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Year 10: Term 1
Population Dynamics Key questions &
ideas Objectives Possible teaching/learning activities Resources Assessment opportunities
1. Population
distribution and density
What is the main
distribution of the world’s population?
Why are some parts of
the world more densely populated than
others?
All:
Define population distribution and population density
Describe how people are distributed globally
Identify and state some reasons why some places are more densely populated than others
Calculate population density Most:
Explain some of the physical and human reasons why some places are more densely populated than others
Some:
Give thorough explanations of a range of reasons why some places are more densely populated than others, and assess their relative importance, using place-specific details as evidence
Skills:
Describe distributions from choropleth and dot maps
Calculate population density
Describe and analyse photos
Use map and photographic information as evidence
Starter:
Ask students to stand somewhere in the room where they feel comfortable. Which parts of the room are densely/sparsely populated? Why?
Main:
Show photos of densely/sparsely populated areas (on the ‘Population distribution’ PowerPoint). Ask students to suggest why they are densely/sparsely populated.
Show the table of continents, total areas and total populations (on the ‘Population distribution’ PowerPoint). Students calculate average population densities.
In pairs, students use atlases (maps, climate graphs, data, etc) to identify densely/sparsely populated areas in Spain. Why are coastal areas densely populated? Why is the interior sparsely populated? Think about climate, relief, communications, resources, etc.
Show ‘Population distribution’ PowerPoint, and discuss population distribution at a global scale, and for Spain. Discuss the advantages/disadvantages of choropleth and dot maps.
Students describe global population distribution from the ‘Earth at night’ image.
Give students the cards showing ‘Factors affecting population distribution and density’. Students work in groups of 3-4. Ask them to categorise the cards in any way they wish. Discuss the categories that students used. Then ask them to categorise them into physical and human factors, then further sub-categorise them into positive and negative factors.
Give students different photos from slides 6-7 of the PowerPoint. Annotate your photo to explain why it is densely/sparsely populated.
Complete the tasks on the ‘Factors affecting population distribution and density’ worksheet.
Read Complete Geography pg 29-30, and complete Q30. Plenary:
Give students the two sample exam answers on population distribution and density and show the question on slide 15 of the PowerPoint. In pairs, students mark the answers, awarding a mark for each
PPT: Population distribution Atlases Card sort: Factors affecting population distribution and density. Worksheet: Factors affecting population distribution and density. Complete Geography pg 29-30 Example student answers. National Geographic has some good images of the world’s most sparsely and densely populated areas. Another interesting image: What if the largest countries had the largest populations? For the challenges of living in a densely populated area, the BBC’s ‘Toughest place to be a bus
Annotations of Singapore photo. Student marking of sample answers. Responses to NWW Q1, pg 19 and Complete Geography Q30, pg 30. Exam Question: For a named area you have studied, explain why some areas are more densely populated than others. (7 marks) Exam Question: For a country you have studied, explain its population distribution. (7 marks) Homework tasks.
valid point made, or for development of statements. Swap with another pair – do you agree? If not, why?
Extension:
Explain some of the challenges/problems people may face by living in densely/sparsely populated areas.
Explain how technology can help people living in challenging environments.
Homework/learning beyond the classroom:
Bangladesh is one of the world’s most densely populated countries. Do some research to find out the social, economic and environmental reasons why it is so densely populated.
Is your home area densely or sparsely populated? Explain the physical, social and economic reasons why.
driver’ could be shown. This can be referred to later in the year, when discussing the challenges of living in squatter settlements.
Key questions & ideas
Objectives Possible teaching/learning activities Resources Assessment opportunities
2. Population
change
How has the world’s population changed
over time?
What are the main factors influencing
population change?
All:
Describe how the world’s population has changed over the last 2000 years
Describe where, and state reasons why, the world’s population has changed the most
Describe some of the factors that influence birth rates and death rates
Calculate population growth rate Most:
Explain how birth rates and death rates can influence population change
Explain the main social, economic, environmental and political factors that can influence birth rates and death rates
Some:
Give thorough explanations of how birth rates and death rates can influence population change, using place-specific details as evidence
Give thorough explanations of the main social, economic, environmental and political factors that can influence birth rates and death rates, using place-specific detail as evidence
Skills:
Construct, describe and interpret line graphs
Calculate population growth rate
Compare data
Interpret proportional symbols
Starter:
Monday the 9th
of August 1999 is thought to be the day the world’s 6 billionth person was born. If we look back to when similar landmark births occurred, the other five were born in 1800, 1930, 1960, 1975 and 1987. Could they be alive today?
Show students the world population clock from Breathing Earth or Poodwaddle. The world’s population grows by about 150 people per minute. Calculate how many people will have been born during today’s Geography lesson. How many more people will have been born by this time tomorrow?
Main:
Look at a graph of world population growth in the last 2000 years (on the ‘Population change’ PowerPoint). Describe the population growth rate in the years 1800, 1900, 1950 and 2000. Why is ‘population explosion’ a good description of the graph?
Read Complete Geography pg 9-11 and write definitions of the key terms shown in the PowerPoint. Complete Q1c pg 9 and Q2 pg 10.
Suggest reasons why the rate of world population growth has slowed down in recent years.
Population Jelly Babies Game. Split the class into teams of 2 – then group 5-6 pairs to play against each other. Give each team a handful of Jelly Babies, and place a further handful in the centre. Teams take it in turns to pick up a chance card from the centre, and read aloud what it says. They must record any changes to their population on the ‘Jelly Babies Game’ worksheet. At the end of the game they must decide which team won the game and why.
Complete card sort in pairs – categorise the cards into high/low birth/death rates. Justify your choices.
Discuss why North America and Western Europe have higher death rates than some LEDCs.
Q9a pg 18 Complete Geography.
Exam question at the end of ‘Population change’ PowerPoint.
Plenary:
How many children are you going to have? Take the Baby-O-Matic Quiz!
PPT: Population change World population clock Complete Geography pg 9-10, 18 Population Jelly Babies Game
Cards
Worksheet Card sort: birth and death rates An interesting image: World population growth infographic.
Responses to Complete Geography Q1c, 2 and 9. Birth and death rates card sort. Past paper question at the end of the PowerPoint. Exam Question: For a country you have studied, explain why it has a high rate of natural population growth. (7 marks) Students need the information on Niger, pg 6 Cambridge. Homework tasks.
Extension:
How would you expect the prices of commodities such as food and energy to change as the world’s population grows and people become wealthier? What impacts might this have on your own standards of living?
Homework/learning beyond the classroom:
Research and draw your family tree. How many children are/were there in each generation? How has your family’s size changed over time? Can you suggest reasons why?
Find out where you fit into the world’s population history at ‘The world at 7 billion: What’s your number?’.
Key questions & ideas
Objectives Possible teaching/learning activities Resources Assessment opportunities
3. Population structure
How and why do birth
and death rates change with economic development?
What are the age-sex structures of different
populations?
What challenges may countries face due to
their population structure?
All:
Identify and describe stages in the Demographic Transition Model
Identify and describe the main features of a population pyramid for an MEDC and an LEDC
Most:
Explain the reasons for changes in different stages of the Demographic Transition Model
Explain what a population pyramid for an MEDC and an LEDC shows about birth/death rates and population growth
Compare population pyramids Some:
Explain how population pyramids are linked to stages in the Demographic Transition Model
Use birth and death rate statistics to identify a country’s stage in the Demographic Transition Model
Explain the implications of different population structures for government planning.
Skills:
Interpret population pyramids
Construct and interpret line graphs
Starter:
Use the Random Task Generator to select a method for recapping factors that influence birth rates and death rates. Students could work in groups, with half the class working on birth rates, and the other half on death rates.
Main:
Discuss the Demographic Transition Model, using the ‘Demographic Transition Model’ PowerPoint. Ask students to predict how birth/death rates may change in the future at each stage, and to give reasons why.
Discuss the limitations of the Demographic Transition Model, i.e. it was developed after studying the experiences of Western Europe, Japan and North America, and the conditions of wealth and resources may therefore be different for LEDCs; it doesn’t account for recent phenomena such as HIV/AIDS and the resultant mortality rates.
Read Complete Geography pg 14-15.
Living Demographic Transition Model – in pairs, students match statements to the correct stage on the graph. Discuss as a class, and students can make any alterations they wish, before completing an individual copy.
Discuss population structure, and what population pyramids show, using the ‘Population structure’ PowerPoint. The BBC’s England & Wales census animation could also be shown.
Annotate a population pyramid for the UK to describe what it shows (it can be printed out from the PowerPoint). What problems might the UK face as a result of its population structure?
Read Complete Geography pg 16-19 and complete Q8-10.
Discuss census data collection and why it is needed. List at least five ways in which census data may be useful to a country.
Living population pyramids – students complete the ‘Living population pyramids’ worksheet, either individually or in pairs.
In pairs, write a text message to describe each population pyramid you have come across today. Swap with another pair to see if they can work out which stage of the Demographic Transition Model it is from.
Birth & death rates random task generator PPT: The Demographic Transition Model Complete Geography pg 14-19 Worksheet: Living Demographic Transition Model PPT: Population structure BBC census animation Worksheet: Living population pyramids PPT: Maps from memory
Responses to random task. Living Demographic Transition Model. Annotations of population pyramids. Responses to Complete Geography Q8-10. Living population pyramids. Exam Question: (1) Jun 2011 Paper 21, Nov 2011 Paper (2) 11 & (3) 12. Homework tasks.
Plenary:
Demographic Transition Model from memory.
Staircase population pyramids – take photos to post on the school website. (This activity could also be done using Lego)
ICT opportunity: KeyFile 45 – Population Pyramids. Students plot and interpret population pyramids using Microsoft Excel. Extension:
Look at population pyramids for an urban area and a coastal town in the UK. Suggest reasons for the differences shown.
Explain why census data in some countries may be inaccurate.
Explain why some LEDCs may not pass through all stages of the Demographic Transition Model.
How might climate change affect a country’s passage through the Demographic Transition Model?
Can you predict a Stage 6 for the Demographic Transition Model?
Homework/learning beyond the classroom:
Research task, pg 12 Complete Geography.
Find a population pyramid for Spain on the internet. You could use NationMaster. Print it out and annotate it to highlight the main features of Spain’s population. Can you suggest reasons for the key features of Spain’s population? Suggest what problems Spain may face as a result of this population structure. Have you seen/heard any evidence of these problems beginning to surface?
Key questions & ideas
Objectives Possible teaching/learning activities Resources Assessment opportunities
4. Overpopulation
and underpopulation
What makes a place
over/under-populated?
What are the problems caused by over/under-
population?
All:
Define overpopulation, under-population and optimum population
Describe some of the problems caused by over/under-population
Identify some factors that may influence ‘quality of life’
Most:
Explain the link between population and resources
Explain what is meant by ‘quality of life’
Explain the main social, economic and environmental problems that may arise from over/under-population
Some:
Give thorough explanations of the main social, economic and environmental problems that may arise from over/under-population, using place-specific detail as evidence
Explain the impacts of over/under-population on quality of life
Skills:
Analyse cartoons
Annotate photographs
Design a survey/questionnaire
Starter:
Show ‘Human parasite’ video clip to highlight the conflict between population and resources
Main:
Show the cartoon at the beginning of the ‘Overpopulation and under-population’ PowerPoint. What message is the cartoon trying to get across?
Use the diagram to help write definitions of over/under-population and optimum population.
Show the rest of the PowerPoint and discuss the examples shown. Read Complete Geography pg 12-13 and complete Q6 pg 14.
Describe the main ways in which your family’s basic needs are met (food, water, clothing and shelter). Brainstorm aspects of a good quality of life.
Provide students with a photo of a shanty town (it can be printed out from the PowerPoint). Annotate it to comment on quality of life for the residents. Do you believe you have a good quality of life? Better than the residents of this shanty town?
Compare the photo of a shanty town with one of an MEDC suburb. Why do you think the people who live in the MEDC suburb probably have a better quality of life?
Prioritise the following aspects of quality of life and justify your choices: enough food; clean water; varied diet; medical care; life expectancy; ability to read and write; a job; shelter; children survive to adulthood.
Show students the exam question at the end of the PowerPoint, and discuss how to achieve full marks in part c questions.
Plenary:
Show images of: a shanty town (not enough housing), water and air pollution, food and water shortages, high crime rates, lack of healthcare and education, and congestion. Explain how each problem shown can be caused by overpopulation.
Extension:
Investigate what governments can do to solve the challenges of under-population.
Explain how desertification can be caused by (a) climate change, and (b) overpopulation.
Homework/learning beyond the classroom:
Video: Human parasite PPT: Overpopulation and under-population Complete Geography pg 13-14 BBC Horizon: ‘How many people can live on planet earth?’ could be shown at the end of the topic. There are example student answers on overpopulation in the CIE Example Candidate Responses Booklet.
Photo annotations Responses to Complete Geography Q 6, pg 14. Exam Question: For a country you have studied, explain why over/under-population is a problem. (7 marks) Homework tasks.
Design a questionnaire to be used to survey quality of life in different parts of Valencia. Use pg 344-345 Complete Geography to help you.
Key questions & ideas
Objectives Possible teaching/learning activities Resources Assessment opportunities
5. Youthful
populations
Why do some countries have rapidly growing
populations?
What problems face countries with youthful
populations?
What strategies can governments use to reduce birth rates?
All:
Describe some of the problems caused by rapidly growing populations
Describe some of the ways that governments can try to reduce birth rates
Calculate dependency ratio Most:
Explain the main social, economic and environmental problems caused by rapidly growing populations
Explain how governments can try to reduce birth rates
Some:
Give thorough explanations of the main social, economic and environmental problems caused by rapidly growing populations, using place-specific detail as evidence
Give thorough explanations of a range of anti-natalist policies that governments can implement, using place-specific detail as evidence, and evaluate their success
Skills:
Describe cartographic patterns
Interpret line graphs
Calculate dependency ratio
Starter:
Show an image of a child worker. Do you think it is right that parents should expect their children to work to help the family?
Main:
Read pg 19-20, Complete Geography and complete Q 11.
Mystery: Why can’t Xiao Ming find a girlfriend? Students should work in pairs.
Show the ‘Youthful populations’ PowerPoint, and discuss the problems associated with high birth rates.
Read pg 21-22, Complete Geography and complete Q 12. China’s ‘The Dying Rooms’ could be shown.
Create a case study card (one side of A5) for China’s One Child Policy. There is an example case study card that can be shown to, and discussed with students.
Show the BBC Bitesize video clip of Kerala’s strategy for reducing birth rates, and read Complete Geography pg 24-25.
Plenary:
Why can choices about the number of children vary so greatly between different countries, even when their general levels of wealth are the same?
What do you think is the most pressing problem caused by a rapidly growing population? Why?
ICT opportunity: Web inquiry and presentation – China’s One Child Policy. Extension:
How sustainable is China’s One Child Policy? Consider social, economic and environmental aspects in your explanation.
Explain the benefits that a large youthful population may bring.
Investigate why the USA, though an MEDC, has a relatively youthful population.
Homework/learning beyond the classroom:
Create a case study card for Kerala’s anti-natalist population policy.
Find out about the beliefs that different religions have on family planning, and how this may affect laws made by governments.
PPT: Youthful populations Complete Geography pg 19-22, 24-25. Mystery: Why can’t Xiao Ming find a girlfriend? Video: The dying rooms Video: BBC Bitesize - Kerala
Responses to Complete Geography Q 11-12. Responses to the mystery. Case study cards. Exam Question: Using examples you have studied, explain why the governments of some countries may be concerned by a rapid growth in population. (7 marks) Jun 2010 Paper 13. Exam Question: Using an example you have studied, explain how governments can attempt to reduce birth rates. (7 marks) Exam Question: Using an example you have studied, explain how education can help reduce rates of population growth in LEDCs. (7 marks) Homework tasks.
Key questions & ideas
Objectives Possible teaching/learning activities Resources Assessment opportunities
6. Ageing
populations
Why do some countries have large proportions
of elderly?
What problems face countries with large elderly populations?
What strategies can governments use to
deal with ageing populations?
All:
Describe some of the problems caused by ageing populations
Describe some of the ways that governments can try to increase birth rates
Most:
Explain the main social, economic and environmental problems caused by ageing populations
Explain how governments can try to increase birth rates
Some:
Give thorough explanations of the main social, economic and environmental problems caused by ageing populations, using place-specific detail as evidence
Give thorough explanations of a range of pro-natalist policies that governments can implement, using place-specific detail as evidence, and evaluate their success
Skills:
Calculate dependency ratio
Construct bar graphs
Starter:
An insurance company in the UK has calculated that it costs about €155 000 to bring up a child to the age of 18. Why might it cost so much?
Main:
Show the ‘Ageing populations’ PowerPoint, and discuss the issues.
Complete the ‘Pro-natalist population policies’ worksheet.
Read pg 26-27, Complete Geography, and complete Q 14.
Plenary:
Why do governments want to know about future population changes?
At what age do you think people should be made to retire at?
Extension:
Explain the benefits that a large proportion of elderly may bring
What might be the advantages/disadvantages to source/host country of retirees from the UK moving to Mediterranean countries?
Homework/learning beyond the classroom:
Create case study cards for Japan’s and France’s population policies.
PPT: Ageing populations Worksheet: Pro-natalist population policies Complete Geography pg 26-27 An interesting article from The Guardian on how Japan is developing new technologies to solve its demographic woes.
Responses to worksheet tasks and Complete Geography Q 14. Exam Question: For a country you have studied, describe the problems caused by an increase in the percentage of people over the age of 65. (7 marks) Nov 2011 Paper 11. Exam Question: For a country you have studied, explain what the government has done to raise birth rates. (7 marks) Homework tasks.
Key questions & ideas
Objectives Possible teaching/learning activities Resources Assessment opportunities
7. Declining
populations
Why do some countries have a declining
population?
What strategies can governments use to
increase their population?
All:
Describe some of the reasons for declining populations
Most:
Explain some of the main reasons for declining populations
Some:
Give thorough explanations of a range of reasons for declining populations, using place-specific detail as evidence.
Starter:
What is the connection? Students must guess the connection between the photos of a baby, the Russian flag and an SUV.
Main:
Show the ‘Russia’s sex day’ PowerPoint
Use the random task generator to allocate ways of presenting the information students have gained from the PowerPoint. Students should work in pairs.
Plenary:
What do you think Russia could do to encourage young people not to emigrate?
Extension:
Investigate what standards of living were like when Russia was under communist rule.
Homework/learning beyond the classroom:
Research what is happening to Spain’s population? Why is it ageing? Is it declining? Why are birth rates so low when it is a strongly Catholic country? What are the government’s population policies?
PPT: Russia’s sex day Random task generator: Russia’s population decline
Responses to random task. Exam Question: For a country you have studied, explain the causes of a declining population. (7 marks)
Key questions & ideas
Objectives Possible teaching/learning activities Resources Assessment opportunities
8. The impact of
HIV/AIDS
What are the causes of the HIV/AIDS
epidemic?
What problems are caused by the spread
of HIV/AIDS?
What strategies can be used to reduce the
spread of HIV/AIDS?
All:
Identify and describe some of the socio-economic impacts of HIV/AIDS
Describe the impact of HIV/AIDS on population structure
Describe some of the strategies that can be used to reduce the spread and impact of HIV/AIDS
Most:
Explain some of the main socio-economic impacts of HIV/AIDS
Explain the impact of HIV/AIDS on population structure
Explain some of the main strategies that can be used to reduce the spread and impact of HIV/AIDS
Some:
Give thorough explanations of the main socio-economic impacts of HIV/AIDS, using place-specific detail as evidence
Give thorough explanations of a range of strategies that can be used to reduce the spread and impact of HIV/AIDS, using place-specific detail as evidence, and evaluate their success
Skills:
Analyse and interpret population pyramids, choropleth maps and compound bar charts
Starter:
Provide students with compound bar charts showing the main causes of early death in MEDCs and LEDCs. What are the most noticeable differences? Suggest reasons for these differences.
Main:
Show the AIDS awareness video clip and ‘The impact of AIDS’ PowerPoint. Discuss the distribution, causes and impacts of HIV/AIDS.
Complete the AIDS card sort, by sorting the cards into background information, causes, impacts, and solutions. Discuss the difficulties of dealing with the disease.
Read Complete Geography pg 28-29, and complete Q 15.
Living graphs: complete the ‘Tackling HIV/AIDS in Africa’ worksheet, which involves comparing and analysing population pyramids.
Plenary:
Audio personal stories of the impacts of HIV/AIDS are available on The Guardian’s Salvation is cheap website.
ICT opportunity: KeyFile 45 – Population pyramids and the impact of AIDS. Students plot and interpret population pyramids using Microsoft Excel. Homework/learning beyond the classroom:
Allocate different diseases to students, e.g. malaria, cholera, leishmaniasis, etc. Students research their disease and create a factfile, including: distribution, causes and spread, treatments available, any particularly serious outbreaks (when, where, how many deaths).
PPT: The impact of AIDS Complete Geography pg 28-29 AIDS card sort Worksheet: Tackling HIV/AIDS in Africa.
Responses to Complete Geography pg 29, Q 15. Case study poster. Exam Question: For a country you have studied, describe the impacts of HIV/AIDS on the population and economy. (7 marks) Jun 2010 Paper 11. Homework tasks.
Key questions & ideas
Objectives Possible teaching/learning activities Resources Assessment opportunities
9. Migration
What types of
migration are there?
Why do people choose to migrate?
All:
Identify and define the main types of migration
Describe some of the main push/pull factors that lead people to migrate
Most:
Explain some of the main push/pull factors that lead people to migrate
Suggest reasons for some past migrations Some:
Give detailed explanations of the push/pull factors responsible for some past migrations
Skills:
Use atlas maps and data
Starter:
Show images of people hidden in vehicles in an attempt to cross borders illegally. What are these people doing? Why?
Storytelling: Why are people dying to move to the USA? Assign students the number 1, 2 or 3. This activity is based on Chinese whispers. Tell the story to the number 1s, they tell it to the number 2s, etc. After this the storyboard activity can take place.
Main
Show the ‘What is migration?’ PowerPoint. Discuss definitions and push/pull factors.
Complete Class Migration activity – students move to different parts of the room depending on a variety of scenarios.
Sort factors into either push or pull. Prioritise them using a pyramid structure. Justify your ranking.
Students suggest possible reasons for past examples of forced and voluntary migrations.
Plenary:
How can migration help to solve the problems of an ageing population? Draw a spider diagram to jot down your ideas.
Extension:
Do you think migration will increase or decrease in the future? Explain why.
Homework/learning beyond the classroom:
Have you moved around in your lifetime? Where from/to? What were the reasons? What about your family members?
PPT: What is migration? Storytelling: Why are people dying to move to the USA? PPT: Class migration Storytelling: Why are people dying to move to the USA? There are example student answers for defining migration, types of migration, and push/pull factors in the CIE Example Student Responses Booklet.
Responses to push/pull factors sort. Explanations of reasons for past migrations. Exam Question: Using examples you have studied, explain why people may migrate from one place to another. (5 marks) Homework tasks.
Key questions & ideas
Objectives Possible teaching/learning activities Resources Assessment opportunities
10. Internal
migration
Why do people move from one part of a
country to another?
All:
Describe some of the main reasons people may move within a country
Most:
Explain the main reasons why people may move within a country
Some:
Give thorough explanations of a range of reasons why people may move within a country, using place-specific detail as evidence
Skills:
Interpret scatter diagrams and data tables
Starter:
Why did many people in the UK move from the countryside to cities during the Industrial Revolution? Brainstorm your ideas as a spider diagram.
Main:
Card sort: Causes and effects of migration in LEDCs. Students should work in pairs, to put the statements into four categories of their own choice. Discuss the categories as a class. Then ask students to categorise them into cause and effect. The causes can then be further categorised into push and pull factors, and the effects into origin and destination.
Describe how Java is overpopulated, and ask students to suggest what the Indonesian government could do to reduce any associated problems.
Show the ‘Internal migration in an LEDC’ PowerPoint, and discuss how solutions can often create new problems in themselves.
Read Complete Geography pg 36, and complete Q 20.
Complete the past paper question at the end of the PowerPoint.
Plenary:
What do you think the Indonesian government could do to solve the problems of overpopulation on the inner islands?
Extension:
Explain why rural-urban migration is dominant in LEDCs, whilst counter-urbanisation dominates in MEDCs.
Homework/learning beyond the classroom:
Read Complete Geography pg 34, and create a case study card for internal migration in Botswana.
Card sort: Causes and effects of migration in LEDCs PPT: Internal migration in an LEDC Complete Geography pg 36
Card sort. Responses to Complete Geography Q 20. Responses to past paper question. Homework tasks.
Key questions & ideas
Objectives Possible teaching/learning activities Resources Assessment opportunities
11. International
migration (economic)
What are the economic
reasons for people migrating to another
country?
What are the advantages and
disadvantages of international migration for the source country?
What are the
advantages and disadvantages of
international migrations for the host
country?
All:
Describe some of the main push/pull factors that lead to international economic migration
Describe some of the advantages/disadvantages for source and/or host countries, of international migration
Most:
Explain some of the main reasons for international economic migration
Explain some of the main advantages/disadvantages of international migration for both source and host countries
Some:
Give thorough explanations of a range of reasons for international economic migration, using place-specific detail as evidence
Give thorough explanations of a range of advantages/disadvantages of international migration for source/host countries, using place-specific detail as evidence
Skills:
Interpret bar graphs, population pyramids, photos, data tables and text
Describe locations from maps
Construct bar graphs
Starter:
If you were to move to another country, which country would it be, and why?
What questions would you want to ask about a country before deciding to move there to find a job?
Main:
Read the information on the ‘Economic migration’ worksheet, and complete the task.
In the past, immigrants to the UK have tended to settle in major urban areas. Why have large numbers of Poles instead chosen to settle in rural areas?
Since 2008 many Poles have returned to their home country. Why? Suggest some advantages and disadvantages of Poles returning to Poland, for the home country and the UK.
What difficulties are international migrants likely to face when they reach their destination? Imagine you have just arrived in Spain from sub-Saharan Africa. Write a diary entry describing what you have found difficult. Is life in Spain what you imagined it would be?
Plenary:
Overall, do you think international migration is a good thing? Why?
Extension:
Discuss the advantages and disadvantages of increasing freedom of movement within the EU.
Investigate how important remittances are for economic development in LEDCs.
Homework/learning beyond the classroom:
Do people migrate to your country? Where from? Why? What about emigration? What migrations take place within your country? Create an A3 poster to display your research.
Worksheet: Economic migration There are example student answers for the difficulties international migrants may face, and push/pull factors in the CIE Example Student Responses Booklet. This world surname mapper could be used to explore patterns of international migration.
Responses to worksheet and questions, Diary entries. Exam Question: Name two countries between which people have migrated. Explain why migration has taken place between these countries. (7 marks) Exam Question: For an example of economic migration you have studied, explain the advantages and disadvantages this migration has brought. (7 marks) Homework tasks.
Key questions & ideas
Objectives Possible teaching/learning activities Resources Assessment opportunities
12. Forced migration
What factors can force
people to become refugees?
What are living
conditions like for refugees?
All:
Define refugee, asylum seeker and internally displaced person
Describe some of the main reasons for forced migration
Most:
Explain some of the main social, economic, political and environmental reasons for forced migration
Some:
Give thorough explanations of a range of social, economic, political and environmental reasons for forced migration, using place-specific detail as evidence
Skills:
Design enquiry questions
Starter:
Mind movie: Kwame Thomas, a refugee. Students should work in pairs, and will need time to discuss their thoughts. Students should close their eyes and listen carefully to the story. They should keep their eyes closed for another minute or so after the storey has finished. Then in their pairs, one person describes what happens next while the other takes notes. After two minutes they swap roles. What was similar about each account? What was different? What surprised you about your partner’s account? This should lead to discussion about the effects of a refugee crisis.
Main:
5Ws (in groups of 3-4): Imagine you are newspaper reporters. You must prepare a number of questions to help you collect relevant information about a refugee crisis in Darfur, and accurately convey the story to your readership. You must think of as many who, what, where, when, why and how questions as possible that may be useful.
Show the ‘Darfur crisis’ PowerPoint, and students take notes to answer their questions. Students could also use Geog.GCSE pg 160-161 to help them.
Students produce a newspaper report on the Darfur crisis.
Plenary:
Play the Darfur is Dying Game. Write down your thoughts after playing the game.
Homework/learning beyond the classroom:
Find out about another, more recent example of international refugees. Compare and contrast this example with the situation in Darfur and Chad.
Mind movie: Kwame Thomas, a refugee PPT: Darfur crisis Geog.GCSE pg 160-161
5Ws questions and answers. Newspaper reports. Exam Question: Using examples you have studied, explain the causes of forced migration. (7 marks) Homework tasks.
Revision
Population Top Trumps – students can make the cards, showing e.g. birth rates, death rates, fertility rates, dependency ratio, HIV infection rates and life expectancy.
Population Odd-One-Out.
Population Taboo – revision of all keywords.
Case study-to-exam question match.
Mindmap the topic.
In groups of 2.3, write an exam question and mark scheme to test on another group.
Complete revision checklist and set personal targets for improvement.
