On the Move

Term 3 2015

Class: W11
Teacher:  WRN

Key Competency: Participating & Relating to others

Learning intentions:

 During the next few lessons, we will be learning about...

1. ...what MIGRATION means.
2. ...what the KEY TERMS (Literacy) and Numeracy skills for this unit are.
3. ...what ‘Push’ and ‘Pull’ factors are, and how these relate to migration to New Zealand.

TASK 01:

What is MIGRATION?...

PRIOR KNOWLEDGE EXERCISE:  

In the box below BRAINSTORM (using pictures, words/phrases/sentences...) what things come to mind when you think of the word “Migration”.  Try to FILL the box with your random ideas.

NOTE:  

You can use the images on the first two pages of this booklet to help you get started!

Migration means to me, people coming to Aotearoa to live and stay here as part of this Nation.

New people to NZ should understand, this land belongs to Tangata Whenua therefore there is history here that new people should know about in order to participate and relate to us. Matua

After discussing your ideas as a class...try writing a definition for “Migration” in 1-2 sentences in the space below: migration means to me people coming to my country and living here

What are the KEY TERMS / VOCABULARY you will need to know for this unit? Use a dictionary / discuss as a class...

1. Immigration:         moving from one country to another or moving from one location to another

      2)   Emigration: someone moving to another country to live there permanently          

3. Push Factor:         a positive reason to move to another country like; a job offer, or a negative reason; like war

      4)   Pull Factor: a benefit for someone to come to NZ

      no crime, better education, no war, hot women, hot men etc        

5. Migration Flow : people who have left their country or location in great numbers.

Similar to  Muslims migrating to Germany for a better life.

     6)   Intervening Obstacles: Situations that can stop people from moving from their country to another country. Border patrols may not let people in without a passport. Politicians creating new laws to stop refugees or new emigrants.

7)   Nomads: people who live life by moving from one location to another location within their country. They have rules and laws in their society but do not live permanently in one place.                        

      8)   Refugees:  Anyone who has left their country due to some bad event; like an earthquake or war and they are seeking help from another country

TASK 02:

Using the Internet to research...

Which are the top 5 immigrant groups in New Zealand? (Try to find a PERCENTAGE for each immigrant group)

http://www.enz.org/migrants.html

Graphing your researched data...

Now... Using the data from your research create a Pie Graph showing the percentage for each of the top 5 immigrant groups in New Zealand. You will need a pencil, ruler, calculator and a protractor for this activity.

TASK 03:

Learning Intentions: 

During the next few lessons, we will be learning about...

4. ...what the different PUSH & PULL FACTORS may be and reasons why people and animals move.
5. ...how cultural interaction impacts on cultures and society, and consequences for people and places.                                                                                                      

RECAP: What is the definition for the term PUSH FACTOR?

_a negative aspect or condition that motivates one to leave, esp. in one's country, region, organization, religion, etc. In migration,push factors are those that encourage a population to leave its home.

RECAP: What is the definition for the term PULL FACTOR?  pull factor ‎(plural pull factors) The lure of another home, country, region, organization, or religion.

What are the PUSH and PULL factors for immigrants?

Push and Pull factors of Immigration for kids: Emigration, Migration and Immigration

This article provides Push and Pull factors of Immigration for kids, but to start let's clarify the differences between terms relating to immigration, which confuse people no end.

What are the reasons for why people move?

Push Factors

overpopulation too many people in India. 1.252 Billion

underemployment, not enough jobs to work and receive pay to live. China has 1.375 Billion

Indian Caste system is too harsh

War

Droughts, no rain no food no eat, just die

Harsh lives in India and China. One child policy in China. In India girls are worthless

Pull Factors

Rising standard of living.

No Snakes.

Cleaner and greener than India and China

Freedom from War, Cruel acts, slavery and discrimination

EXTENSION ACTIVITY:

MIGRATION MODEL

Use the KEYWORDS in the word bank to complete the Diagram below…

Obstacles, Push, Migration, Pull

       Push-------------------------------------------------------------------------------Pull

http://cgge.aag.org/Migration1e/ConceptualFramework_Jan10/PushPull_Theory.jpg

    (Counter Stream)

Write a definition for EACH of the Migration terms in the above boxes AND…

DRAW at least TWO examples of each Migration Term.

        TASK 04:

Learning Intentions: 

During the next few lessons, we will be learning about...

6. ...how New Zealand’s POPULATION has changes over time.
7. ...how cultural interaction impacts on cultures and society, and consequences for people and places.                                                                                                      

Here are some  key terms / vocabulary for you to learn!

What does Demography mean? Demography is the statistical study of populations including of human beings. ie Tongans Samoans and Maori are demographics in our class        

What does Bicultural mean? is sociology involves two originally distinct cultures in some form of co-existence. Maori and Pakeha

Give an example:        

        

What does Multicultural mean?         

Multiculturalism describes the existence, acceptance, or promotion of multiple cultural traditions within a single jurisdiction, usually considered in terms of the culture associated with an ethnic group.

        

Give examples of Multicultural activities:        

The primary purpose of Multicultural Activities is to increase student learning and engagement by providing diverse programs, events and services        

What does Gender mean?         

Gender is the range of characteristics pertaining to, and differentiating between, masculinity and feminity.        

TASK 05:

Learning Intentions: 

1. Understand how cultural interaction impacts on cultures and society
2. Understand that people move between places and how this has consequences for the people and the places
   

CASE STUDY:  “New Zealand – Immigrant Success Stories!”

Research Activity:

WHO ARE THEY? & WHAT HAVE THEY CONTRIBUTED TO NEW ZEALAND CULTURE?
Also:  What makes them successful immigrants?

      Lyndia Ko: is a professional golfer she became the number 1 ranked woman making her the youngest player of either gender to be ranked number 1 in profesional golf young New Zealand  golfer lyndia has been making headlines since she was little although she is a teenager she has already rewritten golfing history .

Kim dotcom: Aka Kimble is a german-finnish, Internet ,entrepreneur,businessman,and politicly party founder who resides in new Zealand the court of appeal has rejected an 11th attempt to delay the extradition hearing and final looks like it will happen the next week he says        

HOMEWORK TASK:

“Tracing Your Family’s Origins”

Ask your relatives (Mum, Dad, Grand-parents...) to help you trace your family’s origins as far back as they can.  Try (if you can) to answer the following questions:

Has your family always lived in New Zealand?  Did your family migrate to New Zealand? Where have your family originally come from? What kind of lifestyles did they live back then?  What was life like when they were children?...

You will need this information to help you with the next activity.

TASK 06:

Learning Intentions:

1. Understand how cultural interaction impacts on cultures and society
2. Understand that people move between places and how this has consequences for the people and the places
   

ACTIVITY:  In pairs... identify the origins of your selected class members and their parents.

1)tongan        
        
2)samoan        
        
3)maori        
        
4)        
        

What culture (i.e. food, clothing, customs & traditions) have they brought to New Zealand

Teisi -Tonga ([ˈtoŋa]; Tongan: Puleʻanga Fakatuʻi ʻo Tonga), officially the Kingdom of Tonga, is a Polynesian sovereign state and archipelago comprising 177 islands with a total surface area of about 750 square kilometres (290 sq mi) scattered over 700,000 square kilometres (270,000 sq mi) of the southern Pacific Ocean, of which 52 islands are inhabited by its 103,000 people.[4] Seventy percent of Tongans reside on the main island of Tongatapu.

 mareko -Samoan, a Polynesian language, is the first language for most of the Samoa Islands' population of about 246,000 people. With many Samoan people living in other countries, the total number of speakers worldwide is estimated at 470,000. It is the third most widely-spoken language in New Zealand, where more than 2% of the population - 86,000 people - were able to speak it as of 2013.[3]

aaron -Maori or Māori (/ˈmaʊri/; Māori pronunciation: [ˈmaː.ɔ.ɾi] ( listen)) is an Eastern Polynesian language spoken by the Māori people, the indigenous population ofNew Zealand. Since 1987, it has been one of New Zealand's official languages. It is closely related to Cook Islands Māori, Tuamotuan, and Tahitian.

HISTORICAL CASE STUDY #1:

 Research different cultural groups that have immigrated to New Zealand

“Early 19th Century New Zealand Immigrants”

TASK:  Choose any of the following early 19th Century (1800’s) migrant groups to base your research on and answer the following focus questions:

“British settlers”, “European settlers”, “Whalers, Sealers & Traders”, “Missionaries”,

 “Chinese (during the Gold Rush era)”

Your chosen group:  “”

1. Explain some of the reasons WHY your chosen group of people migrated to New Zealand in the 19th Century:

*Like many things at the time, Christianity – in the form of the Church Missionary Society – came to New Zealand via Australia. Historian James Belich described the Christian missionaries as the 'agents of virtue in a world of vice' – a world the British Resident, Jame Busby, described as 'frontier chaos'.

Map showing missionary influence

*Although not immune to moral blemish themselves, these men and women went to extraordinary lengths to bring Christianity and 'civilisation' to Maori. The early years were largely unsuccessful for missionaries in terms of saving souls; as points of contact for trade as well as a source of new ideas, missionaries had a profound impact on many Maori communities. Their introduction of the written word and the development of a written Maori language represented a massive change.        

*A key figure in the establishment of the first Christian mission in New Zealand was Samuel Marsden. During his time in Australia as chaplain to the penal colony, he met many visiting Maori and developed a close association with the Rangihoua chief Ruatara.        

*Marsden returned to England in 1807 to secure support from the Anglican Church Missionary Society (CMS) and to recruit lay settlers to prepare the way for ordained ministers. He was convinced that 'commerce and the arts have a natural tendency to inculcate industrious and moral habits. The attention of the heathen can be gained and their vagrant habits corrected.' It was not until 1809 that he was able to return to Sydney with the first lay missionaries or 'mechanics' – William Hall, a joiner, and John King, a rope maker. Ruatara, befriended by Marsden in Britain, was also on board the ship.        

*When news of the attack on the Boyd reached the Colonial Office, any settlement in New Zealand was vetoed. It was not until June 1814 that Hall and Thomas Kendall finally arrived in the Bay of Islands as the first missionary mechanics. Marsden arrived on 22 December at Rangihoua, Ruatara's home, where, on Christmas Day, he gave the first Christian service in New Zealand.        

2. Explain the ‘consequences’ of migrating to New Zealand for these 19th century migrants: What did they have to sacrifice?  What were they leaving behind? Was New Zealand everything they thought it would be?...

• Loss of young workforce; those with skills and those with entrepreneurial talents move, slowing economic development.
• Loss of labour may reduce inward investment by private companies, increasing dependencies on government initiatives.

3. CREATIVE WRITING TASK: 

Describe the “lifestyle” of your chosen group living in New Zealand in early times.

Using what you have researched...

Pretend that you are one of your chosen group...  Describe what a ‘day-in-your-life’ would be like, from when you wake up in the morning until you go to sleep.  NOTE:  Remember to be descriptive!

you would probably have to pay more to live in a house

One day a guy called Damoe killed a cow just to have a taste and they cooked it under the ground and it turned out tasty. then added cabbage,chicken,pork and crumbled bread and made a stuffing and the name for it was hangi

HISTORICAL CASE STUDY #2:

 Research different cultural groups that have immigrated to New Zealand

“Early Maori & Polynesian Migration to Aotearoa / New Zealand”

TASK:  Research where early Maori & Polynesian people originally came from.

How did they get here?

1. Make an illustration showing how they migrated to Aotearoa, New Zealand...

2.  Describe it in words using the illustration/drawing you did...

“Pacifica Migration to New Zealand in the 20th – 21st Century”

TASK:  Research and Explain the reasons WHY groups of Pacifica people migrated to New Zealand from the 1950’s onwards.

2. Explain the “consequences” the Pacific Island migrants faced.  What did they have to sacrifice?  What were they leaving behind? Was New Zealand everything they thought it would be?...

TASK 07:

Learning Intentions:

1. Understand how cultural interaction impacts on cultures and society
2. Understand that people move between places and how this has consequences for the people and the places (ADD – Numeracy)

“POPULATION STUDIES”

RESEARCH TASK:  

How has New Zealand’s population changed over time from 1950’s to 2014?

Describe how significant the changes in population (demographics) are...

How has the WORLD’s population changed over time from 1950’s to 2014?

Describe some of the significant changes.

TASK:  Create a Bar Graph based on your research comparing the

 World’s population in 1950 and 2014

TITLE:  ____________________________________

TASK 08:

Learning Intentions:

1. Understand how cultural interaction impacts on cultures and society
2. Understand that people move between places and how this has consequences for the people and the places

CASE STUDY #1:  “Other types of people who move!”

Write a definition here:         

Discuss what causes these people to become Refugees?        

What is life like in REFUGEE CAMPS?        
        

What are the different Groups / Organisations that help Refugees?

Research and write some information about these groups...

CASE STUDY #2:  “Other types of people who move!”

Write a definition here:         

Research & Describe the kind of lifestyle a NOMAD would have? (When, How & Why do they move?)        

Research a of your choosing...

In the box below, draw / illustrate some of your findings...

Fill the box & Colour it in!