Grade 8 Migration: Should I Stay Or Should I Go Now?
Students: Barbara Ann Hession, Sherri Mohan and Michael Walsh
Professor: Barbara Brockman
Course: PED 2141 Section L
Date: Tuesday March 22, 2011
Grade 8 Migration Unit Plan
2
Overview of the Unit
Canada is a multicultural society where we appreciate the diversity of one
another. Over the last 25 years, Canada’s population has both grown and increased
in its diversity. In fact, during this period, three million people have left their native
homes and relocated to Canada. Moreover, Canada continues to be a country that
many people from around the world wish to come to for a variety of reasons;
therefore we can expect the population of Canada to increase in terms of growth and
diversity. To that end, the ‘big idea’ for students to understand is the many factors
that influence migration along with the “challenges and opportunities that migration
presents to individuals and communities in Canada” (MOE, 2004, p. 76).
The unit will address the following three overall curriculum 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
This unit will teach migration by helping students understand migration through
the investigation of key periods of immigration and emigration in Canada’s history.
Taking a timeline approach allows students to connect the causes and effects for
migration with the realities of the period. Moreover, the unit will draw on a variety
of teaching strategies to accommodate the multiple intelligences and learning needs
Grade 8 Migration Unit Plan
3
of the students. Strategies include: direct instruction, whole group discussion, small
group work, viewing film/video, and activity stations, working in pairs and
independently.
The unit is integrated with the Language curriculum, as it will require students to
read, write and communicate orally. In addition, the topic of migration can be
integrated with the Mathematics strand on data management. There is also an
opportunity to integrate this unit with the Science and Technology curriculum in
regard to the impact of migration on water systems and vice versa.
Students will be given the essential question – why do people move? While their
answers will be varied and diverse, students will understand that moving comes
with both opportunities and challenges and ultimately has an effect on Canadian
society.
Grade 8 Migration Unit Plan
Migration Unit Plan
4
Grade: 8
Sherri Mohan, Michael Walsh, and Barbara Ann Hession
CONCEPTS AND SKILLS
Through this unit students will learn the following concepts and will develop and use the following academic skills and learning skills
Concepts
Academic Skills
Learning Skills








Push factors that influence people
to move away (drought, war,
persecution)
Pull factors that draw people to
want to move to a certain country
(opportunity)
Barriers to migration (including the
legal processes involved, physical
barriers)
Challenges and opportunities
presented to individual immigrants,
communities and Canada
Migration trends within Canada






Research skills to gather
information
Organize/categorize ideas and
information
Use of graphic organizers
Providing supporting evidence for
statements
Use of clear, relevant, and concise
written language
Use of vocabulary specific to the
unit
Interpretation of maps and graphs







Time Management skills
Effective participation in group and
team learning
Independent work
Organization of self and materials
Co-regulation
Goal attainment
Collaboration
Interpretation
Self-Regulation
TEACHING STRATEGIES
TEACHING STRATEGY
Lecture
TYPE OF STRATEGY
Direct Instruction
Research Process
Inquiry/Analysis
Oral Presentation
Activity/Learning Centres
Activity Based
Activity Based
Reading and Comprehending Text
Homework & Independent Reading
Thinking Skills
Independent Learning
DESCRIPTION
Students will be taught the appropriate definitions and
terminology of the migration unit
Students will engage in research to write a short narrative
response about the benefits of immigration to Canadian
society
Class discussion and presentations on migration
Creating migrations maps and immigration
posters/videos
Students will document their interpretations of
migrations using information from print and visual media
Homework assignments/independent
research/interviewing
Grade 8 Migration Unit Plan
Overall Expectation &
Specific Expectations
Tools & Materials, Safety
& Teacher Resources
The following website:
Twelve
Opening activity for
Migration Unit Plan
Overall
Expectation
Specific
Expectation
-Identify barriers to migration
-Locate relevant information
from a variety of primary and
secondary sources
-Use appropriate vocabulary to
describe their inquiries and
observations.
5
Step-by-step instructions
(A General overview of the Unit plan)
Learning Objectives/Outcomes:
Students will:

http://onfnfb.gc.ca/e
ng/collection/film/?i
d=55221
Take home
worksheet for
assessment purposes


Watch a firsthand account of migration and observe a filmmaker’s
perspective (second-hand) of migration through a specific lens.
Create a response to a film about migration
Facilitate a discussion about their response to the film
INSTRUCTIONS:
Opening:
Begin the film Twelve. This film could take an entire period of class-time, as it runs
for 43 minutes. Stay tuned into the students to ensure that they are engaged and
that the material is appropriate for their group.
If there is time at the end of the film, facilitate a discussion based on observations or
questions students have from the film. Explain the worksheet assignment to the
students to
Create a worksheet that asks the following questions:
After seeing the film Twelve, and participating in our student response, do you know what it
means to relocate? Move? Migrate? Immigrate? Do these words all mean the same thing? People
move for many reasons, some of which Lester Alfonso described in his film. Using the following
questions, conduct an interview with someone you know who has moved at some point in their
life. Ask the following:
 How long ago did you move?
 What was the primary reason for your relocation?
 Was it to a new country? Province? City? Neighbourhood?
 Was there “red-tape” involved in your move, was it difficult for reasons
that go beyond logistics of moving? Government forms or racism?
Closing:
The above (suggested) worksheet is a take home assignment to be returned the
next day for assessment purposes. On return, students will break into groups of 4-5
to discuss and share (or pass if they do not want to share) their findings.
Assessment will take place regarding their oral skills in this area, as well as written
expression on the worksheet (cross-curricular to Language Arts).
Assessment Tool(s) &
Accommodations
ASSESSMENT
Assess for learning by using the
oral discussion and written
worksheet.
Scaffold unit vocabulary and
pertinent information based
on this assessment for
learning.
ACCOMODATIONS
Visually impaired:
students would be seated
near the front of the class
with a clear view of the
teacher’s resources and use
their preferred tools.
Exceptional
Students are given preferred
tools, and the assignment
may be reduced in time and
length depending on the
student’s educational plan.
Any other exceptionalities
can be accommodated in this
entire unit by following
suggestions from the Ontario
Ministry of Education
Document Education For All
Grade 8 Migration Unit Plan
EARLY
MIGRATION
HISTORY
TIMELINE





OVERALL:

• 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:
-Describe the effects that
migration has had on the
development of Canada
-Formulate questions to
guide and analyze research
on migration and mobility
-Use thematic maps to
identify patterns in migration
-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,
History Texts
Web access
Class Blog
Printer
Paper
Pencils/Pens
Art Markers
Glue sticks
Tape
Art Magazines
Art Postcards
Digital Camera
Instructional Strategies:
Interactive instruction:
Students discuss their
opinions in smaller
groups.
Experiential
instruction: Students
express their
immediate reactions to
influences and
happenings (within
their period) in their
notebooks.
6
This lesson follows a transition activity from the previous lesson TWELVE.
HOOK: Teacher will have students line up against an open wall in class,
(the wall for the class activity) and ask the students to organize
themselves by hair color, then height, then age. Explain that we are all
from the same time, but guided to be here in Canada by many different
influences.
Beginning this lesson after the small group discussion and hand-in of
Twelve Student Response Interview.
-Draw a large line on the board (or on paper) and choose periods of time
from Pre-history to Colonial times for the students to discover. Assign
periods to students as small groups, encouraging them to research their
time period and how/what cultures were entering into Canada during
that time. Use any available resources: library, internet, books, articles in
magazines, paintings, music, interviews, etc.
-Students are given a 50-minute class period to research, create and
present their work/understanding. Research is to be completed from
above mentioned resources. --Students may choose to take digital
pictures of examples from learning anchors, cut and paste reproductions
onto paper, print off examples of the period or culture’s influences, or
draw a portrait of a migrant person from that time. All combined
information will be represented on the timeline, so encourage students
to stay within a 3-5” square to allow for everyone to attach their
examples on the timeline.
-Closing of this lesson includes lesson closure questions: “Was there a
common “reason to move” found by your group? Can you describe that
influence?” and “What was happening in Canada or the World at that
point in history? Does anything else explain their movement?” Use these
questions as a basis for the assessment task assigned in student notebooks
(reflection).
ASSESSMENT and
EVALUATION
 Students will get 3 marks
(complete or incomplete) in
their notebook for their
reflection of their selected
time period/culture
 The time line squares will be
marked based on completion
of required elements on
rubric created by teacher.
Grade 8 Migration Unit Plan
- Resource Books about
Mapping
Prehistoric Cultures
Movement of
from library
Prehistory
Civilizations
The following websites
Overall Expectation
Specific Expectation
-Identify barriers to
migration
-Locate relevant
information from a variety
of primary and secondary
sources
-Describe how technology
has improved human
mobility;
-Use appropriate
vocabulary to describe
their inquiries and
observations.
http://www.ucalgary.ca/appli
ed_history/tutor/firstnations/t
heories.html
http://en.wikipedia.org/wiki/
Indigenous_peoples_of_the_A
mericas
http://en.wikipedia.org/wiki/
Settlement_of_the_Americas
http://maps.nationalgeographi
c.com/mapmachine#s=h&c=28.7291304
83430144,%20107.303466796
875&z=4
Wikipedia:
http://en.wikipedia.org/wi
ki/History_of_immigration
_to_Canada
7
Learning Objectives/Outcomes:
Students will:
 Use a world map to think about their own potential migration and the reasons
behind that decision;
 Answer and discuss questions about human mobility using figures and graphs;
 Explain migration in terms of push and pull factors;
 Relate migration patterns to economic, political, social, and environmental
factors; and
 Create a map of a past human migration in Canada (North America or World).
INSTRUCTIONS:
Opening:
Ask students to look at a world map and think about two places they would like to
move to after graduation from high school or college. Have them create a list of
reasons why they think they would like to move there. Then discuss why they chose
these locations. What would be the downside of moving?
Ask students how they define migration, and keep track of their answers on a large
piece of paper or poster board.
Development:
Have students look at a map of world population density.
What are their impressions of how the world's population is spread out?
Why do people move? Ask students to think about the forces that drive human migration.
Have students look at this overview of the human migration and explore the "push" and
"pull" factors involved. What are some examples of things that push or pull people away
from their homeland? Ask students to think about real world examples of some of these
situations. The examples should cover pre-history, as later histories will be covered in
latter parts of this unit.
Use Stats Canada or other related websites to research the topic of migration and find
articles about PREHISTORIC MIGRATIONS for the students to use to answer the
questions below.
Ask students to form small groups and discuss the following questions:
 What are the different types of prehistoric human movements described in
the articles?
 What is the most common type of human movement?
 Which ancient man groups move the farthest? Why do students think this is
the case?
 What types of people—by race, area of habitation, or era—show the
highest rate of migration? Why do students think this is the case?

Why do students think the North America has a distinct pattern of
ACTIVATING PRIOR
KNOWLEDGE:
Use a Vocabulary
Development Chart with
all relevant terms at the
beginning of this lesson.
Additionally, use the
following guided questions to
inspire discussion:
“Why would anyone leave their
family, friends, job, home,
everything and move to another
country”.
Discuss with the class and write
down their responses on flip
chart.
These two activities create
scaffolding opportunities as
well as powerful extension
activities for the lessons.
Grade 8 Migration Unit Plan
8
movements during Prehistory?
Closing:
Have students return to their discussion about where they think they would like to
move someday. Have they changed their minds since the beginning of this lesson?
How would they feel if they were forced to move somewhere, even if it were
somewhere they thought they might want to live? How have their ideas of migration
changed since they first defined it in the opening?
PIER 21:
AN EAST
COAST STORYSPECIFIC:
- Identify the push and
pull factors that influence people to move
- Identify barriers to
migration
- Locate relevant
information from a variety
of primary and secondary
sources
- Use appropriate
vocabulary to describe
their inquiries and
observations
- Use thematic maps to
identify patterns in
migration
Books – Pier 21
Newspaper articles
Magazine articles
On-line sources
Primary/secondary
sources
Maps
Students will:
- Understand the reasons for immigration to Canada between 1928
and 1956
- Investigate migration patterns to and from Canada
- Learn about various migrant groups during this period
Open: Direct Instruction
Ask students what they know about Pier 21 and provide additional
information
 Teacher will listen-in
on group sharing
 Provide students with
exit card or quickwrite to assess
learning
Lesson: Jig Saw Activity
1. Divide class into expert groups
Topics:
- Home Children
- Depression
- WW2 Service Personnel
- WW2 Guest Children
- WW2 War Brides
- Post-war Refugees/Displaced Persons
2. Bring an expert from each group together into new groups to share their
knowledge of each topic with others in their group.
Closing: whole class discussion
 Pin countries on map and mark waves in different colour markers
adding timeline
East Coast v.
West Coast
Immigration
-
Books
On-line sources
Primary/secondary
sources
Open: whole class
Ask students what they know about west coast immigration
Lesson: Activity Centres
Divide class into co-operative learning groups
 Student writing will
be assessed for
learning
Grade 8 Migration Unit Plan
- Identify the push and
pull factors that influence -
Maps
THE NORTH
- Identify the push and
pull factors that influence
people to move
- Identify barriers to
migration
- Locate relevant
information from a variety
of primary and secondary
sources
- Use appropriate
vocabulary to describe
their inquiries and
observations
- Use thematic maps to
identify patterns
immigration
Groups will visit activity centres where they will learn about west coast
immigration and push/pull factors for migration
Return as whole class
-> Pin countries on map and mark waves in different colour markers
adding timeline (ensure colour matches timeline of east coast
immigration)
people to move
- Identify barriers to
migration
- Locate relevant
information from a variety
of primary and secondary
sources
- Use appropriate
vocabulary to describe
their inquiries and
observations
- Use thematic maps to
identify patterns in
migration
RESETTLEMENT IN
9
Compare/contrast to East Coast
- Model using key visual
Closing: Students write paragraph to compare and contrast one group that
immigrated via east coast and another via west coast
Computers
Student worksheets
CBC radio clip
Maps
Open: ask students who has ever moved? Did they want to move? How did
they feel?
Lesson: Resettlement of First Nations people in Canada’s North
Think-Pair-Share
Students will be given the website for The Qikiqtani Truth
Commission and a specific community to investigate
- Students complete a worksheet (includes locating the community
on a map)
- Students discuss their findings with a partner
- Whole class discussion on what they have learned
-
Closing: make a global connection
- Display map of Indian Ocean islands and play CBC radio clip about
Chagossians on Diego Garcia (1970) being evicted by UK so US build a naval
base
 Provide students with
exit card or quickwrite to assess
learning
Grade 8 Migration Unit Plan
POPULATION
STATISTICS
- Locate relevant
information from a variety
of primary and secondary
sources
- Describe the effects that
migration has had on the
development of Canada
- Formulate questions to
guide and analyze
research on migration
and mobility
Changing Times:
1950’s-1970’s &
1970’s to 1980’s
-
Computer Lab
E-Stat access
Student Worksheets
-Identify the push and pull
factors that influence
people to move;
-Locate relevant
information from a
variety of primary and
secondary sources;
-Use appropriate
vocabulary to describe
their inquiries and
observations
Cross-curricular lesson
- This lesson will be conducted during the math period
 Student worksheets
will be collected and
assessed for learning
Open: whole class discussion
- How data management skills help geographers in their research
Lesson: * adapt lesson plan from Statistics Canada
- Pair students to work together
- Students follow E-Stat instructions and Worksheet 1A and 1B
(determining population growth for Canada and one province over
a 25 year period)
- Once they have completed gathering data, students answer
questions on Worksheet 2
Closing: whole class
- Prompt students on what questions they found interesting or did
not like/understand to engage critical thinking
-
-
Curriculum
Expectations:
10
-
-
Print out of flags
and maps of each
country to put at
each station
Handout of chart
that students will
fill in
Signs indicating
the year to put at
each station
4-5 identical
handouts to place
at each station
(from “The Kids
Book of Canadian
Immigration)
Students will:
- Briefly review the migration patterns we’ve seen thus far in class by
pointing to the timeline on the board
- Explain to the class that it is now 1950’s and for the next twenty
years, Canada’s immigration policy has changed.
- The policy on immigration has changed in Canada and it is up to
them to discover why it has changed.
- Also the situations of many other countries have changed and it is
up to them to discover what those changes are.
Around the World in an Hour
Open:
- Explain to class that our classroom represents the world, and we will all
have the opportunity to visit certain parts of the world and discover what
was happening in those countries in the 1950’s-80’s.
- Divide the class is divided into equal groups.
- The teacher sets up stations in the classroom, with flags, maps and
information handouts for the following countries:
Canada
Caribbean
Hungary
Assessment: Student
worksheets will be
collected and assessed
for learning
Accommodations:
-Provide visual
clues at each station
to appeal to the
visual learner
-Group students
based on reading
capabilities to have
balanced guided
Grade 8 Migration Unit Plan
11
Czech
United States
Uganda
Chile
-
Each student will have a chart to fill in the name of the country, the
year, the significant event or reasons which altered their lives,
population that left and population that located to Canada.
-
Students will travel in groups to fill out chart. This will allow
students to read the handouts together and ensure that each person
in the group thoroughly comprehends the handout provided.
Close:
-
-
1970’s-1980’s
Canada opens its
doors
Specific
Expectations:
– Describe the
effects that
migration has had
on the development
of Canada
-
Tools:
- Guest speaker:
an adult (from
a location like
Gerard street,
little Italy,
China town)
- Construction
paper
- Journals
reading groups.
-Assist certain
groups as needed.
As a class, the teacher will ask the students to first comment on the
process of “Around the World in an Hour”. What did they like? What
didn’t they like? Why do they think I chose this process? What are
some of the benefits of this process?
The class will then review their findings on their chart and look for
similarities and differences between the countries.
Open:
-
Discuss the concept of “heritage” and what it means in Canada
today.
- Students will think of how different heritages are represented in
their city.
- Discuss how the new immigration act in 1976 helped open the
doors for immigrants in Canada, especially refugees from Africa,
South America, and the Middle East.
Lesson: Guest speaker (from one of the locations listed above)
Heritage in Canada discussion will incorporate festivals, locations of
settlement in cities
- Guest speaker will discuss personal trials and tribulations of
personal voyage to Canada, where and how they settled and how
they continue heritage in Canada.
- In journals, students will reflect on the experiences of guest speaker
and make a personal connection to the discussion.
Close:
- Students will write an appreciative and empathetic thank you card
to the guest speaker.
Assessment:
 Students will get 3
marks (complete
or incomplete) in
their notebook for
their reflection
Grade 8 Migration Unit Plan
Modern Times &
Coming to
Canada Today
Tools:
- Movie: From
Far Away
- Book:
Immigrant
children speak
(Each pair of
students will
receive one
story from the
“leaving” ,
“differences” ,
“Adjusting” ,
“Problems”
and “Feelings”
sections)
- Chart handout
- Letter
template
-Explain how the
components of culture can
be affected by migration;
-Describe the effects that
migration has had on the
development of Canada
-Locate relevant information
from a variety of primary
and secondary sources (e.g.,
primary sources: surveys,
statistics, interviews, field
studies; secondary sources:
maps, illus- trations, print
materials, videos, CDROMs, Internet sites)
-
12
Open:
- Discuss with students how so far we’ve talked about the different groups
that have relocated to Canada in hopes for a better life. People are
continuously coming to Canada as the days go by. However, just because it is
easier to come to Canada as there are fewer barriers than before (arguably),
when immigrants come to Canada their troubles don’t end.
*Discuss the process of becoming a Canadian Citizen today
- Show the six-minute movie: From Far Away
- Discussion questions:
1) Why does Saoussan have no mouth drawn on her face for the majority of
the film?
2) What category of migration did her family and her fall under? (What are
refugees?)
3) Why was she afraid of the Halloween?
4) Can you think of any connections related to their own life or others?
Lesson: Immigrant Children’s Voice
Like Saoussan, many children face discomfort and hurt when they move
from one country to the next. Today we are going to read some of the voices
of these children. You may recognize some of them as you may be in the
same situation or know someone who is. You may be someone who teases
and makes fun of those who are different. In pairs, we are going to read
certain stories of some kids who had to move from one country to the next.
You will have to fill out the chart indicating the name of the child, the
country where he or she originated from, why their family moved, and how
is the move affecting their life now.
-
Have some volunteers share some stories they’ve come across.
Using the letter template provided, students are required to write a
1-page letter to the federal government: inviting the prime minister
to a day in action where students will explore inclusion and discuss
how to raise awareness of immigrant prejudice. In the letter of
Assessment and
Evaluation:
Formative
Assessment:
Student writing will
be assessed for
learning
Grade 8 Migration Unit Plan
13
invitation, be sure to include one of the personal stories you’ve
read.
Culminating
Activity
-
R.S.V.P.
Are You
Coming to
Canada?
-
Books (variety)
Newspaper and
Magazine articles
Government
documents
Computers
Maps
Video camera
Digital camera
Tape recorder
Art supplies
* Students may bring
additional materials
-
Evaluation of
learning conducted
Students have learned about the many reasons why people move and the
during this
challenges they can face after relocating. This task will be an assessment of
learning and evaluate student understanding, the connections students have culminating task as
made and skills they have developed.
a final mark for the
unit.
Performance Task:
Rationale:
1.
2.
3.
Pairs will pick a period in time when a specific migrant group
immigrated to Canada (students will be given a choice from a
number of time periods);
One person in the pair will advocate reasons why their migrant
group should relocate to Canada;
One person in the pair will advise on the challenges their migrant
group will face in immigrating
Pairs will present the pros and cons and may use one of the following
forums to create their 10-minute presentation:
 Commercial (video)
 Debate
 Poster
 Role play
 Brochure
 Letters
 Power point
Note: students may also meet with the teacher to discuss alternatives to the
items listed above.
Time:
The culminating task will take four to five class periods (depending on class
size) and may require some work by students outside of school.
The final evaluation
will be based on a
rubric given to the
students at onset of
the assignment.
Time will be spent
in class covering the
content of the
rubric and attention
will be given to
details contained
within.
Grade 8 Migration Unit Plan
14
The first class period will be an opportunity for students to plan and do
research on their migrant group and the time period. Students will need
access to the variety of resources used in the unit and to a computer.
In the second-class period, students will complete their research and work
on their presentations.
Within the third class period, students will complete their presentations and
practice their presentation with another pair. Pairs will be given an
opportunity to revise their presentations based on feedback from their
peers.
The final class period(s) will be for students to make their presentations in
front of the entire class.
Grade 8 Migration Unit Plan
15
Detailed Lesson Plan
Title: Twelve
Strand: Geography
Subject/Course: Social Studies
Grade: 8
Time: 50 minutes
Lesson Description
This is an opening activity for a unit plan on Migration. The film Twelve provides an excellent
introduction to the topic of migration, as the director’s intent is to demonstrate the impact of migration
on children who were twelve years of age when they immigrated to Canada. This provides students
with an opportunity to connect the real experiences of individuals to the causes and effects of
migration on individuals and communities in Canada. In viewing the film, students will begin to hear
the vocabulary of migration and understand the context in which these words are used.
Stage 1: Desired Results
Fundamental Concepts/Skills
Systems and Structures: the ways humans and nature are organized. Understanding humans have
created systems and structures to allow societies to function.
Interactions and Interdependence: the nuances shaping relationships within and among human and
natural systems and structures. Human and natural processes and components connect with, adapt to,
and have an impact on one another.
Change and Continuity: the fundamental criteria for assessing the development of human and natural
systems and structures. Change is manifested by differences over time, and is recognized by comparing
phenomena and contexts, as they exist at different times. Continuity represents consistency and
connectedness over time, and is recognized by exploring the forces within nature and human societies
that create stability and link the past with the present.
Culture: expressions of humanity learned and shared within a specified population, influenced by the
physical environment. Culture provides a conceptual framework for interpreting the world, and
influences the perception of time, place, identity, significance, and change.
Power and Governance: the means and supporting structures whereby laws and rules are enforced in a
society and in the global community.
Big Ideas/Essential Question
Big Idea: understand the many factors that influence migration along with the challenges and
opportunities that migration presents to individuals and communities in Canada.
Essential Question: Why do people move?
Ontario Curricular Overall Expectation
Grade 8 Migration Unit Plan
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Identify factors that affect migration and mobility, describe patterns and trends of migration in
Canada, and identify the effects of migration on Canadian society;
-
Connect the real experiences of Canadians to information about the causes and effects of
migration
Ontario Curricular Specific Expectation
- identify barriers to migration (e.g., physical, financial, legal, political, emotional);
-
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);
-
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.
Lesson Goals
Students will:
 Identify factors that lead to migration
 Begin using appropriate vocabulary
 Make connections to real experiences of Canadians about the causes and effects of migration
Stage 2: Planning learning experience and instruction
Student Groupings
Instructional Strategies
 Whole class
 Indirect instruction (i.e. watch film)
 Independent work
 Impendent Study (i.e. worksheet)
 Small group
 Interactive instruction (i.e. discussion)
Materials
 Projector (computer/film)
 Worksheet Handouts
Considerations
 Ensure all students are seated to watch
the film
 Sufficient number of handouts for the class
Accommodations
 Visually impaired: students would be seated near the front of the class with a clear view of the
teacher’s resources and use their preferred tools
 Exceptional students are given preferred tools, and the assignment may be reduced in time and
length depending on the student’s educational plan (e.g. answer fewer questions)
Stage 3: Learning experience and instruction
Motivational Hook (_2_ MINS.):
Chime-In Activity (see appendix)
Open (_1_MINS):
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Preface the film for students – using the synopsis provided on the National Film Board website
Body (_44_ MINS):
Show the film Twelve (approximately 43 minutes)
Close (_4_ MINS):
- Handout students worksheets
- Read instructions aloud
- Tell students they will share their worksheets with one another during the next lesson
Link to Future Lessons
- Next lesson discussion on what students learned from their interviews
- Transition to understanding the concept of migration, causes and effects
- Sets the stage for the culminating task where students think about the pros and cons of migration
from the perspective of a migrant group at a point in time
Assessment
- Assess for learning by using the oral discussion and written worksheet
- Scaffold unit vocabulary and pertinent information based on this assessment for learning
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Activity: Chime-in
I’d like to begin with the results of a poll that gives a sense of the
enormity of the task facing my Ministry, which operates the
largest immigration program in the world, in relative terms. The
poll, which was commissioned by the Historica Dominion
Institute and the Munk Centre for Global Affairs at that small
university called the University of Toronto, surveyed people
around the world with the following question: “If I had a choice
to live in Canada or stay in my current country, I would move to
Canada.” The poll found that more than half of the adults of the
world’s 24 leading economies agreed with that statement,
expressing their desire to immigrate to Canada. Breaking down
the results by country, more than 77 percent of people in China,
71 percent in Mexico, 68 percent of India, 58 percent of Saudi
Arabia, and 53 percent of Russia would come to Canada if given
the choice. All told, that’s well over two billion people. That’s a
huge number. It’s a good problem to have.
-- Excerpt from Minister Kenney’s Speech “Dialogue with the Courts: Judicial Actions
and Integrity of Canada’s Immigration and Refugee System”
Given at University of Western Ontario Law School February 11, 2011; London, ON
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TWELVE
Student Response Interview
After seeing the film Twelve, and participating in our student response, do you know
what it means to relocate? Move? Migrate? Immigrate? Emigrate? Do these words all
mean the same thing?
People move for many reasons, some of which Lester Alfonso described in his film. Using the following questions,
conduct an interview with someone you know who has moved at some point in their life. Ask the following:
1. How long ago did you move?
2. What was the primary reason for your relocation?
3. Was it to a new country? Province? City? Neighbourhood?
4. Was there “red-tape” involved in your move, was it difficult for reasons that go
beyond logistics of moving? Government forms or racism?
Please use the back of this sheet to continue your interview response
After conducting your interview, please record a few sentences describing your own
experiences moving. If you have never moved, please describe how the interview
responses affected your understanding of moving in the space below:
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Students can use this Venn diagram when researching for their culminating task (see
attached). Students can outline their main ideas in this graphic organizer to facilitate the
planning of their production.
PROS
CONS
NEUTRAL
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Assessment Tool
Evaluation Chart for Worksheet on Film Review *
NAME: ________________________________________
YES
Did you complete this
aspect of the
assignment?
NO . . .
Oops, I forgot!
CONTENT:
Vocabulary quiz
CONTEXT:
Interview with
someone that has
moved
CONNECTION:
Your experiences
and/or thoughts
*adapted from Barbara Brockman’s Evaluation Chart for Reflection on Prior Knowledge
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Graphic Organizer
Important Statistic or Fact
(What?)
What story does it tell?
(So what?)
Text-to-world/self
connections
(Now What?)
Rationale: We plan to use this graphic organizer during the cross-curricular mathgeography lesson based on population statistics. It can also be used for the “around
the world in an hour activity” where students are presented facts about different
countries during a specific time period. This graphic organizer can be used where
students are presented specific facts or asked to review content, and then to pull out
their own facts. Through reading and discussion, this graph asks students to think
about the importance of a fact mentioned and how it applies to the overall unit.
Finally, students will make connections to self or the world based on these facts.
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Annotated List of Suggested Resources
The following suggested resources were selected to create a unit plan on the theme
of migration, Grade 8 Geography, for use in Ontario school boards.
BOOKS
A Day’s Work.
Author: Eve Bunting Illustrator: Ronald Himler
Published by Clarion Books this book is essential for any cross-curricular
lesson on voice in student writing. In this unit on Migration, students will be
asked to write letters from someone else’s perspective. By reading and
discussing the characters in A Day’s Work, students will gain a clear
understanding of how to use voice in their own writing.
Our New Home: Immigrant Children Speak.
Editors: Emily Hearn, Marywinn Milne
This book published by Second Story Press tells readers what it is like to leave
home and arrive in a place where everything is new. In Our New Home,
children use their writing and artwork to share these stories with us.
The Kids Book of Black Canadian History.
Author: Rosemary Sadlier Illustrator: Wang Qijin
The book, published in 2003 by Kids Can Press, presents an overview of nearly
400 years of Black Canadian history. While the book has an historical bent, it
provides readers with a clear view of multiple periods of migration for Black
people in Canada. This resource provides an opportunity to expose students
to the incredible depth and breadth of Black history through the lens of
migration.
Ruby's Wish. Author: Shirin Yim Bridges Illustrator: Taeeun Yoo
Shirin Yim Bridges presents a complex social justice issue, gender equity, in a
well illustrated, simply written story that can be used as a springboard for
discussion in both elementary and secondary classrooms. The author has very
subtly embedded in the story a variety of other important issues as well, such
as cultural norms and traditions, family values, fairness, respect and the role of
women in past and present societies. These issues may be addressed and
discussed with varying complexity depending on age level. This could then
extend into a discussion about how gender inequity can be a push factor for
migration.
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The Kids Book of Canadian Immigration.
Author: Deborah Hodge Illustrator: John Mantha
This book provides an excellent overview to the topic of immigration in
Canada. Moreover, the book reflects the diversity of today’s modern classroom
and places the opportunities and challenges immigrants face into context –
whether early Asian immigrants, post-World War II refugees or modern day
immigrants.
Pier 21: Stories From Near and Far.
Author: Anne Renaud
A rich picture book with photos and artist drawings about one of Canada’s
busiest ports’s of entry – Pier 21 in Halifax. It is a chronicle of the history of
Pier 21, which saw one million people enter Canada while it was in operation
from 1928 – 1971.
Community Resources
International Organization for Migration - www.iom.int
Established in 1951, IOM is the leading inter-governmental organization in the
field of migration. This is a solid source for community information on
migration. Students will be able to see and identify hundreds of Migration
projects internationally and the reasons for migration across the globe.
Statistics Canada - www.statcan.gc.ca
According to their website, Statistics Canada “produces statistics that help
Canadians better understand their country – its population, resources,
economy, society and culture.” Statistics Canada has a link for Students and
Teachers. The link for teachers provides a veritable bevy of easily digestible
information to use in a classroom. There are ready-made teacher kits and
lesson plans available; animated as well as thematic maps; access to E-STAT
(an online learning tool designed for use by the education community) and a
section called Statistics: Power from Data! that assists users in getting the most
from statistics.
Film: From Far Away - http://www.nfb.ca/film/from_far_away
Directed by
Shira Avni
Serene El-haj Daoud
Produced by Michael Fukushima
Production Agency National Film Board of Canada
Series: National Film Board Talespinners
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This resource is an excellent way for teachers to begin the grade eight unit on
migration. The site provides a teacher guide, with questions for students to
consider after viewing this short 6-minute film. Moreover, it outlines the crosscurricular expectations addressed and even provides student activity sheets to
complete.
Film: Twelve – http://www.nfb.ca/film/twelve
Directed by Lester Alfonzo
Produced by Lea Marin
Production Agency National Film Board of Canada
The film is approximately 43-minutes in length and investigates what it was
like to immigrate to Canada at the age of twelve. The director conducts
interviews with a number of people who recount their stories about
immigrating to a new country.
The Qikiqtani Truth Commission
http://www.qtcommission.com/actions/GetPage.php?pageId=93
The Qikiqtani Truth Commission has been set up to investigate the truth and
consequences of forced resettlement on First Nations communities in Canada’s
north. This site contains a list of communities and the historical record of
when they were created and why. This will allow students to explore a unique
set of pull and push migration factors.
National Geographic Society - http://www.nationalgeographic.com/
A great source for CURRENT maps, as political boundaries shift frequently in
our developing world, it is important that Social Studies teachers be up to
date in presenting maps to students for their learning. There are many other
uses for this resource, lesson plans, current issues, etc.
Guest Speaker
Invite a guest speaker(s) from the local community to share their personal
stories and experiences with the students. This is a meaningful way for
students to connect real experiences of Canadians to information they have
learned about the causes and effects of migration.