003 - Friend or Foe?

Factual Question

How does migration impact the country of destination?
How does migration impact the country of origin?

Debatable Question

'Migration is always negative.' Discuss

Key Terminology

  • Host Country
  • Cultural Homogenisation
  • Diaspora
  • SEEP
Define the words above using the useful links below. Remember you will be expected to use these words during the course of this unit.

Useful Links



Activity One - Describe

Below is an infographic showing the changing face of migration from the countries the migrants come from and where they are going to. An infographic is a visual way of depicting series pieces of information. It can be in the form of graphs or maps and even symbols. There is typically little writing on them.

  1. Using the infographic below describe the changing face of international migration between 1992 and 2012.
  2. How could the infographic be made more useful?

Image One - Infographic showing the changing geography of international migration.
Taken From: http://webarchive.nationalarchives.gov.uk/20160105160709/http://www.ons.gov.uk/ons/resources/ltinternationalmigration800px_tcm77-341099.png



Activity Two - Who, Where and Why

While it is good to talk in general terms and study the big ideas it is essential to apply those to specific places. We are going to be focusing on the impact that Mexican migration has had on both Mexico and the USA. Answer the questions below by watching the youtube clip below and using the resources in the useful resources box.

Business Insider - Interactive Map of Migration to the USA


  1. Take a piece of A4 paper and divide it in to four. 
  2. Take each heading below separately and write it in one of the sections on your paper.
            • Who
            • Where
            • Why
            • Interesting facts
  3. Watch the Youtube clip and click on the link in the useful resources section and begin to fill in the sections on your paper.





Activity Two - Investigate

It is interesting to find out where people are moving to and why but ultimately we need to investigate the impacts. When discussing the impacts we need to consider the positive and negative implications and in Geography we need to focus on SEEP. Use the useful resources in the box below to help you complete this task.

  1. Collect a piece of A4 paper.
  2. Fold the paper into 4 equal sections.
  3. In each sections write one of the four key geographical factors - Social, Economic, Environmental and Political. 
  4. On one side of the paper bullet point the positives of migration for the USA in green and on the other write the negatives in red. 
  5. Complete the same process for Mexico. 

 

Useful Resources

Today



Positives



 
Negatives

Center for Immigration Studies
BBC Bitesize


Image Two - The missing migrants project
Taken From: http://missingmigrants.iom.int/sites/default/files/pictures/imd2014-3.jpg



Activity Three - Management

As you have now researched migration is a controversial issue for both the country of origin and the country of destination. Is there a way to slow down migration. Watch the youtube clip below and form your own opinions.


Onion News





Activity Four - Analysis
Write a 500-700 word opinion piece on whether you think Mexican migration into the USA is a positive or negative process. While this is an opinion piece you need to back up your ideas by using clear evidence and figures. This mini essay can be hand written or typed. Any evidence that you use will need to be clearly cited using the normal conventions.


How will I be assessed?

How will I be assessed?

Criterion A: Knowing and Understanding

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   uses limited relevant terminology

ii.  demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or examples.


3–4

i.   uses some terminology accurately and appropriately

ii.  demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples.


5–6

i.   uses a range of terminology accurately and appropriately

ii.  demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples.


7–8

i.   consistently uses a wide range of terminology effectively

ii.  demonstrates detailed knowledge and understanding of content and concepts through  thorough, accurate descriptions, explanations and examples.


Criterion C: Communicating

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   communicates information and ideas in a limited way, using a style that is limited  in its appropriateness to the audience and purpose

ii.  structures information and ideas according to the specific format in a limited way

iii. documents sources of information in a limited way.


3–4

i.   communicates information and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose

ii.  structures information and ideas in a way that is somewhat appropriate to the specified format

iii. sometimes documents sources of information using a recognized convention


5–6

i.   communicates information and ideas accurately by using a style that is mostly appropriate to the audience and purpose

ii.  structures information and ideas in a way that is mostly appropriate to the specified format

iii. often documents sources of information using a recognized convention


7–8

i.   communicates information and ideas effectively and accurately by using a style that is completely appropriate to the audience and purpose

ii.  structures information and ideas in a way that is completely appropriate to the specified format

iii. consistently documents sources of information using a recognized convention.


Criterion D: Thinking Critically

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   analyses concepts, issues, models, visual representation and/or theories to a limited extent

ii.  summarises information to a limited extent to make arguments


3–4

i.   analyses concepts, issues, models, visual representation and/or theories

ii.  summarises information to make arguments


5–6

i.   discusses concepts, issues, models, visual representation and/or theories

ii.  synthesizes information to make valid arguments


7–8

i.   completes a detailed discussion of concepts, issues, models, visual representation and/or theories

ii.  synthesizes information to make valid, well-supported arguments