https://d1y502jg6fpugt.cloudfront.net/82735/archive/files/f48228a8958fa546d229e73c139013ac.pdf?Expires=1790208000&Signature=C1n-YEQhl8%7Ehz25%7E3EJiN2iCjyuha%7EvDmBu6taP1zG2QeMxmHiokwZE7HQhGbw3n3ELMbU5A1uK-IC%7EusFkB4AGkRAhxVJIwIyT10MbFY%7Ew-mH4RWoQKbWxnP7Ewyc9UzV6%7EU6CoPcGOSnq8axwKIRrHBEl9YwajE2ALGtIiX0bOqxw5406XicwWoUFbKbQMgvzFPjd65ImcMItPnW4%7EZxVO-F8OsuRzHJ%7EXcT-13vfy2kInW73jsPSqIAdZ4fZDER-apWY2mrFOAFHgjT5n%7ENln1F7nkT1OFLR9OY6YD5u-XS64ozcNHqmCcC0q91IQ1iYFpFHzW1TfmoklZxtXNA__&Key-Pair-Id=K6UGZS9ZTDSZM 6cf8000e438f1a3788a5fb9932752e82 PDF Text Text What’s On Your Plate and How Did It Get There? Materials 1. 2. 3. 4. 5. Aden transcript Curtis transcript Jamaican transcript, Fitzroy comments Naomi transcript Additional resources as may be provided by the teacher that support the lesson Student Learning Outcomes 1. Discuss the many different steps required to bring food to their table. 2. Identify and describe the roles farm workers play in that process. 3. Demonstrate research skills using primary sources of oral history transcripts, various media (internet, YouTube, written texts, etc.), and human resources. Introduction The farmers interviewed in the indiVISIBLE project talked about several food items that might find their way to our tables, including kale, cilantro, sweet potatoes, and apples, to name four. Ask students, individually or in groups, to select one to research how the food gets to their table, from planting to plate. Discussion/Guiding questions Begin with brainstorming what we know or think we know to generate as many ideas as possible. 1. What is needed to grow the food selected from the start (kale or cilantro seed, sweet potato starts (called slips), or bearing-age orchard trees) to harvest? (Answers could include appropriate soils, needed machinery, and human labor of various sorts, including planting, watering, weeding, picking, etc.) Read the transcripts referenced in Materials to confirm or add to what we already know. Locate other resources that can add to our knowledge: YouTube clips, online and print media, etc. Update what we already know from this research. Discuss 2. Where do we obtain the food selected? (Answers could include stores, farm stands, internet grocery stores, our own or neighbors’ gardens.) 3. How does the food selected get from the farm or orchard where it was grown to the consumer? 4. How might we find answers to the questions about how it gets from farm or orchard to store? (Answers could include asking the farmer directly, asking the store, locating videos �or written texts (newspaper articles, books, magazine articles, human resources such as reference librarians and extension agents), e.g.) that provide information. Research. Show in a graphic or other format the pathway that an apple, a bunch of kale, cilantro, or a sweet potato might have traveled from being planted to being on a plate on your table. Label all the jobs/tasks required along the way. Add notes about who usually does those tasks; insofar as you can find out. Share the information with each other. Extension lessons/activities: 1. Prepare a recipe that uses the food researched. 2. Find out all you can about what economics is. For example, what is the value of the food you selected as a food crop in the United States and the world? How much went to the store for each dollar you spent in the store to buy your food? The transportation company that shipped it there? The driver of the truck? How much went to the farmworkers who planted, tended, picked, and packed it? How much went to the farm owners to cover their costs of maintaining the equipment and land necessary to grow it? How much was profit, if any, after all these costs are accounted for? 3. Find out as much as possible about the range of farmers/farm workers who grow our produce, orchard, and other food crops and animal products. What percentage of agricultural workers own their farms? What percentage are seasonal laborers? What percentage of migrants come each season, such as the H2A workers? 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Title A name given to the resource Loxley and friend Creator An entity primarily responsible for making the resource Lindy Whiton Date A point or period of time associated with an event in the lifecycle of the resource 2023 https://d1y502jg6fpugt.cloudfront.net/82735/archive/files/b59fe51a62e82545ef479cd2ab4313bd.JPG?Expires=1790208000&Signature=rmqJvOuPS5uakQhT%7EmCRLsbCytXPxgX1jcp7aDYIw8tooSccm-RpplI3A1VSvKk1BPH1k6i9c24LhfeoHZT51%7E-x3XVj5teTPmnY9wWlX1-N3iV5EaisC86tgWA7umm9xQqhWPDBuZsiV%7EF2I5Gu3kgIF2EnKlxNQw2O1unF3Hb2k78eyl9cU48NlstI%7ELVL9Z4xsJsL7KUJyKMevpd10JbVMvunU5U63ksSmg3qAkCejz8aRtVKRjaziXH0ClNuWTieO1Wf3pTxnCl1bf9eIjaEnO8ebWTLQiMIitwKPp8j3BYRqowJISraMKIyKfmlCP19WrI8yK6xz48Xxfv5Bw__&Key-Pair-Id=K6UGZS9ZTDSZM 0444690ae82080cab4a50c917d102c78 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource indiVISIBLE Color Photographs Creator An entity primarily responsible for making the resource Lindy Whiton Publisher An entity responsible for making the resource available Indivisible Greenfield Contributor An entity responsible for making contributions to the resource Lindy Whtion Rights Information about rights held in and over the resource Indivisible Greenfield/Lindy Whiton Date A point or period of time associated with an event in the lifecycle of the resource 2023 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Barn and Field Creator An entity primarily responsible for making the resource Lindy Whiton Date A point or period of time associated with an event in the lifecycle of the resource 2023 https://d1y502jg6fpugt.cloudfront.net/82735/archive/files/60557294f145a03f079301fcc07a17b6.JPG?Expires=1790208000&Signature=dT1hlsV3rz7GA1uBsXsGXaxP1OTVexa4f0OeEaebY7XEHKXhyKUjzVk4JCOP2bmv7VyAYXAHH0aEyFdTlNVDPLSitfh0Trwu9bR0PnDDvzinuY19sTrd7BhBoS1FJFFVmgopOBt-Kx9pYahgoJ7Til23OoVVncI5KV%7E5iZV1l-oYBWJddST6rGZ3ks58gKaE6v3KWdNG059BtO%7EOgrU0yeEvb8UP0KMVhfiDbcaQ4pM5ruNkZ4NPMbS9ZYebG6uJIZIi8JEOv%7ETHb9ntdcFH2mYXCtB2erQBuvPceQUKvA-%7EhOv9u-PNr%7EF0NWeUp-mcMRJUQAJzjkHCBpojVHQORg__&Key-Pair-Id=K6UGZS9ZTDSZM a54f6ad549d201f55ee21879100bf5b7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource indiVISIBLE Color Photographs Creator An entity primarily responsible for making the resource Lindy Whiton Publisher An entity responsible for making the resource available Indivisible Greenfield Contributor An entity responsible for making contributions to the resource Lindy Whtion Rights Information about rights held in and over the resource Indivisible Greenfield/Lindy Whiton Date A point or period of time associated with an event in the lifecycle of the resource 2023 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Fence post Creator An entity primarily responsible for making the resource Lindy Whiton Date A point or period of time associated with an event in the lifecycle of the resource 2023