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Migration #3

Migration #3. Standard: APHG 2C.3: Apply the concept of forced migration to historical and contemporary examples. Skills: , Contextualization, Supporting Evidence Keywords/People : stateless people, Myanmar, forced migration, persecution, refugees, asylum, push factors, pull factors.

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Migration #3

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  1. Migration #3

  2. Standard: APHG 2C.3: Apply the concept of forced migration to historical and contemporary examples. Skills:, Contextualization, Supporting Evidence Keywords/People: stateless people, Myanmar, forced migration, persecution, refugees, asylum, push factors, pull factors. https://www.youtube.com/watch?v=xv9jcpM2MEk

  3. Refugee: Someone who has been forced to flee his or her country because of persecution, war, or violence. Persecution: hostility and ill-treatment, especially because of race or political or religious beliefs. Stateless Person: someone who is not a citizen of any country. Asylum: the right to be recognized as a refugee and receive legal protection and material assistance.

  4. Goal: Contextualize the Rohingya refugee crisis and explain why it is rooted in history using supporting evidence in a paragraph.

  5. Order of Events: Using the vocabulary words, create and order of events / timeline of how a person would end up receiving asylum in another country as a refugee.

  6. Who are the Rohingya? What are their economic, social and political characteristics? Read together as a class. https://www.google.com/maps/place/Rakhine,+Myanmar+(Burma)/@19.4046149,91.3049324,7z/data=!3m1!4b1!4m5!3m4!1s0x30b0c1a60a38ad3b:0x2ef2881316474753!8m2!3d19.810093!4d93.9878427

  7. Why are the Rohingya persecuted? Groups of three. 1st read: Outloud. Split the documents into three sections. Assign the reader #1, #2, #3 Sort evidence from documents into E, S, P Cite, and provide a brief description of what you see.

  8. Why are many Rohingya currently refugees?

  9. <iframe title="New York Times Video - Embed Player" width="480" height="321" frameborder="0" scrolling="no" allowfullscreen="true" marginheight="0" marginwidth="0" id="nyt_video_player" src="https://www.nytimes.com/video/players/offsite/index.html?videoId=100000005404848"></iframe>

  10. Let’s review!

  11. Exit Ticket

  12. Do Now: Standard: APHG 2C.3: Apply the concept of forced migration to historical and contemporary examples. Skills:, Contextualization, Supporting Evidence Keywords/People: stateless people, Myanmar, forced migration, persecution, refugees, asylum, push factors, pull factors. *Have out your packet from last class.*

  13. Task 1: Finish contextualization paragraphs. Be sure to answer all the questions. Make sure you show Mr. Emmons your completed product.

  14. What are the effects of this refugee crisis? Let’s listen to how people are trying to normalize their lives. Listen for four ways people are trying to normalize their situation. Note them on your paper, and be ready to discuss them.

  15. As of February 2018, the United Nations estimates that almost 1 million Rohingya refugees have fled Burma’s violent campaign of ethnic cleansing. Almost universally, they’ve moved into refugee settlements in Cox’s Bazar, Bangladesh.That is straining Bangladesh, which has absorbed a remarkable number of people in just six months, leading to desperately cramped conditions in the camps. Bangladesh is small, low-lying, under-resourced and overcrowded. And its leaders and citizens are growing impatient with the fallout of Burma’s purge of the Rohingya.

  16. We are going to examine the Economic, Social, Political, and Environmental Impacts of the Rohingya refugee crisis. You will go to all four stations and will be taking notes and answering questions about each.

  17. Part 2: Four groups: E, S, P, or eN. I will number you off 1-4. Go to the group you are assigned. In your groups, you will dive deeper into one specific effect of the Rohingya refugee crisis.

  18. Papa Square. Watch and learn. Make a papa square on your paper. Read it outloud, all the way through. Fill out your papa square. Turn in your papa square.

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