Small World Big Picture, Expedition Africa 2006
Algonquin College
1385 Woodroffe Ave
Ottawa, Ontario
K2G-1V8
(613)727-4723 ext.5138
CGW4U World Issues
Unit 2 – Migration
Provided by Windsor-EssexCatholicDistrictsSchool Board
Last updated: July 26, 2007
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World Issues – Unit 2: MigrationPage 1 of 30
Small World Big Picture, Expedition Africa 2006
Table of Contents
Summary of Lesson Plan
Unit Description
Unit Synopsis Chart
Students will conduct an inquiry into the impact the movement of youth and the educated have on their country of origin. Students will address a thesis statement and make use of the MLA format for essay writing in order to document their findings.
Activity 2.1: Push and Pull Factors
Description
Overall and Specific Learning Expectations
Teaching/Learning Strategies
Assessment & Evaluation of Student Achievement
Enrichment Opportunity
Website Resources
Activity 2.2: Past and Present Pathways
Description
Overall and Specific Learning Expectations
Teaching/Learning Strategies
Assessment & Evaluation of Student Achievement
Enrichment Opportunity
Website Resources
Activity 2.3: Population Relief
Description
Overall and Specific Learning Expectations
Teaching/Learning Strategies
Assessment & Evaluation of Student Achievement
Enrichment Opportunity
Website Resources
Activity 2.4: The Human Drain
Description
Overall and Specific Learning Expectations
Teaching/Learning Strategies
Assessment & Evaluation of Student Achievement
Website Resources
Activity 2.5: Benefits and Challenges
Description
Overall and Specific Learning Expectations
Teaching/Learning Strategies
Assessment & Evaluation of Student Achievement
Website Resources
Activity 2.6: Refugees
Description
Overall and Specific Learning Expectations
Teaching/Learning Strategies
Assessment & Evaluation of Student Achievement
Website Resources
Activity 2.7: Internally Displaced
Description
Overall and Specific Learning Expectations
Teaching/Learning Strategies
Assessment & Evaluation of Student Achievement
Enrichment Opportunity
Website Resources
Activity 2.8: UNHCR – Protecting Refugees
Description
Overall and Specific Expectations
Students will:
Teaching/Learning Strategies
Assessment & Evaluation of Student Achievement
Website Resources
Activity 2.9: Work of NGOs
Description
Overall and Specific Learning Expectations
Teaching/Learning Strategies
Assessment & Evaluation of Student Achievement
Website Resources
Activity 2.10: Impact of Urban Migrations – The Rural to Urban Shift
Description
Overall and Specific Learning Expectations
Teaching/Learning Strategies
Assessment & Evaluation of Student Achievement
Enrichment Opportunity
Website Resources
Activity 2.11: Canada’s Role
Description
Overall and Specific Learning Expectations
Teaching/Learning Strategies
Assessment & Evaluation of Student Achievement
Website Resources
Feedback Page
Summary of Lesson Plan
In this unit students will assess the reasons as to why people move. They will compare the circumstances that result in human migration in both Canada and in East Africa and the impact human migration has on natural and human environments. Students will be required to assess the movement of international refugees and the plight of the internally displaced. The reasons for the rural to urban shift in both regions of the world will be assessed for similarities and differences. Students will conclude their study by evaluating the Canadian response to the population pressures experienced in East Africa.
This lesson plan may identify specific resources to support certain activities. While the expedition team will attempt to gather all the required resources, we cannot guarantee that all photo, audio, video will be captured as listed.
World Issues – Unit 2: MigrationPage 1 of 30
Small World Big Picture, Expedition Africa 2006
Unit Description
Throughout the centuries human migrations have taken on many forms. People have traveled great distances to better their quality of life. At times the movements are planned, methodical and organized while others are chaotic. Mass movements have resulted in the populating of continents, the creation of countries and the growth of urban centers. Depending on the circumstances, however, human migration may be welcomed, encouraged, rejected, and at times forced. In this unit students will assess the reasons as to why people move. They will compare the circumstances that result in human migration in both Canada and in East Africa and the impact human migration has on natural and human environments. Students will be required to assess the movement of international refugees and the plight of the internally displaced. The reasons for the rural to urban shift in both regions of the world will be assessed for similarities and differences. Students will conclude their study by evaluating the Canadian response to the population pressures experienced in East Africa.
Unit Synopsis Chart
Activity / Time(hours) / Learning Expectations / Assessment Categories / Tasks
Why do people migrate?
2.1 Push and Pull Factors / 1.0 / identify the social, economic, cultural, political, or ecological components of
selected geographic issues; / Knowledge / Students will differentiate between immigrants, emigrants, refugees and the internally displaced. Students will compare the reasons for moving to and from Canada and selected countries in East Africa.
2.2 Past and Present Pathways / 1.0 / outline the factors that influence selected world demographic trends;
use appropriate terminology when communicating results of geographic inquiries / Knowledge
Communication / Students will view migration maps and analyze the significance of historical and present human movement on the North American and African continent. Students will summarize their findings in a paragraph that outlines the similarities and differences between past and present human movement.
Activity / Time
(hours) / Learning Expectations / Assessment Categories / Tasks
What impact does human movement have on the host country?
2.3 Population Relief / 1.5 / identify ways in which countries and regions of the world are becoming increasingly
interdependent; / Thinking
Application / Students will create a spatial gradient map using Arc View 3.2 depicting the number of immigrants who arrived from the African continent into Canada since 2000. Students will make use of a spread sheet program and the statistics found on the Canada Immigration and Citizenship site in order to create a graph(s) that shows the relationship between Canada’s immigrants and their countries of origin. Students will determine which of two methods, statistical or spatial analysis is most valuable in this inquiry.
2.4 The Human “Drain” / 1 / analyze the impact on natural and human systems of selected human migrations;
use an accepted form of academic documentation to acknowledge all information sources, including electronic sources; / Application Communication /
Students will conduct an inquiry into the impact the movement of youth and the educated have on their country of origin. Students will address a thesis statement and make use of the MLA format for essay writing in order to document their findings.
What impact does human movement have on the receiving country?2.5 Benefits and Challenges / 1 / identify ways in which countries and regions of the world are becoming increasingly
interdependent;
analyse the impact on natural and human systems of selected human migrations; / Knowledge / Students will identify the benefits migrant workers have on host countries. They will create a case study for a selected east African city that must address the challenges of hosting transient populations.
Who are the refugees of East Africa? (Possible Feature)
2.6 Refugees / 1.5 / analyze the causes and consequences of recent events involving refugees and evaluate
the effectiveness of national and international policies for dealing with refugees; / Knowledge
Communication / Students will create a case study that deals with a refugee concern in an east African nation. Students will use data to create a graph(s) or maps to support their introduction to this topic. Students will conduct online research to determine the extent of the refugee concerns in the African countries studied throughout the expedition. Students will visit the UNHCR site to collect information. Students will complete their case study by directing their attention towards the refugee challenges in Zambia.
Why are their so many internally displaced in east Africa?
2.7 Internally Displaced / 2.0 / analyze the causes and consequences of recent events involving refugees and evaluate
the effectiveness of national and international policies for dealing with refugees; / Knowledge
Communication / Students will differentiate between a refugee and someone who is internally displaced. They will focus on the situation in the Sudan and in particularly those that have fled the region of Darfur. Students will identify the factors that have contributed to their displacement and suggest solutions to their situation. Students will also critique the international community’s response to the situation in Darfur.
How has the international world responded to the plight of the internally displaced?
2.8 UNHCR / 1 / communicate the results of geographic inquiries, using appropriate terms and concepts and
a variety of forms and techniques. / Knowledge / Students will begin this activity by visiting the United Nations website. After familiarizing themselves with the work of the UN they will focus on the UNHCR to conduct an inquiry into the efforts the UN has made to deal with the displaced in the eastern regions of Africa. Students will be required to manipulate data to support a thesis statement.
2.9 Work of NGO’s / 1 / evaluate the role played by non-governmental organizations and local community
initiatives in different parts of the world in promoting sustainable development and responsible resource management. / Application / Students will visit three NGO sites and based on a set criteria evaluate the site for bias. Students will identify the origin of the site and determine its effectiveness in educating its viewers on the plight of the displaced in East Africa.
Why has there been a rural to urban shift in population? How has the rural to urban movement impacted cities?
2.10 Impact of Urban Migrations – The Rural to Urban Shift / 2.0 / outline the factors that influence selected world demographic trends;
analyse the impact on natural and human systems of selected human migrations / Application / Students will use graphic evidence to prove this phenomenon is occurring in both North American and on the African continent. They will identify reasons for the migration into urban centres by populations from Canada and those African nations represented in the sample. Students will assess the similarities and differences in and the reasons for the population shift. Students will identify the challenges urban planners face in quickly growing cities.
What role should Canada play in an attempt to alleviate the population pressures in Africa?
2.11 Canada’s Role / 3 / explain how economic and cultural considerations influence a country’s population
policies
use a variety of geotechnologies to interpret, analyze, and synthesize information in
connection with a geographic inquiry (e.g., geographic information systems
[GIS], global positioning system [GPS], hypermedia);
communicate the results of geographic inquiries, using appropriate terms and concepts and
a variety of forms and techniques. / Knowledge
Thinking
Application
Communication / Students will begin this culminating activity by assessing the role Canada has taken in alleviating the population pressures facing countries in East Africa. They will review immigration policies and recent efforts to assist countries in East Africa that are in need of population relief. Students will evaluate government programs aimed at supporting local relief efforts. Students will complete this study by assessing the successes and failure of Canadians to provide the support necessary to improve the quality of life of those suffering in East Africa. Statistical support, use of spreadsheet technology and knowledge of Geographic Information Systems will be required to complete this culminating task.
Activity 2.1: Push and Pull Factors
Time: 1.0 hour
Description
The migration of human populations has historically been the result of social, political, cultural and economic factors. In an attempt to seek out a better quality of life, movement may take place on a local, regional or international level. Movement can be a positive experience that is well planned and results in a better job, while other movements are a result of violence or natural calamity. In this introductory activity students will identify the push and pull factors that cause humans to uproot families and travel great distances. Students will differentiate between immigrants, emigrants, refugees and the internally displaced. Students will compare the reasons for moving to and from Canada and selected countries in East Africa.
Overall and Specific Learning Expectations
Students will:
- identify the social, economic, cultural, political, or ecological components of selected geographic issues;
Teaching/Learning Strategies
- The instructor will define for students the terms immigrant, emigrant, and refugee. Students will brainstorm reasons as to why people would want to migrate. Students will identify specific pull factors that would encourage immigrants to move to Canada and push factors that would result in Canadians emigrating to another part of the world.
- Before analyzing the situations in East Africa, students will visit Immigration Canada’s website in an attempt to better understand the process immigrants must go through before they are allowed to enter Canada and be considered for permanent citizenship.
- Students will be introduced to the point system and be required to assess the system from the standpoint of an immigrant and from the point of view of the host country.
- Students will conduct research to determine the reasons for movement in the sub-Saharan region of East Africa. Students will compare their list with the reasons Canadians leave our country and identify the similarities and the differences.
Assessment & Evaluation of Student Achievement
- Knowledge – assess reasons students identify for immigrating to Canada and emigrating from the east African nations in this study
Enrichment Opportunity
- Student interviews newly arrived immigrant to Canada. Student designs questions to create article for school newsletter. Article should focus on the immigration experience and the reasons for coming to Canada. Article will be reviewed for cultural sensitivity and only published with the consent of the newly arrived immigrant.
Website Resources
- Citizenship and Immigration Canada -
- NGFL Internet Geography -
- Atlas of Human Journey -
Activity 2.2: Past and Present Pathways
Time: 1 hour
Description
The study of human patterns and distributions is typical of the approach that geographers take when studying the movement of people. Historically it is believed that early populations emigrated from Africa into the Middle East, Europe and Asia. Later, Asian populations crossed over into North America and followed a route that would eventually result in the populating of the Americas. Later migrations came from Europe across the Atlantic and North American was “re-discovered”. Today human migrations continue for generally the same reasons as they did in the past. Students will view migration maps and analyze the significance of historical and present human movement on the North American and African continent. Students will summarize their findings in a paragraph that outlines the similarities and differences between past and present human movement.
Overall and Specific Learning Expectations
Students will:
- outline the factors that influence selected world demographic trends;
- use appropriate terminology when communicating results of geographic inquiries
Teaching/Learning Strategies
- Instructor will provide students with a brief history lesson on the historical movement of people from the African continent and the populating of the North American continent.
- Students will be presented with past and present migration maps and be required to analyze the flow lines and identify patterns.
- Students will summarize their findings in a paragraph that outlines the similarities and differences between past and present human movement.
Assessment & Evaluation of Student Achievement
- Knowledge – assess the quality of the research conducted to complete the inquiry and assess student’s ability to focus on key differences and similarities between historical and present day migrations
- Communication – assess written work for grammar, spelling and sentence structure
Enrichment Opportunity
- Student arranges to be guest speaker for Grade 11 Ancient Civilizations class, Grade 10 Canadian History class or Grade 12 World History class. Student prepares presentation on Past and Present Migration Pathways – The Impact on Human and Natural Environments.
Website Resources
- DNA project to trace human steps -
- Human Migration -
- Routes of Human Migration -
- CIC Home Page -
- Atlas of Human Journey -
Activity 2.3: Population Relief
Time: 1.5 hour
Description
There are two sides to every debate but most would agree that the carrying capacity of the world has yet to be reached. Although the earth’s population is fast approaching the seven billion mark, the inequities in quality of life are the result of the distribution of the people as opposed to the lack of resources. In an effort to reduce the impact of high density populations and improve both human and environmental conditions, those in the world with both space and resources have an obligation to provide the population of developing countries the opportunity to immigrate to less stressed regions of the world. Canada has prided itself on being a multicultural nation that has built success on the hard work and ingenuity of immigrants from the past and present. However, are those countries in most need of relief benefiting from the Canadian immigration policies?