Course Profile World Geography: Human Patterns and
Interactions (CGU4U), Grade 12, University/College Preparation, Public
Unit
2: Human Migrations
Time: 23 hours + 2 hours for CCA
Activity 2.1 | Activity 2.2 | Activity 2.3
| Activity 2.4
Unit
Description
Mass
migration has profound effects on previously settled regions and countries by
changing the cultural and physical landscapes immediately and over time.
Historically, people migrate as a result of social, political, cultural,
economic, and environmental factors. In this unit, students demonstrate an
understanding of how these factors result in significant international
migrations and how these migrations alter the physical and human environments
of the destination regions. An issues-based approach is used to analyse and
compare the catalysts of migration and repatriation issues. Students also
analyse the trend of rural-to-urban migration and how cultures (e.g., language,
religion, social customs) spread through the diffusion.
The
culminating activity for this unit has two integrated parts. The first part is
a test that focuses on analysis and synthesis skills. Prior to the test,
students choose a region of the world that has experienced significant
migration/immigration and identify a specific issue for that region. The test
requires that students answer a question about their chosen region using the
information in their notes and texts gathered during the course so far. The
second component of the unit culminating activity is a United Nations Migration
Summit simulation. Students take on the roles of members of the United Nations
Migration Council, who represent their chosen region and make recommendation in
the form of a Manifesto to governments on issues of migration and immigration.
K/U =
Knowledge/Understanding C =
Communication T/I = Thinking/Inquiry A = Application
|
Activity |
Time |
Learning Expectations |
Assessment
Categories |
Tasks |
|
1 |
6 hours |
SSV.03, HEV.04, UCV.01, UC1.01, UC2.01, UC3.01, GIV.01,
GIV.02, GI2.01, GI2.02, GI2.03, GI2.06, GI2.07 |
Oral feedback for flow map
and role play/tableau |
Interview |
|
2 |
7 hours |
UC1.02, UC1.03, UC1.04, UC2.01, UC2.02, GC3.01,
HEV.04, GIV.01, GIV.02, GIV.03, GI2.05, GI2.07, GI3.01, GI3.02, GI3.04 |
Written feedback on graphic
organizer (T/I) |
Oral reading |
|
3 |
3 hours |
HEV.03,
HE2.04, HE2.02, GC2.04, GC3.04, GIV.01, GIV.02, GIV.03, GI2.05, GI2.07,
GI3.01, GI3.02, GI3.04 |
Checklist for
comparison chart (K/U) |
Placemat
Strategy |
|
4 |
7 hours |
HEV.02,
HE2.03, HE3.03, UC2.03, UC2.05, UC2.08, GIV.01, GIV.02, GIV.03, GI1.01,
GI2.05, GI2.06, GI2.07, GI3.01 |
Teacher
observation of dilemma discussions (C) |
Class
discussion |
|
CCA |
2 hours |
HE3.01, HE2.05, GI3.02,
GI2.05, GIV.01, GIV.02, GIV.03, GI2.01 |
Conference with individual
students |
Ongoing planning and
research for CCA |
Time: 6 hours
In
this activity, students become aware that people, including themselves, have
always moved around their locales, regions, and the world during their lives
and for a wide variety of reasons. Students think about their personal history
and if they have moved, how, when, and why they have moved. They conduct a
geographic inquiry and personal interview that identifies the migration history
since the turn of the 20th century of an adult known to them. Students create a
case study scrapbook or photo album that highlights the migration history,
patterns, and experiences of the interviewee and present it in tableau or
role-play format. Examples of global push and pull factors are identified and
related to reflection, readings of poems, personal a
Vocabulary
introduced in this activity includes: migration, emigration, immigration, push
factor, pull factor, forced migration, economic migration, seasonal migration,
and voluntary migration.
Overall
Expectations
SSV.03 -
explain the influence of social, political, cultural, and economic factors on
human environments and activities;
UCV.01 -
demonstrate an understanding of human migrations and their causes and effects;
GIV.01 -
apply geographic skills, methods, and technologies to gather, analyse,
synthesize, and communicate information on World Geography;
GIV.02 -
conduct an independent inquiry that applies geographic knowledge, skills, and
methods effectively to a study of places and human patterns.
Specific
Expectations
UC1.01 -
identify different types of migration;
UC2.01 -
analyse the causes of selected great migrations of history and explain their
effects on settlement patterns;
UC3.01 -
explain why push factors are more significant contributors to international
migration today than pull factors;
HEV.04 -
explain how the natural environment and natural phenomena affect human
activities;
GI2.01 -
analyse and synthesize information from remote sensing, geographic information
systems, and maps and present conclusions;
GI2.02 -
use sequences of maps, aerial photographs and satellite images as a basis for
describing, comparing, and analysing changes over time and for making
predictions about trends and patterns in human geography;
GI2.03 -
illustrate global human patterns, using a variety of thematic mapping
techniques;
GI2.06 -
assess the relevance and bias of information gathered from different sources;
GI2.07 -
use written, oral, and visual communication skills to present the results of
geographic inquiry and analysis effectively.
This unit
is based on knowledge and skills learned in Geography in Grades 8 and 9. The
teacher needs to carry out a diagnostic assessment to determine students’
knowledge of terms such as immigration, emigration, and push/pull factors. A
basic knowledge of major historical events (e.g., last 150 years) and locations
of world regions is beneficial. The teacher may require students to review
information about migration/population patterns found in an atlas before
starting this unit.
Create an
interviewer instruction sheet for students to use when tracing an individual
migration history. Photocopy base maps of the world. Photocopy an article that
highlights a personal migration a
1. Students think about their personal migration
or movement history. Discussion revolves around personal stories about
locations of moves, reasons for moving, and feelings/adjustments made after the
moves.
2. By way of an interview with an adult in their
neighbourhood, school or local region, students trace a family or individual
migration history. Through this inquiry, students a
3. Students create a flow chart and
local/national or international map displaying the results of various reasons
for the movements. Detailed notes should be added to the flow chart.
4. Using this flow chart and map as starting
points, students create a case study to record the interviewees’ migration
history. A detailed description and analysis of each migration episode (e.g.,
circumstances surrounding the movement, people involved, scope of travel,
method of travel, government input) is included in the case study. Where
applicable and available, students include artifacts and/or photos to a
5. Students share the findings of their inquiry
and case study with the class in the form of a dramatic role play or tableau. Peer
comments are noted and case study scrapbooks are submitted for the teacher’s
feedback.
6. The teacher leads a discussion about the
variety of migration experiences. Notes are made on the board or chart paper
and copied into students’ notebooks.
7. Students generate a list of reasons why
people migrated in the various examples and record their findings in their
notes. Based on this discussion, the concepts of push and pull factors are
reinforced and working definitions are generated (Appendix 2.1.1).
8. Students refer back to the list of migration
factors, list each as a push or a pull factor and cluster them into common
themes such as political, social, economic, or environmental. Selected students
justify their chosen groupings and the reasons for the choice of themes.
9. The class discusses, in small groups, how the
factors would apply for emigration to
10. Students, in small pairs, read articles/short
stories and/or poems that are a
11. A teacher-led discussion of the types of
migration takes place (see Appendix 2.1.2). An important part of the discussion
is the definition of the words ‘migrant’ and ‘migration.’ Collectively,
students define the word and then refer to a range of geographic dictionaries/
texts/publications to compare the definitions. Working definitions of each type
of migration are generated, as well as examples of each type (e.g., Canadian
snowbirds moving to Florida for the winter, a natural disaster or phenomena
forcing people out of their community, someone moving to an urban area to
work). Refer to Appendix 2.1.2 for suggestions.
12. In pairs, students select one region of the
world (e.g.,
13. Upon completion of the inquiry, each group
creates a proportional arrow map to illustrate their results. These maps are
posted in the classroom, students study them, and then make point form notes,
based on their observations, for each major world region.
14. Students create an individual timeline for the
identified years to plot historical episodes of migration throughout the world.
The teacher may wish to limit the timeline to 150 years. This timeline is
transferred onto chart paper and displayed in the classroom. Students reproduce
the completed timeline in their notes.
·
Community
interview and flow map are checked for completion and oral comments by the
teacher.
·
The
scrapbook case study is summatively assessed by the teacher and the role
play/tableau is peer-assessed for comments.
·
The
regional migration assignment is submitted for teacher summative evaluation.
·
The
historical inquiry is summatively assessed by the teacher and the timeline is
self-assessed.
·
Learning
skills are assessed during group work and research period.
Specific
a
Print
Budhos,
Marina. Remix: Conversations With
Immigrant Teenagers.
De
Blij, H.J. and Alexander B. Murphy. Human
Geography: Culture, Society and Space, 6th ed. Toronto: John Wiley &
Sons, Inc., 1998. ISBN
0-471-24208-X
Genti,
Silence. “Ripped from
their roots.” The Toronto Star,
January 22, 2002.
Norton,
William. Human Geography, 3rd ed. Don
Mills: Oxford University Press, 1998.
ISBN 0-19-541316-4
Nye, Naomi Shihab. Come
With Me. Hong Kong: South China Printing Company, 2000.
ISBN
0-688-15946-X
Saliani, Dom. Immigrant Experiences.
Toronto:
Harcourt Brace and Company, 1995.
ISBN 0-7747-1398-4
Thompson,
Allan. “Dreaming of a Better Life.” The
Toronto Star, January 30, 1999.
Non
Print
Becoming
Canadian: Pioneer Sikhs in their own words – http://collections.ic.gc.ca/sikh
“But
women did come.” Chinese women in Canada – http://citd.scar.utoronto.ca
Chinese
Head Tax and Exclusion Act Redress in Canada – www.asian.ca/redress
Push and
Pull Factors (Catalysts for Movement)
Definitions:
Push
Factors – Negative
conditions and perceptions that effectively cause people to leave an
area/region/country or community.
Pull
Factors – Positive
conditions and perceptions that effectively attract people to new locations
from other areas/regions/countries or communities.
|
Push Factors include: |
Pull Factors include: |
|
High
cost of living |
Superior
career prospects, and increased income or working conditions |
|
Negative
personal safety and security issues |
Improved
personal growth opportunities |
|
Climate |
Preferable
physical environment (e.g., climate, physical features such as mountains,
water) |
|
Localized
recession because of declining regional income |
Other
family members or friends |
|
Cultural
or political oppression or discrimination |
Increased
opportunities for education and training |
|
Natural
disaster, such as floods or earthquakes |
Increased
opportunities for medical care |
|
Limited
personal, family or career opportunities |
Stable
political system |
|
Unstable
environment due to war |
|
Types of
migration:
Forced
Migration – human
migration flows when the movers are physically moved by another group.
Examples
include:
·
slavery
to fulfill European objectives when settling such areas as the Caribbean and
coasts of America;
·
late
nineteenth-century labour movements from China and India to European-controlled
plantations of Malaysia, Sri Lanka, and Burma;
·
ethnic
cleansing such as o
Economic
Migration –
migration based on the requirements of an employer.
Examples
include:
·
head
office returns to the United States and the employee has the opportunity to
move with the company.
Seasonal
Migration –
movement of people from their home for a definite or temporary period of time,
for
employment or recreation
Examples
include:
·
retired
Canadians relocating to Florida for the winter months;
·
students
studying abroad;
·
migrant
workers from the Caribbean working on Canadian farms during the summer;
·
young
people working at ski resorts like Whistler.
Voluntary
Migration – movement
of people who have made the choice to relocate based on a variety
of
reasons, some negative.
Examples
include:
·
European
expansion to temperate areas such as United States, Canada, and Australia in
times of prosperity and opportunity;
·
Ontario
residents moving to British Columbia or Alberta for a perceived more relaxed
way of life;
·
Refugees
crossing the border, illegally, into the United States.
Temporary
Migration – a
short-term movement of people reacting to a stressor or perceived stressor
in
their lives
Examples
include:
·
Afghan
refugees fleeing
·
Time: 7 hours
This
activity assists students to clarify the phenomenon of mass migration. This
study includes temporary, or forced migration, such as that of many refugees,
factors that lead to large-scale episodes, government policies in
Vocabulary
introduced in this activity includes: mass migration, migration factors,
government immigration policies, population distribution, settlement patterns,
economic incentives, positive and negative results and effects of migration,
and natural/environmental disasters.
Strand(s): Understanding and Managing
Change, Global Connections, Human-Environment
Interactions,
Methods of Geographic Inquiry
Overall
Expectations
HEV.04 -
explain how the natural environment and natural phenomena affect human
activities.
Specific
Expectations
UC2.01 -
identify different types of migration (e.g., immigration, forced immigration,
economic migration, seasonal migration);
UC2.02 -
explain how international migrations affect political conditions, economic
incentives, and religious and family ties;
UC1.03 -
explain how government policies can either encourage or discourage mass
migrations;
UC1.04 -
identify world regions that have experienced considerable international
migration and explain the reasons for those movements;
UC2.02 -
evaluate the positive and negative aspects of migration policies on human
movements;
UC3.01 -
explain why push factors are more significant contributors to international
migration today than pull factors;
UC3.02 -
evaluate the positive and negative aspects of migration policies on human
movements;
GC3.01 -
analyse selected settlement patterns around the world to show how they have
been influenced by cultural factors;
GIV.01 -
apply geographic skills, methods, and technologies to gather, analyse,
synthesize, and communicate information on World Geography;
GIV.02 -
conduct an independent inquiry that applies geographic knowledge, skills, and
methods effectively to a study of places and human patterns;
GIV.03 -
use forecasting, problem-solving, and decision-making models to develop
solutions for geographic issues and problems;
GI2.05 -
choose the most appropriate methods for forecasting, problem solving, and
decision making to support their independent study;
GI2.07 -
use written, oral, and visual communication skills to present the results of
geographic inquiry and analysis effectively;
GI3.01 -
evaluate the positions of different groups on selected issues related to human
geography;
GI3.02 -
conduct an independent inquiry on a political, economic, cultural, or social
issue related to a region or nation in Africa, Asia, or Oceania, using key
concepts and methods presented in the course;
GI3.04 -
forecast future trends relating to a selected issue in human geography.
Students
review, in their notes, the factors that influence migration and have available
the historical timeline from Activity 1. Some general knowledge of current
and/or recent issues regarding people moving “on mass” from place to place is
required (e.g., refugees, political oppression, environmental disasters). The
teacher may update this by having students scan various magazine or newspaper
clippings and develop a bulletin board of media stories.
The
teacher selects specific key episodes and examples of text for recent mass
migration, especially forced migration (e.g., earthquakes, floods, war).
Research time is allotted for Internet use if available. Note: sensitive
cultural issues may arise during this unit. The teacher is encouraged to become
familiar with students’ experiences and to plan activities with consideration
of these experiences. The teacher may find it useful to read an article on
teaching controversial issues (see Resources) prior to this activity.
1. The teacher reads aloud selected case
histories of individuals who emigrated to North America in recent history
(e.g., black slave, British fur trader, post - World War II immigrant,
Vietnamese refugee).
2. The class views a video highlighting one of
these experiences, such as Trail of Hope (see Resources).
3. Students describe and compare this
immigrant’s life in the country of origin to life in North America. The teacher
and students discuss the findings, and using a graphic organizer such as a T
chart, make notes on reasons for migration, personal experiences – positive or
otherwise – and conditions in the new country (e.g., availability of education,
health care, integration at work, a
4. The teacher questions students to identify
the migration factors, along with the ease with which they were able to enter a
new country, and focuses the discussion on government policies that may
encourage or discourage migration. Students compare the policies of Canada and
one other government on issue of immigration.
5. Examples of government policies (e.g.,
proposed Canadian refugee immigration policy as of February, 2001) are posted
and discussed in pairs. Students carry out a written comparison of government
policies. The teacher may refer students to government immigration offices and
consulates around the world (see Resources).
6. The teacher models an organizer for
illustrating migration factors such as a web or fishbone organizer (see
Resources) on the board. The teacher adds any regions or areas of mass
migration that are highlighted by the students in class discussion (e.g.,
continual plight of the people of Afghanistan, the turn over of Hong Kong).
7. Students, through reading newspapers or
magazines, identify key modern episodes of migration around the world. Note:
cultural sensitivity needs to be addressed at this time. Some students may not
be comfortable with this discussion and issues arising in the classroom.
8. Students develop their own organizer
(Appendix 2.2.1) based on the teacher-modelled one and apply it for the
newspaper research.
9. Students use teacher-selected websites or
textbooks to identify periods of mass global migration. Small groups are formed
to research the details of each selected episode.
10. Each group describes the conditions leading to
the mass movement, identifies the catalyst factors (e.g., push or pull
factors), and determines the immediate and long-term effects on people.
11. Students, with a partner, discuss the
potential outcome of this episode and what factors may intervene to construct
this outcome (e.g., emergency food/political aid, changing government policies,
United Nations support - UNHCR, climate changes, employment opportunities) This
information is recorded in their research notes.
12. Students study one region such as the GTA,
Rwanda, Afghanistan, or Turkey to discover how mass migration has altered
(e.g., increased/decreased/shifted) the population of a specific area. This
information is gathered from an atlas, website or Statistics Canada (see
Resources). The following is a list of countries with large numbers of
refugees:
|
Afghanistan |
Cambodia |
Chile |
Iraq |
Haiti |
|
Ethiopia |
Rwanda |
Mozambique |
Tibet |
Vietnam |
|
Sri Lanka |
Somalia |
Sudan |
Cambodia |
|
13. All research notes and organizers are used to
develop a position paper (Appendix 2.2.2) that explains and justifies a selected
mass global movement. Students are also required to make recommendations for
the support of these large groups of people as they adjust to a new region or
community. Topics for this paper come from criteria in the organizer used in
Strategy 6.
·
The
teacher uses a checklist to assess the comparison of government policies.
·
Peer
and self-assessment of learning skills (e.g., teamwork, initiative and
organization) is done during group work and research time.
·
The
teacher summatively evaluates the organizer and the position paper. Research
notes are checked for completion.
Case
studies can be presented in video format or as an oral reading activity. The
Internet is a rich source of individual case studies and some students may
require additional time to complete electronic research. A recent immigrant as
a guest speaker would captivate and enrich the students. Illustrations and
photographs might be helpful to document and illustrate mass migrations of
historical periods. Enrichment activities include setting out a plan of action
to assist refugee groups in crisis due to war or famine.
Print
Bennett,
Barrie and Carol Rolheiser. Beyond Monet. Toronto: Bookation Inc., 2001.
ISBN 0-9695388-3-9 for use with the fishbone, mind web strategies
Chasmer,
Ron. Facing the Future. Toronto: Oxford University Press, 1998. ISBN
0-19-541136-6
Clarke,
Pat. “Teaching Controversial Issues.” Green Teacher, 62.
DeBlij,
H.J. and Alexander B. Murphy. Human Geography: Culture, Society and Space,
6th ed. Toronto: John Wiley & Sons, Inc., 1998. 0-471-24208-X
Gorrie,
Peter. “Wary Afghans trickle home.” The Toronto Star, Dec. 29, 2001.
McCharles,
Tonda. “Safe Haven.” The Toronto Star, October 6, 2001.
Thompson,
Allan. “Refugee record predicted.” The Toronto Star, October 5, 2001.
Thompson,
Allan. “How new rules work.” The Toronto Star, Dec. 29, 2001.
School
board documents dealing with ethnicity/racial issues
“Volcano
refugees struggle to survive.” The Toronto Star, January 20, 2002.
Non
Print
Becoming Canadian: Pioneer Sikhs In Their Own
Words – http://collections.ic.gc.ca/sikh
Canada
Gazette – www.canada.gc.ca/gazette/part1/pdf/gl-13550.pdf
Canadian
Legal Services – www.ilsgroup.com
Centre
for Migration Studies – http://www.cmsny.org
Global
Migration – http://www.ourplanet.com
Historica
– www.historica.ca
National
Bureau of Economic Research – http://www.nber.org
Immigration
and Refugee Board of Canada – www.irb.gc.ca
Statistics
Canada – http://www.statcan.ca
United
Nations: Status of Refugees – http://www.un.org
Video:
Trail of Hope, PBS Documentary, August 10,1997.
Virtual
Library on Migration – http://www.ercorner.org
Worldwide
Immigration Consultancy Services – www.wwicscanada.com
|
Key
Episode of Migration: |
||
|
Region: |
||
|
Criteria |
Description |
Push/
Pull Ranking |
|
Economy
of country |
|
|
|
Personal
economic factors |
|
|
|
Religion |
|
|
|
Family
relationships |
|
|
|
Education |
|
|
|
Stability
of the government |
|
|
|
Government
migration policies |
|
|
|
Personal
safety |
|
|
|
|
|
|
|
|
|
|
|
Each
position paper must contain the following: |
Criteria
included |
|
Thesis
appropriate to the selected topic |
|
|
Content,
consisting of: |
|
|
Conclusion
that summarizes key points of research |
|
|
World
location of mass movement (on map) |
|
|
Visual
or graphic material |
|
|
A list
of resources used |
|
|
Rating
Scale for Position Paper |
|
|
Understanding
of basic concepts of mass migration |
0 1
2 3 4 5 |
|
Inclusion
of necessary knowledge and concepts |
0 1
2 3 4
5 6 7
8 9 10 |
|
Detail
and validity of research |
0 1 2
3 4
5 6 7
8 9 10 |
|
Clarity
of research, use of terminology |
0 1
2 3 4 5 |
|
Organization
of information & support |
0 1
2 3 4
5 6 7
8 9 10 |
|
Appropriateness
of resources |
0 1
2 3 4 5 |
Total
marks for Position Paper - _____________/45
Time: 6 hours
Students
differentiate the characteristics of rural and urban settlements and examine
reasons why people migrate to urban areas from rural communities, especially in
less developed countries. Students review the specific factors that lead to
urban migration. A proportional circle map is created to identify the largest
urban areas in the world and a written analysis of the map is done. Students
complete a mind web to highlight recent large scale rural to urban migration in
various areas of the world. In small groups, students examine the impacts of
large-scale rural-to-urban migration on the urban systems such as
transportation, housing, water/sewage treatment, energy, and view a video that
highlights these impacts. Students assume the role of a person who has migrated
to an urban centre from a rural community and complete a letter-writing
assignment that describes reasons for leaving a rural community, the appeal of
urban areas, and the conditions a newly-arrived person might experience when
living in an unfamiliar urban area. Students design a mid-unit quiz based on
the knowledge learned in Activities 1, 2, and 3, exchange it with a partner,
and answer the quiz questions. The feedback from this formative assessment
alerts students to potential areas of concern. Vocabulary introduced in this
activity includes: rural, urban, squatter settlement, infrastructure, and urban
systems.
Strand(s): Human-Environment
Interactions, Methods of Geographic Inquiry
Overall
Expectations
HEV.03 -
analyse the effects of large-scale rural-to-urban migration on the environments
of urban areas;
GIV.01 -
apply geographic skills, methods, and technologies to gather, analyse,
synthesize, and communicate information on World Geography;
GIV.02 -
conduct an independent inquiry that applies geographic knowledge, skills, and
methods effectively to a study of places and human patterns;
GIV.03 -
use forecasting, problem-solving, and decision-making models to develop
solutions for geographic issues and problems.
Specific
Expectations
HE2.02 -
evaluate the impacts of urbanization on selected environments;
HE2.04 -
explain the reasons causing people to leave rural areas and move to cities in
large numbers and the consequences of these movements for rural and urban
landscapes;
GI2.05 -
choose the most appropriate methods for forecasting, problem solving, and
decision making to support their independent study;
GI2.07 -
use written, oral, and visual communication skills to present the results of
geographic inquiry and analysis effectively;
GI3.01 -
evaluate the positions of different groups on selected issues related to human
geography;
GI3.02 -
conduct an independent inquiry on a political, economic, cultural, or social
issue related to a region or nation in Africa, Asia, or Oceania, using key
concepts and methods presented in the course;
GI3.04 -
forecast future trends relating to a selected issue in human geography.
An
understanding of the characteristics of rural and urban settlements is needed.
Students need to be able to take notes from a teacher-led discussion and
complete a graphic organizer. Map-making skills are required. An understanding
of proportional circles is also needed, however a lesson could be conducted on
how to complete a proportional circle map. Most atlases have models of these
maps.
Photocopy
outline copies of a world map. Collect a set of world atlases that have urban
population statistics. Prepare teacher notes about recent large-scale
rural-to-urban migrations. Ensure a
1. Using a place mat strategy, students create
working definitions of rural and urban landscapes on chart paper. Divide a
large paper in four and have students put their contributions into one quarter.
In the centre of the place mat, the commonalities are identified.
2. Students then create a comparison chart or
Venn diagram of the two types of regions
(Appendix 2.3.1).
3. Students discuss the question, “What factors
might lead people to leave a rural area and migrate to an urban centre?” in
small groups, and a summary of group answers is compiled. The teacher makes a
summary of these on the board and students add them to their notes.
4. During this discussion, the teacher
highlights the fact that rural-to-urban migration is taking place in
increasingly large numbers, especially in less developed countries.
5. Using an atlas as a resource, students create
and label a proportional circle map that identifies the top 10 global urban
centres with various populations (i.e., one cm represents 10 million people).
6. Students complete a written analysis of the
map and answer the following questions:
·
What
regions of the world have an abundance of large urban populations?
·
What
possible explanations for the patterns are evident on the map?
·
What
are the characteristics of the physical landscape of the top five urban
centres?
7. A teacher-led lecture outlines recent
examples of large-scale rural-to-urban migration (e.g., Mexico City - Mexico,
Rio de Janeiro - Brazil, Tokyo - Japan, Calcutta - India). The teacher may
obtain information about the examples in various human geography textbooks (see
Resource).
Notes
may include:
·
push
factors for the large-scale movement of rural populations;
·
the
pull factors of the urban centres and the scope of migration;
·
the
settlement patterns of large urban settlements;
·
issues
relating to rapid urban growth especially in the less developed world.
8. Students record key information in the form
of a graphic organizer.
9. The teacher asks the question, “How would large-scale
rural-to-urban migration impact on the built up environment?” In small groups,
students brainstorm their ideas on a large piece of paper in a web format.
10. The teacher begins the discussion by using the
example of increased population density. The groups share their ideas orally
and students add any additional information provided to their individual paper
web. The teacher checks that key negative impacts such as poverty,
unemployment, pollution, housing problems, and sanitation are included.
11. Students hypothesize the positive effects and
share their thoughts with the class. Positive effects may include greater
availability of services, more opportunities of human contacts, wider range of
cultural activities, range of ideas for problem solving and more money in the
tax base.
12. Students synthesize the positive and negative
effects of large-scale rural-to-urban migration and formulate their personal
opinion as to whether the benefits outweigh the costs. Students share their
opinions with a partner. Their conclusions are shared with the class.
13. Students watch a video such as Rural –
Urban Migration (see Resources), which highlights the effects of
large-scale migration to urban areas. While viewing the video, students make
point form notes describing characteristics of a squatter settlement, reasons
why the rural-to-urban migration took place and the quality of life of the
people. A discussion takes place about the conditions of the people and the
urban environment.
14. Students each write two questions based on
ideas/concepts studied to date for a mid-unit quiz. They exchange these with a
partner and they each use the results as feedback.
15. Students assume the role of a person who has
moved from a rural community to a large urban centre in a less developed
country. Using this persona and information gathered in previous classes,
students complete a three-letter writing assignment to a loved one in the rural
community.
16. The letter-writing assignment is written for
three different time periods.
·
The
first letter is written on the eve of departure to the city. This letter
explains the push and pull factors that resulted in their decision to migrate.
·
The
second letter is written within the first few days of arriving in the urban
centre. This letter details the impressions of the urban centre and a
comparison to the rural community they had just left.
·
The
third letter is written several months after migrating to the urban centre.
This letter highlights the problems/challenges they are facing in their new
environment, the daily struggles they face, and what they enjoy about the new
home. The letters are to be authentic in appearance and style, and contain
detailed information about the new life.
These
letters are submitted for summative evaluation (refer to Appendix 2.3.2) and
later compiled in a class book.
·
Proportional
circle maps are submitted for completion checks and feedback.
·
Written
analysis of proportional circle maps is assessed for correct responses and
degree of effectiveness.
·
Students
create and participate in a mid-unit quiz and give/receive peer feedback.
·
Letter-writing
assignment is submitted for summative evaluation after reflection and peer
comments have been considered.
Group
discussion of the map analysis assists in preparing answers. Students may be
provided with a model of the graphic organizer. The letter-writing assignment
can be divided into manageable chunks and submitted in stages for feedback from
the teacher. Teacher or peer editing of letters prior to submission may take
place. Proportional circle maps may be computer-generated and students may
offer suggestions about other formats for presenting this information.
Print
De
Blij, H.J. and Alexander B. Murphy. Human Geography: Culture, Society and
Space, 6th ed. Toronto: John Wiley & Sons, Inc, 1998. ISBN
0-471-24208-X
Norton,
William. Human Geography, 3rd ed. Don Mills: Oxford University Press,
1998.
ISBN 0-19-541316-4
Stanford,
Quentin. Canadian Oxford School Atlas, 7th ed. Toronto: Oxford
University Press, 1998.
ISBN 0-19-541309-1
Non
Print
Rural
– Urban Migration.
Classroom Video, Burnaby, BC. 2001. 20 min.
|
City |
Reasons for Migration |
Effects of rural to urban
migration |
Numbers of Migrants (e.g., last 5
years) |
|
Mexico
City, Mexico |
|
|
|
|
Sao
Paulo, Brazil |
|
|
|
|
Tokyo,
Japan |
|
|
|
|
Calcutta,
India |
|
|
|
Student’s
Name ______________________________________
Teacher
_____________________ Peer _______ Name ___________________ Self ____________
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Thinking/ Understanding - evidence of understanding
of the issue(s) - effective use of
supporting information |
- little evidence of understanding
of issue(s) - little evidence of supporting
information |
- some evidence of
understanding of issue(s) - some use of supporting
information |
- considerable evidence of
understanding of issues - effective use of
supporting information |
- thorough understanding of
issue(s) - highly effective use of
supporting information |
|
Communication - clarity of expression of
ideas - appropriate word use and
geographic vocabulary - evidence of overall
structure (introduction, body, conclusion) |
- little clarity of
expression of ideas - little evidence of
appropriate word use and geographic vocabulary - limited evidence of
overall structure and organization |
- some clarity of
expression of ideas - some evidence of
appropriate word use and geographic vocabulary - some evidence of
structure and organization |
- considerable clarity of
expression of ideas - appropriate word use and
geographic vocabulary - considerable evidence of
structure and organization |
- a high degree of clarity
of expression of ideas - appropriate and effective
word use and geographic vocabulary - highly effective
structure and organization |
|
Application - evaluates the positions
of different groups effectively |
- evaluates the positions
of different groups with limited effectiveness |
- evaluates the positions
of different groups with some effectiveness |
- evaluates the positions
of different groups with considerable effectiveness |
- evaluates the positions
of different groups with a high degree of effectiveness |
Note: A student whose achievement is
below Level 1 (50%) has not met the expectations for this assignment or
activity.
Time: 7 hours
Once the
global migration patterns are established, students further explore the
specific implications of this new population on its new environment. Migration
has implications for the migrating population and destination country or
region. These can be political (e.g., changes in views of the political
process), environmental (e.g., threats to clean water, air, and loss of farm
land) economic (e.g., unemployment, change in types of business opportunities),
and social (e.g., religious differences, language differences). This activity
explores real-world migration dilemmas and attempts to develop a plan of
recommendations to increase cooperation and reduce conflict in the future. In
realizing the range of dilemmas, students and the teacher are brought together
in a summit that weighs all points of view and as a unit culminating activity,
offers a migration policy manifesto for future generations and governments.
Vocabulary introduced in this activity includes: spread of culture (diffusion),
cultural values, population density, boundary conflicts, internal disputes,
summit, and manifesto.
Methods of
Geographic Inquiry
Overall
Expectations
HEV.02 -
evaluate the impact of mass migrations on ecosystems;
GIV.01 -
apply geographic skills, methods, and technologies to gather, analyse,
synthesize, and communicate information on World Geography;
GIV.02 -
conduct an independent inquiry that applies geographic knowledge, skills, and
methods effectively to a study of places and human patterns;
GIV.03 -
use forecasting, problem-solving, and decision-making models to develop
solutions for geographic issues and problems.
Specific
Expectations
HE2.03 -
analyse the effects of mass migrations on various terrestrial ecosystems;
HE3.03 -
produce a case study of the effects of human migration on selected ecosystems;
UC2.03 -
describe how mass migrations influence the spread of cultures and affect
understanding between people;
UC2.08 -
propose solutions to selected boundary conflicts and internal disputes;
GI1.01 -
explain how geographic knowledge and skills and geotechnologies can contribute
to the resolution of major world social and economic problems;
GI2.05 -
choose the most appropriate methods for forecasting, problem solving, and
decision making to support their independent study;
GI2.06 -
assess the relevance and bias of information gathered from different sources;
GI2.07 -
use written, oral, and visual communication skills to present the results of
geographic inquiry;
GI3.01 -
evaluate the positions of different groups on selected issues related to human
geography;
GI3.04 -
forecast future trends relating to a selected issue in human geography.
Students
need to refer to notes from Activities 1-3 and must be aware of global and
local migration patterns. They also require knowledge of the mandate of the
United Nations. A review of the jigsaw group strategy reinforces a
The
teacher develops dilemmas from historical and present day migrations and places
them on cards (Appendix 2.4.1). Roles must be carefully assigned and groups
adequately prepared for a jigsaw activity to be su
1. The teacher leads a discussion concerning the
values and cultural characteristics (e.g., belief systems, language, religions,
political views, traditions) that are brought with people as they migrate.
Students refer to notes from previous activities.
2. During the discussion, students notice that
there are positive and negative effects as a result of the spread of people and
culture into regions. The teacher explains that these effects have impacts on
the new country’s economy, government policies, and natural ecosystems.
3. Values and cultural characteristics generated
from the class discussion are grouped into themes such as political beliefs,
religious beliefs, recreation/leisure, family values, social traditions, and
values.
4. Students write these themes, impacts, and
effects on the blackboard, grouping similar items.
5. The teacher distributes dilemma cards to
groups of eight students. These dilemmas are based on real-life situations of
migration stories and they are selected to represent different issues. (e.g.,
the changing role of women, religious backgrounds, effects of overpopulation on
a fragile ecosystem, diffusion of culture). Note: cultural sensitivity
needs to be addressed at this time. Some students may not be comfortable with this
discussion and issues arising in the classroom and may need support in their
choice of roles.
6. Each group discusses the dilemma, making jot
notes of any present knowledge of catalyst factors (e.g., push and pull
factors, migration factors) cultural values, and possible solutions. The
students then research and identify real-life situations that mirror the
dilemmas using newspaper articles, magazines, and text case studies (see
Resources).
7. During this research, the teacher directs the
student groups to investigate the implications of the spread of culture (e.g.,
diffusion, environmental sensitivity) the effect on the physical environment,
and to identify any boundary conflicts or internal disputes. Library time and
Internet research are the main tools of this section of the activity. Students
make notes to be used for the unit test.
8. Students complete an in-class unit test in
which they choose a region or an issue, and answer the questions about
immigration/migration issues for that region/issue (Appendix 2.4.4).
9. Each home group brings its dilemma card and
information from their test to a United Nations Migration Summit in which the
focus is to promote positive global migration.
10. Students take on the role of a member of the
United Nations Migration Council, attending country dignitaries or special
interest groups from their chosen region. Using a jigsaw format, they move to
expert groups, share their dilemma, and brainstorm solutions/suggestions. Upon
returning to their home groups, they share ideas and then generate a list of
suggestions that the writers use to develop a manifesto or recommendations for
the future.
11. The Summit Council completes its task by
developing and publishing a manifesto of policies for global migration. Upon
completion, the manifesto is presented to the class for final approval and to
be voted on.
·
The
teacher checks notes on real life dilemmas research.
·
The
two-part culminating activity is assessed both formatively and summatively
because the students use information gathered during test preparations to build
the Summit activity. The Summit activity is summatively assessed, using a
rubric, for presentation skills.
·
The
Summit Manifesto is assessed with oral peer feedback and reflection.
Groups or
teams may be organized by the teacher to bring out student strengths such as
organization, initiative, research, and presentation skills. Enrichment of the
Summit role-play activity can take place by placing students in the role of
migration council chair, council members, and wordsmith of the manifesto who
can facilitate the summit discussion and assume a leadership role. Students may
require viewing of a model of a UN council meeting presentation (see Resources
for UN website). Specific vocabulary for the Summit needs to be pre-taught and
posted.
Print
The
Dilemma Book. The
Canadian Red Cross, 1989. ISBN 0-921234-68-6
The
Canadian Almanac, 2001. Toronto: MacMillan, 2001. ISBN 0-7715-7421-5
Non
Print
Citizenship
and Immigration Canada – http://www.cic.gc.ca
Center
for Migration Studies – http://www.cmsny.org
Forced
Migration – http://www.migration.ucdavis.edu
United
Nations – http://www.un.org
Virtual
Library on Migration – http://www.ercorner.org
Dilemma
1
A family
has moved to Canada from a country where the females in the family are expected
to stay at home. The younger, school-aged girls are allowed to attend school
but are expected to return home directly after classes have finished. Upon
completion of their secondary education, they remain at home to assist their
mother with home duties. They will leave the home only when they are married.
After living in Canada for a number of years, seeing their friends take part in
activities and work, the young girls become anxious and confused about their
own roles at home.
Dilemma
2
You are a
newly-arrived and employed immigrant to a country. You are asked to work nightly
shift work for the next three months. Your supervisor tells you that it is only
temporary and you will be placed on straight days after the three months have
ended. Any other time of the year this would not be a problem but it is now.
Next month is a special religious holiday for you and your family. It requires
attendance at a religious celebration during three consecutive weekend
evenings. If you go to work, it will create problems in your family.
Dilemma
3
An entire
region of a country has been hit hard by flooding. This facilitated the mass
migration of thousands of people to a neighbouring country. The border between
the two countries has traditionally been a friendly one with no government
checkpoints and freedom to come and go as you please because it benefited both
countries. However, this mass migration has led to stress on the natural
environment. The fragile grassland ecosystem has been damaged, as thousands of
people are now living on the rich landscape.
Dilemma
4
After
many years of immigration, one region of a country has a large number of a
cultural group in its settled areas. The immigrant population has prospered and
developed new businesses. The businesses vary but include importing companies,
craft shops, markets, and retail outlets. Thousands of people come to this area
to shop each year. In fact, the area has become a major tourist destination.
This increases the traffic in the area and puts stress on other businesses to
compete.
Dilemma
5
A civil
war in a developing country has resulted in large-scale refugee movement to the
borders. People escaping the destruction of their homes are living in tents
with little sanitation, food, or ways to keep warm. The neighbouring countries
have admitted some people, but due to the large numbers of people and stresses
on their own emergency-aid systems, they have closed their borders. Winter is
coming and the refugees are faced with starvation and cold.
The
teacher shall designate the following roles for the jigsaw activity:
Directions: The dilemma becomes the case study
to present before the Summit Migration Council (expert groups) to be the basis
of discussion, and points to use for developing the manifesto (home groups).
|
Roles – Manifesto groups (home
groups) |
|
Secretary-General
of the United Nations (1) – role is to keep order and chair meeting |
|
President
of the General Assembly (1) – role is to record points of discussion |
|
President
of the Economic and Social Council (ECOSOC) (6) – discuss dilemmas and raise
relevant points |
|
Summit
Migration Council – SMC (expert groups – 1 from each home group) |
|
Writers
to develop the manifesto (home groups - 4) – develop the manifesto based on
points raised by SMC |
|
United Nations |
|
Groups
have already been determined (dilemma group); however, groups may be changed. |
|
Select
students or have them volunteer for new summit roles as outlined above. |
|
Each
group, case study, and council member must meet with their new group to
organize their words, thoughts and operating methods. |
|
Migration
Council members should outline specific roles per person in council. |
|
Dilemma
case studies are presented before the Summit Migration Council. At the end of
each presentation a few recommendations are made by council. |
|
The
Summit Migration Council records recommendations and collates major ideas and
recommendations. These notes are passed on to the designers of the Summit
Manifesto (home groups). |
|
Summit
Manifesto wordsmiths produce a final copy and present to the class. |
Rubric
for United Nations Migration
Student’s
Name _____________________________________________
Evaluator:
Teacher __________________ Peer ________ Name __________________ Self ______
|
Achievement
Chart Category |
Level 1
|
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding -
demonstrates knowledge of effects of mass migration on ecosystems |
-
demonstrates limited knowledge of effects of mass migrations on ecosystems |
-
demonstrates some knowledge of effects of mass migrations on ecosystems |
-
demonstrates considerable knowledge of effects of mass migrations on
ecosystems |
-
demonstrates knowledge of effects of mass migrations on ecosystems |
|
Thinking/Inquiry -
proposes solutions to boundary conflicts and disputes during the summit -
evaluates positions of different groups on issues |
-
limited evidence of thinking skills and decision making during the summit -
evaluates positions of different groups with limited effectiveness |
- some
evidence of thinking skills and decision making during the summit -
evaluates positions of different groups with some effectiveness |
-
considerable evidence of thinking skills and decision making during the
summit -
evaluates positions of different groups with considerable effectiveness |
-
highly effective evidence of thinking skills and decision making during the
summit -
evaluates positions of different groups with a high degree of effectiveness |
|
Communication - uses
oral and visual communication skills effectively |
- uses
oral and visual communication skills with limited effectiveness |
- uses
oral and visual communication skills with some effectiveness |
- uses
oral and visual communication skills with considerable effectiveness |
- uses
oral and visual communication skills in a highly-effective manner |
|
Application - forecasts future
trends relating to international migration |
-
forecasts future trends relating to international migration with limited
effectiveness |
-
forecasts future trends relating to international migration with some
effectiveness |
-
forecasts future trends relating to international migration with considerable
effectiveness |
-
forecasts future trends relating to international migration with a high
degree of effectiveness |
Note: A
student whose achievement is below Level 1 (50%) has not met the expectations
for this assignment or activity.
The
teacher is advised to choose a question that is appropriate for the research
their students are engaged in.
1. One inevitable result of mass migration is
the diffusion of culture, including changes in language, food, values,
religious beliefs, and technology. Identify the factors that lead to the
diffusion of culture in your chosen region, provide a detailed description of
diffusion, and forecast what the region may look like geographically in the
future. Include in your answer a historical perspective for the region.
2. When people migrate from their homes to a new
location, they bring with them many customs, values, and beliefs. One trait
brought with people as they migrate are their religious beliefs. In an
ethnically diverse country such as
3. In many regions of the world, conditions
exist that result in large-scale rural-to-urban migration. The effects of such
large-scale migration create both positive and negative implications for the
human and physical environments of an urban area. Using one example previously
discussed, evaluate the effects of large-scale urban-to-rural migration on an
urban area.