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Geography by Design:Population and Migration

Volume 5

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Table of Contents

POPULATION AND MIGRATION 1

Lesson 1: Introduction to Demography 1

Lesson 2: Population Density and Distribution 7

Lesson 3: Population Clusters 11

Lesson 4: Population Pyramid 17

Lesson 5: Demographic Transition 21

Lesson 6: Population Projections and Trends 25

Lesson 7: Reasons to Migrate 29

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© 2014 Region 4 Education Service Center Geography by Design, Volume 529

POPULATION AND MIGRATION Lesson 7: Reasons to Migrate

TEKS in the Lesson:1A Analyze the effects of physical and human geographic patterns and processes on

the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today

7B Explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration

18A Analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion

21A Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps

21B Locate places of contemporary geopolitical significance on a map

22B Generate summaries, generalizations, and thesis statements supported by evidence

22C Use geographic terminology correctly

23A Plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results

Essential Question:• What are some physical and human

reasons that people move?

Map Items:• Himalaya Mountains• Sahara Desert• Pacific Ocean• Afghanistan• Berlin, Germany• North Korea• South Korea• Mexico• United States• Cuba• Haiti• Israel• West Bank• Golan Heights• Gaza Strip

Materials:For teacher• printed lyrics of “Movin’ on Up,”

a song by Jeff Barry and Ja’net Dubois, or “America,” a song by Neil Diamond

• library resources, including the Internet

For each student• IR-30• IR-31• IR-32• IR-33• geographer’s journalSAMPLE


POPULATION AND MIGRATION

Vocabulary Focus:• push factors• pull factors• internal migration• external migration• voluntary migration• involuntary migration

Map Items, continued:• Ireland• California• Oklahoma• Vietnam• Australia• India• Pakistan• Bangladesh• Sudan

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Lesson 7: Reasons to Migrate

Expected Time for Lesson: 3–4 45-minute days

Geographer’s Field WorkInstruct students to obtain the following information from a family member or other adult who has migrated: where they moved from, why they moved, where they moved to, gender, and age at the time of the move.

Advance PreparationLocate the lyrics of “Movin’ on Up,” a song by Jeff Barry and Ja’net Dubois; “America,” a song by Neil Diamond; or another song that is appropriate for this lesson. Optional: Obtain an audio track or a video clip of the song.

Step 1: Preparing to Learn1. Display or distribute a copy of the song

lyrics of “Movin’ on Up” (Copyright © 1975, Jeff Barry & Ja’net Dubois; renewed 1981 by Belfast Music) or “America” (Copyright © 1980, Neil Diamond and Stonebridge Music).

2. Distribute IR-30 to students.3. Conduct the following Think-Pair-Share

activity.

Think:A. Instruct students to think about the reasons the people in the song

migrated.B. Instruct students to record their thoughts on IR-30, Part 1.

Pair:C. Instruct students to share the reasons they considered.D. Instruct students to identify any political, economic, social, and

environmental push and pull factors for the Jeffersons’ migration.

Share:E. Select some students to share their thoughts with the whole class.

© 2014 Region 4 Education Service Center Geography by Design, Volume 5Page 1 of 4

Part 1

Where They Moved From

Why They Moved Where They Moved To

What Is Their Gender?

What is Their Age at Time of Move?

Part 2

Comparison

IR-30: Nature of Migration—Reading to Learn

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POPULATION AND MIGRATION

Step 2: Guided Practice1. Distribute IR-31 to students.2. Instruct students to locate their Geographer’s

Field Work to use in the next part of this stage of the lesson.

3. Instruct students to participate in a gallery walk around the classroom to locate students with examples of migration for political, economic, social, or environmental push and pull factors.

4. Instruct students to sign their names and justify their responses in the box that corresponds to the migrants’ reasons for moving.

5. Instruct students to return to their seats as soon as they have three signatures in a row vertically, horizontally, or diagonally.

6. Conduct a whole-class discussion using the following facilitation questions:A. What did you learn about the political, economic, social, or

environmental push and pull factors? Answers will vary based on class data.

B. What similarities and differences did you notice regarding the reasons people migrate? Answers will vary based on class data.

Step 3: Reading to Learn1. Instruct students to do the following:

A. Read IR-32.B. Compare the information on IR-30, Part 1,

with the E. G. Ravenstein “laws” on IR-32.C. Complete IR-30, Part 2, by writing a

summary of your comparisons.D. Complete IR-30, Part 3, by defining the

terms, drawing a visual representation of each term, and providing a real-world example of each term.


Economic

Name

Justification

Social

Name

Justification

Political

Name

Justification

Economic

Name

Justification

Environmental

Name

Justification

Environmental

Name

Justification

Social

Name

Justification

Political

Name

Justification

Economic

Name

Justification

Economic

Name

Justification

Social

Name

Justification

Political

Name

Justification

Economic

Name

Justification

Environmental

Name

Justification

Environmental

Name

Justification

Social

Name

Justification

Political

Name

Justification

Economic

Name

Justification

IR-31: Reasons to Migrate Criss-Cross



Reasons to Migrate

People have always migrated from one place to another, but individuals and families have had different reasons. Migrating people constantly reshape the cultural landscape of places. The impact of migration depends on the scale of the move. On an international level, geographers study the reasons for and the impact on immigrants. On a national scale, geographers analyze the effects of rural-to-urban migratory patterns. On a local scale, there are a number of reasons for migration, including college-age students moving to attend school, adults moving to search for a job or a better way of life, or retirees moving to a smaller residence that requires less maintenance. E. G. Ravenstein published his ideas about the nature of migration in the late 19th century. His “laws” are still the basis of most modern-day thought about migration. Some of his laws are summarized below:• Most migrants move short distances.• Migrants traveling long distances usually settle in urban areas.• Most migration occurs in steps.• Most migration is rural to urban.• Most migrants are adults.• Most international migrants are young males, whereas more internal migrants

are female.

Several factors motivate people to move. As you learned in Unit 1, push and pull factorscanbeidentifiedandexplained.Push factors are things that discourage peoplefromsettlinginaparticulararea.Examplesofpushfactorsincludephysicalfeatures(e.g.,theHimalayaMountains,theSaharaDesert,orthePacificOcean).Otherexamplesincludehumanfactors(e.g.,anauthoritariangovernment,suchasthe Taliban in Afghanistan; an obstacle, such as the Berlin Wall; or a closed border, suchastheborderbetweenNorthKoreaandSouthKorea).Ontheotherhand,pull factors are things that encourage movement and possibly even settlement. Examplesofpullfactorsincludegreatereconomicopportunities,suchasthoserealizedbymigrantfarmersfromMexicomovingtotheUnitedStates;amilderclimate, such as Americans from the Northeast moving to the South and Southwest; or the opportunity for personal liberties, such as Cuban and Haitian immigrants moving to the United States.

Throughout history, the most frequent motivating factor for human migration is economics. People are seeking either employment or a more reasonable place to live. In either case, economics is the main motivator. The second most frequent motivating factor for human migration is an area’s political situation. If a government is overthrown and there is a constant state of war affecting people’s lives, it is not uncommon for people to try to escape political instability. The third most frequent motivating factor for migration is environment. Climatic issues, such asanextendeddroughtorcontinualexcessiveflooding,ornaturaldisasters,suchasearthquakesorhurricanes,presentacontinualthreatthatcaninfluencepeople’s

IR-32: Reasons to Migrate

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Lesson 7: Reasons to Migrate

Step 4: Analyze

1. Distribute IR-33 to students.2. Assign students to research information

on one of the migrations listed.3. Instruct students to record information

on IR-33.4. Arrange students in groups according

to the migration they were assigned: All Pilgrims representatives should form one group; all African Slave Trade representatives should form another group, etc.

5. Instruct students to share their research with their group. Students should ask each other clarifying questions to ensure understanding of what they researched.

6. Arrange students in new groups, ensuring that each group has at least one representative from each migration.

7. Instruct students to share the information about the migration that they researched.

8. Students should start to determine the causes of each migration as well as the similarities and differences between each migration flow.

Step 5: Evaluate1. Instruct students to respond in their geographer’s journals to the

following prompt:Explain the political, economic, social, and environmental factors that contribute to human migration, identifying the push and pull factors as well as the influence that physical geography has played in the flow of migration.


When Hearth Destination Significant People

Push/PullFactor(s)

Obstacle to Migration

Pilgrims

African Slave Trade

Irish Potato Famine

California Gold Rush

Choctaw Trail of Tears

IR-33: World’s Most Significant Migrations

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Reasons to Migrate

People have always migrated from one place to another, but individuals and families have had different reasons. Migrating people constantly reshape the cultural landscape of places. The impact of migration depends on the scale of the move. On an international level, geographers study the reasons for and the impact on immigrants. On a national scale, geographers analyze the effects of rural-to-urban migratory patterns. On a local scale, there are a number of reasons for migration, including college-age students moving to attend school, adults moving to search for a job or a better way of life, or retirees moving to a smaller residence that requires less maintenance. E. G. Ravenstein published his ideas about the nature of migration in the late 19th century. His “laws” are still the basis of most modern-day thought about migration. Some of his laws are summarized below:• Most migrants move short distances.• Migrants traveling long distances usually settle in urban areas.• Most migration occurs in steps.• Most migration is rural to urban.• Most migrants are adults.• Most international migrants are young males, whereas more internal migrants

are female.

Several factors motivate people to move. As you learned in Unit 1, push and pull factorscanbeidentifiedandexplained.Push factors are things that discourage peoplefromsettlinginaparticulararea.Examplesofpushfactorsincludephysicalfeatures(e.g.,theHimalayaMountains,theSaharaDesert,orthePacificOcean).Otherexamplesincludehumanfactors(e.g.,anauthoritariangovernment,suchasthe Taliban in Afghanistan; an obstacle, such as the Berlin Wall; or a closed border, suchastheborderbetweenNorthKoreaandSouthKorea).Ontheotherhand,pull factors are things that encourage movement and possibly even settlement. Examplesofpullfactorsincludegreatereconomicopportunities,suchasthoserealizedbymigrantfarmersfromMexicomovingtotheUnitedStates;amilderclimate, such as Americans from the Northeast moving to the South and Southwest; or the opportunity for personal liberties, such as Cuban and Haitian immigrants moving to the United States.

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ability to support themselves. The fourth most frequent motivating factor for human migration is culture. People move for religious reasons, educational opportunities, or personal preferences.

There are different types of migrations. Internal migration is movement within agiventerritory,suchasastateorcountry.Anexampleofthiswouldbeafamilydeciding to move from one house to another house within the same city. External migration is movement outside a given region. Spanish missionaries relocating totheAmericasinthe17thcenturywouldbeanexampleofexternalmigration.Voluntary migration occurs because a person chooses to move; that is, he or she isnotforcedtomoveagainsthisorherwill.Anexampleofavoluntarymigrationwould be if a family decided to move so the children could attend a different school. Involuntary migration involves a government forcing a large group of people out of a region. This usually is based on an issue such as ethnicity or religion. For example,whenIsraelbecameanindependentcountryin1948,PalestinianArabswere forced into the West Bank, Golan Heights, or the Gaza Strip. Many people were movedagainsttheirwillandstillarefightingtodayforwhattheybelievetobetheirhomeland.

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