Historic Migration Customized Project
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1 Historic Migration Customized Project OVERVIEW & OBJECTIVES This lesson is adapted from and can be used as an extension of The Most Important Migration Lesson located at the Links to Geoliteracy Live Binder on the MAGE Website. Students will investigate one of the major migrations and then will use Google My Maps to produce a shared map of human migration around the world. Students will analyze the patterns of migrations and make conclusions using geographic models. Students will be able to... Describe global and regional migration flows between 1500 and today Identify push and pull factors related to major migrations Explain the difference between forced and voluntary migration Explain how the distance decay and gravity models apply to migration Use Google My Maps to create a shared map of human migration GRADES 9 th TIME 3 class periods REQUIRED MATERIALS ü Internet access for students ü Handouts: Historic Migration Pre-Assessment ; Historic Migration MyMaps Assignment ; Historic Migrations Chart ; Historic Migration Post Assessment Reflection Questions ; Completed Google MyMap Examples MINNESOTA SOCIAL STUDIES STANDARDS & BENCHMARKS Standard 1. People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context Create tables, graphs, charts, diagrams and various kinds of maps including symbol, dot and choropleth maps to depict the geographic implications of current world events or to solve geographic problems. Standard 5. The characteristics, distribution and migration of human populations on the earth s surface influence human systems (cultural, economic and political systems) Explain migration patterns in the modern era at a range of scales, local to global. SUGGESTED PROCEDURE Suggested Procedure 1. Students will take the Pre-Assessment via Schoology. 2. Students will choose (or be assigned) a specific migration pattern from the Historic Migrations Chart. 3. Student will complete the research sheet about their migration pattern. 1
2 4. Student uses research sheet to create their migration pattern on the shared Google My Maps for their class using the directions on the research sheet and on the Google My Map. Their layer will include their migration s point or origin, destination point, and migration route, as well as visuals and information about their migration. 5. After every student has completed their migration pattern on the map, student will view the class map, complete the Historic Migration Chart, and analyze the migration patterns by completing the Student Reflection Questions. 6. The post-assessment will consist of reflection questions students will answer as they view the completed class Google My Map. Assessment Historic Migration MyMaps Assignment handout Historic Migrations Chart handout Historic Migration Post Assessment Reflection Questions handout Website Resources Google My Maps 2
3 Historic Migration Pre-Assessment What is the difference between a push and pull factor? What are three examples of push factors? What are three examples of pull factors? Which of these is NOT an example of a FORCED migration? a. The Transatlantic Slave Trade b. Family moving to Minneapolis after losing job in Kansas City c. Native American migration to reservations in the late 1800s d. Family moving to Baton Rouge after Hurricane Katrina What is NOT an example of VOLUNTARY migration? a. U.S. Western Migration b. African American Great Migration c. Mexican Migration to the U.S. d. Trail of Tears Which of these is NOT a global migration trend? (2 correct answers) a. Urban to Rural Migration b. Rural to Urban Migration c. Semi-Periphery to Periphery Migration d. Periphery to Core Migration e. Suburbanization 3
4 Historic Migrations MyMaps Assignment Name of Migration: Dates of Migration: Number of People Involved: Origin of Migrants: Destination(s) of Migrants: Push Factors: Pull Factors: Was this a forced or voluntary migration? Explain your answer. Was this an internal or international migration? Explain your answer. 4
5 Was this a legal or illegal immigration? Explain your answer. Were the migrants identified as refugees or internally displaced people? Explain your answer. What significance and/or impact did this migration have on the modern world? Explain your answer. After you have done the research on your migration, go to shared Google MyMap for this class and follow the instructions listed here (and on the Map) 1. Go to the shared Historic Migrations Map for your class. This is a map that everyone will be editing, so be very careful to ONLY EDIT your layer. In fact, turn off all other layers when you are working on it. 2. Click the layer you have been assigned to edit. 3. Add a marker at the origin of the migration. 4. Customize the marker with a picture or icon that represents the place of origin. 5. In the description, add information from your research about the push factors for leaving the place of origin. Explain whether this was a forced or voluntary migration. 6. Add a marker at the destination of the migration. (You may use the general destination area or, if there are multiple areas, add more than one marker.) 7. Customize the marker with a picture or icon that represents the destination. 8. In the description box add information from your research about the pull factors for leaving the place or origin. Explain whether the migrants were considered refugees here. 9. Add your migration route to this map using the draw a line feature. 10. Customize your line by adding a picture showing the type of transportation used. 11. In the description box explain whether the distance decay model and gravity model apply to this migration. 5
6 Historic Migrations Post Assessment Reflection Questions 1. List several migration trends that you see on the map. 2. What were some similarities you saw between push factors that led to migration? 3. What were some similarities you saw between pull factors that led to migration? 4. What differences did you see between patterns created by forced migrations as opposed to voluntary migrations? 5. Based on what you see, does distance decay seem to apply to these migrations? Explain your answer. 6. Based on what you see, does the gravity model seem to apply to these migrations? Explain your answer. 6
7 7
4. Briefly describe role of each of the following in examining intervening obstacles and migration: a) physical geography
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