AP HUMAN GEOGRAPHY
(SECONDARY)
ESSENTIAL UNIT 2 (E02)
(Population & Migration)
(July 2015)
Unit Statement: The student will analyze the distribution of the human population at different scales: global, regional, national, state or provincial, and local. He/she will answer why a population is growing or declining in some places by understanding the patterns and trends of fertility, mortality, and migration. The student will assess why fertility rates have dropped in some parts of the developing world, examine how age–sex structures (shown in population pyramids) vary from one country to another, and comprehend the social, political, and economic implications of an aging population. Analysis of refugee flows, immigration, internal migration, and residential mobility helps students appreciate the interconnections between population phenomena and other topics. The student will also examine population trends across space and over time by considering models of population growth and decline, including Malthusian theory, the demographic transition, and the epidemiological transition model. Given these kinds of understandings, the student is in a position to evaluate the role, strengths, and weaknesses of major population policies, which attempt to either promote or restrict population growth.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will compare the three types of population density. (2.2)
2. TSW create and compare population pyramids by studying population structures. (2.4)
3. TSW apply graphs to explain the stages of demographic transition. (2.5)
4. TSW evaluate Malthus’ population theory and list the main criticisms of the theory. (2.8)
5. TSW describe the stages of the epidemiologic transition; including the leading cause of death in each stage. (2.9)
6. TSW identify the three historical stages of U.S. migration. (3.2)
7. TSW explain the differences between types of migration as they relate to developed and developing countries. (3.4)
8. TSW describe how gender status among immigrants to the U.S. has changed in recent years. (3.7)
9. TSW explain the differences between push and pull factors of migration by providing examples of economic, political, and environmental factors. (3.5)
10. TSW describe the major changes that the U.S. has made to its system of immigration quotas in the twentieth century and compare American and European attitudes toward immigrants (population policies). (3.9)
Practiced/Ongoing Outcomes: (not formally assessed)
1. The Student Will Interpret maps and analyze geospatial data.
2. TSW understand and explain the implications of associations and networks in places.
3. TSW recognize and interpret the relationships among patterns and processes at different scales of analysis.
4. TSW define regions and evaluate the regionalization process.
5. TSW characterize and analyze changing interconnections among places.
Key Terms and Concepts: (also look at Ch.2 & Ch.3 glossary)
Population densities / Demographic regions / Population distributions / Natality (pro/anti) / Mortality / Population explosion / Thomas MalthusZero population growth / Age distribution / Population pyramid / Cohort / Sex ratio / Gendered space / Standard of living
Diffusion of fertility control / Disease diffusion / Maladaptation / Sustainability / Epidemiological Transition / Dependency ratio / Rate of natural increase
J-curve / S-curve / Ecumene / Carrying capacity / Population projection / Neo-Malthusian / Push-pull factors / Forced Migration
intercontinental
interregional
intraregional
internal
rural-urban / Space-time prism / Gravity model / Distance decay / Step migration / Chain migration / Refugee
Migrations patterns / Transmigration / Doubling time / Infant mortality rate / Demographic Transition model
Suggested Materials/Resources:
· Rubenstein, Chapter 2 and 3: “Population” and “Migration”
· Kuby, Harner, and Gober, Chapter 3, 4, 5: “Tracking the Aids Epidemic in the United States: Diffusion through Space and Time”; Newton’s First Law of Migration: The Gravity Model”; “One Billion and Counting: The Hidden Momentum of Population Growth in India”
· Rosling, Hans. Video: Don’t Panic: The Truth About Population. Wingspan Productions, BBC.
· Pearson’s Human Geography video series, “Kill or Cure” and “The Real Leap Forward”
· Pearson Online Support via www.MasteringGeography.com
Technology Links:
WebPath Express (found in school library)
Population Pyramids and Demographic Data by Country http://www.census.gov/ipc/www/idb/country.php
Developing Sampling Techniques http://www.census.gov/history/www/innovations/data_collection/developing_sampling_techniques.html
Boom or Bust? The Economic Effects of the Baby Boom http://research.stlouisfed.org/publications/review/94/09/Boom_Sep_Oct1994.pdf
Pro-Natalist Commercial for Singapore: https://www.youtube.com/watch?v=8jxU89x78ac
Census Bureau: http://www.census.gov/
Ravenstein’s Law of Migration: http://www.csiss.org/classics/content/90
Ravenstein’s Law of Migration: http://blog.lib.umn.edu/globerem/main/Ravenstein.pdf
Ravenstein, E.G. (1885). The Laws of Migration. Journal of the Statistical Society of London. Vol. 48. No. 2. pp. 167–235. Blackwell Publishing for the Royal Statistical Society.
http://smithsonianeducation.org/migrations/start.html
Immigration Acts: http://www.umass.edu/complit/aclanet/USMigrant.html
Hunte, C. K. (2004). Workers’ remittances, remittance decay and financial deepening in developing countries. American Economist, 48(2), 82+. Retrieved December 25, 2005, from Questia database: http://www.questia.com/PM.qst?a=o&d=5008547806
Migration Information Source: www.migrationinformation.org
Pew Hispanic Center: http://pewhispanic.org/reports/
Information on Refugees: www.refugees.org
Suggested Assessment Tools and Strategies:
· Students will compare a Sub-Saharan country and a More Developed Country (MDC) of their choice be researching and creating a presentation with population pyramids with analysis of their country in the demographic transition and any patterns or anomalies, along with information regarding population policies (pro-natalist/anti-natalist), education equality, family planning and health care of each country – explain to the class how certain characteristics have helped it progress or move slowly through the demographic transition.
· Students will compare two countries’ migration patterns. One country must encourage
· internal migration while the other has limitations or restrictions. Students will examine these countries further by looking at their immigration policies, quotas, by refugee and work patterns – all to be composed into a visual presentation.
Country / Problem / Population Policy / Problems/Solution/Degree of SuccessJapan
India
China
· Discuss the distribution of world population. Emphasize that the densest populations are found mostly in Asia and in Europe. Other population clusters include the northeastern region of the United States.
· Select two contrasting countries from the following website. http://www.census.gov/ipc/www/idb/country.php You can use Benin and Denmark, and use the data for 2009 or 2010. Have the students plot a population pyramid using graph paper, then answer the following questions:
a. Compare and contrast the demographic characteristics of Benin and Denmark using the population pyramids you created.
b. Explain the relationship between the structure of the population and economic development for both nations. How can this structure be both negative and positive for both nations?
c. At what stage of the demographic transition model would you place each nation? Explain.
· Discuss population policies and issues in the world today. You may assign the following chart as class work.
POLITICAL / ECONOMIC / ENVIRONMENTAL· Students could interview an internal or international immigrant about the push/pull factors that influenced their migratory decision. Write up their interview findings as an essay. Include:
o the type of migration: forced or voluntary, permanent or temporary, internal or external
o an evaluation of the extent the migration applies to Ravenstein’s law of migration
PUSH–PULL FACTORS
· Group the reasons people migrate in the chart above. Students should say whether their movement was because of push or pull factors.
· Use the following as a template or create your own. Ask students to trace the three phases of immigration in the United States. To extend your discussion, you may ask students about the impact of each group on the United States.
PHASES OF MIGRATION TO THE UNITED STATES, 17TH CENTURY TO PRESENT
TIME PERIOD / ORIGIN / APPROXIMATE NUMBERS=
· Write a summary/reaction to film. The summary and response should not be more than two pages. You may have to give an introduction and additional instructions.
· Teacher created assessments
· Teacher Observation
· Teacher created assessments
· Teacher Observation
· Generated Tests from textbook
· Previous AP Exam Questions
· Student created projects/presentations
RUBRIC FOUND ON THE FOLLOWING PAGE…………………….
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QSI AP HUMAN GEOGRAPHY SEC E02
Copyright © 1988-2015
AP HUMAN GEOGRAPHY
Suggested Essential Unit 2 (E02) Rubric:
Name ______Class______Date ______
• All TSW’s must be mastered for a ‘B’.
• 3 of 5 ‘A’-level blocks should be met for an ‘A’.
• Teachers may choose to use their own rubrics; however, all TSWs must be assessed.
TSW / ‘A’ Above Mastery / ‘B’ Mastery / Notes1. compare the three types of population density / compare the three types of population density using detailed information / compare the three types of population density
2. create and compare population pyramids by studying population structures / create and compare population pyramids by studying population structures, effectively pointing out patterns / create and compare population pyramids by studying population structures
3. explain the stages of demographic transition of countries using graphs / explain the stages of demographic transition of countries using graphs effectively pointing out transitions / explain the stages of demographic transition of countries using graphs
4. evaluate Malthus’ population theory and list the main criticisms of the theory / evaluate Malthus’ population theory and list the main criticisms of the theory by arguing in favor for or against / evaluate Malthus’ population theory and list the main criticisms of the theory
5. describe the stages of the epidemiologic transition including the leading cause of death in each stage / describe the stages of the epidemiologic transition including the leading cause of death in each stage
6. identify the three historical stages of U.S. migration / identify the three historical stages of U.S. migration
7. explain the differences between different types of migration as they relate to developed and developing countries / explain the differences between different types of migration as they relate to developed and developing countries
8. describe how gender status among immigrants to the U.S. has changed in recent years / describe how gender status among immigrants to the U.S. has changed in recent years
9. explain the differences between push and pull factors of migration by providing examples of economic, political and environmental factors / explain the differences between push and pull factors of migration by providing examples of economic, political and environmental factors comparing different regions / explain the differences between push and pull factors of migration by providing examples of economic, political and environmental factors
10. describe the major changes that the U.S. has made to its system of immigration quotas in the twentieth century and comparing American and European attitudes toward immigrants / describe the major changes that the U.S. has made to its system of immigration quotas in the twentieth century and comparing American and European attitudes toward immigrants (population policies)
15
QSI AP HUMAN GEOGRAPHY SEC E02
Copyright © 1988-2015