| Grade 8: Migration |
|
Overall Expectations |
| identify factors that affect migration
and mobility, describe patterns and trends of migration in Canada, and
identify the effects of migration on Canadian society; |
| use a variety of geographic representations,
resources, tools, and technologies to gather, process, and communicate
geographic information about migration and its effects on people and communities;
|
| connect the real experiences of Canadians
to information about the causes and effects of migration. |
|
Specific Expectations |
| Knowledge and Understanding |
| identify the push and pull factors
that influence people to move (e.g., push: drought, war, lack of freedom,
discrimination and persecution; pull: employment opportunities, security,
climate); |
| identify barriers to migration (e.g.,
physical, financial, legal, political, emotional); |
| describe how technology has improved human
mobility; |
| explain how the components of culture
(e.g., language, social organization, educational systems, beliefs and
customs) can be affected by migration; |
| describe the effects that
migration has had on the development of Canada (e.g., its multicultural
character, rural and urban resettlement, interprovincial movement, the
brain drain). |
| Developing Inquiry/Research and Communication Skills |
| formulate questions to guide and analyse
research on migration and mobility (e.g., What barriers exist today for
new immigrants? In which time period would it be harder for people to
immigrate to Canada – now or a hundred years ago? Where would be
the best place to migrate to in Canada?); |
| locate relevant information from a
variety of primary and secondary sources (e.g., primary sources: surveys,
statistics, interviews, field studies; secondary sources: maps, illustrations,
print materials, videos, CD-ROMs, Internet sites); |
| communicate the results of inquiries for specific purposes
and audiences, using computer slide shows, videos, websites, oral presentations,
written notes and reports, illustrations, tables, charts, maps, models,
and graphs (e.g., write a story/ journal relating the difficulties faced
by past or present immigrants; create a slide show to show how technological
changes have affected mobility; create a video presentation encouraging
immigrants to come and live in Canada); |
| use appropriate vocabulary
(e.g., accessible, barriers, migration, mobility, immigration, emigration,
refugees, modes of transportation, push factors, pull factors) to describe
their inquiries and observations. |
| Map, Globe, and Graphic Skills |
| use thematic maps to identify patterns in migration
(e.g., location of regions that were sources of significant immigration
to Canada, proportional flow along migrational routes to Canada). |
| Applying Concepts and Skills in Various Contexts |
| use a decision-making model to select an ideal place
to live, and present this decision to other members of the class; |
| investigate the migrational roots of the members of
the class and relate them to Canada's cultural development. |