Migrant Workers: Diverse Ethnicities
Suggested Teaching Instructions
This activity can be completed on Consider the Source or with the attached Google Doc.
Google Doc: https://docs.google.com/document/d/15ZwRf1RBM65_AHrK4TvIV0T8gFtrh4IT/edit?usp=sharing&ouid=107619970453312263584&rtpof=true&sd=true
Title: Migrant Workers: Diverse Ethnicities - Students will use primary and secondary sources related to the migrant workers in the Black Dirt area of Orange County, NY, to compare different waves of migration to work in the fields.
Overview: Students will compare and contrast the first wave of immigrants after World War II (from the South and Puerto Rico) to the second wave in the 1970s (from Mexico & Central America)
Goal: The goal is to explore how the government and farmers attempted to address the needs of the new migrant populations.
Objectives: Students will explain the similarities and differences of how the government and farmers attempted to meet the needs of the new migrant populations during both waves of migration.
Investigative (Compelling) Question: Has the government been successful in addressing the needs of migrant workers in the Black Dirt Region?
Bell Ringer and discussion - 5 minutes
If you show the entire Warwick Area Migrant Committee 60th Anniversary Video you will need 23 minutes
Document Analysis - First wave of migrant workers (10 minutes)
Document Analysis - Second wave of migrant workers (15 minutes)
Exit ticket - 5 minutes
Recommended Grade Range
This lesson is suitable based on the curriculum to New York Students in 8th and 11th grade.
Use all documents for 11th grade and select documents for 8th grade
Subject: Social Studies
NYS Social Studies Framework 11th grade - 11.10b Individuals, diverse groups, and organizations have sought to bring about change in American society through a variety of methods.
Students will trace the following efforts in terms of issues/goals, key individuals and groups, and successes/limitations:
NYS Social Studies Framework 8th grade - 8.8 DEMOGRAPHIC CHANGE: After World War II, the population of the United States rose sharply as a result of both natural increases and immigration. Population movements have resulted in changes to the American landscape and shifting political power. An aging population is affecting the economy and straining public resources. (Standards: 1, 3, 4, 5; Themes: ID, GEO, SOC, GOV, ECO)
Credits: Sue Gardner, who created the website DIVERSE DOCUMENTS: OUR VARIED HERITAGE: Latino and Migrant Workers and curated the material on the webpage
Graphic Organizer: https://docs.google.com/document/d/16CMAfP1m8Xo1HfePPCObtQOoLrtYWeQYLh0pct6QOhI/edit?usp=sharing
All Materials can be found under the Latino Heritage section of the Local History sources at the Albert Wisner Public Library
DIVERSE DOCUMENTS: OUR VARIED HERITAGE: Latino and Migrant Workers: https://guides.rcls.org/c.php?g=1050880&p=7680543
Description of Procedure:
Bell Ringer Question: Have students take 2 -3 minutes to answer, on their own, the question, “What, if anything, do you know about migrants in our region What would you like to know about migrants to our region? Have a quick share-out.
You may want to play sections or the entire Warwick Area Migrant Committee 60th Anniversary Video, or sections to provide students with context for the lesson.
Pass out the graphic organizer or provide it to students digitally. Have students work in small groups, using the resources available at DIVERSE DOCUMENTS: OUR VARIED HERITAGE: Latino and Migrant Workers to complete the front side of the graphic organizer
After students have completed the graphic organizer, have students discuss and respond to the questions on the back of the graphic organizer.
Exit Ticket Question: What problems in the migrant worker community did you feel have not been addressed adequately, and how would you try to address them?
Extensions - Students can expand on the migrant experience in the Black Dirt region by connecting it to the work of Cesar Chavez on behalf of farm laborers in California.
15. Evaluation: Student learning will be evaluated through their completion of the graphic organizer and exit ticket.