For example, a student's family may have moved to the area or the United States for better employment opportunities, a 'pull' factor. An historical example of a 'push' factor would be when persecution prompted a number of religious groups to leave Europe and colonize the Americas.
Ask students to refer to what they've written and then name additional factors that might 'push' people to move from one place to another. Students should also provide an example of a person or group who likely moved because of that reason. Do the same for 'pull' factors.
Organize responses in a class chart while students record a copy in their notes. Step 3: Remind students that nearly every family in the United States has an immigrant heritage.
And due to a number of 'push' and 'pull' factors, the tradition of immigration in the U. According to the U. Office of Immigration Statistics, just over one million people were legally admitted to the United States in Many others came illegally.
Ask students to consider to what extent immigrants today should assimilate, or integrate themselves into American society. Should they learn to speak English? Follow American clothing trends? Listen to popular music by U. Celebrate the same holidays? Be required to study U. Explain that some have referred to America as a great 'melting pot' where immigrants from all over the world should blend into a single American culture by leaving behind their native customs, learning to speak English, and adopting American ways and traditions.
Others, however, advocate for 'cultural pluralism,' where immigrants should proudly retain their native backgrounds so that many cultures co-exist together to form one society. This view is sometimes compared to a 'mosaic' or an 'orchestra. Also, briefly discuss the pros and cons of preserving one's cultural heritage when moving to a new place. Step 4: In order for students to better understand what immigrants experience, explain that you are going to play part of a video that shows an American man named Pete O'Neal and his wife Charlotte, who moved from the United States and settled in the country of Tanzania in the early 's.
Show students where Tanzania and Kansas City are on a map. Set up the video clip by explaining that when Pete O'Neal was growing up in Kansas City, he got involved in criminal activities. Later, he joined the Black Panther Party, a revolutionary movement seeking better conditions for African-Americans. Edgar Hoover considered the Panthers a threat to U. A number of Panthers were arrested for various charges, including Pete O'Neal, who was charged with transporting a gun across state lines.
Instead of serving prison time, O'Neal fled the charge — and the country — in , and hasn't returned to the United States since.
Note: You may want to introduce the concept of 'being in exile' at this point. Tell students that the clip will show the O'Neals in recent times at their community center in Tanzania, as well as during their Black Panther Party days in Kansas City. Ask students to take notes on what the O'Neals have changed about their lives since they've moved to Tanzania, as well as what they haven't.
At about five minutes into the film Beginning: 'We'd like to welcome you all to the Step 7: Explain to students that you are going to show another video clip that shows what happened when two Kansas City high school students, Derek and Marty, were selected by one of the O'Neals' community programs to visit Tanzania.
Distribute and review the student handout see Materials section , then play the clip. Beginning: 'The whole idea behind the 'Heal the Community' program Much love, Brother. Battleslab Black Kostic.
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