Please download the complete lesson plan for the worksheets, resources and rubrics. Below is an overview of the lesson plan.

**Please note that detailed descriptions of the Eleven (11) Activities for this lesson unit are in the complete lesson plan that is available for download.

Overall Unit Description – Lesson Objective

Throughout 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.

Activity 2.1: Push and Pull Factors

Lesson Objective
In this introductory activity, students will:

Identify the push and pull factors that cause humans to uproot families and travel great distances.
Differentiate between immigrants, emigrants, refugees and the internally displaced.
Compare the reasons for moving to and from Canada and selected countries in East Africa.

Instructional Plan
Lesson Time: 1 hr

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.
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.
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.
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.

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 for this Activity are found in the Online Resources section**

Activity 2.2: Past and Present Pathways

Lesson Objective
Students will:

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

Instructional Plan
Lesson Time: 1 hr

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.
Students will be presented with past and present migration maps and be required to analyze the flow lines and identify patterns.
Students will summarize their findings in a paragraph that outlines the similarities and differences between past and present human movement.

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 for this Activity are found in the Online Resources section**

Activity 2.3: Population Relief

Lesson Objective
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.
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.
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.

Instruction Plan
Lesson time: 1.5 hrs

Instructor will review graphing techniques and introduce students to proportional lines as a method of displaying data.
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)
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.
Students will determine which of two methods, statistical or spatial analysis is most valuable in this inquiry.

Enrichment Opportunity

Students will manipulate data and assess trends to predict the source of Canadian immigrants in the future.

**Website Resources for this Activity are found in the Online Resources section**

Activity 2.4: The Human Drain

Lesson Objective
Students will:

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

Instructional Plan

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.
The instructor will define the terms “youth drain” and “brain drain” for the students and initiate discussion.
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.
Students will conduct research and seek out evidence of this phenomenon occurring in the African countries visited in this study.

**Website Resources for this Activity are found in the Online Resources section**

Activity 2.5: Benefits and Challenges

Lesson Objective
Students will:

Identify the benefits migrant workers have on host countries.
Create a case study for a selected east African city that addresses the challenges of hosting transient populations.

Instructional Plan
Lesson Time: 1 hr

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

**Website Resources for this Activity are found in the Online Resources section**

Activity 2.6: Refugees

Lesson Objective
Students will:

Create a case study which deals with a refugee concern in an east African nation.
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.
Visit the UNHCR site to collect information.
Will complete their case study by directing their attention towards the refugee challenges in Zambia.

Instructional Plan
Lesson Plan: 1.5 hrs

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

Step 1 – World Refugees - Introduction
Students 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/cgibin/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 Africa

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.

Step 3 – Zambia – The Challenges of Hosting Refugees

Students will complete their case study by directing their attention towards the refugee challenges in Zambia. Students will address the following focus questions:

Where are the recent refugees in Zambia originating?

What are their reasons for migrating to Zambia?

How does the Zambian government deal with the refugee populations?

What are the human and environmental challenges of hosting such large numbers of refugees?

How does “repatriation” and “resettlement” play a role in relieving Zambia of the burden of caring for refugees?

**Website Resources for this Activity are found in the Online Resources section**

Activity 2.7: Internally Displaced

Lesson Objective
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.
Identify the factors that have contributed to their displacement and suggest solutions to their situation.
Critique the international community’s response to the situation in Darfur.

Instructional Plan
Lesson Time: 2 hrs

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.
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.

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 for this Activity are found in the Online Resources section**

Activity 2.8: UNHCR – Protecting Refugees

Lesson Objective
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.

Instructional Plan
Lesson Time: 1 hr

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.
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.

**Website Resources for this Activity are found in the Online Resources section**

Activity 2.9: Work of NGOs

Lesson Objective
Students will:

Visit three NGO sites and based on set criteria, evaluate the site for bias.
Identify the origin of the site and determine its effectiveness in educating its viewers on the plight of the displaced in East Africa.

Instructional Plan

Instructor will differentiate between NGO and government organizations. Students will collectively chart the benefits and weaknesses of each type of organization.
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/

**Website Resources for this Activity are found in the Online Resources section**

Activity 2.10: Impact of Urban Migration – The Rural to Urban Shift

Lesson Objective
Students will:

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

Instructional Plan
Lesson Time: 2 hrs

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.
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.
Students will use data and create graphs to prove this phenomenon is occurring in both North America and on the African continent.
Students 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 identify the challenges facing planners as urban density grows.

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.

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 for this Activity are found in the Online Resources section**

Activity 2.11: Canada’s Role

Lesson Objective
Students will:

Begin this culminating activity by assessing the role Canada has taken in alleviating the population pressures facing countries in East Africa.
Review immigration policies and recent efforts to assist countries in east Africa that are in need of population relief.
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.

Instructional Plan
Lesson Time: 3 hrs

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.
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.
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.
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.
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.

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.
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.

**Website Resources for this Activity are found in the Online Resources section**

**Please download the complete lesson plan for the following:

Unit Synopsis Chart

**Please note that detailed descriptions of the Eleven (11) Activities for this lesson unit are in the complete lesson plan that is available for download.

Please download the complete lesson plan for all activities, worksheets and detailed information of the lesson plan.

This is an overview of the lesson plan.