Lesson Title: Migrations of Refugees: Case studies; Hmong from Laos to Saint Paul, Minnesota and Kurds from Iraq to London.

Author: John Brierley and Roy Magnuson

Author Info: John Brierley. Teacher. Venice High School. 13000 Venice Blvd. Los Angeles, CA 90066.
Roy Magnuson. Teacher. Como Park High School. 740 West Rose.
Saint Paul, MN 55117



Grade: 10-12

Learning Style: Varied by task. Includes mapping skills, interpretation of graphic materials, text reading and analysis and discussion of historical background and themes.

Cognitive Level:

Continent: Eurasia and North America

Outcomes: Students will apply knowledge of concepts of Migration studies, specifically related to contemporary refugee issues. Students will construct a choropleth map using census data to understand the migration of refugees from Laos to Saint Paul, MN. Students will apply Migration theories at the Global, national and local scales.

Key Words: Population, Population Mobility, Emigration, Immigration, Push Factors, Pull Factors, Refugees, Internal Displacement, Intervening obstacles, International Laws relating to Refugees, United Nations High Comissioner on Refugees, Durable Solutions, Voluntary Migration, Forced Migrations, Relocation, Central Business District, Residential District structures, Cultural Diffusion, Assimilation, Acculturation,
Hmong, Laos, Vietnam War, Kurds, Kurdistan, Iraq

Time Needed:
Eight days. Can be utilized in shorter or longer timeframes.

Overview: Some of the most powerful and compelling human stories relate to the theme of Migration. Forced by events, often political in nature, people have made the excruciating choice of leaving their homelands, crossing international borders and forming new lives. From the flight to Egypt of Joseph and Mary, through the Hejira, and into contemporary affairs persecution and fear of it have acted to push people away from their homes. The migration dynamic features a known place where desirability is so low that individuals make an emotionally difficult decision to leave (Push Factor). The migrants often do not have a known location to relocate to. They perceive options of relocation which seem favorable and try to enter certain places. In these paired lessons we examine the migration stories of two refugee populations.

The Hmong people, homelands in the mountainous regions of Laos, relocated to the Twin Cities region of Minnesota during the 1970s and 80s. The Kurds, represented in this lesson in Iraq, migrated in this lesson to Iran and then to London. Each individual lesson provides more depth and introduction.

Definition of Key Terms: See the subparts of the lesson entitled Migration, Immigration and Refugees: The Hmong of St. Paul and Kiss the Dust: Teaching about the Refugee Experience.

Objectives: Students will be able to: Identify the individual components given in each of the units presented above. If both units are taught students will be asked to compare the refugee experiences of the two groups. Students will be asked to contrast the refugee experiences of the two groups. Students will predict what are likely outcomes of these reugee patterns. Each unit has specific objectives and learner outcomes stated.

Materials: See the units.

Preparation: Teacher should do background reading on Population mobility, Migration, and Refugee issues developed in these materials. Both of the refugee groups discussed are frequently reported by the media. Reference materials and updating sources are readily available from the United Nations High Commissioner on Refugees. (UNHCR) (on line)

Activities: Migration, Immigration and Refugees: The Hmong of St. Paul . Evaluating census data, evaluating and creating choropleth representation, analyzing census data in various tracts, creating a map. Classroom discussions and cooperative groups will focus on spatial representation of migrant settlement in the region. Students will be asked to predict the process of assimilation and acculturation as it may apply to this group. See the lesson for more explanation.

Kiss the Dust: Teaching about the Refugee Experience . Students will work in cooperative groups to read and discuss Kiss the Dust. Students will make a route map. Students will make a list of valuable objects for a refugee. Students will identify the migratory patterns shown in the story.

Evaluation: TBA

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