LES 1.2 on Population and Migration: First Peoples onward Note: This is an old-program LES archived for use in related topics in newer programs. Google doc version at https://goo.gl/xMsmii ​ ​ Guiding Question: ​ What factors affect the way populations change and settlements develop? The Scenario: ​ You are working for a foreign country’s emigration advisory board. You are hired to investigate Canada as a possible place to recommend to emigrants leaving your country. Some rights reserved by moqub Some rights reserved by BiblioArchives / LibraryArchive ​ ​ ​ ​ ​ ​ ​ To prepare for this final complex task, students will study the historical factors that drove people to Canada in the past, and also how populations grew and settlements developed as a result. Along the way they will engage in a variety of complex tasks that allow them to interpret historical phenomena and form opinions. In the end, using what they have learned, students must decide whether or not, for most groups throughout history, it was worth it to immigrate to Canada. i.e. They will decide whether or not to recommend Canada to emigrants requesting to leave today their homeland.. whether or not the Canadian dream was for most a reality! ​ ​ QEP Connections: Broad Area of Learning: Citizenship and Community Life Various sections of the focus of development “Adoption of a culture of peace” apply ​ ​ ● knowledge of international conflicts ● awareness of the interdependence of individuals, generations and peoples ● understanding of the negative consequences of stereotypes and other forms of discrimination or exclusion Subject Area Competencies developed: Competency 1 Examines social phenomena from a historical perspective Competency 2 Interprets social phenomena using the historical method Competency 3 Strengthens his/her exercise of citizenship through the study of history Other (Cross Curricular) competencies developed: CCC 6: Uses ICT (Information and Communication technologies) ​ See http://www.learnquebec.ca/en/content/ccc_sec/ccc_6/index.html ​ Phase 1 - Become Aware of Ancient Migrations a) Consider remote first-peoples today. Where, when, how and why did they come here originally? Timeframe = 1 class or less QEP Connections: ​ Progression of Learning 1.1. Migrations. Describes, using the Asian migration theory, the migration flows that led to the settlement of northeastern America by the first occupants: nomads from Asia crossed the Bering Strait. Competency 1 Examines social phenomena. KF. Explores social phenomena in the light of the past: considers origins, seeks contexts Competency 1 Examines social phenomena. KF Considers social phenomena in terms of duration: chronological reference points Hook discussion activities: Show visuals of from Google Earth for Quebec and Canada and zoom in to various isolated settlements in the North For example, start from view of Salluit, Nunavik, Quebec, at http://tinyurl.com/43d6wna then zoom out ​ ​ ​ ​ Ask class: Why people would live here in the first place? How many people do you think live here? Ask class to come up with questions about origins that they would ask people who lived there? Refer class to the Salluit community profile at Stats Can. http://tinyurl.com/674xng3 ​ ​ ​ ​ Refer also to NV of Salluit site at http://www.nvsalluit.ca/en/index_eng.htm for population information of 1143! ​ ​ ​ Make conclusions as to why the population is so small and isolated even today Introduce geographically similar area of the Bering Strait today Zoom in using Google Earth to the Bering Strait area. Indicate the similarity in latitude, sparsity of communities, etc. Click http://tinyurl.com/3mdf4r7 Switch between “satellite” and “earth” views in Google maps ​ ​ ​ Ask students to share any previous knowledge they have of the climate of that area, the terrain and of likely animal life as compared to the south. b) Establishing Facts.... about the Bering Strait Migration Theory Timeframe = 1 class QEP connections: Progression of Learning 1.1. Migrations. Describes, using the Asian migration theory, the migration flows that led to the settlement of northeastern America by the first occupants: nomads from Asia crossed the Bering Strait. Competency 2 Interprets social phenomena. KF Establishes factual basis: facts, relevant documents, space-time, points of view! ​ ​ Present an overview of the basics related to the theory Timeframe: 1 class maximum Define “Theory”: Originally the word theory as it is used in English is a technical term from Ancient Greek philosophy. It is derived from theoria, ​ ​ ​ ​ ​ ​ ​ ​ θεωρία, meaning "a looking at, viewing, beholding", and refers to contemplation or speculation, as opposed to action.” ​ ​ ​ ​ ​ ​ ​ ​ ​ What is it? Introduce the Bering Strait Theory in simple terms . “During the Last Glacial Maximum, about 21,000 years ago, global sea level was approximately 120 m (400 ft) lower than today. The Bering Land Bridge existed as a vast tundra plain connecting Asia and North America. As the world's glaciers and ice sheets melted over the following millenia, rising sea level flooded the land bridge — blocking migration routes for animals and humans.” Source: http://instaar.colorado.edu/QGISL/bering_land_bridge/ ​ View Colorado.edu’s animation of the postglacial flooding and receeding of waters to establish the bridge: http://instaar.colorado.edu/QGISL/bering_land_bridge/downloads/beringlandbridge1l.mov Alternatively, view the Quiki on Beringia at http://www.qwiki.com/q/#!/Beringia ​ Who is involved? Take students’ questions on the people who might have crossed at this time, then ask class also to consider “Who” created the ​ theory i the first place. Use questions like: Whose Theory is it? Whose Theory isn’t it? What kind of experts came up with this theory? ​ When was it? Help students to understand the approximate time element here, first through common knowledge. When were the ice ages? Were ​ ​ their civilizations? How long ago was... etc? Note that more detailed timeline information follows. ​ c) Asking various experts (optional) Timeframe = 1 class QEP connections: Progression of Learning 1.1. Migrations. Describes, using the Asian migration theory, the migration flows that led to the settlement of northeastern America by the first occupants: nomads from Asia crossed the Bering Strait. Competency 2 Interprets social phenomena. KF Establishes factual basis: facts, relevant documents, comparing points of view! ​ ​ ​ ​ ​ ​ Assign different groups the task of determining the point of view of specific “experts” who study this and other areas of North America ● Ethnologists: They demonstrate facts using ethnological evidence. (They consider WHO) ETHNOLOGY is a science that deals with the division of human beings into races and their origin, distribution, relations, and characteristics” Source: http://www.merriam-webster.com/dictionary/ethnology Review original idea of Jose de Acost ​ http://www.ucalgary.ca/applied_history/tutor/firstnations/theories.html ● Geologists: Demonstrate with images “geological” evidence for the existence of a “bridge” between these two continents. (The WHEN and the HOW) See http://www.civilization.ca/cmc/exhibitions/aborig/fp/fpz2f11e.shtml ● Archaeologists: Demonstrate the principal support of the Bering Strait migration theory with reference to Clovis archaeological findings. Keep in mind though ​ that there are no real migratory “path” proven from the Bering area to the New Mexico finds. (The WHEN) Refer to selected passages and sites found at LEARN’s Migratory movements and theories about origins page at ​ ​ ​ http://www.learnquebec.ca/en/content/curriculum/social_sciences/sec_history/resources/cycle2/firstpeoples/index.html#migration ● Geographers: See First Peoples site from Canadian Atlas online at http://www.canadiangeographic.ca/Atlas/themes.aspx?id=first&sub=first_basics_diversity&lang=En Note to teacher: Any references to alternative Sultrean migration theory may need to be corrected in light of new genetic evidence that insists on a single migration rather than several migrations. (See Solutrean Hypothesis and section on genetic evidence at Wikipedia at ​ ​ ​ http://en.wikipedia.org/wiki/Solutrean_hypothesis, and also Getting to the New World article on single wave of migration) ​ ​ ​ Task suggestion: All groups present their “expert” views to class (or using Voicethread). [Establish facts] Then each group must comment on another group’s “expert view”, noting how their own group’s facts are 1) supported by the other expert’s view [Connections between facts] and 2) how theirs are different from another team’s view [Make comparisons] d) Establishing facts surrounding the “Push and Pull “of early Migrations Timeframe = 1 classes QEP connections: Progression of Learning 1.1. Migrations. Describes, using the Asian migration theory, the migration flows that led to the settlement of northeastern America by the first occupants: nomads from Asia crossed the Bering Strait. Competency 2 Interprets social phenomena. KF Establishes factual basis: facts, relevant documents, space-time, points of view! ​ ​ ​ ​ ​ ​ Establish facts surrounding the chronology of the Bering Strait migrations. Remind students of the distance in time as compared to First Peoples in 1500 Illustrate this by viewing available timelines: http://www.timetoast.com/timelines/13392 or http://www.timetoast.com/timelines/10503 ​ ​ ​ Alternatively copy, translate and view the lignedutemps timeline at http://www.lignedutemps.qc.ca/t26/lecture ​ ​ ​ Emphasize likely differences and similarities in cultures