AP World History rd.org

PROFESSIONAL DEVELOPMENT

AP? World History

Migration

Special Focus

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Contents

1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Kathy Callahan

2. The Role of Historical Interpretation in the AP? World History Course: The Case of Early Modern Migration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Tim Keirn

3. A Scottish Caribbean Case Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Alan Karras

4. South America: Land of Immigrants--and Emigrants: Italian and Japanese Migration to Argentina and Brazil--and Back . . . 25

Peter Winn

6. Global Cultural Encounters in Argentina and Brazil: Bringing Immigration Scholarship into the Classroom. . . . . . . . . . . . . . . . . . . . . . . . . 41

Rick Warner

7. Understanding Global Migration Through Charts . . . . . . . . . . . . . . . . . . . . 51

Adam McKeown

8. American Immigration in a Transnational Perspective. . . . . . . . . . . . . . . 63

Robert Zeidel

9. An Eviction Notice from Uncle Sam--Involuntary Relocation of Native Americans: A Lesson on Forced Migration. . . . . . . . . . . . . . . . . . . . 71

Valerie Cox

10. British Convict Forced Migration to Australia: Causes and Consequences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Kathy Callahan

11. About the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

12.About the Authors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

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Introduction

Kathy Callahan University of Wisconsin?Stout Menomonie, Wisconsin

One of my favorite family stories involves my great-great-grandfather, Cornelius Callahan. Legend has is that he, during the Irish Potato Famine, sought escape from starvation and deprivation on a ship bound for the United States. Upon arrival, his ship was turned away; he and his fellow refugees were forced to return to Ireland. Cornelius defied the odds, surviving both the voyage home and the rest of the famine. He married, had several children, and those children, duplicating the journey of their father, immigrated to the United States; they, however, stayed. My great-grandfather was one of those children. Without doubt, many of us have migration stories in our family history, some with happy endings and others that do not convey happiness at all, often because of such things as slavery or war. While this Special Focus on World History explores the phenomenon of global migration and encourages teachers and students to think about migration from a personal standpoint, the collection of articles and lesson plans also importantly provides opportunities for teachers to be creative in their classrooms when educating students about the subject of migration and the challenges experienced by immigrants (and emigrants).

Teaching students about migration is an important aspect of world history courses. It impacts virtually every time period and involves people around the globe, some moving relatively locally but others, at great risks to themselves and their futures, traveling great distances often across large geographic barriers. Discussions about migration generally include a mention of "push?pull" factors--reasons for people to leave their place of origin and attractions that take them to their planned destinations. This combination, however, is not always the case. Governments have often forced their subjects and citizens to leave one place for another, and it can be said that this involves only a "push" or, more appropriately, a "kick" or a "shove."

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