Unit+2+Population+&+migration

__ ** POPULATION & MIGRATION UNIT ** __ See Calendar page for due dates **//.//**

1. Acorn Outline Page for this unit 2. Vocabulary list and terms 3. Reading Guides 4. Notes in date order – Population, Pennies and babies chart, Migration notes/Should I stay…, 5. Handouts/Activities – -Malthus v Boserup venn diagram,-Demographic Transition/population pyramids chart ,-Generation of girls/India map reading,Population pyramids analysis, 4 Square> China/Japan/Singapore, -Ageing Europe map, Migrations chart/map, -The Good Lie video notes 6. __ Unit Review __
 * A. Unit 2 – Population + migration binde **** r order **

__**B, population/migration vocab**__ __ **C. Population/migration reading guides** __ __**D. RESOURCES**__ __**Population/Migration assessment info >**__ http://www.prb.org/pdf16/prb-wpds2016-web-2016.pdf __ **AGEING EUROPE ARTICLE and map (map is on legal size paper)** __ __**Demographic transition videos >**__ https://www.youtube.com/watch?v=9lkwK0kjM8w&noredirect=1#t=93 (a good review) [](song) [](review) __**Malthus video**__ [|http://www.youtube.com/watch?v=0rlABDm] __**Population in Italy video >**__ http://www.learner.org/vod/vod_window.html?pid=474
 * Good website for this unit:** http://www.opengeography.org/ch-2-population--migration.html
 * __India Lost Generation of Women article__ **

__**Migration video**__ [] Good additional powerpoint > http://www.slideshare.net/deilands/ap-human-geography-unit-2-powerpoint

__** Migration project 1718 **__

•1. Go to your APHG class on Google Classroom •2. Find Unit 3 Migration FRQ assignment •3. Click OPEN •4. Click ADD from drive, file, etc.. •5. Find the file on your computer, usb, etc.. and UPLOAD it (be sure your name is in the file name •6. Upload it to the Google Classroom and be **SURE to click TURN IN (if you don’t, it won’t work)**
 * HOW TO UPLOAD WORK TO Google Classroom -****You must be signed in with your CFISD student account to upload properly.**
 * You must be signed in with your CFISD student account to upload properly.**

__ Chapter 3 graphics from the book > __ __FRQ docs/hints - not used in 1617__

__ **Population line puzzle - just for vocabulary practice. :-)** __
 * __E. NOTES__ **
 * __E1. Population notes__ **
 * E2. - ** __ **Migration notes** __


 * F. UNIT EXAM REVIEW (2 PAGES) - **

An understanding of the ways in which the human population is organized geographically provides AP students with the tools they need to make sense of cultural, political, economic, and urban systems. Thus many of the concepts and theories encountered in this part of the course connect with other course units. In addition the course themes of scale, pattern, place, and interdependence can all be illustrated with population topics. For example, students may analyze the distribution of the human population at different scales: global, regional, national, state or provincial, and local.
 * __ G. __ **
 * __ II. Population and Migration __ **

Explanations of why population is growing or declining in some places center on understanding the patterns and trends of fertility, mortality, and migration. In stressing the relevance of place context, for example, students may 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. For example, environmental degradation and natural hazards may prompt population redistribution at various scales, which in turn creates new pressures on the environment.

This part of the course also enhances students’ critical understanding of population trends across space and over time by considering models of population growth and decline, including Malthusian theory, the demographic transition, and the epidemiological (mortality) transition model. For example, as a country develops, the economic, social, and political roles of women in society change and influence levels of fertility, mortality rates, and migration trends. Given these kinds of understandings, students are in a position to evaluate the role, strengths, and weaknesses of major population policies, which attempt to either promote or restrict population growth.

**Population and Migration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13–17%** A. Geographical analysis of population 1 . Density, distribution, and scale 2 . Implications of various densities and distributions 3 . Composition: age, sex, income, ** //education// **, and ethnicity 4 . Patterns of fertility, mortality, and health B. Population growth and decline over time and space 1 . Historical trends and projections for the future 2 . Theories of population growth and decline, including the DemographicTransition Model 3 . Regional variations of demographic transition 4 . Effects of national population policies: promoting population growth insome countries or reducing fertility rates in others 5 . ** //Environmental impacts of population change on water use, food supplies, biodiversity, the atmosphere, and climate// ** 6 . Population and natural hazards: impacts on policy, economy, and society C. Migration 1 . Types of migration: ** //transnational, internal, chain, step, seasonal agriculture (e .g ., transhumance), and rural to urban// ** 2 . Major historical migrations 3 . Push and pull factors, and migration in relation to employment andquality of life 4 . Refugees, ** //asylum seekers, and internally displaced persons// ** 5 . Consequences of migration: socioeconomic, ** //cultural, environmental, and// **** //political; immigration policies; remittances// ** __ ** 1.1 Economic Development - This 'mini-unit' focuses on the development section (bolded sections) of the the outline > see outline below. ** __