Presentation on theme: "Global Migration Patterns"— Presentation transcript:
1Global Migration Patterns [Use this training PowerPoint presentation to introduce educators to techniques for working with students with immigration data. This topic is lesson plan 7 from the “Making Population Real” curricula designed for the AP-level.]Speaking notes:Introduce the topic and yourself.Briefly mention that the activities we’ll go through are from a larger teaching package called “Making Population Real” and these materials are by the Population Reference Bureau (PRB), a nongovernmental, research organization based in Washington, DC that provides timely and objective information on U.S. and international population trends and their implications.Lesson plans of Making Population Real are available free on-line atA lesson plan from “Making Population Real”by the Population Reference BureauSupported by the World Population Fundof the Minneapolis Foundation
2Today’s Agenda Introduce objectives and teaching standards Briefly introduce United States’ immigration historyGraph data on immigration to United StatesConstruct population pyramids of the U.S. and immigrant populationsCompare and discuss what the data revealsIntroduce Making Population Real and PRBI’ll introduce the objectives and teaching standards that we’ll cover;Briefly introduce U.S. immigration history;We’ll graph immigration trends and discuss the changes over time;Then, we’ll construct population pyramids of the United States and specific sub-groupsAnd compare and discuss what the data reveals;Finally, we will briefly note how this relates to a set of curricula on population and provide more information about the organization that developed these materials.
3Making Population Real – Lesson Plan 7: Global Migration Patterns IssuesImmigrationEthnicityPopulation ConceptsComposition and structure of populationImmigrantsToolsAge-sex graph (population pyramid)Line graphToday, we’ll be discussing immigration.We’ll be looking at the composition and structure of the United States’ population and immigrant sub-groups.And use graphs to visualize the changes over time.
4Objectives To understand immigration to the United States To identify major international migration streamsTo evaluate the impact of migration on U.S. population structureOur objectives are to …(see slide)
5Teaching Standards AP Geography Standard Addressed, Unit II– Population Unit:C. Population movement2. Major voluntary and involuntary migrations at different scalesAP and the Advanced Placement Program are registered trademarks of the College Entrance Examination Board which was not involved in the production of these lesson plans.This curriculum is designed to address geography standards, but it also supports history, civics, science, public health, and other subjects.
6Brief Highlights of U.S. Immigration History U.S. encouraged European immigration; not Chinese or unskilled workersAt start of 20th Century U.S. began to regulate migration with passports, visas, etc.1920 began national quota system1965 opened to those immigrants sought by employers; Asian and Latin American immigration boomed19th and early 20th Century immigration was mostly from Europe. From the U.S. encouraged immigration – though beginning in the 1880s it barred Chinese and unskilled workers. In 1920, the U.S. began a system of quotas. A major shift in U.S. immigration policy in 1965 opened to include immigrants that U.S. employers wanted to hire. Immigration from Latin America and Asia boomedSource: PRB, "Immigration: Shaping and Reshaping America," Population Bulletin 58.2, pp. 5-6.[Normally, the students would be asked to read a few pages from the above publication before graphing immigration statistics and embarking on the following discussion. So, this slide provides a few tidbits to help aide the coming activity and discussion.]
7U.S. Immigration Patterns Who are the immigrants to the U.S.?How have they changed over time?Assignment:Construct a line graph of immigrants from specific regions to U.S. betweenThe brief highlights only partially tell the story. What more can we learn by looking at the numbers of immigrants to the United States from various world regions?Divide the room into groups (2-4 people per group).Distribute the first handout, “Immigration by Region of Last Residence,” to each participant.Pass out graph paper (one piece for small groups or a couple of pieces for large groups), pencils, and erasers.Assign a region to each group (each region could be assigned to more than one group).[Note: Encourage the participants to quickly create the graphs, rather than making them perfect.]
8Graphing Instructions Set up a graph with decades on the horizontal axisFor the vertical axis, the scale should be 0 to 5 million (setting the unit at 250,000) to keep all graphs on the same scaleGraph the number of immigrants for your assigned region** Europe, Asia, North and South Americas, Africa, and OceaniaPresenter Instructions:Ask everyone to follow these graphing instructionsThe scale has been established so that we can more easily compare the graphs of immigrants from each region.Europe is an exception, as its greatest number is just over 8 million. That group should be sure to leave space above the graph to note this data point.Oceania includes Australia, New Zealand, and island nations of the South Pacific (see PRB’s World Population Datasheet for more details).
9Patterns of Immigration What was the main source of immigrants in the 19th century?What changes in immigration source regions have occurred in the last several decades?What might account for the shift in immigration source regions?How might this shift in source regions affect the composition of the United States population?Presenter Instructions:Have each group briefly describe the graph of their region and point out any significant pattern(s) that they noticed.Then, conduct a full group discussion (main answers follow):EuropeA switch from predominantly European to mostly Asian and Latin American immigrantsThe 1965 major policy changeThis has the potential to change the ethnic, racial, and religious composition of the U.S., bringing in more Asian influences (yoga, Tai Chi, Buddhism, Hinduism) and Hispanic influences (Catholicism, Cinco de Mayo, soccer)
10Population StructureHow are immigrant populations changing the structure of the U.S. population?Assignment:Construct population pyramids for:Total U.S. populationU.S. immigrant populationHispanic U.S. populationPresenter Instructions:Show participants the next slide so they can visualize what they are constructing.Divide participants into pairs or small groups of up to 4 people.Distribute a copy of the blank age-sex graph handout to each pair of participants (or small groups up to 4).Distribute copies of the handout U.S. Population Data by Age Group to each participant. (Note: Columns are totaled to speed the exercise. Slide 12 is an example of this handout.)Assign each pair/group to work on one of the pyramids (either Total U.S., U.S. Immigrants, or Hispanic).Groups will need to convert population numbers into percentages (divide each subgroup into the total population). If possible, provide calculators.Note: You can use Excel to complete this exercise if computers are available.
11Sample Population Pyramid Presenter Instructions:On this version, over 75 goes in category.Note: You can use Excel to complete this exercise if computers are available. Just plug in the raw numbers into the file. It will calculate percentages and put them into the generic chart above. Label it, and it’s ready.
12Blue box is Note 1 at bottom: figures are combined for these years. Population totals at bottom have been added. Teachers can provide these to students or not as they choose.
14Discussing Population Structures Compare the three pyramids:How do the two minority populations differ from the general population in terms of structure?How do you explain the differences?What is the impact on the United States population overall?Have each group share their population pyramid with the full workshop session.On the Total U.S. population graph, have them locate the “baby boom.” (You might also mark the “boomlet” – the children of the baby boomers.)Next conduct a discussion amongst everyone in the workshop:Compare the three pyramids. How do they differ? [A: Immigrants and Hispanic population is younger.]How do you explain the differences? [A: Who is likely to pick up and move to another country, the young or the old? Family size correlates with income, education, and profession.]What is the impact on the U.S. population overall? [A: It is still growing, and will continue to do so as the children of these subgroups have children. Asian and Hispanic population will continue to grow as a proportion of the overall population (just like with the baby boomers and their children). ]
15Activities Population Movement to the United States Research and discuss backgroundGraph changing rates of immigration to U.S.Map countries of origin and states of destinationImmigrants in the United StatesCreate population pyramidsCompare and discuss differencesPeople Without a Place to Call HomeResearch refugee groups worldwideThe activities we carried out today came from the first two student activities of the Global Migration lesson plan. The third activity, “People Without a Place to Call Home,” is an excellent research exercise on refugee populations worldwide. I recommend you consider using it in your classrooms.
16Making Population Real Lesson Plans Population Fundamentals – Building a FoundationPopulations in the Path of Natural HazardsThe Demographic Transition –A Contemporary Look at a Classic ModelHIV/AIDS and Contemporary Population DynamicsPopulation Policy – Progress Since CairoPeople on the MoveGlobal Migration Patterns[Omit slides if you are conducting the 3-hour workshop as they are reviewed in the Overview presentation of Making Population Real and PRB.]This lesson plan comes from a larger package written for the AP classes called “Making Population Real.” The entire package includes 7 lesson plans.“Population Fundamentals:” Introduces key concepts in population studies.“Populations in the Path of Natural Hazards:” Examines the vulnerability of coastal communities, using Florida and Puerto Rico as examples.“The Demographic Transition:” Re-examines this fundamental theory in population studies. It compares the classic case of England with a variety of other nations.“HIV/AIDS and Contemporary Population Dynamics:” Looks at the extent, distribution, and impacts of AIDS.“Population Policy–Progress Since Cairo:” Explores contemporary understanding of links between development and population growth, with an emphasis on the status of women. One student activity examines the usefulness and accuracy of indexes, looking at the Human Development Index.“People on the Move:” Looks at migration patterns within the United States.In this session, we reviewed the “Global Migration Patterns” lesson plan.
17About Making Population Real Free, on-line curricula utilize up-to-date real-world data and articles from a variety of web-based resources:United Nations (UNICEF, UNHCR, WHO, etc.)U.S. Census BureauNational Oceanic and Atmospheric AdministrationPRB research and publicationsLead author Martha B. Sharma, a teacherRecipient of the 2006 Geographic Excellence in Media Award from National Council for Geographic Education“Making Population Real”:is available free on-lineutilizes current information from expert sourcesPopulation Reference Bureau worked with Martha Sharma in developing these curricula. She is a retired geography teacher and instrumental in designing the AP Human Geography curriculaMaking Pop. Real was the recipient of the 2006 Geographic Excellence in Media Award from National Council for Geographic Education
18Population Reference Bureau Informs people around the world about population, health, and the environment, and empowers them to use that information to advance the well-being of current and future generations.Analyzes demographic data and research to provide objective, accurate, and up-to-date population information in a format that is easily understood by educators, journalists, and decision makers alike.Population Reference Bureau is a non-profit organization with these goals … [See slide; the first bullet is the mission statement].
19This is PRB’s home page with the section that contains the “Making Population Real” teaching package and other curricula circled in red.