Geography

Grade 8: Migration	Planning: Term # Tracking: Ach. Level
Overall Expectations	1	2	3	4
* identify factors that affect migration and mobility, describe patterns and trends of migration in Canada, and identify the effects of migration on Canadian society;
* use a variety of geographic representations, resources, tools, and technologies to gather, process, and communicate geographic information about migration and its effects on people and communities;
* connect the real experiences of Canadians to information about the causes and effects of migration.
Specific Expectations
Knowledge and Understanding
* identify the push and pull factors that influence people to move (e.g., push: drought, war, lack of freedom, discrimination and persecution; pull: employment opportunities, security, climate);
* identify barriers to migration (e.g., physical, financial, legal, political, emotional);
* describe how technology has improved human mobility;
* explain how the components of culture (e.g., language, social organization, educational systems, beliefs and customs) can be affected by migration;
* describe the effects that migration has had on the development of Canada (e.g., its multicultural character, rural and urban resettlement, interprovincial movement, the brain drain).
Inquiry/Research and Communication Skills
* formulate questions to guide and analyse research on migration and mobility (e.g., What barriers exist today for new immigrants? In which time period would it be harder for people to immigrate to Canada – now or a hundred years ago? Where would be the best place to migrate to in Canada?);
* locate relevant information from a variety of primary and secondary sources (e.g., primary sources: surveys, statistics, interviews, field studies; secondary sources: maps, illustrations, print materials, videos, CD-ROMs, Internet sites);
* communicate the results of inquiries for specific purposes and audiences, using computer slide shows, videos, websites, oral presentations, written notes and reports, illustrations, tables, charts, maps, models, and graphs (e.g., write a story/ journal relating the difficulties faced by past or present immigrants; create a slide show to show how technological changes have affected mobility; create a video presentation encouraging immigrants to come and live in Canada);
* use appropriate vocabulary (e.g., accessible, barriers, migration, mobility, immigration, emigration, refugees, modes of transportation, push factors, pull factors) to describe their inquiries and observations.
Map, Globe and Graphic Skills
* use thematic maps to identify patterns in migration (e.g., location of regions that were sources of significant immigration to Canada, proportional flow along migrational routes to Canada).
Application
* use a decision-making model to select an ideal place to live, and present this decision to other members of the class;
* investigate the migrational roots of the members of the class and relate them to Canada's cultural development.
Student Name:

Expectations: Copyright The Queen's Printer for Ontario, 2004.  Format: Copyright B.Phillips, 1998.