5 - Push Me Pull Me
In this lesson the class considers the factors which lead to migration.
This lesson has links to Curriculum aims and/or programmes of study in Geography.
To understand the factors which lead to migration
To make links between the causes of migration on a personal, local and global scale.
A3 paper, art materials.
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Discuss the objective of the lesson with the class. Students write a question, related to the objective, on a piece of paper. Each child puts their question in a jar.
Discuss with the class what they intend to do after school. Will they stay in the local area or leave to go elsewhere? Why? Consider the type of factors which affect their choice. In pairs students categorise the Push me, pull me sorting cards into 'push' and 'pull' factors - factors which would force them to leave their home and factors which attract them to somewhere else. What factors could they add to the groups which could influence people’s choice to migrate in a LEDC? (e.g. drought, famine, war, flooding, poverty, poor medical care, crop failure.)
Using the country profiles of India, Chile and Bolivia and their producer stories, students identify reasons that young people migrate to cities from their homeland areas. They draw a 'Push me, pull me' diagram identifying them and drawing links between the countries. Are there any similarities? Why?
Are the factors similar or different to those identified in their own lives at the beginning of the activity?
In groups students then think about Apicoop communities and discuss how Fairtrade might affect young people’s decisions to migrate or stay at home.
'Our co-operative has become a cornerstone for us in beekeeping as well as in blueberries. It has supported us growing and selling our products. From a social point of view, th eco-op is something like close friends, it is almost like a family.' Juan Inostroza
'It was the only option to finish her education. At the beginning [my daughter, Ivonne] was in a boarding school but they closed it she moved into a guest house to avoid her travelling every day. This means that we have to use $220 a month to keep her going. She is in 11th grade and would like to be a dentist.' Marina Inostroza
'The boys are wanting to start keeping bees because they have hardly any alternatives for work here and beekeeping has proved to be a good opportunity. Most of the youth are going to the big cities.' Guido Guenupan
Use the quotes from Juan, Marina and Guido to help. What difference has Fairtrade made to communities connected to Apicoop? (e.g. more jobs created, a stable price for produce means that there is less necessity to leave home, training opportunities, expansion of family farming interest.)
Do the Fairtrade factors cancel out the factors they found earlier?
At the end of the lesson distribute questions from the jar filled at the start of the class to pairs or individual students who have to write the answer underneath.
Students write a letter from Guido, Juan, or Marina to one of their children, trying to persuade them to say at home because of the opportunities Fairtrade has provided.