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Algonquin College1385 Woodroffe Ave

Ottawa, OntarioK2G-1V8

(613)727-4723 ext.5138

CGW4U World IssuesUnit 2 – Migration

Provided by Windsor-Essex Catholic Districts School Board

Last updated: July 26, 2007

All pictures, maps and graphics associated with lesson plans are the property of Algonquin College, unless otherwise noted or linked. Statistical data and background information has been collected from the CIA World Factbook, public domain reference materials, and (where identified) external resources.

Curriculum and Lesson Plans have been created by partner School Boards [as identified]. These lesson plans and associated resources (photo, video, audio, etc.) are free for use to all teachers within the partner Boards in the delivery of the Ontario K-12 Curriculum. While every effort has been made to maintain the accuracy of the information provided, Algonquin College is not responsible for unintentional data entry errors or omissions.

If you would like to report any errors or corrections for lesson plans, or use copyrighted materials for purposes other than the Ontario Curriculum please contact:Expedition Africa at (613)727-4723 ext. 5138 or email [email protected]

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Small World Big Picture, Expedition Africa 2006

Table of Contents

Summary of Lesson Plan...................3Unit Description..................................4Unit Synopsis Chart............................4

Students will conduct an inquiry into the impact the movement of youth and the educated have on their country of origin. Students will address a thesis statement and make use of the MLA format for essay writing in order to document their findings...............5

Activity 2.1: Push and Pull Factors. .9

Description...................................9Overall and Specific Learning Expectations................................9Teaching/Learning Strategies......9Assessment & Evaluation of Student Achievement..................9Enrichment Opportunity.............10Website Resources...................10

Activity 2.2: Past and Present Pathways...........................................10

Description.................................10Overall and Specific Learning Expectations..............................10Teaching/Learning Strategies....10Assessment & Evaluation of Student Achievement................11Enrichment Opportunity.............11Website Resources...................11

Activity 2.3: Population Relief........12

Description.................................12Overall and Specific Learning Expectations..............................12Teaching/Learning Strategies....12Assessment & Evaluation of Student Achievement................13Enrichment Opportunity.............13Website Resources...................14

Activity 2.4: The Human Drain........15

Description.................................15Overall and Specific Learning Expectations..............................15Teaching/Learning Strategies....15Assessment & Evaluation of Student Achievement................16

Website Resources...................16Activity 2.5: Benefits and Challenges17

Description.................................17Overall and Specific Learning Expectations..............................17Teaching/Learning Strategies....17Assessment & Evaluation of Student Achievement..............................17Website Resources...................18

Activity 2.6: Refugees......................19


Activity 2.7: Internally Displaced....21

Description.................................21Overall and Specific Learning Expectations..............................21Teaching/Learning Strategies....21Assessment & Evaluation of Student Achievement..............................22Enrichment Opportunity.............22Website Resources...................22

Activity 2.8: UNHCR – Protecting Refugees............................................................23

Description.................................23Overall and Specific Expectations23Students will:.............................23Teaching/Learning Strategies....23Assessment & Evaluation of Student Achievement..............................23Website Resources...................23

Activity 2.9: Work of NGOs.............24


Activity 2.10: Impact of Urban Migrations – The Rural to Urban Shift...................26

Description.................................26Overall and Specific Learning Expectations..............................26Teaching/Learning Strategies....26

World Issues – Unit 2: Migration Page 2 of 30


Assessment & Evaluation of Student Achievement................27Enrichment Opportunity.............27Website Resources...................27

Activity 2.11: Canada’s Role...........28

Description.................................28Overall and Specific Learning Expectations..............................28Teaching/Learning Strategies....28Assessment & Evaluation of Student Achievement................29Website Resources...................29

Feedback Page...................................30

Summary of Lesson Plan

In this unit students will assess the reasons as to why people move. They will compare the circumstances that result in human migration in both Canada and in East Africa and the impact human migration has on natural and human environments. Students will be required to assess the movement of international refugees and the plight of the internally displaced. The reasons for the rural to urban shift in both regions of the world will be assessed for similarities and differences. Students will conclude their study by evaluating the Canadian response to the population pressures experienced in East Africa.

This lesson plan may identify specific resources to support certain activities. While the expedition team will attempt to gather all the required resources, we cannot guarantee that all photo, audio, video will be captured as listed.



Unit DescriptionThroughout the centuries human migrations have taken on many forms. People have traveled great distances to better their quality of life. At times the movements are planned, methodical and organized while others are chaotic. Mass movements have resulted in the populating of continents, the creation of countries and the growth of urban centers. Depending on the circumstances, however, human migration may be welcomed, encouraged, rejected, and at times forced. In this unit students will assess the reasons as to why people move. They will compare the circumstances that result in human migration in both Canada and in East Africa and the impact human migration has on natural and human environments. Students will be required to assess the movement of international refugees and the plight of the internally displaced. The reasons for the rural to urban shift in both regions of the world will be assessed for similarities and differences. Students will conclude their study by evaluating the Canadian response to the population pressures experienced in East Africa.

Unit Synopsis Chart

Activity Time(hours)

Learning Expectations

Assessment Categories Tasks

Why do people migrate?

2.1 Push and Pull Factors

1.0

identify the social, economic, cultural, political, or ecological components ofselected geographic issues;

Knowledge

Students will differentiate between immigrants, emigrants, refugees and the internally displaced. Students will compare the reasons for moving to and from Canada and selected countries in East Africa.

2.2 Past and Present Pathways

1.0

outline the factors that influence selected world demographic trends;

use appropriate terminology when communicating results of geographic inquiries

KnowledgeCommunication

Students will view migration maps and analyze the significance of historical and present human movement on the North American and African continent. Students will summarize their findings in a paragraph that outlines the similarities and differences between past and present human movement.






What impact does human movement have on the host country?

2.3 Population Relief

1.5

identify ways in which countries and regions of the world are becoming increasinglyinterdependent;

Thinking Application

Students will create a spatial gradient map using Arc View 3.2 depicting the number of immigrants who arrived from the African continent into Canada since 2000. Students will make use of a spread sheet program and the statistics found on the Canada Immigration and Citizenship site in order to create a graph(s) that shows the relationship between Canada’s immigrants and their countries of origin. Students will determine which of two methods, statistical or spatial analysis is most valuable in this inquiry.

2.4 The Human “Drain”

1

analyze the impact on natural and human systems of selected human migrations;

use an accepted form of academic documentation to acknowledge all information sources, including electronic sources;

Application Communication

Students will conduct an inquiry into the impact the movement of youth and the educated have on their country of origin. Students will address a thesis statement and make use of the MLA format for essay writing in order to document their findings.

What impact does human movement have on the receiving country?

2.5 Benefits and Challenges

1 identify ways in which countries and regions of the world are becoming increasingly

Knowledge Students will identify the benefits migrant workers have on host countries. They will create a case study for a selected east African city that must address the






interdependent;

analyse the impact on natural and human systems of selected human migrations;

challenges of hosting transient populations.

Who are the refugees of East Africa? (Possible Feature)

2.6 Refugees

1.5

analyze the causes and consequences of recent events involving refugees and evaluatethe effectiveness of national and international policies for dealing with refugees;


Students will create a case study that deals with a refugee concern in an east African nation. Students will use data to create a graph(s) or maps to support their introduction to this topic. Students will conduct online research to determine the extent of the refugee concerns in the African countries studied throughout the expedition. Students will visit the UNHCR site to collect information. Students will complete their case study by directing their attention towards the refugee challenges in Zambia.

Why are their so many internally displaced in east Africa?

2.7 Internally Displaced

2.0 analyze the causes and consequences of recent events involving refugees and evaluatethe effectiveness of national and international policies for dealing with refugees;


Students will differentiate between a refugee and someone who is internally displaced. They will focus on the situation in the Sudan and in particularly those that have fled the region of Darfur. Students will identify the factors that have contributed to their displacement and suggest solutions to their situation. Students will also critique the international community’s response to the situation in






Darfur.

How has the international world responded to the plight of the internally displaced?

2.8 UNHCR

1

communicate the results of geographic inquiries, using appropriate terms and concepts anda variety of forms and techniques.

Knowledge

Students will begin this activity by visiting the United Nations website. After familiarizing themselves with the work of the UN they will focus on the UNHCR to conduct an inquiry into the efforts the UN has made to deal with the displaced in the eastern regions of Africa. Students will be required to manipulate data to support a thesis statement.

2.9 Work of NGO’s

1

evaluate the role played by non-governmental organizations and local communityinitiatives in different parts of the world in promoting sustainable development and responsible resource management.

Application

Students will visit three NGO sites and based on a set criteria evaluate the site for bias. Students will identify the origin of the site and determine its effectiveness in educating its viewers on the plight of the displaced in East Africa.

Why has there been a rural to urban shift in population? How has the rural to urban movement impacted cities?

2.10 Impact of Urban Migrations – The Rural to Urban Shift

2.0 outline the factors that influence selected world demographic trends;

analyse the impact on natural and human systems of selected human

Application Students will use graphic evidence to prove this phenomenon is occurring in both North American and on the African continent. They will identify reasons for the migration into urban centres by populations from Canada and those African nations represented in the sample.






migrations Students will assess the similarities and differences in and the reasons for the population shift. Students will identify the challenges urban planners face in quickly growing cities.

What role should Canada play in an attempt to alleviate the population pressures in Africa? 2.11 Canada’s Role

3

explain how economic and cultural considerations influence a country’s populationpolicies

use a variety of geotechnologies to interpret, analyze, and synthesize information inconnection with a geographic inquiry (e.g., geographic information systems[GIS], global positioning system [GPS], hypermedia);

communicate the results of geographic inquiries, using appropriate terms and concepts anda variety of forms and techniques.

KnowledgeThinking

ApplicationCommunication

Students will begin this culminating activity by assessing the role Canada has taken in alleviating the population pressures facing countries in East Africa. They will review immigration policies and recent efforts to assist countries in East Africa that are in need of population relief. Students will evaluate government programs aimed at supporting local relief efforts. Students will complete this study by assessing the successes and failure of Canadians to provide the support necessary to improve the quality of life of those suffering in East Africa. Statistical support, use of spreadsheet technology and knowledge of Geographic Information Systems will be required to complete this culminating task.



Activity 2.1: Push and Pull Factors Time: 1.0 hour

DescriptionThe migration of human populations has historically been the result of social, political, cultural and economic factors. In an attempt to seek out a better quality of life, movement may take place on a local, regional or international level. Movement can be a positive experience that is well planned and results in a better job, while other movements are a result of violence or natural calamity. In this introductory activity students will identify the push and pull factors that cause humans to uproot families and travel great distances. Students will differentiate between immigrants, emigrants, refugees and the internally displaced. Students will compare the reasons for moving to and from Canada and selected countries in East Africa.

Overall and Specific Learning Expectations

Students will:

identify the social, economic, cultural, political, or ecological components of selected geographic issues;

Teaching/Learning Strategies1. The instructor will define for students the terms immigrant, emigrant, and

refugee. Students will brainstorm reasons as to why people would want to migrate. Students will identify specific pull factors that would encourage immigrants to move to Canada and push factors that would result in Canadians emigrating to another part of the world.

2. Before analyzing the situations in East Africa, students will visit Immigration Canada’s website in an attempt to better understand the process immigrants must go through before they are allowed to enter Canada and be considered for permanent citizenship.

3. Students will be introduced to the point system and be required to assess the system from the standpoint of an immigrant and from the point of view of the host country.

4. Students will conduct research to determine the reasons for movement in the sub-Saharan region of East Africa. Students will compare their list with the reasons Canadians leave our country and identify the similarities and the differences.

Assessment & Evaluation of Student Achievement Knowledge – assess reasons students identify for immigrating to Canada

and emigrating from the east African nations in this study



Enrichment Opportunity Student interviews newly arrived immigrant to Canada. Student designs

questions to create article for school newsletter. Article should focus on the immigration experience and the reasons for coming to Canada. Article will be reviewed for cultural sensitivity and only published with the consent of the newly arrived immigrant.

Website Resources Citizenship and Immigration Canada - http://www.cic.gc.ca/ NGFL Internet Geography -

http://www.geography.learnontheinternet.co.uk/topics/migration.html Atlas of Human Journey -

https://www3.nationalgeographic.com/genographic/atlas.html

Activity 2.2: Past and Present PathwaysTime: 1 hour

DescriptionThe study of human patterns and distributions is typical of the approach that geographers take when studying the movement of people. Historically it is believed that early populations emigrated from Africa into the Middle East, Europe and Asia. Later, Asian populations crossed over into North America and followed a route that would eventually result in the populating of the Americas. Later migrations came from Europe across the Atlantic and North American was “re-discovered”. Today human migrations continue for generally the same reasons as they did in the past. Students will view migration maps and analyze the significance of historical and present human movement on the North American and African continent. Students will summarize their findings in a paragraph that outlines the similarities and differences between past and present human movement.


Students will: outline the factors that influence selected world demographic trends;

use appropriate terminology when communicating results of geographic inquiries

Teaching/Learning Strategies

1. Instructor will provide students with a brief history lesson on the historical movement of people from the African continent and the populating of the North American continent.

2. Students will be presented with past and present migration maps and be required to analyze the flow lines and identify patterns.

3. Students will summarize their findings in a paragraph that outlines the similarities and differences between past and present human movement.



http://www.geography.learnontheinternet.co.uk/topics/migration.html

http://www.cic.gc.ca/


Assessment & Evaluation of Student Achievement Knowledge – assess the quality of the research conducted to complete the

inquiry and assess student’s ability to focus on key differences and similarities between historical and present day migrations

Communication – assess written work for grammar, spelling and sentence structure

Enrichment Opportunity Student arranges to be guest speaker for Grade 11 Ancient Civilizations class,

Grade 10 Canadian History class or Grade 12 World History class. Student prepares presentation on Past and Present Migration Pathways – The Impact on Human and Natural Environments.

Website Resources DNA project to trace human steps - http://news.bbc.co.uk/1/hi/sci/tech/4435009.stm Human Migration - http://en.wikipedia.org/wiki/Human_migration Routes of Human Migration - http://encarta.msn.com/media_461562983_761566394_-

1_1/Routes_of_Human_Migration.html CIC Home Page - http://cic.gc.ca/english/index.asp Atlas of Human Journey -




http://cic.gc.ca/english/index.asp

http://encarta.msn.com/media_461562983_761566394_-1_1/Routes_of_Human_Migration.html

http://encarta.msn.com/media_461562983_761566394_-1_1/Routes_of_Human_Migration.html

http://en.wikipedia.org/wiki/Human_migration

http://news.bbc.co.uk/1/hi/sci/tech/4435009.stm


Activity 2.3: Population Relief Time: 1.5 hour

DescriptionThere are two sides to every debate but most would agree that the carrying capacity of the world has yet to be reached. Although the earth’s population is fast approaching the seven billion mark, the inequities in quality of life are the result of the distribution of the people as opposed to the lack of resources. In an effort to reduce the impact of high density populations and improve both human and environmental conditions, those in the world with both space and resources have an obligation to provide the population of developing countries the opportunity to immigrate to less stressed regions of the world. Canada has prided itself on being a multicultural nation that has built success on the hard work and ingenuity of immigrants from the past and present. However, are those countries in most need of relief benefiting from the Canadian immigration policies?

Students will create a spatial gradient map using Arc View 3.2 depicting the number of immigrants who arrived from the African continent into Canada since 2000. Students will make use of a spread sheet program and the statistics found on the Canada Immigration and Citizenship site in order to create a graph(s) that shows the relationship between Canada’s immigrants and their countries of origin. Students will determine which of two methods, statistical or spatial analysis is most valuable in this inquiry. They will assess the pattern and draw conclusions based on their findings.


Students will: identify ways in which countries and regions of the world are becoming

increasingly interdependent

analyse and interpret data gathered through research and investigation using a variety of methods and geotechnologies;

Teaching/Learning Strategies1. Instructor will review graphing techniques and introduce students to

proportional lines as a method of displaying data.

2. Students will use data outlining the movement of people from different regions of the world to Canada between1995-2004. They will use Arc View or paper copy maps of the world to create proportional flow lines for each of the years to reflect the modern day movement of immigrants into Canada in the year 2004. (Data should be updated as it is made available)

3. Students will make use of a spreadsheet program and the statistics found on the Canada Immigration and Citizenship site in order to create a graph(s) that shows the relationship between Canada’s immigrants and their countries of origin.



Facts and Figures 2004Immigration Overview: Permanent and Temporary Residents

Category Years Site

Canada – Permanent Residents by Gender and Source Area

1995-2004 http://www.cic.gc.ca/english/pub/facts2004/permanent/9.html

Canada – Permanent Residents by Category and Source Area


Canada – Permanent Residents by Age and Source Area


Canada – Permanent Residents by Top Source Countries


Canada – Permanent Residents from Africa and the Middle East by Top Source Countries


4. Students will determine which of two methods, statistical or spatial analysis is most valuable in this inquiry.

Assessment & Evaluation of Student Achievement Application - Assess graphs and map for geographic essentials (units, legend,

labels, title etc.)

Thinking – Assess students rationale for their selection of the most effective technique to support this analysis

Enrichment Opportunity Students will manipulate data and assess trends to predict the source of

Canadian immigrants in the future.


http://www.cic.gc.ca/english/pub/facts2004/permanent/13.html
















Website Resources United Nations Population Relief Fund - http://www.unfpa.org/ Canadian Immigration Statistics -

http://www.cic.gc.ca/english/resources/statistics/menu-fact.asp Canadian Immigration Home Page - http://www.cic.gc.ca/english/index.asp African Migration: From Tensions to Solutions -

http://www.un.org/ecosocdev/geninfo/afrec/vol19no4/194migration.html


http://www.un.org/ecosocdev/geninfo/afrec/vol19no4/194migration.html

http://www.cic.gc.ca/english/index.asp

http://www.cic.gc.ca/english/resources/statistics/menu-fact.asp

http://www.unfpa.org/


Activity 2.4: The Human DrainTime:

DescriptionThe World Net Migration Rate Map of 2006* is evidence of the need for people to immigrate to other regions of the world and the willingness of developed countries to accept immigrants into their country. However, what the map fails to identify is the characteristics of the individuals that are moving out and those that are moving in. Canada uses a point system to assist in the decision to allow an immigrant into the country. It is a tool that screens the prospective newcomer for among other things, age, education and health. Although easily rationalized by immigration Canada as a necessary process to ensure that Canada’s needs are being met, critics argue that it is a selection process that strips developing world countries of their youth and educated. A process viewed on the one hand as alleviating population pressure is interpreted by others as a contributing factor to the donor countries’ lack of development.

Students will conduct an inquiry into the impact the movement of youth and the educated have on their country of origin. Students will address a thesis statement and make use of the MLA format for essay writing in order to document their findings.

* See http://en.wikipedia.org/wiki/Image:Net_migration_rate_world.PNG Map of the World Net Migration Rate of 2006


Students will: analyse the impact on natural and human systems of selected human migrations;

use an accepted form of academic documentation (e.g., footnotes, endnotes, or author-date citations; bibliographies or reference lists) to acknowledge all information sources, including electronic sources;

Teaching/Learning Strategies1. Instructor will begin by reviewing the reason for documenting borrowed

research. Handouts and explanations for citing work should be discussed thoroughly before proceeding with task.

2. The instructor will define the terms “youth drain” and “brain drain” for the students and initiate discussion.

3. Students will prepare an essay on immigration policies in the developed world countries and their relationship to attracting the youth and the educated from other countries.

4. Students will conduct research and seek out evidence of this phenomenon occurring in the African countries visited in this study.


http://en.wikipedia.org/wiki/Image:Net_migration_rate_world.PNG


Assessment & Evaluation of Student Achievement Application – assess student’s ability to conduct inquiry and apply research to

prove or disprove thesis

Communication – assess student’s ability to clearly state arguments and document the research used to create arguments

Website Resources Brain drain and brain gain: The migration of knowledge workers from and to

Canada - http://www.statcan.ca/english/studies/81-003/feature/eqhi2000006003s1a01.htm

BBC - Plugging the Brian Drain - http://news.bbc.co.uk/1/hi/world/africa/4339947.stm

Africa Recovery – Reversing Africa’s Brian Drain - http://www.un.org/ecosocdev/geninfo/afrec/vol17no2/172brain.htm

Canada’s Brian Drain a Trickle not a flood - http://www.straightgoods.com/Analyze/0018.shtml

Toronto Star – Stop ‘Poaching ‘ Doctors, WHO Tells Rich Countries - http://www.commondreams.org/headlines06/0408-05.htm


http://www.commondreams.org/headlines06/0408-05.htm

http://www.straightgoods.com/Analyze/0018.shtml

http://www.un.org/ecosocdev/geninfo/afrec/vol17no2/172brain.htm

http://news.bbc.co.uk/1/hi/world/africa/4339947.stm

http://www.statcan.ca/english/studies/81-003/feature/eqhi2000006003s1a01.htm

http://www.statcan.ca/english/studies/81-003/feature/eqhi2000006003s1a01.htm


Activity 2.5: Benefits and ChallengesTime: 1.0

DescriptionHuman migration is not a new phenomenon and regardless of borders and boundaries set up, it will continue legally or illegally as longs as geographic and economic inequities exist in the world. Viewed by some host countries as a threat to their present day quality of life, International migration presents benefits to both the host and the country of origin. Migrant workers do work in countries where labour shortages prevail. Immigrants bring with them skills and capital that stimulates economies and contacts that lead to new trading relations. Students will identify the benefits migrant workers have on host countries. They will create a case study for a selected east African city that addresses the challenges of hosting transient populations.


Students will: identify ways in which countries and regions of the world are becoming

increasingly interdependent;

analyse the impact on natural and human systems of selected human migrations;

Teaching/Learning Strategies1. The instructor will discuss with students the benefits that immigrant populations

bring to Canada. Students will categorize their suggestions as economic or social benefits and chart their results. Students will identify the challenges faced by governments entrusted with the responsibility of providing for new citizens. Students will research online and seek out evidence that the Canadian government is prepared for those that they bring into the country each year.

2. If possible, interview or invite a recent immigrant into the classroom from the sub-Saharan region of East Africa and inquire about their experiences as they left their home and moved to Canada.

3. Students will create a case study for a selected country in East Africa that addresses the challenges of hosting migrant populations.

Assessment & Evaluation of Student Achievement Knowledge – assess case study for key factors associated with the benefits and

challenges of hosting migrant populations – economic benefit, housing, medical care etc.



Website Resources Round Table on International Migration and Development: The Challenges Ahead -

http://www.unfpa.org/news/news.cfm?ID=512&Language=1 International migration can benefit countries of origin and destination – UN -

http://www.un.org/News/Press/docs/2006/ga10476.doc.htm Migration News – Immigration to Africa - http://migration.ucdavis.edu/mn/more.php?

id=1712_0_5_0 South Africa Migration International - http://www.samigration.com/ Changing Attitudes To Immigration And Refugee Policy In Botswana -

http://www.queensu.ca/samp/sampresources/samppublications/policyseries/policy28.htm

Africa Files - Botswana-Zimbabwe: Do new fences make good neighbours? - http://www.africafiles.org/article.asp?ID=6892

Who needs migrant workers? - http://www.open2.net/society/international_development/migrant290105.html


http://www.open2.net/society/international_development/migrant290105.html

http://www.africafiles.org/article.asp?ID=6892



http://www.samigration.com/

http://migration.ucdavis.edu/mn/more.php?id=1712_0_5_0

http://migration.ucdavis.edu/mn/more.php?id=1712_0_5_0

http://www.un.org/News/Press/docs/2006/ga10476.doc.htm

http://www.unfpa.org/news/news.cfm?ID=512&Language=1


Activity 2.6: RefugeesTime: 1.5

DescriptionAccording to the UNHCR, a refugee “is a person who is outside their country and cannot return owing to a well-founded fear of persecution because of their race, religion, nationality, political opinion or membership of a particular social group.” Canada has become home to thousands of refugees over the last decade and continues to support those that find themselves in this most precarious position. In Africa refugee populations are monitored closely by the UN, the governments of host countries and NGOs. The numbers are staggering and although some do return to their homeland many are stateless, asylum seekers welcomed nowhere. Students will create a case study which deals with a refugee concern in an east African nation. Students will use data to create a graph(s) or maps to support their introduction to this topic. Students will conduct online research to determine the extent of the refugee concerns in the African countries studied throughout the expedition. Students will visit the UNHCR site to collect information. Students will complete their case study by directing their attention towards the refugee challenges in Zambia.


Students will: analyse the causes and consequences of recent events involving refugees and

evaluate the effectiveness of national and international policies for dealing with refugees;

analyse the human rights of refugees and what is being done in Canada to help refugees in Africa.

Teaching/Learning Strategies1. The instructor will define the term refugee for students and with the use of film or

case study present a local or regional account of recent refugees that have found their way to Canada (CBC News in Review). Students will apply the definition to their case and identify why they should be considered for refugee status.

2. Students will create a case study which deals with a refugee concern in an African nation.

Step 1 – World Refugees - IntroductionStudents will use data from the UNHCR to create a graph(s) or spatial gradient map to support an introduction to this topic. See UNHCR – Basic Facts at - http://www.unhcr.org/cgi-bin/texis/vtx/basics/opendoc.htm?tbl=BASICS&id=3b028097c#Refugees

Persons of Concern to UNHRC by Region and Estimated Number of Refugees and Total Persons of Concern to UNHCR Worldwide are recommended for this introductory activity.

Step 2 – Refugees in AfricaStudents will conduct online research to determine the extent of the refugee concerns in the African countries studied throughout the expedition. Students will visit the UNHCR site to collect information.


http://www.unhcr.org/cgi-bin/texis/vtx/basics/opendoc.htm?tbl=BASICS&id=3b028097c#Refugees

http://www.unhcr.org/cgi-bin/texis/vtx/basics/opendoc.htm?tbl=BASICS&id=3b028097c#Refugees


Step 3 – Zambia – The Challenges of Hosting RefugeesStudents will complete their case study by directing their attention towards the refugee challenges in Zambia. Students will address the following focus questions:

1. Where are the recent refugees in Zambia originating?2. What are their reasons for migrating to Zambia?3. How does the Zambian government deal with the refugee populations?4. What are the human and environmental challenges of hosting such large

numbers of refugees?5. How does “repatriation” and “resettlement” play a role in relieving Zambia

of the burden of caring for refugees?

Assessment & Evaluation of Student Achievement Knowledge – evaluate case study for content and selection of key

points to address the issues associated with refugees in Africa Communication – evaluate students ability to effectively organize case

study and communicate findings clearly and concisely

Website Resources Refugees International - http://www.refintl.org/ In Pursuit of Sustainable Solutions for Refugees in Zambia - http://www.unhcr.org/cgi-

bin/texis/vtx/partners/opendoc.pdf?tbl=PARTNERS&id=40a37b9f4 Key Resource - The State of the World's Refugees 2006 Human displacement in the new

millennium - http://www.unhcr.org/cgi-bin/texis/vtx/template?page=publ&src=static/sowr2006/toceng.htm

UNHCR The UN Refugee Agency - http://www.unhcr.org/cgi-bin/texis/vtx/home U.N. refugee agency launches "The State of the World's Refugees" -

http://www.unhcr.org/cgi-bin/texis/vtx/news/opendoc.htm?tbl=NEWS&id=4445f6334


http://www.unhcr.org/cgi-bin/texis/vtx/news/opendoc.htm?tbl=NEWS&id=4445f6334

http://www.unhcr.org/cgi-bin/texis/vtx/home

http://www.unhcr.org/cgi-bin/texis/vtx/template?page=publ&src=static/sowr2006/toceng.htm

http://www.unhcr.org/cgi-bin/texis/vtx/template?page=publ&src=static/sowr2006/toceng.htm

http://www.unhcr.org/cgi-bin/texis/vtx/partners/opendoc.pdf?tbl=PARTNERS&id=40a37b9f4

http://www.unhcr.org/cgi-bin/texis/vtx/partners/opendoc.pdf?tbl=PARTNERS&id=40a37b9f4

http://www.refintl.org/


Activity 2.7: Internally DisplacedTime: 2.0

DescriptionThe internally displaced are refugees within the boundaries of their own country. Both human and physical events can trigger the mass movement of a population within its own country. The wars in Sudan have raged on for years. Countless villages have been destroyed and some estimate the death toll at close of a half million. The displaced people flee for their lives to remote areas outside of cities that are incapable of sustaining life. For thousands in the region of Darfur starvation, disease and genocide is all that the future holds.

“The UN warns that the situation in Darfur is emerging as the worst humanitarian crisis in Sudan since 1998. The United States government and the parliament of the European Union agree that the government of Sudan is committing genocide in Darfur. Despite the signing of a ceasefire agreement and numerous other international agreements, the government of Sudan and the Janjaweed militia continue to attack civilians with impunity. Forced relocations of settlements for internally displaced people, rapes of women by government police officers, and continued attacks on villages continue to plague the region and there seems to be little that the international community can do.”

Source: http://www.refintl.org/content/article/detail/3078

Students will differentiate between a refugee and someone who is internally displaced. They will focus on the situation in the Sudan and in particular those that have fled the region of Darfur. Students will identify the factors that have contributed to their displacement and suggest solutions to their situation. Students will also critique the international community’s response to the situation in Darfur.


Students will: analyse the causes and consequences of recent events involving refugees and

evaluate the effectiveness of national and international policies for dealing with refugees;

Teaching/Learning Strategies1. The instructor should begin this activity with a film, slides, or live news report

to quickly bring students up to date in the Darfur crisis. Instructor should also provide a brief history lesson be identifying for the students those that are responsible for the situation and those that are affected.

2. Students will prepare a slide presentation which identifies the factors that have contributed to the displacement, a critique of the international community’s and Canadian responses to the Darfur crisis. Students will provide solutions to the crisis from a Canadian and International perspective.


http://www.refintl.org/content/article/detail/3078


Assessment & Evaluation of Student Achievement Knowledge – evaluate student’s ability to present the key factors that have led to

the situation in Darfur and the key elements of the actions and lack of action by the international community

Communication – evaluate effectiveness of presentation in identifying the key elements of the crises and the ability of the student to make use of visuals and text to support their study

Enrichment Opportunity Students will read excerpts from Aboriginal Canadian history and assess our

colonial history for similarities and differences with the Darfur crisis.

Website Resources Refugees International - http://www.refintl.org/ UNHCR – Internally Displaced -

http://www.unhcr.org/cgi-bin/texis/vtx/basics/opendoc.htm?tbl=BASICS&id=3b028097c#IDPs

IRIN - AFRICA: More than 13 million displaced, says NRC - http://www.irinnews.org/report.asp?ReportID=20878

Human Rights Watch – Refugees and Displaced Persons - http://hrw.org/doc/?t=refugees&document_limit=0,2

BBC - Millions of Sudanese displaced by Africa's longest war are now returning to southern Sudan, putting pressure on scarce resources in one of the poorest regions in Africa - http://news.bbc.co.uk/2/hi/africa/4297508.stm

Amnesty International – The Forcibly Displaced … http://web.amnesty.org/library/Index/ENGAFR010051997?open&of=ENG-MLI


http://web.amnesty.org/library/Index/ENGAFR010051997?open&of=ENG-MLI

http://news.bbc.co.uk/2/hi/africa/4297508.stm

http://hrw.org/doc/?t=refugees&document_limit=0,2

http://hrw.org/doc/?t=refugees&document_limit=0,2

http://www.irinnews.org/report.asp?ReportID=20878



http://www.refintl.org/


Activity 2.8: UNHCR – Protecting RefugeesTime: 1 hour

DescriptionThe collection of statistics and articles for academic banter is an interesting exercise but one that falls short of providing constructive solutions to the issues of the day. It is easy to be critical, to empathize and be sympathetic to those suffering from persecution, malnutrition or statelessness but it takes personal sacrifice to take action. The UNHCR is a department of the United Nations that is focused on the state of refugees world wide and provides programs, money and direction to countries that are in need of assistance in dealing with increasing refugee populations. The UNHCR is involved in the protection of vulnerable people. They provide legal support, global programmes focused on nutrition, education, disease, repatriation and resettlement. Students will begin this activity by visiting the United Nations’ website. After familiarizing themselves with the work of the UN, they will focus on the UNHCR to conduct an inquiry into the efforts the UN has made to deal with the displaced in the eastern regions of Africa.

Overall and Specific Expectations

Students will: communicate the results of geographic inquiries using appropriate terms and

concepts and a variety of forms and techniques.

Teaching/Learning Strategies1. Instructor will review with students the difference between a government and a

NGO organization. Instructor will discuss with students the term bias and identify ways in which both organizations may project a bias in the information that they post.

2. Students will begin this activity by visiting the United Nations’ website. After familiarizing themselves with the work of the UN, they will focus on the UNHCR and explain five ways in which the UN assisted the displaced world wide and particularly in the eastern regions of Africa.

Assessment & Evaluation of Student Achievement Knowledge - Evaluate list for evidence of programs directed at the displaced of

the world

Website Resources Refugees by Numbers (2005 edition) -

http://www.unhcr.org/cgi-bin/texis/vtx/basics/opendoc.htm?tbl=BASICS&id=3b028097c#Who%20does%20UNHCR%20help

Key Resources - UNHCR - 2006 UNHCR Country Operations Plans - http://www.unhcr.org/cgi-bin/texis/vtx/protect/opendoc.htm?tbl=PROTECTION&id=433a98932

Protecting Refugees - http://www.unhcr.org/cgi-bin/texis/vtx/protect


http://www.unhcr.org/cgi-bin/texis/vtx/protect

http://www.unhcr.org/cgi-bin/texis/vtx/protect/opendoc.htm?tbl=PROTECTION&id=433a98932

http://www.unhcr.org/cgi-bin/texis/vtx/protect/opendoc.htm?tbl=PROTECTION&id=433a98932




Activity 2.9: Work of NGOsTime:

DescriptionThe acronym “NGO” stands for Non Government Organization. NGOs are usually funded by private donations, receive government funding (CIDA), receive partial sponsorship from corporations or are directed by philanthropists who have a particular interest in a global issue. They are not directly influenced by governments or large corporations and often go out of their way to provide an alternative opinion to an issue and supporting a cause that is not of concern to the majority. NGOs can be found addressing a variety of issues. However, many focus on human rights or environmental concerns. The credibility of an NGO is perhaps scrutinized more carefully than an organization such as Canada’s Department of Immigration and Citizenship. It is often taken for granted that if the government sponsors the program it must be accurate and free of bias. In both cases there is the need for students to be critical of what they read and to look for indicators of bias and credibility. Students will visit three NGO sites and based on set criteria, evaluate the site for bias. Students will identify the origin of the site and determine its effectiveness in educating its viewers on the plight of the displaced in East Africa.


Students will: evaluate the role played by non-governmental organizations and local community

initiatives in different parts of the world in promoting sustainable development and responsible resource management.

Teaching/Learning Strategies1. Instructor will differentiate between NGO and government organizations.

Students will collectively chart the benefits and weaknesses of each type of organization.

2. Students will conduct an online search to come to a conclusion as to how effectively the private and public sector address an issue like human migration. Students will be directed to three sites where they will evaluate the site based on set criteria to determine if this is an effective organization or if it falls short of the direction and mandate necessary to impact a world issue like human migration.

The following are examples of sites that may be used for evaluation. The instructor should review the sites prior to assigning this task to ensure that links are hot and content appropriate:

Migration Policy Institute (MPI) http://www.migrationpolicy.org/ Human Rights First - http://www.humanrightsfirst.org/index.asp Canadian Council for Refugees - http://www.web.ca/ccr/

Assessment & Evaluation of Student Achievement Application - Assess student’s ability to evaluate site based on criteria and draw

conclusions as to the effectiveness of the site and evidence of bias


http://www.web.ca/ccr/

http://www.humanrightsfirst.org/index.asp

http://www.migrationpolicy.org/


Website Resources Human Rights Watch – Africa - http://www.hrw.org/doc/?t=africa Refugees International - http://www.refugeesinternational.org/ OXFAM – Migration and Development -

http://www.oxfam.org.uk/what_we_do/issues/conflict_disasters/migration_development.htm

World Vision International - http://www.wvi.org/wvi/home.htm ICVA – International Council of Voluntary Agencies – http://www.icva.ch/


http://www.icva.ch/

http://www.wvi.org/wvi/home.htm



http://www.refugeesinternational.org/

http://www.hrw.org/doc/?t=africa


Activity 2.10: Impact of Urban Migrations – The Rural to Urban ShiftTime: 2.0

DescriptionIt is estimated that by the year 2050, over one half of the world’s population will live in cities. The movement towards urban areas is for the most part economic. Opportunities for employment, educational facilities and access to medical facilities are factors that pull people from rural communities into cities every year. However, the shift from rural to urban environments is not without challenges. In many regions of the world the move can be overwhelming for city planners and infrastructure incapable of handling the migration.

Students will use data and create graphs to prove this phenomenon is occurring in both North America and on the African continent. They will identify reasons for the migration into urban centres by populations from Canada and those from the African nations represented in the study. Students will assess the similarities and differences in the reasons given for the population shift and compare the impact of growth on specific cities.


Students will: outline the factors that influence selected world demographic trends;

analyse the impact on natural and human systems of selected human migrations

Teaching/Learning Strategies1. Instructor will use film, slides or discussions to discuss with students the

positive aspects of urban environments as well as the drawbacks to living in areas of such high density.

2. Instructor will conduct a brief history lesson concerning the growth of North American cities. The lesson should focus on changing demographic trends as well as the factors that historically drew people to cities and pushed them from rural regions.

3. Students will use data and create graphs to prove this phenomenon is occurring in both North America and on the African continent.

4. Students will identify reasons for the migration into urban centres by populations from Canada and those from the African nations represented in the study.

5. Students will assess the similarities and differences in the reasons given for the population shift and compare the impact of growth on specific cities.

6. Students will identify the challenges facing planners as urban density grows.



7. Students will report their findings on a single sheet of paper containing a title “The Rural to Urban Shift”, a graphic, analysis of both this demographic trend in North America as well as Africa.

Assessment & Evaluation of Student Achievement Application – assess graphs for labels, title, units and analysis

Enrichment Opportunity Students use a Geographic Information System to support the following

statement:"Sub-Saharan Africa is the only region in the world where urbanization is

associated with negative economic growth”

Website Resources South Africa Rural to Urban Shift

http://www.statssa.gov.za/news_archive/04May2006_1.asp World Urbanization Prospects 2003 UN Report -

http://www.un.org/esa/population/publications/wup2003/WUP2003Report.pdf People and Planet.Net - http://www.peopleandplanet.net/doc.php?id=1088


http://www.peopleandplanet.net/doc.php?id=1088

http://www.un.org/esa/population/publications/wup2003/WUP2003Report.pdf

http://www.statssa.gov.za/news_archive/04May2006_1.asp


Activity 2.11: Canada’s RoleTime: 3 hours

DescriptionSince 1867, waves of immigrants have assisted in the settling of the west, the development of our urban centres and the formation of an identity that is unique in the world. During the 20th century polices were rewritten and Constitutional changes made to ensure that those who are drawn to Canada will share in the quality of life that all Canadians have come to expect. With a population density of less than 3 people per kilometre and a per capita GNP in excess of $20,000, it would be expected that Canada should play a role in alleviating the population pressures and economic difficulties faced by those on the African continent. Critics suggest that recent efforts are few, self-serving and economically restrictive for those that are in the most need of leaving their country.

Students will begin this culminating activity by assessing the role Canada has taken in alleviating the population pressures facing countries in East Africa. They will review immigration policies and recent efforts to assist countries in east Africa that are in need of population relief. Students will evaluate government programs aimed at supporting local relief efforts. Students will complete this study by assessing the success and failure of Canadians to provide the support necessary to improve the quality of life of those suffering in East Africa. Statistical support, use of a spreadsheet program and knowledge of Geographic Information Systems will be required to complete this culminating task.


Students will: explain how economic and cultural considerations influence a country’s

population policies

use a variety of geotechnologies to interpret, analyse, and synthesize information in connection with a geographic inquiry (e.g., geographic information systems [GIS], global positioning system [GPS], hypermedia);

communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques.

Teaching/Learning Strategies1. The instructor will introduce this culminating activity by reviewing with

students the push and pull factors that result in human movement, the impact of the rural to urban shift and the plight of refuges and the internally displaced.

2. Students will brainstorm ways in which they believe Canadians can be of assistance to those who are displaced, of refugee status, or stateless. Donations of money, supplies as well as increasing immigration numbers and brokering deals with countries for the repatriation of their citizens should be discussed.

3. Students will seek out evidence of Canada’s commitment to the refugees of the world and particularly in supporting the African countries by visiting UNHCR –



Donor Profiles to see how Canada’s contribution to refugees stands up against to the contributions of other developed countries.

4. Aware of the situation in Africa students will brainstorm ways in which Canada could play a role in alleviating the problems associated with population pressures.

5. Students will review their findings in Activity 2.3 and begin to build upon their knowledge of Canada’s response to the population issues in the sub- Saharan region of East Africa.

6. Students will review immigration policies and recent efforts to assist countries in east Africa that are in need of population relief. They will identify and evaluate government programs aimed at supporting relief efforts.

7. Students will complete this study by assessing the success and failure of Canadians to provide the support necessary to improve the quality of life of those suffering in East Africa. Statistical support, use of a spreadsheet program and knowledge of Geographic Information Systems will be required to complete this culminating task.

Assessment & Evaluation of Student Achievement Knowledge – evaluate student’s ability to provide evidence of Canada’s

commitment to assisting immigrants Thinking – evaluate student’s ability to assess Canadian immigration policy for

both commitment and bias toward immigrants of the world Application – evaluate student’s ability to apply skills necessary to conduct an

inquiry Communication – evaluate presentation for clarity, sentence structure and

presentation

Website Resources Canadian Immigration Statistics - http://www.cic.gc.ca/english/resources/statistics/menu-

fact.asp Canadian Immigration Home Page - http://www.cic.gc.ca/english/index.asp Migration Policy Institute Home http://www.migrationpolicy.org/ – Stats – Migration

Information - http://www.migrationinformation.org/GlobalData/countrydata/country.cfm


http://www.migrationinformation.org/GlobalData/countrydata/country.cfm

http://www.cic.gc.ca/english/index.asp




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