Population & Migration Patterns & Processes

2.10 Causes of Migration 2.11 Forced and Voluntary Migration

2.12 Effects of MigrationWeek Seven September 27, 2021

Welcome to week 7 of the bell ringers! Students will consider how environmental, economic, cultural, and political factors associated with migration affect population. They will learn specifically about topics 2.10 Causes of Migration, 2.11 Forced and Voluntary Migration, and 2.12 Effects of Migration. Materials to use directly with students, formerly known as the 3 for 3s, follow the teacher materials. As always, if you have any comments or questions, feel free to email me at laura.kmetz@gmail.com. A FEW NOTES TO TEACHERS NEW TO TEACHING APHG: ★ general teaching notes: These topics are favorites of many students and teachers, but teaching them can be challenging because

migration is so broad and can be intensely personal and political. First, you cannot, and do not need to, teach students everything there is to learn about human migration; focus on the geographic patterns and processes (what’s where? why? so what?) and using interesting case studies. Many teachers attempt to make the topic relevant to students by asking them to investigate family history related to migration. Because of their family and personal histories, some students may find such assignments off putting, at best, or traumatizing, at worst. Even providing choices can be problematic if you phrase the assignment options as “if you don’t want to or can’t investigate family history…,” so I encourage you to lead with the other options and to make those sounds just as worthwhile if you decide a migration project is worthwhile. With respect to the topic being potentially politically sensitive, as long as you keep your focus on teaching the skills and essential knowledge in the CED, parents and students should have little objection.

★ podcasts to listen to: To help you help students think about migration geographically, you may wish to listen to the following podcasts: https://www.undispatch.com/what-you-need-to-know-about-internally-displaced-people-around-the-world/ and https://player.fm/series/changing-climate-changing-migration/the-benefits-of-climate-migration. Both episodes contain many references to scale, international relations, region, and economic development. Advanced students may be interested in them, but I recommend them more for teacher background than for most students.

★ looking forward: In addition to being mentioned in several prior topics in unit 2, migration is explicitly connected to many topics studied later in the course, including several in unit 3, cultural patterns and processes.

What’s where? Why is it there? Why do we care?

RESOURCES AND LESSON PLANS TO HELP YOU TEACH MIGRATION: ● An excellent all-in-one source for teaching materials including lesson plans, readings, stimuli, and videos produced by the Council on

Foreign Relations/World101 can be found at https://world101.cfr.org/global-era-issues/migration. Students can move through the module on their own and assess their learning at the end using the Migration Module Assessment. They can take a picture of their results, or you can put the questions in a Google form or other self-grading program such as Quizizz or Socrative to make assessment easy on you. Nearpod also has several lessons made using World101 materials.

● the book Move to be available in October 2021 by Parag Khanna, the professional development night speaker at the 2021 APHG exam reading, with an associated study guide you can find at https://www.paragkhanna.com/wp-content/uploads/2021/06/MOVE-APHG-Study-Guide.pdf

● lesson plans from the Immigrant Stories Project at https://www.theadvocatesforhumanrights.org/res/byid/8966. While US focused, the US is the largest destination for migrants globally, and many of the lesson plans are related to topics in the CED.

● lesson plans from the Pulitzer Center at https://pulitzercenter.org/lesson-plans ● the Esri Geoinquiry on Migration, which you can find in Google doc format to give to students (without the answers) here (Human

Geography->8 Migration, on the move) https://drive.google.com/drive/folders/1OpibDy2K9rAQxKqOf6oGQ8u2QJa4p8Za?usp=sharing and with answers here https://www.esri.com/content/dam/esrisites/en-us/media/pdf/geoinquiries/human-geography/8-onthenove-aphg-geoinquiry.pdf

● Google Earth Voyager: Modern Human Migration https://earth.google.com/web/@15.83449686,11.46719487,-3368.21485921a,22292091.5413d,35y,359.99826317h,0t,0r/data=CjASLhIgNzQxMzFkNGY0MzEwMTFlODk1NWY3NTFlMGE0NWZjNTUiCnZveV9zcGxhc2g

● data from https://www.migrationdataportal.org/, https://www.migrationpolicy.org/, https://www.internal-displacement.org/global-report/grid2021/, and https://www.unhcr.org/en-us/

● the November 2019 issue of the Economist included an excellent special report called The Magic of Migration. If you don’t have a subscription, check your public library or buy a pdf for $10 at https://shop.economist.com/products/special-report-on-migration-november-16th-2019. Two videos associated with the series can be found on YouTube at https://www.youtube.com/watch?v=fjKYtfpe1a0&t=205s and https://www.youtube.com/watch?v=q2ZRT0TmVB0.

2.10 Causes of Migration

Use slides A, B, and/or C to introduce the geographic study of migration. Most older and/or advanced students do not need a list of push and pull factors as given on Slide D, which uses ESPN to help students think about push and pull factors. Whether or not you use slide D, you can print or project slide E to help students organize their thinking. Slide F provides suggested answers if you used Slide D. Slide G ties together geographic thinking, data analysis, and 2.8 Women and Demographic Change in order to help students think about causes of migration. Encourage students to reference push/pull and economic motivations for migration in their answer to #2. The graphic comes from https://www.migrationdataportal.org/themes/gender-and-migration, which you can use to determine suggested answers to the questions on slide G. I personally don’t spend much time teaching Ravenstein’s laws of migration, but I do mention them before showing the video for the song “Immigrants: We Get the Job Done” from the Hamilton Mixtape. After students watch the video, they tell me which ones are reflected by it.

2.11 Forced and Voluntary Migration

Use the questions on slide H and/or the map on slide I to introduce the topic. Slavery is specifically mentioned in the CED in 2.11. Most students have some background in learning about the transatlantic slave trade, so I use a visualization and video to build on their prior knowledge and help them learn to think geographically about it. My students watch this visualization and discuss the patterns that they see in it: https://slate.com/news-and-politics/2021/09/atlantic-slave-trade-history-animated-interactive.html. The site with the visualization contains excellent information to help you guide discussion. My students always comment on the number of enslaved people who were forced into present day Brazil, which I point out helps to explain some of the cultural similarities associated with ethnicity present in both the US and Brazil. I also show the emotionally powerful TED Ed video “The Atlantic Slave Trade: What Too Few Textbooks Told You,” available at https://www.youtube.com/watch?v=3NXC4Q_4JVg. An excellent video and article related to slide *** can be found at https://www.vox.com/videos/2017/3/1/14780034/black-belt-great-migration-mapped. Another option is to have students watch a TED talk about the Great Migration by Isabel Wilkerson, the author of The Warmth of Other Suns, which you can find here: https://www.ted.com/talks/isabel_wilkerson_the_great_migration_and_the_power_of_a_single_decision. Use slide J to help students synthesize their knowledge of push and pull factors and forced and voluntary migration. suggested answers: 1) the southeast; 2) voluntary-Blacks moved to take advantage of job opportunities in the north caused by industrialization and jobs vacated by men who left to fight in WWI and WWII; forced-Blacks experienced violence and intimidation during the Jim Crow era of legal segregation in the south during the first ⅔ of the 1900s; 3) while some people may have lived for a while in cities such as Denver and Dallas before moving farther west and north, the maps do not show us whether the increased share of the Black pop in cities such as Los Angeles, San Francisco, and Seattle is due to in migration or to natural increase. For teaching materials related specifically to refugees, see https://www.unhcr.org/en-us/teaching-materials-ages-15-18.html or https://www.choices.edu/teaching-news-lesson/refugee-stories-mapping-crisis/.

2.12 Effects of Migration

Use slides K and/or L to help students categorize effects of migration. Encourage complexity in student thinking by having students consider effects at different scales and in terms of population density (rural/urban); effects in different regions; and effects associated with both forced and voluntary migration. Different student groups can be assigned different portions (for example, one example of each type at the local level or one example of each type as they apply to forced migration) and then asked to share with the class.

Remittances are associated with major economic effects of migration. Use this article to help students understand the complexity of the remittances: https://www.npr.org/sections/goatsandsoda/2019/06/03/722085193/they-pump-15-billion-a-year-into-bangladeshs-economy-but-at-what-cost. If you want students to examine how Covid has affected the flow of remittances from the US to Latin America and the Caribbean, you could use this article: https://www.npr.org/sections/coronavirus-live-updates/2020/04/17/837111027/covid-19-is-cutting-into-vital-money-u-s-migrant-workers-send-back-home. To synthesize lots of topics from unit 2, you may wish to use this article: https://asia.nikkei.com/Spotlight/The-Big-Story/Famous-for-its-resistance-to-immigration-Japan-opens-its-doors.

Use slide M (source: https://geopoliticalfutures.com/remittances-to-mexico-rise-as-the-us-economy-struggles/) to assess students’ understanding of remittances. The articles “Lightbulbs in their Luggage” and “Labourers and Loved Ones” in the 11/16/19 edition of The Economist can be used to compare and contrast the impacts of migration of skilled workers and unskilled workers on both receiving and sending countries. An interesting website to connect migration to culture, our next unit, and specifically to 3.1 and 3.2, showcases photography related to housing financed by remittances from Mexican, Indian, and Romanian migrants to the US and can be found at: http://arquitecturalibre.mx/about-arquitectura-libre/. You may wish to read the artist’s statement and use it to fuel class discussion. suggested answers: 1) remittances are the money and other goods sent from migrants to people at home (while it usually refers to international migrants, it can refer to internal migrants as well); 2) Remittances can lessen poverty. Having remittance income may enable people to pay for necessities such as food, shelter, and clothing (other answers are possible, but be sure students address the effect of remittances on the recipients, not on the country); 3) The map presents data at the local (or subnational) level of analysis. It shows the viewer how much in remittances was sent to each individual state within Mexico. This helps us see that there’s significant variation in the amount sent to each individual state within Mexico, from over one billion sent to Jalisco from April to June 2020, while under 250 million was sent to several states, including several that border the US, such as Sonora and Coahuila.

COMING NEXT WEEK: 3.1 Introduction to Culture & 3.2 Cultural Landscapes

SLIDE A Essential Question: Migration

How do environmental, economic, cultural, and political factors associated with migration affect population?

SLIDE B 2.10 Causes of Migration

Why do people migrate?

SLIDE C 2.10 Causes of Migration

How can we use geographic concepts to think about human migration? ● spatial concepts like place, flows,

distance decay, and time-space compression

● scale● region● human-environment interaction

SLIDE D 2.10 Causes of Migration

lack of jobspolitical stabilityhigher wagesreligious freedomflooding

more attractive climatewarpoor chance of marryingdesertificationinstitutions of higher education

Determine whether the following would be considered push factors or pull factors, and classify each as primarily environmental, economic, cultural, or political:

SLIDE E 2.10 Causes of Migration

SLIDE F 2.10 Causes of Migration

PUSH PULL

ENVIRONMENTAL flooding, desertification more attractive climate

ECONOMIC lack of jobs higher wages

POLITICAL war political stability

CULTURAL poor chance of marryingreligious freedom,

institutions of higher education

SLIDE G 2.10 Causes of Migration

1. In 1885 Ernst Ravenstein studied migration in the United Kingdom and wrote, “...females are more migratory than males within the kingdom of their birth, but...males more frequently venture beyond.” Compare current gender patterns in migration at the global scale with those observed by Ravenstein.2. Explain how the changing role of females has demographic consequences in different parts of the world.

SLIDE H 2.11 Forced and Voluntary Migration

Migration can be forced or voluntary. Explain how push and pull factors are related to these two types of migration.

What examples of either forced or voluntary human migration have you studied in previous classes?

SLIDE I 2.11 Forced and Voluntary Migration

1. Identify a country having high net migration. 2. Identify a country having low net migration.3. Explain a limitation of the scale of analysis of the map.

SLIDE J 2.11 Forced and Voluntary Migration

1. Identify the region that experienced the most out migration of Blacks during the first Great Migration.2. Describe how The Great Migration can be considered both voluntary and forced.3. Explain limitations of using the maps as evidence of step migration.

SLIDE K 2.12 Effects of Migration

What are some effects of migration? Classify each as political, economic, or cultural.

SLIDE L 2.12 Effects of Migration

SLIDE M 2.12 Effects of Migration

1. Define remittance.2. Explain one positive economic effect remittances may have on recipients of remittances.3. Explain how the scale of analysis of the map informs the viewer’s understanding of remittances to Mexico.