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People on the Move Powered by TCPDF (www.tcpdf.org) People on the Move • Why did they move? • What the experience of those who moved? • How did others respond? • What were the consequences? • What is the legacy? • How does this fit into the bigger picture? Travellers and Explorers – Conquest and Colonies – Post-Imperial Migration – Economic Migration – Forced Migration – Refugees – Children on the Move [email protected] “This document has been produced with the financial assistance of the Anna Lindh Foundation. The contents of thiswww.discoveringdiversity document are the sole .eu responsibility of EUROCLIO and can under no circumstances be regarded as reflecting the position of the Anna Lindh Foundation” Today we take travel for granted. Now it is unusual for people to be born, go to school, get a job, marry, live their entire lives and die in the same place. Once upon a time this was the norm. Only the privileged few travelled. Nowadays, most people live in one place and work in another. They go to another city or even another country for their university education or their vocational training. They will probably spend some part of their adult lives working in another country. We fly long distances to go on holiday or for business reasons, and we tend to forget how difficult this used to be, even in the recent past when Europe and the world as a whole was divided by the Douglas Corrigan Cold War. visiting the Wright Flyer in London, The countries people choose to go to often reflect long-standing historical ties. People from former colonies often want to live and work in the former colonial power. They share a language and there may be strong cultural ties between the two countries. However, for most of us the reasons we choose to leave our homeland and settle in another country are usually very complex. Historians and social scientists talk about the push and pull factors – the factors, which push us into leaving our homelands, and the factors, which pull us towards another country. People often leave a country because they have very little choice. The push factors are very strong. They may belong to a community which is resented or mistrusted by those in power. They may be trying to escape persecution because of who they are or what they believe in. Or perhaps years of economic hardship have forced them to look elsewhere. Often it is a combination of these factors. At the same time they may be attracted to another country because of the economic opportunities and the shortage of labour there or because of its reputation for religious and political tolerance. These are the pull factors and they can be just as complex when it comes to trying to understand population migrations at any particular time in history. There are two main results of this inward and outward Immigrants waiting to go ashore, Quebec, migration: First, if you look at the populations of the Canada, approx. 1911 United States, Canada, Australia, New Zealand and other countries that were once described as the “New World” you will find large numbers of people whose ancestors came from Europe in the 19th or 20th centuries. You only have to pick up a telephone directory and look at all the Italian, German, French, Dutch, Irish, Russian, Polish, Greek and Scandinavian names, indeed names from every country in Europe. In some cases the émigré populations are now far larger than the populations in their countries of origin. “This document has been produced with the financial assistance of the Anna Lindh Foundation. The contents of this document are the sole responsibility of EUROCLIO and can under no circumstances be regarded as reflecting the position of the Anna Lindh Foundation” The people of Europe have played an important part in shaping the history and development of the countries to which they emigrated. At the same time we must also recognise the role played in the development of these countries by those peoples who were transported there as slaves or prisoners and had no choice in the matter. The second result of the population movements of the 19th and 20th “It is important to centuries has been that most of us, particularly if we live in the larger understand that how European cities, now live in multicultural communities. Some of the people living in smallest states of Europe, such as Luxembourg, Lichtenstein and multicultural Monaco, have very large populations of people who were born in communities perceive other countries. Many other countries have around 10%-15% of their each other is st nd populations who are 1 or 2 generation immigrants. historically conditioned” It is important to understand that how people living in multicultural communities perceive each other is historically conditioned. People’s perceptions change over time because the push and pull factors that encouraged migration also change. Countries where some people now complain that immigrants are “taking their jobs” invited the immigrants to come and do the jobs that local people were unwilling to do. Similarly, countries that now turn away political refugees, and prefer to regard most of them as economic migrants, once had a proud record for offering protection from persecution and torture. To understand many of the contemporary issues around the migration of people we need a historical perspective and we need to look at these issues comparatively and not just from a national perspective. Discovering Diversity is an educational project on the history of migrants in the Euro-Mediterranean area. The main objective is the development of a methodology that helps history and civic teachers to connect the individual history of students to the local and larger history of migration in the Euro-Med region. Discovering the different layers of community history will lead to the discovery of multiple facets of “Thisidentity, document has empower been produced communities, with the financial assistance and ofgive the Anna tools Lindh toFoundation. history The contentsand civics of this document educators are the soleto teach complex issues responsibility of EUROCLIO and can under no circumstances be regarded as reflecting the position of the Anna Lindh Foundation” through a process of personal discovery and reflection. Discovering Diversity An integrative approach to the history of migrants Educational Material: Introductionary Lesson “This document has been produced with the financial assistance of the Anna Lindh Foundation. The contents of this document are the sole responsibility of EUROCLIO and can under no circumstances be regarded as reflecting the position of the Anna Lindh Foundation” Rationale behind the Introductionary Lesson The introductory lesson plan is intended to fit into a learning module on the theme of diversity, seen through the experience of migration. The module is designed for younger pupils, 12-14, but could be amended to cater for an older age group. As this learning module will serve as an introduction to the bigger theme of migration, the activities will focus on the first part of the migration process: Deciding to Leave. Within the connected Case Studies, other stages of migrating are addressed as well. The different stages of the experiences of migration are: DECIDING TO LEAVE GETTING THERE ARRIVING SETTLING STAYING OR RETURNING THE IMPACT Each stage of the migration process can be related to specific aspects of diversity, such as the variety of cultures and regions from which people moved, the multiplicity of motives for migration according to religion, class and individual circumstances; the variety of cultures and regions of the communities to which migrants moved; and multi-perspective perceptions of the experiences of those involved. “This document has been produced with the financial assistance of the Anna Lindh Foundation. The contents of this document are the sole responsibility of EUROCLIO and can under no circumstances be regarded as reflecting the position of the Anna Lindh Foundation” Overall structure of the Introductionary Lesson The Lesson Plan assumes that the time and resources available for the lesson will be sufficient to enable discussion and activity work, in pairs or small groups, and that pupils will have access to a range of source material, in documentary form or online. A key part of the lesson will be based on role play. General goal: develop understanding about reasons for peoples’ migrations in history Specific aims: 1. Developing understanding about variety of reasons for migrating 2. distinguishing between pull and push factors 3. Making a distinction between different types of migration 4. Developing empathy towards different groups who migrate Expected outcomes: students will 1) distinguish different reasons for migration in history, push and pull factors what influence migration, 2) the understanding and tolerance towards different groups of migrants will be fostered Methods/techniques used: group discussions, working in groups with cards, role play, individual writing. Resources: images on different kinds of migration, cards with different reasons for migration, cards “push factors” and “pull factors”, stickers, descriptions of situations and short characteristics of different roles for role play, sheets of paper. Practical arrangements: assured premises for group work, participants are divided in groups of 5-6 “This document has been produced with the financial assistance of the Anna Lindh Foundation. The contents of this document are the sole responsibility of EUROCLIO and can under no circumstances be regarded as reflecting the position of the Anna Lindh Foundation” 2. Prior Knowledge Resources: stickers, pens Teacher Students Teacher asks students discuss in small groups their personal or family Students discuss different experiences- changing of place experience of leaving home- why? for how long time? what did they take of residence for different reasons, travelling, spending with them? holidays at their grandparent’s house. They write examples on the stickers and put them on the wall/ flipchart.
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