Marvelous Migration
An Introduction to Migration
"File:Net migration, OWID.svg" by Our World In Data is licensed under CC BY 3.0
What do we mean by migration anyway? |
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"File:Net migration, OWID.svg" by Our World In Data is licensed under CC BY 3.0
What do we mean by migration anyway? |
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marvelous_migration_workbook.pptx | |
File Size: | 1374 kb |
File Type: | pptx |
marvelous_migration_workbook.pdf | |
File Size: | 434 kb |
File Type: |
Starter: (3 minutes)
Read over the instructions for each task you are to complete for Lesson 1. This will help you to focus on the information you will need as you go through the independent research links and videos. Note: To show your work for each lesson, you must complete one of the following: 1) Complete the PowerPoint provided and upload completed work to ClassCharts. 2) Print off the PDF file, complete the tasks, take pictures or scan your work and upload to ClassCharts. 3) If you are really stuck, you can simply complete the tasks on a sheet of paper and send your completed work to ClassCharts. 4) The amount of time each task should take you is in brackets. If a task is taking a lot longer than the suggested time, stop and move onto the next task. |
Task 1: (5 minutes)
Match up the key terminology to the correct definition. Stuck? Think about how the media uses these terms. Task 2, Part A: (3 minutes) Write a definition for what a push factor is and what a pull factor is. Task 2, Part B: (5 minutes) Now you are familiar with what a push and pull factor is, create 2 minds maps, one for each factor and fill will real life examples for each. Stuck? What would make you want to move away from somewhere? What would attract you to move to somewhere else? Task 3: (10 minutes) Read the poem called 'The British'. Using the poem, annotate on the world map where all of the migrants have come from that make up the population of Britain. Stuck? Use an atlas or Google Earth to find the location of some of the countries. |
Task 4: (7 minutes)
The poem has many traditional migrations included in it, however, there are modern migrations to Britain that are missing from our poem. Think about where our modern day immigrants are moving from and create a new verse for our 'British' poem. Stuck? Think about modern day migrations to Britain that are discussed on the news, or even think about where some of our teachers at Fulston have come from! Task 5: (10 minutes) Using your new verse for the poem, think about why these immigrants are moving to Britain. Is it because of push an pull factors? Give some specific examples of movements of people and why they have come to Britain. Stuck? Research Windrush or the number of migrants that will move to the UK to study - where are they mainly from? Plenary: (2 minutes) Should we have to stay where we are born? Why? Stuck? Think about what immigrants have brought to our country - it could be part of their food, language, religion or even someone you know. |
Starter: (3 minutes)
Read over the instructions for each task you are to complete for Lesson 2. This will help you to focus on the information you will need as you go through the independent research links and videos. Note: To show your work for each lesson, you must complete one of the following: 1) Complete the PowerPoint provided and upload completed work to ClassCharts. 2) Print off the PDF file, complete the tasks, take pictures or scan your work and upload to ClassCharts. 3) If you are really stuck, you can simply complete the tasks on a sheet of paper and send your completed work to ClassCharts. 4) The amount of time each task should take you is in brackets. If a task is taking a lot longer than the suggested time, stop and move onto the next task. |
Task 1: (5 minutes)
Watch the YouTube video and write down all the reasons people want to migrate specifically to the UK. Stuck? Think about push and pull factors from last lesson. Task 2: (7 minutes) Using the PDF or Word document, describe the pattern on the map. What impact will this membership have on migration to the UK? Task 3: (8 minutes) Fill out the table with push a pull factors, thinking specifically of people who are migrating from Eastern Europe to the UK. Categorise them into social, economic, environmental and political. Stuck? Economic = money, social = people, political = the government. |
Task 4: (5 minutes)
Look at the map of registered migrant workers in the UK (the blue map). Describe the pattern of workers across the UK. Why do you think migrant workers are distributed in this way? Stuck? Think about what types of jobs these migrants are working in. Task 5: (13 minutes) Read the definitions of a source and a host country. Complete the table of impacts on the source and host countries. Use the YouTube video and the PDF or Word document article resources to complete this. Stuck? Is it a positive or negative impact? Who is it positive or negative for? Plenary: (4 minutes) Is migration good or bad? Explain why. Is it good or bad for the host or the source country? Explain why. |
Starter: (2 minutes)
Read over the instructions for each task you are to complete for Lesson 3. This will help you to focus on the information you will need as you go through the independent research links and videos. Note: To show your work for each lesson, you must complete one of the following: 1) Complete the PowerPoint provided and upload completed work to ClassCharts. 2) Print off the PDF file, complete the tasks, take pictures or scan your work and upload to ClassCharts. 3) If you are really stuck, you can simply complete the tasks on a sheet of paper and send your completed work to ClassCharts. 4) The amount of time each task should take you is in brackets. If a task is taking a lot longer than the suggested time, stop and move onto the next task. |
Task 1: (4 minutes)
Watch the video. Write down your initial thoughts on the situation. Task 2: (3 minutes) Read the headlines on slide 1 of the PDF or PowerPoint resources. How is this situation being portrayed? What do these headlines makes you instantly think of? Do you think these headlines portray the full story? Task 3: (25 minutes) Using the data on slide 3 of the PDF or PowerPoint resources, you need to create 2 graphs displaying whichever 2 pieces of data you want to use. You must also then use 1 piece of the data to create a map with proportional circles on. Stuck? Not sure what proportional circles are? Use this video to help you. |
Task 4: (7 minutes)
Read either Article 1 PDF or Word, or Article 2 PDF or Word. Is it a crisis? Who is the 'migrant crisis' a crisis for? What are the impacts of this mass movement of people? Stuck? Remember that impacts can be both positive or negative. Plenary: (4 minutes) Read the key facts on slide 2 of the PDF or PowerPoint resources. Do you think we as a country are doing enough for these migrants? Explain why. What do you think we should be a doing differently? |
Starter: (3 minutes)
Read over the instructions for each task you are to complete for Lesson 4. This will help you to focus on the information you will need as you go through the independent research links and videos. Note: To show your work for each lesson, you must complete one of the following: 1) Complete the PowerPoint provided and upload completed work to ClassCharts. 2) Print off the PDF file, complete the tasks, take pictures or scan your work and upload to ClassCharts. 3) If you are really stuck, you can simply complete the tasks on a sheet of paper and send your completed work to ClassCharts. 4) The amount of time each task should take you is in brackets. If a task is taking a lot longer than the suggested time, stop and move onto the next task. |
Task 1: (7 minutes)
Read the definitions of the new key terminology for this lesson. Look at the image of a favela PDF or PowerPoint. What do you think life is like in a favela? Why do you think people live there? Task 2: (30 minutes) Life in the favela. As you watch the 3 videos, answer the questions in the booklet. You will need to pause the videos to write down your answers. Video 1 Video 2 (only watch to 10:59, the rest is credits Video 3 |
Plenary: (5 minutes)
Complete the table of both positive and negative impacts that rural-urban migration is having in places like Brazil. Stretch: Categorise your impacts into social, economic and environmental. Stuck? Remember, that impacts will happen in both the rural and urban areas. |
Starter: (3 minutes)
Read over the instructions for each task you are to complete for Lesson 5. This will help you to focus on the information you will need as you go through the independent research links and videos. Note: To show your work for each lesson, you must complete one of the following: 1) Complete the PowerPoint provided and upload completed work to ClassCharts. 2) Print off the PDF file, complete the tasks, take pictures or scan your work and upload to ClassCharts. 3) If you are really stuck, you can simply complete the tasks on a sheet of paper and send your completed work to ClassCharts. 4) The amount of time each task should take you is in brackets. If a task is taking a lot longer than the suggested time, stop and move onto the next task. |
Task 1: (2 minutes)
Think about why people would want to move from Mexico to the USA - are they push or pull factors? Task 2: (45 minutes) Watch as much of the documentary as you can in 45 minutes. As you watch, answer the questions on the sheet, either PDF or Word document. |
Plenary: (2 minutes)
What do you think is the most important reason that someone would migrate from Mexico to the USA? CHALLENGE: (4 minutes) What is your opinion on this migration? Do you think it is right? Should it be easier for someone to migrate from Mexico to the USA? Explain why you have come to that decision. |
Starter: (3 minutes)
Read over the instructions for each task you are to complete for Lesson 6. This will help you to focus on the information you will need as you go through the independent research links and videos. Note: To show your work for each lesson, you must complete one of the following: 1) Complete the PowerPoint provided and upload completed work to ClassCharts. 2) Print off the PDF file, complete the tasks, take pictures or scan your work and upload to ClassCharts. 3) If you are really stuck, you can simply complete the tasks on a sheet of paper and send your completed work to ClassCharts. 4) The amount of time each task should take you is in brackets. If a task is taking a lot longer than the suggested time, stop and move onto the next task. |
Task 1: (10 minutes)
Using slide 1 from the PowerPoint of PDF, read the story of Pedro Morales. What are his push factors? What are his pull factors? Which factor do you think is the most important? Task 2: (10 minutes) Using slides 2 & 3 from the PowerPoint of PDF, you must imagine tat you are Pedro and you are making the journey from Mexico to the USA. You must make a decision on your job, your journey and any equipment you will need. Use Google Earth to discover what the terrain is like for your journey. |
Task 3: (20 minutes)
THE BIG WRITE! You must now use your plan to write a letter back home. Your journey across the border was a success, but would you do it the same again next time? Using the questions in the booklet to guide you, write a letter to a family member or friend describing your journey and how successful it was. Plenary: (2 minutes) Use the marking grid for the assessment, either PDF or Word document, to double check your letter - have you done everything you need to reach your flightpath? |