WHAT IN THE WORLD IS HAPPENING ECONOMICALLY?

T E X A S C O U N C I L O N E C O N O M I C E D U C AT I O N

L AU R A E W I N G

7 1 3 . 6 5 5 . 1 6 5 0

L AU R A @ E C O N O M I C S T E X A S . O R G

1 8 0 1 A L L E N PA R K WAY, H O U S T O N , T X 7 7 0 1 9

W W W. E C O N O M I C S T E X A S . O R G

W W W. S M A RT E RT E X A S . O R G

TCEE• Teaches teachers who teach students who

are the future of Texas• Provides interesting hands-on lessons that

develop critical thinking skills for students in Economics, Social Studies, Math, and Career/Technical Education classes.

THIS WORKSHOP AND THE ACCOMPANYING MATERIALS ARE MADE AVAILABLE TO TEACHERS THROUGH THE GENEROUS SUPPORT OF  STATE FARM AND THE COUNCIL FOR ECONOMIC EDUCATION.

TCEE CONFERENCESWWW.ECONONOMICSTEXAS.ORG

O C T O B E R 4 A R R I V A L

O C T O B E R 5 - 6 T E A C H E R

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D E P A R T U R E

T C E E S E E K I N G S C H O L A R S H I P S

Fall and Spring Online Testing In Micro, Macro and International Economics

Adam Smith Division

2nd place national champs Bellaire HS 2010/3rd 2012

David Ricardo Division

3rd place national champs Plano HS 2010/4th place 2012

ECONOMICS CHALLENGE

Middle and High School

Fall and spring online challenges will determine state finalist candidates

“State Play-Offs” in Austin with cash awards for two top teams

HS national finals at Fed in St. Louis

Bellaire HS Houston 2nd in nation 2012

PERSONAL FINANCIAL LITERACY CHALLENGE

STOCK MARKET GAME ™INVESTWRITE

T E A M S O F 2 T O 5 S T U D E N T S

G R A D E S 4 T O 1 2

C O S T: $ 1 0 A T E A M

1 0 W E E K S T U D E N T S E SS I O N

S E S S I O N S FA L L A N D S P R I N G S E M E S T E R S

 

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WORLD CULTURES ECONOMICS

( 8 ) E C O N O M I C S . T H E S T U D E N T U N D E R S T A N D S T H E F A C T O R S O F P R O D U C T I O N I N A S O C I E T Y ' S E C O N O M Y. T H E S T U D E N T I S E X P E C T E D T O :

( A ) D E S C R I B E W A Y S I N W H I C H T H E F A C T O R S O F P R O D U C T I O N ( N A T U R A L R E S O U R C E S , L A B O R , C A P I T A L , A N D E N T R E P R E N E U R S ) I N F L U E N C E T H E E C O N O M I E S O F V A R I O U S C O N T E M P O R A R Y S O C I E T I E S

(4) Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is expected to:

(B) identify and explain the geographic factors responsible for patterns of population in places and regions;

(C) explain ways in which human migration influences the character of places and regions;

(D) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions

World Cultures Geography

TEKS FOR U.S. HISTORY POST RECONSTRUCTION

(13) Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:

(A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and

(B) analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States.

TEKS FOR U.S. HISTORYPOST RECONSTRUCTION

(15) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:

(A) describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century;

(C) explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas;

TEKS FOR WORLD HISTORY

(15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to:

(A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and

(B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models.

(16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to:

(C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.

TEKS FOR WORLD HISTORY

(1) History. The student understands traditional historical points of reference in world history. The student is expected to:

(F) identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization.

TEKS FOR GEOGRAPHY

(5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:

(A) analyze how the character of a place is related to its political, economic, social, and cultural elements; and

(B) interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed.

(6) Geography. The student understands the types, patterns, and processes of settlement. The student is expected to:

(A) locate and describe human and physical features that influence the size and distribution of settlements; and

(B) explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.

TEKS FOR WORLD GEOGRAPHY

(7) Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to:

(A) construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future population trends;

(B) explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration;

(C) describe trends in world population growth and distribution; and

(D) examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture.

TEKS FOR WORLD GEOGRAPHY

(11) Economics. The student understands how geography influences economic activities. The student is expected to:

(A) understand the connections between levels of development and economic activities (primary, secondary, tertiary, and quaternary);

(B) identify the factors affecting the location of different types of economic activities, including subsistence and commercial agriculture, manufacturing, and service industries; and

(C) assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities.

TEKS FOR GOVERNMENT

(6) Economics. The student understands the relationship between U.S. government policies and the economy. The student is expected to:

(A) examine how the U.S. government uses economic resources in foreign policy; and

TEKS FOR ECONOMICS/FREE ENTERPRISE

(4) Economics. The student understands the issues of free trade and the effects of trade barriers. The student is expected to:

(A) compare the effects of free trade and trade barriers on economic activities;

(B) evaluate the benefits and costs of participation in international free-trade agreements; and

TEKS FOR ECONOMICSFREE ENTERPRISE

(10) Economics. The student understands key economic measurements. The student is expected to:

(A) interpret economic data, including unemployment rate, gross domestic product, gross domestic product per capita as a measure of national wealth, and rate of inflation; and

PLACES A

ND PRODUCTI

ON

SO

UR

CE

: G

EO

GR

AP

HY

FO

CU

S O

N E

CO

NO

MIC

S

WHAT

DO T

HESE MEAN?

GDP

GNP

DEFINITIONS

GDP: THE TOTAL MARKET VALUE OF ALL FINAL GOODS AND SERVICES PRODUCED IN AN ECONOMY IN A GIVEN YEAR.

GNP: THE TOTAL MARKET VALUE OF ALL FINAL GOODS AND SERVICES PRODUCED BY AN ECONOMY IN A GIVEN YEAR

WHY FINAL VALUE?

VALUE OF SUGAR, FLOUR, EGGS

VALUE OF FINISHED PRODUCT: COOKIES

WHY?

WHICH COUNTRY IS RICHER?

COUNTRY A GDP $100,000,000

COUNTRY B GDP $200,000,000

WHICH COUNTRY IS RICHER?

GDP

COUNTRY A $100,000,000

COUNTRY B $200,000,000

POPULATION

COUNTRY A = 1,000,000 PEOPLE

COUNTRY B = 3,000,000 PEOPLE

PER CAPITA GDP

THE TOTAL MARKET VALUE PER PERSON OF ALL FINAL GOODS AND SERVICES PRODUCED IN AN ECONOMY IN A GIVEN YEAR.

What is U.S?

What is Texas GSP?

WHAT IS U.S. GDP VS. TX GSP?

U.S. 2007 2008 2009 2010 $46,459 $47,015 $45,793 $47,153Source: http://

data.worldbank.org/indicator/NY.GDP.PCAP.CD

2010 U.S. $47,482#1 DC $174,500# 2 Delaware $ 69,667#24 Texas $ 45,940#50 Idaho $ 34,250

http://en.wikipedia.org/wiki/List_of_U.S._states_by_GDP

ACTIVITY 1: GDP

PLEASE READ THE ARTICLE

WHAT IS THE DEFINITION OF GDP HERE?

WHAT ROLE DOES MEASURE OF VALUE PLAY?

WHAT IS DOUBLE COUNTING?

WHAT ARE FLOW OF PRODUCT APPROACH AND EARNINGS AND COST APPROACH?

GDP

GDP = C + I + G + (X-M)

C = CONSUMERS

I = INVESTMENTS

G = GOVERNMENT

EXPORTS = EXPORTS – IMPORTS

U. S. POPULATION IN 1993 = $24,683

WHAT DOES GDP NOT TELL US?

WHAT

IS A

CHOROPL

ETH

MAP? A

CTIVIT

Y 2

WH

AT

AR

E T

HE

CH

AR

AC

TE

RI S

TI C

S?

SOUTH AMERICAN MAP

THE GDP PER CAPITA OF CANADA IS BETWEEN $_____ AND $_____.

FOUR COUNTRIES WITH GDP PER CAPITA BETWEEN $15,000 AND $19,999 ARE:

THE NATIONS OF SOUTH AMERICA HAVE GDP PER CAPITA BETWEEN $___ AND $___.

HOW WOULD YOU SET UP A

CHOROPLETH MAP OF SOUTH AMERICA? PAGES 58 AND 59

ENRICHMENT: CHOOSE A COUNTRY WITH A LOW GDP AND ONE WITH A HIGH GDP. SET UP A CHOROPLETH MAP TO SHOW THE DIFFERENCE. ALSO, VISUALLY DEPICT THE CAUSES OF THESE DIFFERENCES.

VISUAL 4.1GEOGRAPHIC MOBILITY

What is significant about each figure and why do you think these changes happened?•Figure 1?•Figure 2?•Figure 3?

Why Do People Move?

Visual 4.1geographic mobility

What is significant about each figure and why do you think these changes happened?•Figure 1?•Figure 2?•Figure 3?

Terms

•Migration•Immigrants•Emigrants•Benefits•Costs•Push and Pull

Costs and benefits?

Babysit for $6.00 for unruly kids or be with friends?

Costs Benefits

Push and Pull Factors

PUSH PULLCosts of present location that drive people away

Benefits of new location because it has advantages

“In 2002 the United Nations estimated that around 175 million people, or about 3 % of the world’s population, resided in a country different from their country of birth.”

Reasons for Migration

1.You will be assigned one card from Activity 4.1.

2.You will answer questions on Activity 4.2.

3. Complete the chart based on reading.Push Factors for Migration

Pull Factors for Migration

And the point is?

THE DEMAND FOR IMMIGRANTS

• EXAMINE AN ECONOMIC MYSTERY AS TO WHY SWEDISH FARMERS MIGHT HAVE COME TO THE U.S. IN 1880

• STUDY VISUALS TO DETERMINE YOUR ANSWER

• USE SUPPLY AND DEMAND ANALYSIS TO EXPLAIN WHY THE KING TRIED TO CONVINCE THEM TO RETURN

Why Did Immigrants Come To The U.S. Late 1800’s?

• 1865 to 1920 = 28 million + to U.S.Sought higher standard of livingJoin family and friendsNeeded jobs due to surplus labor abroadEscape religious persecutionRead advertisements of promises for better life

Why do you think Swedish immigrants would have abandoned their lands in the late 19th and early 20th centuries to come to the U.S.?

DISCUSS VISUAL 22.I

• Read the advertisement distributed to farmers in Sweden in the 1880’s by representatives of Union Pacific Railroad.

• RR companies wanted to sell land, establish farmers in west who would sell and buy products distributed by the railroads. RR built ahead of demand.

• Use visual 22.1 and Activity 22.1 to read and answer the questions in context of the information given.

• Three rules of economic decision-making include that people:– Decide based on the most advantageous combination of costs

and benefits– Respond to incentives in predictable ways– Must deal with the rule of the economic system and their

influence on choices and incentives

VISUAL TWO

• REVIEW THE STATISTICS• ESTIMATE HOW MANY IMMIGRANTS

ARRIVED IN THE U.S. BETWEEN 1871-1920. WHAT HAPPENED IN THE 1870’S AND 1880’S AND 1916-1920 THAT HAD AN IMPACT ON IMMIGRATION?

REMINDERS

• THE MARKETS ALLOCATE SCARCE RESOURCES. WHAT ARE THE SCARCE RESOURCES HERE?

• WHAT ROLE DO IMMIGRANTS PLAY?• WHAT ROLE DO EMPLOYERS PLAY?

VISUAL 22.2: MIGRATION TO THE UNITED STATES

• WHAT MIGHT HAVE BEEN PUSH FACTORS?• WHAT MIGHT HAVE BEEN PULL FACTORS?• WHAT WERE THE EXPECTED BENEFITS

AND COSTS FOR THE SWEDISH FARMERS?• IF YOU HAD LIVED THEN, WOULD YOU

HAVE MIGRATED TO THE U.S? EXPLAIN.

WHAT CAUSED A RETURN TO SWEDEN?

• WHY WOULD SUCCESSFUL SWEDISH FARMERS DECIDE TO RETURN TO SWEDEN?

• VIEW VISUAL 3

P5

P4

P3

P2

P1

Q1 Q2 Q3 Q4 Q5

DEMAND

SUPP

LY

1

SUPP

LY

2

CLOSURE

• IN WHAT WAYS CAN IMMIGRATION BE VIEWED AS ACTION TAKING PLACE WITHIN AN INTERNATIONAL MARKET OF BUYERS AND SELLERS?

• WHY DID IMMIGRANTS COME TO THE UNITED STATES?

What in the World Were They Thinking?

How did geography, history, government, economics and history impact the thinking and actions of humans? The session will provide teachers with economic based lessons on how natural resources, politics, and historical events impacted decision making.

And the world cultures teks say…6th grade 2(B)  evaluate the social, political,

economic, and cultural contributions of individuals and groups from various societies, past and present

WH 1 (B)  identify changes that resulted from important turning points in world history such as the development of farming; the Mongol invasions; the development of cities; the European age of exploration and colonization; the scientific and industrial revolutions; the political revolutions of the 18th, 19th, and 20th centuries; and the world wars of the 20th century;

The world geography teks say… (11)  Economics. The student understands the reasons

for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems. The student is expected to:

(B)  identify factors affecting the location of different types of economic activities; and

(C)  describe how changes in technology, transportation, and communication affect the location and patterns of economic activities.

(12)  Economics. The student understands the economic importance of, and issues related to, the location and management of key natural resources. The student is expected to:

(B)  analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people; and

(C)  evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or policies related to the development of scarce natural resources.

The world geography teks say…

(12)  Economics. The student understands the economic importance of, and issues related to, the location and management of key natural resources. The student is expected to:

(B)  analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people; and

(C)  evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or policies related to the development of scarce natural resources.

U. S. History TEKS say… (22)  Science, technology, and society. The student

understands the impact of science and technology on the economic development of the United States. The student is expected to:

(A)  explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States;

(B)  explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs

The economics teks say… (11)  Economics. The student

understands key components of economic growth. The student is expected to:

(A)  analyze how productivity relates to growth;

(B)  analyze how technology relates to growth; and

The Government teks say… (20)  Science, technology, and

society. The student understands the impact of advances in science and technology on government and society. The student is expected to:

(A)  analyze the potential impact on society of recent scientific discoveries and technological innovations

Ideas that changed the worldConcepts

Geography•Standard of Living•Interaction with the physical environment

Economics•Technological change•Productivity•Capital goods •Human Capital•Standard of living

What is productivity?

•What was The Little Red Hen story about?• If it took 8 hours to bake 8 loaves, how many can she bake in 1 hour?•8X = 8 X = 1 loaf of bread• Productivity = the amount of good or service a worker can produce in a period of time.

The hen becomes more productiveIf the number of workers remains the

same, what is needed to increase productivity?•Technology and capital goods

What are the factors of production?•Land or natural resources•Labor•Capital

Visual 8.1What happened to the productivity of these products and why?

As production increases, what happens to prices?

What is the impact on standard of living?

Problem solving1. What problem needed to be solved?2. Who came up with a solution?3. What was the solution?4. How did this solution affect productivity?

A. Change in technology?B. New capital good?C. Improve people’s education or health?

5. How did the solution allow people to overcome challenges presented by the physical environment?

6. How did this solution affect people’s stand of living?7. How did this solution affect people’s quality of life?

Finnish technology award foundation

…”Promote people’s quality of life, are based on human values and encourage sustainable economic development”

Who would you nominate based on 8.3 criteria? Why?Make a poster to present their candidateJudge each other’s nominations with sticky notes

The candidates are…

•Double Bubbler•Barbed Wire •Penicillin•Telephone•Self-Polishing Steel Plow•Dynamite

AssessmentBrainstorm a list of new inventionsChoose one and write a newspaper story and headline about it

Paragraph 1• Who developed the invention?• What does it do or how is it used?• When was it developed?• Where was it developed?• Why was it developed?

•Paragraph 2• How does the invention increase productivity?• How does it change the environment or allow people to

overcome challenges in the environment?• How does it affect the people’s standard of living?• How does it improve the quality of life?

MIGRATION: LESSON 8FOCUS: GLOBALIZATION

TEXAS COUNCIL ON ECONOMIC EDUCATION

1801 Allen Parkway Houston, TX 77019 713.655.1650 www.economicstexas.org

VOCABULARY AND CONCEPTS

Human capital Skilled workers Unskilled workers Emigration Immigration Brain drain

FOCUS: LET’S BEGIN

Why do people migrate? What are the concerns about

immigration? What are the concerns about

emigration?

CONTENT STANDARDS

1. How and why do people react to incentives?

2. What role do incentives play? 3. What determines the income people

earn?

OBJECTIVES

1. Explore economic incentives that lead to migration, both economic and non-economic

2. Describe the difference between skilled and unskilled workers and the effects of immigration on both

3. What are the economic effects of immigration 4. Define/discuss cause and effect of brain drain 5. Illustrate impact of immigration on wages

using supply and demand diagram

STUDENT FOCUS

1. Do you know anyone who was born in a different country?

2. Was anyone in your family born in a different country?

UNITED STATES: NATION OF IMMIGRANTS

Melting pot Salad bowl US 31 million born elsewhere 11 % of US population Define: Emigration &

Immigration Why do people come to the US?

VISUAL 1: U.S. IMMIGRANTS BY CLASS OF ADMISSION, 2004

What are three facts that you can learn from the chart?

Summarize the point of the chart Continue looking at the other charts

WHY IS IMMIGRATION TO US DIFFICULT?

Why do people need to be related to a citizen or resident?

Why else is it difficult to immigrate?

WHO SHOULD BE ALLOWED TO IMMIGRATE TO THE UNITED STATES? Doctor Teacher Construction worker Agricultural worker Computer programmer

WORKERS

What is the difference between skilled and unskilled workers?

“Most countries have adopted immigration policies that are at least partly based on workers’ occupation or skill level.”

VISUAL 2: VISAS

What is a visa? What are three facts you can learn from

the chart? How would you summarize the point of

the chart?

WHAT ARE THE DIFFERENCES BETWEEN -

Permanent residence status Temporary Worker Visas

ECONOMIC REASONS FOR IMMIGRATION INTO THE UNITED STATES ARE –

WHAT IS HUMAN CAPITAL?

What impact do immigration and emigration have on human capital in a market?

Why is human capital important in a global economy?

What role do wages play with immigration?

ROLE PLAY: 20 MINUTES You will be assigned a particular role from

Activity One. (pages 190 to 195) Follow the instructions on page 188:

Play the role but you can improvise Interview 5 people to find out how each has

been affected by migration. Would they agree or disagree with laws to limit immigration?

As you interview, complete the chart on page 189

Summarize the most important statements Decide whether or not each would favor laws

to make migration easier.

DISCUSSION

Based on what you have learned, discuss who gains and who loses from immigration?

Use these terms as you discuss your answers –

Host country home, source, native country Remittances (cards 9 and 14) – transfer Returnees - reverse immigration

WHO IS HELPED? WHO IS HURT?

Why is immigration restricted in the US?

Discuss Visual 3 Why does the United States allow

immigration with the “negative” impact displayed on

Visual 3?

UNSKILLED WORKERS

What are the advantages and disadvantages of allowing more unskilled immigrants into the United States?

What are the advantages and disadvantages of skilled workers?

COMPARE AND CONTRAST

1. Do you believe that the benefits of immigration by skilled workers are greater than the benefits of immigration by unskilled workers?

How do you contrast the benefits of the immigration of skilled workers with the costs of emigration by skilled workers?

How do you use the term brain drain in your examples?

BRAIN DRAIN

Read Visual 4 and describe the main points

Study Visual 5 and summarize the information

What do you notice about the information in Visual 6?

What is the message in Visual 7?

COMPARE AND CONTRAST

The supply and demand of labor in the host country before and after immigration with

The supply and demand of labor in source country before and after emigration

?WHY DOES THE UNITED STATES

Attract so many workers, both skilled and unskilled?

Offer higher wages than many other countries?

DEBATE

Using topics A, B, and C on page 177, debate the pros and cons of each issue one at a time.

AND THE POINT IS?

CONTROVERSY OVER GLOBALIZATION What do you know about the pros and cons of

Globalization? Please read your part to yourself. Make a

poster that shows your arguments. Draw a picture and list words/phrases that describe your viewpoint. You will hold this up during your presentation.

You will participate in a production in which you will portray your character’s viewpoint and personality. Hold you poster up for all to see.

CONTROVERSY OVER GLOBALIZATION Use the chart to jot down notes about

the positions that others played. Discuss the viewpoints in small groups

and continue to complete your chart. Your group will make large protest

posters. What is the point of the lesson?

WHAT ARE SWEATSHOPS?

What do you look for when you buy clothes and shoes?

Look at your clothes label and determine where your clothes are made.

Using your handout, find and record three different ways to view sweatshops.

Which position best represents you? Why?

EVALUATIONS

Thank you for attending today! Please complete your evaluation. Please pick up your pin drive as you leave.

Laura EwingTexas Council on Economic Education1801 Allen Parkway, Houston 77019713.655.1650www.economicstexas.org www.smartertexas.org

PRESENTER

• LAURA EWING• TEXAS COUNCIL ON ECONOMIC

EDUCATION• 1801 ALLEN PARKWAY HOUSTON 77019• LAURA@ECONOMICSTEXAS.ORG• WWW.ECONOMICSTEXAS.ORG

TCEE CONFERENCESWWW.ECONONOMICSTEXAS.ORG

WHY DO PEOPLE MOVE?

Geography ConceptsMigrationImmigrantsPull FactorsPush Factors

EconomicsCostsBenefitsDecision Making

ENGAGE

1.Have you ever moved?

2.What was (were) the distance(s) of your move(s)?

VISUAL 4.1GEOGRAPHIC MOBILITY

What is significant about each figure and why do you think these changes happened?•Figure 1?•Figure 2?•Figure 3?

TERMS

•Migration•Immigrants•Emigrants•Benefits•Costs•Push and Pull

COSTS AND BENEFITS?BABYSIT FOR $6.00 FOR UNRULY KIDS

OR BE WITH FRIENDS?

Costs Benefits

PUSH AND PULL FACTORS

PUSH PULLCosts of present location that drive people away

Benefits of new location because it has advantages

“In 2002 the United Nations estimated that around 175 million people, or about 3 % of the world’s population, resided in a country different from their country of birth.”

REASONS FOR MIGRATION

1.You will be assigned one card from Activity 4.1.

2.You will answer questions on Activity 4.2.

3. Complete the chart based on reading.Push Factors for Migration

Pull Factors for Migration

AND THE POINT IS?