Human migration in atlantic canada nova scotia middle school
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- Students will find the names/locations of the places where their grand parents were born.
- Assessment of Student Learning
- Push Pull
- Social Political
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Human Migration in Atlantic Canada Lesson Overview: The Human Migration Story is one that can be told at any grade level within any classroom in Canada. The focus of this lesson is to help students at a grade 8 and 9 level to use technology to access statistical data from Statistics Canada. Students will go through a series of activities that will generate a series of migration charts using the Excel software program. From the charts, students will analyze trends and make predictions with regard to migration in Atlantic Canada. Students will also be introduced to the concept of “push-pull” factors as well as G.E. Ravenstein’s Laws of Migration. Teachers can create many variations of this lesson or use some of the extension lessons offered at the end of the lesson plan. Special Note: Statistics Canada is acknowledged for their considerable effort in putting forth many readily usable lessons for the classroom as well as a vast array of statistical data that can be used with pen and paper, software programs such as Excel, or inputted into a Geographic Information System (GIS) program such as Arcview. Teachers are encouraged to get in touch with their local StatCan representative, and get on the Internet and explore the many benefits that Statistics Canada can bring to their classroom. Grade Level:Grade 8 and 9Time Required:One or two lessons (lesson length 60 minutes) Curriculum Connection (Province and course): Atlantic Provinces Education Foundation: “Atlantic Canada In The Global Community”, Grade 9, Nova Scotia (Nova Scotia Grade 9 Atlantic Studies), Prince Edward Island, Newfoundland and Labrador, Grade 8, New Brunswick Physical Setting 1.5 The students will be expected to, for example, identify and trace population and settlement patterns affecting Atlantic Canadians from aboriginal to early new-world migration to the present day. Suggest reasons for changes in settlement patterns in Atlantic Canada in the twentieth century Examine the attractions of living Atlantic Canada today Research out-migration in Atlantic Canada during the twentieth century and suggest reasons for this trend Discuss trends in population pattern that might appear in Atlantic Canada in the next decade Determine the percentage of the urban to rural population patters for each of the Atlantic provinces Link to Canadian National Geography Standards: Essential Element #1: The World in Spatial Terms Geography studies the spatial relationships among people, places and environments. Maps reveal the complex spatial interactions that touch the lives of all citizens. Map, globe and atlas use (e.g. observing and analyzing relationships) Essential Element #4: Human Systems Earth’s surface is shaped by human activities. The spatial organization of society is a mosaic of population movements, settlement patterns, economic activity, transportation, communication and political organizations. Demographic transition Impact of human migration Changes in human patterns over time (from villages to mega cities) Geographic Skill #1: Asking Geographic Questions Plan and organize a geographic research project (e.g. specify a problem, pose a research question or hypothesis and identify data sources). Geographic Skill #3: Organize Geographic Information Select and design appropriate forms of maps to organize geographic information Select and design appropriate forms of graphs, diagrams, tables and charts to organize geographic information Use a variety of media to develop and organize integrated summaries of geographic information Additional Resources, Materials and Equipment Required:Access to the Internet Map blanks of Atlantic Canada Student activity sheets (attached) World map Main Objective:To have students understand the migration patterns and trends within Atlantic Canada. To develop this understanding by collecting, analyzing and displaying various types of data. Learning Outcomes:By the end of the lesson, students will be able to: Acquire information about migration. To access information from Statistics Canada, E-STAT.** (Some access is by password only. Make sure you have registered for an account before proceeding with students) Collect and compile information. Interpret information obtained from maps, graphs, and data tables. Analyze data, identify trends and make predictions. Create maps. Develop an understanding of the relationship between migration & push pull factors. The Lesson:
Lesson Extension:Include suggestions for extending this lesson into a follow-up lesson, homework assignment or culminating activity. Have the students look and analyze the data sheet title and answer the questions found on the sheet. Have students work in small groups and create a poster that visualizes the attractions of living Atlantic Canada today. Answer the questions of why people would have immigrated to Atlantic Canada. Create a research project using data from Statistics Canada on out-migration in Atlantic Canada during the twentieth century. Using the white board do a brainstorming activity discussing possible trends in population patterns that might appear in Atlantic Canada in the next decade. Using a world map, pins, and coloured strings, connect the place names in the Atlantic Canada to their place of origin, e.g., new Glasgow-Glasgow, Scotland. In groups create charts in order to compare and contrast the location of Acadian settlements (or other settlements) pre and post expulsion by examining the following factors: locations, physical landscape, economic activity, political, and social status (majority to minority). Explain why the following acres are thinly settled: -Interior of New Brunswick -Interior of Newfoundland and Labrador -Highlands of Cape Breton
Examine population tables and explain why population growth in Atlantic regions has been slower than other regions of Canada. Explore migration patterns in Atlantic Canada of various groups. Discuss the relevance of the following statement; “Many Atlantic Canadians today can trace their ancestry to those who came to this region as refugees.” Use a visual organizer to outline factors influencing out-migration from Atlantic Canada within a selected time period. Assessment of Student Learning:Have the students satisfactorily complete the following: Assess the push/pull activity. Evaluate one or more of the line graphs. Evaluate the answers for the line graphs. Assess students contributions Ravenstein’s Basic Laws of Migration. Further Reading:Use your textbook and www.statcan.ca. There are many other online sources that deal with the topic of human migration. Go to http://www.nationalgeographic.com and use their search and type in “Human Migration”. Human Migration in Atlantic Canada: Push and Pull Factors Activity Sheet #1 Human migration can be studied by looking at the factors that cause people to move. These factors are called Push and Pull factors. Push means what conditions exist where you live that would cause you to leave. Pull factors refer to those influences that exist elsewhere that would draw you or cause you to move there. Push and pull factors fall into four main groups: physical. economic social, and political. Make a copy of the table below, and place two different items from the following list in each of the categories: Freedom of speech Poverty Harsh climate Fertile soils Heavy taxes Promotion Good wages Marriage Political asylum Persecution Discrimination Bereavement Planning Decision Natural Disaster Attractive Climate Relatives and friends
Now try to add further examples of your own to the table to complete a thorough classification of push and pull factors. Human Migration in Atlantic Canada: Nova Scotia-International Migrants (Table 051-0011) Activity Sheet #2
Source: Statistics Canada Human Migration in Atlantic Canada: Prince Edward Island-International Migrants, (Table 051-0011) Activity Sheet #3
Source: Statistics Canada Human Migration in Atlantic Canada: New Brunswick-International Migrants, (Table 051-0011) Activity Sheet #4
Source: Statistics Canada Human Migration in Atlantic Canada: Newfoundland & Labrador-International Migrants, 1975 to 2004 (Table 051-0011) Activity Sheet #5
Source: Statistics Canada Human Migration in Atlantic Canada: Questions Activity Sheet #6 Graph #1Write the title of the graph: _________________________________________________. Describe the pattern seen (demonstrated) on the graph. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Are there any anomalies? If so, suggest possible reasons for this. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Predict the trend for the next ten years. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Graph #21. Write the title of the graph: ______________________________________________________________ 2. Describe the pattern seen (demonstrated) on the graph. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Are there any anomalies? If so, suggest possible reasons for this. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Predict the trend for the next ten years. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Graph #3Write the title of the graph: ___________________________________________________________ Describe the pattern seen (demonstrated) on the graph. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Are there any anomalies? If so, suggest possible reasons for this. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Predict the trend for the next ten years. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Graph #41. Write the title of the graph: ______________________________________________________________ 2. Describe the pattern seen (demonstrated) on the graph. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Are there any anomalies? If so, suggest possible reasons for this. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Predict the trend for the next ten years. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Read and discuss each law as presented by E.G Ravenstein: Most migrants travel short distances and with increasing distance the numbers of migrants decrease. Most migration movements produce a compensation counter-movement. Migration occurs in stages and with a wave-like motion. The major direction of migration is from agricultural area to centres of industry and commerce. Large towns grow more by migration than by natural increase. Migration increases in volume as industries and commerce develop and transport improves. Most migrants are adults, and families rarely migrate outside their country of birth. Women are more migratory than men within their country of birth, but men more frequently venture beyond it. Town dwellers are less migratory that country dwellers. Teacher Reference: http://www.csiss.org/classics/content/90 Ernest George Ravenstein: The Laws of Migration, 1885. By John Corbett Canadian Council for Geographic Education (www.ccge.org) Statistics Canada (www.statcan.ca) Directory: resources -> learning centre -> lesson plans docs -> migration resources -> The Rise of Video Games Section “Word” Matt Spencer resources -> Request for proposal contract form for the transit industry resources -> Request for Proposal [insert date] resources -> The University of York 13th 16th April 2004 resources -> Biological and Biomedical Sciences Program Community Education Initiative resources -> Region III standing regional response team (rrt) meeting williamsburg, Virginia Thursday, January 12, 2012 resources -> Efca eastern District and TouchGlobal, the crisis response ministry of efca migration -> Aboriginal Peoples in Canada: Population and Mobility Patterns migration -> Going down the road nova scotia senior migration -> Migration and Cultural Food Interchange in Atlantic Canada Download 235.04 Kb. Share with your friends:
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