Introduction:
… “The Latino migrant flows were directly connected to the growth of the U.S. empire and responded closely to its needs, whether it was the political need to stabilize a neighboring country or to accept its refugees as a means of accomplishing a broader foreign policy objective, or an economic need, such as satisfying the labor demands of U.S. industries.”
-Juan Gonzalez, Harvest of Empire: A History of Latinos in America[1]
Migration is the movement of people to a new country or place in search of work or a better way of life. The stories and cultural influences of migration from Puerto Rico and the Dominican Republic resonate deeply with me, as someone who grew up in New Jersey. Imagine walking through a neighborhood in New York City and hearing Puerto Rican salsa music playing from a storefront, or Dominican music blasting from a passing car. You see restaurants serving food that contains recipes originating from over a thousand miles away in the Caribbean. As people from Puerto Rico and the Dominican Republic migrated to the United States, they brought their languages, traditions, music, foods, and stories with them. Over time, these migrant communities shaped American culture. As they continued to preserve the important connections to their heritage, many Puerto Rican and Dominican families began to create a future for their families in America.
Throughout this unit, students will explore three key concepts: (1) geography, (2) migration, and (3) cultural identity by exploring the experiences of Puerto Rican and Dominican people migrating to America. Through map exploration, oral histories, reading excerpts from novels, online photographs, and primary sources, students will investigate how people adapt to new environments while maintaining their cultural traditions and sense of belonging across generations. By studying migration patterns and experiences in Puerto Rican and Dominican communities, students will discover how place (geography), movement (migration), and culture shape an individual’s identity and the communities they build.[2]
Guided by the compelling question “How do geography, migration, and culture shape the identities of Puerto Rican and Dominican communities in the United States?,” the goal of this unit is to help students understand that identity is shaped by one’s geographic makeup, one’s migration story, and the preservation of one’s culture and traditions. The three main concepts of this unit are guided by the following questions: (1) How does geography shape identity and create a sense of place? (2) How do migration experiences influence identity, belonging, and community? (3) How do people preserve culture and traditions while adapting to new environments? [3]
Concept One: “Geography Shapes Identity”
A person's identity is influenced by the places in which they live and the environments that surround them. Within this concept, students will explore how geography affects the daily lives and opportunities of Puerto Ricans and Dominicans in their homeland and America. Through an analysis of Puerto Rico and the Dominican Republic, students will examine maps, climate, natural resources, and settlement patterns to understand how geography induces a sense of place. Students will investigate how people interact with their environments and how those interactions influence the development of communities over time.
Concept Two: “Migration Shapes Identity”
Through migration, people see how communities evolve alongside their own development. In this section, students will examine the migration experiences of Puerto Rican and Dominican communities and explore the factors that encourage people to move. Through reading excerpts from novels, listening to narratives, and using other primary sources, students will investigate family migration routes, the push and pull factors that drove their movement, and the opportunities and challenges they encountered. Students will investigate how migration can influence family and community relationships, shaping a person's sense of identity and belonging.
Concept Three: “Culture Connects Identity Across Generations”
People’s culture helps maintain their connection to their heritage as they assimilate into new experiences and environments. In this section, students will examine how Puerto Rican and Dominican communities have preserved cultural traditions while living in the United States. Through case studies, online artifacts, music, food traditions, and community stories, students will investigate how culture can change over time while staying connected to its origins. Students will explore how family customs and community celebrations help people maintain their identities across generations and borders.
Culminating Performance Task:
Students may create a Caribbean Culture Museum exhibit, a Caribbean News Report, a Digital Story Map Adventure, or a Migration Suitcase Project. Using maps, migration narratives, primary sources, and secondary sources, students will develop a claim and use evidence to explain how geography, migration, and culture shape the identities of Puerto Rican and Dominican communities in the United States. Students will compare Puerto Rican and Dominican experiences and conclude the project by writing a Letter Home Reflection from the perspective of a migrant who left home.
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