Immigration: the Legal Restriction of Human Movement

Human Movement Coake 2012

Human Movement in a Population Explosion

Main topic: Humans, as is true for all mammals, move in order to procure adequate elements for base survival: food, water, space, shelter, and protection. Our country was founded by those in search of one or all of these needs. Most students can trace the origin of their families back to find at least one major sea voyage resulting in a change of citizenship, devotion, or loyalty. This process of movement continues as the human instinct of survival prevails in the midst of a population explosion. Should all who desire a change of location be granted the right to move into America? The process of immigrating to America has undergone drastic changes throughout history and remains a contentious debate among politicians and citizens alike. Now that there is a world population over 7 billion, how will immigration/emigration evolve? When pursuing the concept of human movement, we must ask:  Why do people move?  What are the current reasons people emigrate from their birth countries?  Was a better life obtained once movement took place?  How were/are immigrants viewed by Americans?  Why were laws concerning immigration established in America?  Why has it become necessary to establish intricate laws, regulations, and definitions of citizenship in America?  How have these laws changed since the forming of our nation?  Should America continue to allow immigration?  Should all humans feel empathy for each other and offer a more even distribution of space in the world?  What do 7 billion people look like?

This unit will allow students to explore these questions by considering the pattern and trend of population growth throughout the world, and how that has affected the American population. Various reasons for movement will be explored through written and oral accounts of an immigrant’s life, as well as the established legal process needed to obtain citizenship in America.

Scholarly Knowledge: Teachers will need to read numerous first-person accounts of the travel to America (see resources page for great websites and books). Through this experience, teachers will undoubtedly begin to empathize with these individuals and begin to bring them to life for the students. Through this means toward a baseline of information, teachers can then delve into the analysis of population growth and the inevitable regulations imparted upon immigrants. Teachers should explore the development of Ellis Island and its impact on incoming immigrants, as well as the need to build Angel Island. This encourages students to view America as a somewhat isolated location where regulations were imperative to maintain the promise of “the right to life and pursuit of happiness” by filtering those who would bring disease, terror, or rebellion. This fear of disease and mistrust of difference caused panic in many and despair in so many more that were innocently discharged due

© 2014 Taylor & Francis Human Movement Coake 2012 to a miscommunication or lack of hygiene. Hearing the oral histories of people who traveled into Ellis Island and the fear of rejection that can still be heard in their voice 80 years later is powerful, as is focusing on the eyes of children photographed alone and huddled on boats—bursting with hope—purity abounding as they knew not to fear the unknown.

In addition, teachers should explore the current distribution of the world’s 7 billion people and come to conceptualize some of the daily events in an area bulging with humans. In the annotated bibliography are several links to an endless array of video from various urban megacities dealing with extreme movement of people within a small geographic space.

Standards: 5.1.5 Explain the religious, political and economic reasons for movement of people from Europe to the Americas. 5.1.17 Create and interpret timelines showing major people, events and developments in the early history of the United States from 1776-1801. 5.1.19 Using primary and secondary sources to examine an historical account about an issue of the time, reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened, what events led to these developments and what consequences or outcomes followed. 5.1.20 Read and interpret primary and secondary source accounts that pertain to a problem confronting people during the Founding Era of the United States. 5.2.10 Use a variety of information resources to identify and evaluate contemporary issues that involve civic responsibility, individual rights and the common good.

Objectives: Students will explore and focus on answering the following questions:  Why do people move?  What are the current reasons people emigrate from their birth countries?  Was a better life obtained once movement took place?  How were/are immigrants viewed by Americans?  Why were laws concerning immigration established in America?  Why has it become necessary to establish intricate laws, regulations, and definitions of citizenship in America?  How have these laws changed since the forming of our nation?  Should America continue to allow immigration?  Should all humans feel empathy for each other and offer a more even distribution of space in the world?  What do 7 billion people look like?

Students will visually explore the growth of human population and project future population trends.

Students will analyze the ebbs and flows of American immigrants and their countries of origins.

Students will experience the stories of immigrants and the impetus of their departure and journey.

Students will examine the continuously changing legal process of obtaining American citizenship and why these changes occur.

Materials Needed: Internet access Projector At least three boards (chalk, dry-erase, or paper) Sticky notes Access to resources presented in Annotated Bibliography

Lesson 1: Why do People Move?

Focus In: Why do people move? Write this question on the board, and have students write a reason on a sticky note to put up under the question. They may submit more than one answer if they choose. After all students have placed a note, read the responses to the class.

Show the students the video, “7 Billion, National Geographic Magazine.”

After the video, ask the students to add to the board any new ideas generated by the video. Take down ideas that now seem incorrect. Discuss additions and subtractions. Ask students for their reasons in making them.

Teach for Ideas: Human Movement

Example #1: Have students break into groups of four to discuss ways they could categorize the responses on the board. Have each group write their category ideas on a separate sticky note and place on a separate board. Organize the category ideas, and rewrite them to create a grid board of category ideas for why people move. Have the students return to their initial sticky note responses to the question “why do people move?” and have them transfer these notes and place them in the appropriate category.

When all are finished, read off the items in each category. Ask the whole group if anyone feels a reason was placed in the incorrect category, and fix, as needed, upon discussion.

Then, have the students return to small groups of four and discuss the category holding the most notes. Each group should write a paragraph describing why they feel this category causes the greatest need to move for humans.

Example #2: Have the students estimate how much of the classroom they would take up if they all stood shoulder to shoulder. After several responses, have the students all stand shoulder to shoulder in the center of the room. Mark the exterior of the group with rope, tape, meter sticks (whatever is handy), and have the students carefully move out of the space. Have a couple volunteers measure and estimate the area taken up by the students. Note any surprise of the way humans can condense in space, yet desire so much.

Example #3: Display the following images and ask the students to consider being one of the people either walking in the top image or living in the bottom image. Have the students reflect in their notebook on the following questions as images are kept up on the screen. Would you require more space? How would you obtain that extra space?

http://britishnewsportal.files.wordpress.com/2011/04/crowded-britain.jpg

http://www.oneinchpunch.net/wordpress/wp-content/uploads/2007/09/kowloon-walled- city2.jpg

Lesson 2: Teach for Inquiry: Why do people emigrate? Immigration in the 20th Century

Hook: Raise the Essential Question: Why do people emigrate? Generate a list of hypotheses.

Clue #1: Begin this lesson with a short video clip from 1903 of a ship arriving at Ellis Island: http://s55831.gridserver.com/media_library/videos.php#id=ellisvideos2&nu m=1

Cue the video to just past the intro that describes what the video contains. Do not tell the kids what they are watching. After the video, ask them to turn to a partner and discuss what they think the video is showing and in what year.

Have students make a list of clues they were using to back up their theory of event, time, and place. Most will notice the Save Ellis Island at the top of the video, but the date may be more difficult to determine. Allow each group to share their guess but not to disclose their rationale.

Tell the students it was a ship pulling into Ellis Island and immigrants who had been on the boat for the past month or so and were stepping foot on American soil for the first time in 1903.

For those who guess correctly (or close) allow them to share the clues they used to formulate their guess.

Clue #2: Why were they leaving their birth country? Have the students work in pairs to come up with a quick story for one of the passengers. Compare students’ stories to the oral history clip of Mary Masare Thome found at the Save Ellis Island link: http://s55831.gridserver.com/media_library/oralhistories.php

Mary Masare Thome Born: February 26, 1902 in Czechoslovakia (Austria-Hungary) Arrived: 1909 at age 7 Interviewer: Nancy Dallett

Have the students imagine her face as she speaks . . . and ask what her story does to change her appearance in your mind? Give the students time to draw a quick sketch of Mary. They may choose to draw her at age 7 or at the age of the recording.

Clue #3: Next, play the oral history of Irving Chait found at the same URL above. Have the students do the same as with Mary, and listen for the vision of his face. They should be reminded to listen to the entirety before drawing Irving.

Irving (Israel) Chait Born: 1902 in Russia Arrived: 1913 on “the Kursk” Interviewer: Debbie Dane

Conclusions: Revisit original hypotheses. Ask students how, if at all, the evidence changed their minds. Revise hypotheses.

Lesson 3: Write to Learn: “So I Come to America”: Photo story by Robert Gordon: Each photo is accompanied with each immigrant’s story transcribed exactly as it was told. Beautiful shots . . . beautiful words. http://www.rgordon3photography.com/

Hook: Project the slide show of Gordon’s photo gallery for the students to view on a large scale. (The slide show has just the images without the accompanying script.) Have the students silently view the images. Ask them to think of what were the conditions of each immigrant’s move to the United States.

R.A.F.T.: After viewing the show, display the matrix of photos found at the home page of the gallery. Have this page printed and the images cut out. Have students work with a partner. Give each pair one of the images. They are to come up with a detailed story of the photographed individual’s journey to America. Have the students explain the who, what, when, where, and why with as much detail as they can. Remind them of the oral histories they heard in the previous lesson and what those individuals chose to elaborate upon with details.

Students should be given ample time to write. They should bring the photo to life with their descriptions. Let the face tell the story.

Assessment: By clicking on each image, a text box opens with a transcribed interview of the individual in the photo. Have each pair present their story to the class, and then click on the image to reveal the actual story.

After all have shared, discuss the stories they read and how these stories differed from the story they had created.

Conclude with the students reflecting in their notebook. Have them ponder the variance of the comparison of their created story versus the real story. How accurate were your guesses? How surprised were you when you heard the actual story? Upon what did you base your guesses?

Lesson 4: Teach for Inquiry: Why do people emigrate? Immigration in the 21st century.

Hook: Raise EQ: Why do people emigrate today from their birth countries? Have the students write this question in their notebooks, providing 2–3 minutes to write a response. Have them discuss their answers within their smaller groups (mostly as a review from the previous lesson). Generate a list of hypotheses.

Clue #1: Kids Discover: Immigration: Pages 12 and 13: Photocopy the section on Immigrants in their own words. There are eight immigrant children who were asked a series of questions regarding their move to the United States. (Be creative with the copying, as the questions will need to be inserted and included with the answers for each.) Make 3–4 copies of each (depending on class size), and pass them out to all the students. Have them find others who have the same story (random groups are now formed—try to keep it to 3–4 members)

If your students work better in smaller groups, more testimonials of recent immigrant children can be found at the following websites: http://teacher.scholastic.com/activities/immigration/recent/index.htm—three stories from three child immigrants who moved within the last decade http://www.weareamericastories.org/stories/news/—many stories of present day immigrants.

After the students have found their group, have them take turns reading the bios of the child immigrants.

After about five minutes of reading, encourage the kids to discuss any answers that surprised them. Have them write any surprising fact on a piece of paper on the wall that can be left up for the entire unit and periodically added to as surprising information arises for the students.

Clue #2: Have the groups choose one recorder (or preferably all take turns as long as fluidity of reading aloud is maintained) and in order, have each read the answer to the first question for each of the immigrant children. Proceed to question 2, and fluidly work through all the information. The rest of the students should be recording any similarities they notice within the answers from the eight children in the notebooks.

After all answers are read, have the recorders report what they noticed as far as recurring themes between the stories. Write their responses on the board as they are shared. After all have reported, ask them to go back to their original question written at the beginning of the lesson, why do people emigrate from their birth countries? Revise their hypotheses. Write down any additions, surprises, or changes of heart from their original position. Have students share their reflections within their groups.

Lesson 5: Teach for Inquiry: Historical events and their influence on human population

Hook: Before the kids arrive, have several sheets of paper or categories on several boards with various dates written on them: 2011, 1974, 1927, 1790, each with two columns underneath labeled world population and United States population.

Ask the students to walk around and write a guess in each column for each date. After all have guessed, reveal the answers. Write them under the date on each paper. World: 1 billion around 1790, 2 billion around 1927, 4 billion in 1974, and 7 billion in 2011. USA: 4 million around 1790, 123 million around 1927, 215 million in 1974, and 309 million in 2011.

Clue #1: Have the kids look at the percentage of growth in the world versus the percent of growth in the United States. Once students find these totals, ask them to discuss in small groups the figures they obtained. Pose each of the following questions to the class, and have the groups discuss their answers and then share to the whole group: What caused the U.S. population to expand by 3075% when the world population only doubled between 1790 and 1927? Why did the world population nearly double in the last 37 years, while the U.S. population has only gone up by less than half? What causes this fluctuation?

Clue #2: Present the Kids Discover: Immigration magazine—center graphic. Photocopy and distribute the graphic, or project it if a document camera is accessible. Have the students read through the elements of this graph and discuss potential reasons for the peaks and valleys within the data of the number of immigrants and their country of origin between 1820 and 1996. Have the students postulate theories on these fluctuations based off any prior knowledge they have of pertinent historical events. They should generate a list of these theories accompanied by their rationale for this data point.

Conclusions: Lead a whole group discussion concerning the trends found in the data and the correlation of global historical events, ideologies, and discriminations. Revise hypotheses based on data and discussion.

Assessment: Have the students reflect in their notebook and respond to the question: Should the United States continue to allow immigration?

Lesson 6: Teach for Deliberation: Should America allow further immigration?

Hook: As students enter the classroom, have this question on the board with a yes and no column under it. Have students write their name on a sticky note and place it in the column to the answer they feel is appropriate.

Reading #1: Show the Population Connection “World Population” graphic simulation of human population from 1 AD to a projected 2030. Pose the question: What are the factors to the growth of population as influenced by connections to global conflicts, disease, and advancements of thought?

Students should discuss this question in small groups and consider the exponential growth rate that has been occurring over the past 100 years throughout the world. Allow the groups to share at least one discussion point. Ask them to consider what the United States will look like in 50 years if the population explosion continues.

Ask if anyone would like to switch their answer to the question on the board concerning the allowance of further immigration in the United States.

Reading #2: Give the students an assignment to research current views on immigration regulation for an in class debate. Break the class into groups of five or six, and give them a side to argue. Some will be challenged as their opinion may lie on a differing view than the one they are assigned to defend. Give them time in a computer lab to collect data and organize the order in which they are to deliver their argument.

Debate: Have opposing sides give their arguments; awaiting groups will participate as audience members. Encourage each member of the team to cover one specific area—to become the expert to field any questions that are driven in that area. For instance, one could research environmental strains of excess population, while another considers potential contamination of foreign plant life, etc.

Assessment: After the debate, assign each student to write a persuasive letter to the recipient of choice from the voice of his or her choice. Students should embody the voice and viewpoint of the person they choose and what their perspective would be on the issue of continued immigration. Get in the shoes of the person from whom the narrative is written, and consider what their answer would be to the question of whether or not the United States should continue to allow further immigration.

Lesson 7: Teach through Art: What do 7 billion people look like?

Hook: Have the following graphic up as the students arrive.

Ask the students to write a caption for this image. They could work as partners to allow for shared creative input. Have each share their caption while you keep track of recurring words on the board. After all have shared, have a student read off the words that were recurring in their captions. Have students get into groups of four to create a caption using only the words on the board.

Creative Activity: Next, put up the question: What do 7 billion people look like? Pass out blank paper to each student. Allow ample time for the students to create an image they feel shows what 7 billion people look like. Have the students share their creations within small groups.

While students are drawing, prepare the projector and computer to display the following MSNBC photoblog:

http://photoblog.msnbc.msn.com/_news/2011/10/24/8401161-what-do-7-billion-people- look-like

This photoblog was created by photojournalists representing the 7 billion mark for our planet. The images show an historical documentation of the fall of 2011 throughout the world. For many students, these images will be stunning. Others may be inspired to share stories of travel within geographic areas where they experienced similar situations.

After showing all the images, pull up the one featured above of the Taipei highway. Read the caption aloud to the students: “Motorists crowd at a junction during rush hour in Taipei on Oct. 29, 2009. There are around 8.8 million motorcycles and 4.8 million cars on Taiwan's roads. Nearly all motor vehicles and inhabitants are squeezed into a third of the island's area, resulting in high concentrations of polluting emissions in the places where people live and work, according to official reports.”

Ask the students to consider why people continue to live in areas of such highly dense populations. What is the appeal? If you were one of these motorcyclists, would you want to emigrate? What percentage of these commuters want to emigrate, would there be any?

Put these questions up for all students, and allow them to get into groups to come up with potential answers to these questions. Encourage them to showcase the diversity of opinion within the group rather than come to consensus. Promote each to share their personal opinion about life within this concentration of people. This would hopefully promote conversation about each student’s experience and background (growing up in the mountains, I lose my breath even looking at this image).

Have each question written on large white paper. As each group produces answers, students can come up and write their answers on the papers.

Read each sheet as completed, and lead a discussion about the variance or lack of variance between individual, group, and class responses.

Leave the students with the question: If you are born into an extreme environment would you know to have the desire for something different?

Lesson 8: Putting yourself into another’s shoes: Can you even imagine?

As the students arrive in the morning, have the following images projected onto the screen:

https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcTe2biRHmme9wM62MaXnqYE- RnDdt7eJMvwspugUO3AuYEANAOO

Provide the following writing prompt: What would it feel like to be one of the swimmers in the middle? Put yourself in the shoes (flippers) of that swimmer . . . describe all that would be going through your mind. Why are you there? Who are you with? How often have you been in this situation before?

After 5–10 minutes (depending on the amount of time needed for writing), have the students read their pieces to each other in small groups. Within each small group, have students choose one to read aloud to the class. After this process, have a whole group discussion concerning some of the themes, commonalities, and/or differences in the inner dialogues produced throughout the class.

Have a student record each theme on the board as the students generate them.

Potential common themes:  overcrowded  claustrophobia  drowning  unique situation  avoidable

If the students do not come up with the theme avoidable, write it on the board. Have the students decide whether this crowded swimming pool was avoidable. Identify one wall of your room as yes and the opposing wall as no. Tape a piece of paper identifying each. Ask the students to stand against the wall if they feel firmly yes or no, or closer to the

Next, show them the following three clips in sequence. Each is a short video (longest 1:37 minutes) of Japanese subway trains at peak hours.

Short clip with laughter of novelty of the job of subway packer: http://www.youtube.com/watch?feature=player_detailpage&v=qSVQ9T6pHjg

Subway at rush hour with six packers/pushers shutting doors as one man is wedged in: http://www.youtube.com/watch?feature=player_detailpage&v=b0A9-oUoMug

Train is full and another 10 plus people are pushed by train personnel until all ‘fit’: http://www.youtube.com/watch?feature=player_detailpage&v=54tDuaN_SIw

At the end of this last one (I’ve always played it twice as I point out the last person to fit in even though the doors open with the car already overflowing), ask the students to consider the previous conversation about avoidable. Do these commuters have an option? Have students return to their writing from the swimming pool. Put up the same questions, and have the students choose one of three perspectives from which to write: Person entering train and being pushed, one of the passengers already in the middle of the subway car, or the hired “subway packer.” Allow as much time as needed, and conclude with the students sharing within a small group, then choosing one to share with the rest of the class.

Have the students consider their opinion from the previous immigration debate. Should all humans feel empathy for each other and offer a more even distribution of space in the world?

Lesson 9: The exploration of population density: do all humans have access to the same amount of space?

Group students, and pass out tape measures/meter sticks, calculators, paper, and a roll of masking tape. Ask students to find out the population density of our classroom and calculate the amount of physical space each of us would be allotted. Have them tape off the area with masking tape, and have one person stand in it. Do a quick distribution of kids and space, and attempt to disperse the population across the room. After the kids are attempting to take up their equal distribution of classroom space, ask them what was hindering each of them getting the exact same amount of space. They should mention things such as desks, bookshelves, chairs, cabinets, etc. Write these obstacles on the board as they are listed.

Have students return to their seats or back to their group workspace, have them figure out the amount of space each person would get in the United States with its 3,717,813 square miles and 312 million people. Then have them calculate India 1,269,219 square miles and 1.2 billion people, Japan 145,920 and 127 million people. Have areas denoted on the board for students to enter their figures as there may be some variance, and this would ensure a method to check accuracy between groups.

Help students conceptualize each of the values. Have them compare their taped personal space in the classroom to each country. Ask them if this personal square footage would be consistent for each country. Have each small group generate some of the geographic/political/economic limitations on our planet that would hinder the equal/equitable distribution of space for each person.

As the students begin wrapping up their discussion, circle around the room asking each group to share a limitation. Record these on the board, next to the list of obstacles in the classroom. Students may find it interesting that the list of classroom obstacles has to do with too many possessions while in the grander scheme of the world, lack of possession is a huge obstacle for obtaining equitable space.

Next, write the following question on the board: Should all humans feel empathy for each other and offer a more even distribution of space in the world? Under the question, draw a line down the middle and write yes in one column and no in the other. Have students take a sticky note, write their name on it, and place it in either the yes or the no column.

Next, play NPR’s Visualizing How a Population Grows to 7 Billion: http://www.npr.org/2011/10/31/141816460/visualizing-how-a-population-grows-to-7- billion This video displays the distribution of the world’s current 7 billion people. It does this through colored water dripping into glass cylinders, each with a hole in the bottom. Each new drop is a new human born each drop coming out of the bottom represents a death.

Each cylinder represents a different geographical region. At the end of the video, ask the students to discuss what happens when the glass cylinders overflow. How can this issue be resolved? A student asked, “Why don’t we just pour some of China into our (US) glass?” If this concept is not naturally introduced, introduce it. This will spur the conversation back to the great immigration debate conducted earlier in this unit. Allow time for students to discuss this relocation of populations in areas in danger of overflowing to those less densely populated. Pull the discussion back to whole group, and find momentary closure. Ask them to consider if China will overflow, will India? If we are at 7 billion now . . .

With this fresh in minds, play the lecture: Hans Rosling on Global Population Growth: Hans Rosling is an author and professor of global health at Sweden’s Karolinska Institute. In this lecture, he explains the emerging 7 billion mark. Using previous trajectories of health and prosperity, he represents the world’s distribution of wealth and population using IKEA storage boxes. http://www.ted.com/talks/hans_rosling_on_global_population_growth.html This lecture is about 15 minutes and could be dry depending on student population. This is certainly good for older and/or high ability students. At the end of the video, refer back to the questions:

Should all humans feel empathy for each other and offer a more even distribution of space in the world?

Should America allow further immigration?

As an assessment, have the students choose one of these questions and write an expository essay fully formulating, clarifying, and justifying their answer. In the essay, the students should be sure to reference as much of the material covered as possible in support of their opinion.

Annotated Bibliography: 7 Billion, National Geographic Magazine: A short 3-minute video with powerful statistics concerning our 7 billion population. Great to use as hook for considering the minimal resources the majority of the world population shares and how this could easily lead to the movement of people. http://www.youtube.com/watch?v=sc4HxPxNrZ0&NR=1

Immigration Stories of Yesterday and Today: Three recent immigrant stories. This scholastic site has three mini biographies of children who recently immigrated to the United States and the reasons for their move. http://teacher.scholastic.com/activities/immigration/recent/index.htm

Hans Rosling on Global Population Growth: Hans Rosling is an author and professor of global health at Sweden’s Karolinska Institue. In this lecture, he explains the emerging 7 billion mark and based on previous trajectories of health and prosperity. He represents the distribution of wealth and population using IKEA storage boxes. Video is broadcast via TED.COM at: http://www.ted.com/talks/hans_rosling_on_global_population_growth.html

Japanese Wave Pool image: This is a close-up image of a crowded wave pool in Japan. Each swimmer has a floatation device. https://encrypted-tbn0.google.com/images? q=tbn:ANd9GcTe2biRHmme9wM62MaXnqYE-RnDdt7eJMvwspugUO3AuYEANAOO

Japanese Wave Pool Video and still: Follow this link to a short video clip of a crowded Japanese Wave Pool in motion. No water is visible. Stunning. http://www.youtube.com/watch?feature=player_detailpage&v=inA-36YRV0Y

Japanese Subway Video clips: Subway at rush hour with 6 packers/pushers shutting doors as one man is wedged in: http://www.youtube.com/watch?feature=player_detailpage&v=b0A9-oUoMug Train is full and another 10 plus people are pushed by train personnel until all “fit”: http://www.youtube.com/watch?feature=player_detailpage&v=54tDuaN_SIw

Short clip with laughter of novelty of the job of subway packer: http://www.youtube.com/watch?feature=player_detailpage&v=qSVQ9T6pHjg

Kids Discover: Immigration: Graphic depiction of Waves of Immigration. Excellent magazine with articles filled with authentic photographs, artwork, and testimonials of immigrants, as well as data table of population trends matched with pertinent events in history influencing the decline or influx of immigrants of America.

NPR: Visualizing how a population grows to 7 billion. This video displays the distribution of the world’s current 7 billion people. It does this through colored water dripping into glass cylinders each with a hole in the bottom. Each new drop is a new

© 2014 Taylor & Francis Human Movement Coake 2012 human born each drop coming out of the bottom represents a death. Each cylinder represents a different geographical region. Great visual. http://www.npr.org/2011/10/31/141816460/visualizing-how-a-population-grows-to-7- billion

Population Connection-“World Population”: A graphic simulation of the History of Human Population Growth. Video showing a year-by-year growth of population with corresponding major historical happenings alongside starting in 1A.D. to a projected 2035. The dots appear on the map each representing 1 million people. Chilling visual. http://www.youtube.com/watch?v=9_9SutNmfFk

Save Ellis Island: Media library

Fabulous . . . simply fabulous. Oral histories are with full audio as well as transcribed. Authentic video clip taken in 1903 of a ship’s arrival at Ellis Island. Great photos. http://s55831.gridserver.com/media_library/photos.php

“So I Come to America”: Photo story by Robert Gordon: Each photo is accompanied with each immigrant’s story transcribed exactly as it was told. Beautiful shots…beautiful words http://www.rgordon3photography.com/

The New York Times interactive maps of immigration, 1880–present: This link will take to the New York Times interactive map. Simply scroll over states to view statistics and data. Great to show percent increase and postulate trends of movement due to global happenings through the years and their effect on the location of the groups of immigrants. http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.html

We Are America: Stories of Today’s Immigrants: Testimonials of those coming to America today http://www.weareamericastories.org/stories/news/

What do 7 billion people look like?: PhotoBlog from msnbc. This link will take you to the photoblog of poignant images representing the vision of 7 billion people. One image is of a highway in Taipei, Taiwan, simply filled shoulder to shoulder with motorcycles/scooters, another of a train in India with the entire top filled with people while others dangle off the sides. http://photoblog.msnbc.msn.com/_news/2011/10/24/8401161-what-do-7-billion-people- look-like