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)
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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
Demograph
ic regions
Population
distributions
Natality
(pro/anti)
Mortality
Population
explosion
Thomas Malthus
Zero population
growth
Diffusion of
fertility control
Age
distribution
Disease
diffusion
Population
pyramid
Maladaptation
Cohort
Sex ratio
Gendered space
Standard of living
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
Transmigra
tion
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_t
echniques.html
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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/antinatalist), 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 Success
Japan
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.
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

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
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Copyright © 1988-2015






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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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
1. compare the three types of
compare the three types of
compare the three types of
population density
population density using detailed
population density
information
2. create and compare
create and compare population
create and compare population
population pyramids by
pyramids by studying population
pyramids by studying population
studying population
structures, effectively pointing
structures
structures
out patterns
3. explain the stages of
explain the stages of demographic
explain the stages of
demographic transition of
transition of countries using
demographic transition of
countries using graphs
graphs effectively pointing out
countries using graphs
transitions
4. evaluate Malthus’ population evaluate Malthus’ population
theory and list the main
theory and list the main criticisms
criticisms of the theory
of the theory by arguing in favor
for or against
5. 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
7. 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
9. explain the differences
between push and pull
factors of migration by
providing examples of
economic, political and
environmental factors
evaluate Malthus’ population
theory and list the main
criticisms of the theory
describe the stages of the
epidemiologic transition
including the leading cause of
death in each stage
identify the three historical stages
of U.S. migration
explain the differences between
different types of migration as
they relate to developed and
developing countries
describe how gender status
among immigrants to the U.S.
has changed in recent years
explain the differences between
push and pull factors of migration
by providing examples of
economic, political and
environmental factors comparing
different regions
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)
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QSI AP HUMAN GEOGRAPHY SEC E02
Copyright © 1988-2015
explain the differences between
push and pull factors of
migration by providing examples
of economic, political and
environmental factors
Notes