Central School Home School Package - Year : SPFSC 13 GEOGRAPHY
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HOME SCHOOL PACKAGE CONTENT TOPIC : - CULTURAL PROCESSES IN DIFFERENT ENVIRONMENT(MIGRATION PROCESSES IN NEW ZEALAND). WEEK LESSON SPECIFIC LEARNING OUTCOME PAGE 1 Define cultural processes 4-6 Identify/name a cultural process that operates in a chosen geographic environment 2 Identify/name the elements of the cultural 7-12 processes that operate in a chosen geographic 4 environment 3-5 Name an overseas setting 13-21 Locate an overseas setting List the elements of the cultural processes within a chosen geographic environment. Describe in detail the elements of the cultural processes within your geographic environment. 5 1-5 Explain how the elements have interacted in 22-28 migration process 1-3 Draw a sketch map to show the cultural processes 29-35 that operate in a chosen geographic environment. Draw a sketch map to show the cultural processes 6 that operate within a different part of a chosen environment. 4-5 Explain how your chosen cultural process operates 36-37 within your Overseas setting. 1-2 Describe the local spatial and/or temporal 38-42 variations in this cultural process within a choosen geographic environment. Explain why there are local spatial and/or temporal variations in this cultural process. 7 3-5 Describe the local spatial and/or temporal 43-53 variations in this migration process within New Central School Home Package Page 2
Zealand. Explain why there are local spatial and/or temporal variations in this migration process in New Zealand. 1-2 Describe how does the process of migration 54-56 encourage concentration and dispersal. 3-4 Describe how the cultural process has affected the 57-59 8 distribution of phenomena within a chosen geographic environment. 5 Evaluate the impact of the cultural process on people 60-65 and/or the environment Central School Home Package Page 3
LESSON Plan Name : Nerol Namak Subject : SPFSC 13 Geography Teacher 8 /06/2020 Date Topic : Introduction to Cultural Process Lesson number : 1 - ( Week 4) SLO Specific Learning Outcome (SLO) Skill SLO Code # Level Learning 5 Define cultural processes 1 Geo2.1.1.5 outcomes 6 Identify/name a cultural process that operates in a 1 Geo2.1.1.6 chosen geographic environment Intro Geography seen as having two dimensions: the natural and the cultural. The natural are those features of the Earth that existed before people and will ducti continue to exist if humanity ceased to exist. The cultural are those features on that are associated with human activity (usually economic, social and political) reflecting the decisions made by people over history. The cultural process involves cultural activities and patterns that studied at one point in time or a changing, developing series of stages. Chosen Cultural Processes - Migration Processes There are two case studies to focus on for this topic; Pacific setting - Vanuatu migration Overseas setting - New Zealand migration Learners notes Central School Home Package Page 4
WHAT ARE CULTURAL PROCESSES? The natural and cultural dimensions Geography is has two dimensions: the natural and the cultural. The natural are those features of the Earth that existed before people and will continue to exist if humanity ceased to exist. The cultural are those features that are associated with human activity (usually economic, social and political) reflecting the decisions made by people over history. There is a high level of interaction between the two dimensions with few natural or cultural environments not influenced by the other. Some cultural phenomena are visible (e.g. towns, created parks, roads), while some are invisible (internet banking, societal rules and customs). The cultural process involves cultural activities and patterns that studied at one point in time or a changing, developing series of stages. Geography studies the Earth and the events that take place on it – both natural and cultural. Natural processes above, on, and below the Earth create the environment in which humans live. Humans modify these processes and result in the formation of cultural phenomena. Cultural activities are a sequence of related actions or activities that can vary in time, space, magnitude, frequency and location. A cultural process can be easily confused with an economic activity but the two are quite different. For example, industrialization is a process, whereas industry alone would not qualify, as it is just an economic activity. Migration, Tourism, Agricultural Change and Changing Land use are also examples of a Cultural Process apart from Industrialization. Because people are geographic agents of change, physical and cultural environments always altered by them. People are able to change the features of an environment and the processes that create change. Tourism development as another example is a process as it made up of related activities, which modify or maintain the environment. Tourism is a cultural process because these activities involve people. Tourism development therefore describes how the tourism process changes over a period of time and space and changing patterns that result from their interactions with different environments. One includes a variety of social, economic and political phenomena. No video Central School Home Package Page 5
Questions 1) Define “Cultural Processes”. (Level 1) (Geo2.1.1.5) 2) Identify by circling your chosen Cultural Process from this list below: (Level 1) Geo2.1.1.6 a. Migration b. Tourism Development c. Industrialisation d. Agricultural Change e. Changing Land use Assignment -Question will be given later. Assessment Refe NCEA Level 3 renc es Central School Home Package Page 6
LESSON Plan Name : Nerol Namak Subject : SPFSC 13 Geography Teacher 10/06/2020 Date Topic : Migration Lesson number : 2- (week 4) SLO Specific Learning Outcome (SLO) Skill SLO Code # Level 7 Identify/name the elements of the 1 Geo2.1.1.7 Learning cultural processes that operate in a chosen geographic environment outcomes Intro ducti Migration Is a permanent or semi-permanent change of residence of an individual or group of people, from place of origin (source) to place on of destination. There are elements whether from the source and/or the destination that cause the migration process to occur. Cultural Process: Migration Defining Migration Migration is a permanent or semi-permanent change of residence of Learners notes an individual or group of people, from place of origin (source) to place of destination. Migration, together with fertility and mortality, are fundamental processes determining population growth and structure Central School Home Package Page 7
in an area. Gross migration includes all flows while net migration represents the balance of flows into and out of an area. Mobility is a rather more general terms than migration, covering all kinds of territorial movements of whatever distance, duration or degree of permanence. A distinction is always between migration and circulation, a term given to short-term, repetitive or cyclical movements. MIGRATION LOCATION A (Source) Individual or group migrate from source to destination Location B (Destination) The Cultural Processes of Migration The migration of people is a cultural process that involves people moving their place of residence permanently or semi-permanently. Some of these movements of people involve the migration of people within a country from city to city or rural areas to city or city to rural areas. This movement can be referring to as internal migration. Another type of migration is external migration, involving the movement of people between countries. Central School Home Package Page 8
THE CHARACTERISTICS OF MIGRATION Migration is the movement of people from one place to another. This involves a series of steps or related actions (processes) These steps change the patterns of population distribution and population flow. Migration varies in duration sometimes happening quickly, sometimes over long period, but always involving interaction between elements Migration occur in various scales, from international to regional to specific places. Sometimes migration occurs in certain locations only once or twice. In order locations, it can occur regularly, leading to patterns of flow and the establishment of migration systems. The process of migration can cause changes to people, places and patterns at the source, en-route and destination How people view migration is determined by their culture and perception. ELEMENTS AND INTERACTIONS INVOLVE IN THE PROCESS OF MIGRATION Elements are an essential feature/ factors of any process. Central School Home Package Page 9
The migration occurs because of elements with migrant, origin (Source), en-route (obstacles), destination and receiving environment (host). To be more precise these elements can be categories under the six main categories - social, economic, political, natural/environmental, historical and cultural. For example, the migrant might decide to migrate the countries simply because he/she has enough money to travel. This is an economic element, which is from the migrant. The elements in the process of migration also known as factors for an individual and /or group to involve in migration process. Many of the elements are abstract (you cannot ‘touch’ or ‘see’ the element), such as the social element of personal freedom. Some elements are concrete (you can touch and/or see the element), such as a warm climate or democratically elected government. Social elements- crime rates, personal freedom, social services, health services, education. Economic elements- employment opportunities, wages/salaries, available market to sell items produced. Political elements – war, type of government ruling, taxes, human rights, political agreement between countries, etc. Natural (environmental) elements – climate, coastal location, natural hazards, topography of land, pollution, land availability, etc. Historical elements – colonial heritage and link to other countries. Cultural elements – religious freedom, language, technological advances. The elements interact or operate simultaneously to create the process of migration. Within an individual element, some aspect are encouraging a migrant to leave an area (push factors) and some to motivating a migrant to move into an area (pull factors). Central School Home Package Page 10
Some examples of ‘push’ factors and ‘pull’ factors Push and pull factors in migration Element Push Pull Social Lack of amenities Availability of and attractions entertainment opportunities Economic Low wages/salaries High wages/salaries Political Lack of political Democratic freedom government Natural/Environment Unfavorable, cold Pleasant, warm climate climate Historical Transfer of Historical links such sovereignty as colonial heritage Cultural Inability to buy food Same language products for own culture No video Questions 1) Define what migration means. 2) Name the elements of migration process. 3) What is the difference between external migration and internal migration? 4) Give two examples of pull factors in migration. 5) Give one example of each of the following; a. An economical pull factor. b. A political push factor. c. An environmental pull factor. Central School Home Package Page 11
d. A social push factor. Assignment Test will be base on this topic later. Assessment Refe NCEA level 3 renc es Central School Home Package Page 12
LESSON Plan Name : Nerol Namak Subject : SPFSC 13 Geography Teacher 10/06/2020 -12 /06/2020 Date Topic : migration Lesson number : 3-5 (week 4) SLO Specific Learning Outcome (SLO) Skill SLO Code # Level 3 Name an overseas setting 1 Geo2.1.1.3 Learning 4 Locate an overseas setting 1 Geo2.1.1.4 12 List the elements of the cultural processes 2 Geo2.1.2.3 outcomes within a chosen geographic environment. 15 Describe in detail the elements of the 2 Geo2.1.2.5 cultural processes within your geographic environment. Introd uctio Migration process in New Zealand involve several elements interacting. n These elements affects the decision that the migrants take to migrate because it affect the destination for which the migrant will choose. Central School Home Package Page 13
Case Study # 1: The Migration Process that operates in New Zealand. Cultural Processes: - Migration Process Overseas Setting: - New Zealand Key Ideas Learners notes The elements interact to create the process of migration. Migration process involves various locations or settings, the source, en- route and at the destination. It is the elements operating and interacting within these settings, which determine whether people will migrate or stay. LESSON NOTES New Zealand Central School Home Package Page 14
The Sixteen Regions of New Zealand A. The Elements of Migration process in New Zealand There are common trends of migration that occur in New Zealand and they are the drift north and the drift south. 1. The Drift to North Island of New Zealand: In 1900, the percentages of people who lived in the North or South Islands were about equal (50:50). Since that time, the North Island has gained a larger and larger share of New Zealand’s total population. In 2006 the North Island had 75% of the total, while Central School Home Package Page 15
the Auckland region alone, with 33%, had more than the entire South Island share. The change in population growth between the South Island and the North Islands of New Zealand is the result of two factors; The drift north of internal migrants ( New Zealanders) The much higher percentage of external migrants or immigrants who settle in the North Island, especially Auckland (over the last 20 years Auckland has been the destination of 57% of all immigrants to New Zealand). The migration of people from the South Island of New Zealand to the North Island of NZ is due to the following reasons; Early reasons for the northward drift relate to North Island becoming available for settlement due to the Large-scale confiscation of Maori land following the Land Wars of the 1860s. Dairy farming grew in importance, and this led to much higher rural densities than the more extensive pastoral farming of the South Island. North Island urban areas were also growing during the latter part of the 19th century and early 20th century- and now came a growth in industry and commercial opportunities. Climate. The warmer average temperatures of the north have exerted a constant pull on migrants. The North Island especially Auckland is closer to world trade route and this has fostered trade, commerce and then industrial growth in the north. These in turn provide more employment opportunities. The North Island rural industries also grew more rapidly, especially from 1950 onwards. The forest industry of the central North Island grew as the forest matured, sourcing large-scale processing and export industries (eg at Kinleith- Tokoroa and Tauranga). The oil and natural gas industry of Taranaki (Maui and the associated Synfuel plant at Motonui attracted their share of jobs and workers. By contrast, South Island rural industries have been decline, especially the timber industry of Westland and the coal mining industries of Westland and Southland. Since the northward drift started, the process accelerated because of the cumulative causation or multiplier effect. Central School Home Package Page 16
This effect begins to operate once one area of a country gains an advantage over another in terms of size of population and economic activity. 2. The Drift to South Island of New Zealand. During the 1991-1996 periods, there is an increase in the population of the South Island. A number of reasons put forward for this reversal of a long-established inter-island trend. The ‘pull’ factors exerted by the South Island from areas such as Nelson, Marlborough and Canterbury on North Islanders are including; the cheaper housing in the South Island lower crime rates more space less traffic and pollution less racial tension and more relaxed pace of life 3. Among the retired people: A lot of retired New Zealander decides upon relocating to a new place due to various elements such as; Earlier retirement- more people retired before 60/65 years and so upon receiving their retirement they migrate to a new location. Pensions- When the state pension has introduced, and the increase of pensions, pensioners have been able to afford to re-locate and maintain a reasonable standard of living. Attitude towards the elderly- In this twentieth century, elderly have tended to live less with their children may be due to the breakdown of the extended family, the children themselves will have left the area of the family home or the improved health of the aged and a changing attitude towards age. As a result, the elderly tend to be more mobile. Health- Many people move for health reasons, especially to areas of milder climate or clearer air such as North Island of New Zealand. Central School Home Package Page 17
Elements that have encouraged migration to Auckland City Social Auckland provides a wide range of educational Elements institutions to cater for the majority of forms of academic or technical training. The City also offers advanced health services, including a range of specialized health-care facilities. Auckland offers a wide range of recreational opportunities. Cultural pursuits are well catered for, such as, In the performing arts, for example, one can choose from cinema, theatre, opera, ballet, orchestras, while there is also a variety of libraries, museums, restaurants, arts and sculptures galleries. Auckland also provides an exciting ‘night life’, nightclubs, bars, a casino. Economics For entrepreneurs, Auckland provides the greatest Elements number and range of skilled workers, an excellent infrastructure, and the largest affluent market in New Zealand. Business set up in Auckland attracts workers seeking jobs and opportunities for advancement. Industries set up in Auckland attract other industries, which attract associated products, eg the Telecommunication Company and computer shop, internet café, etc. This is the industrial agglomeration effect, which provides more jobs and attracts more workers. The numerous services associated with industrial and commercial growth also increase further employment opportunities, eg. roading, telecommunication, repairs, advertising, trade facilities, banking, retailing etc. The construction industry associated with all these aspects of commercial and industrial growth also provides jobs. Housing construction for the growing population is another source of employment. Auckland provides the greatest number and range of employment opportunities of any place in New Zealand, and certainly far greater than any other New Central School Home Package Page 18
Zealand city. Natural Auckland’s position in New Zealand means it is closer Elements to the world trade and air routes. This attracts more services to evolve within the area, which in return provide more employment opportunities for people. Warm climate, winter particularly mild, which may attract more migrant to Auckland to enjoy the warm climate than the cold winter in the south island. Long, attractive coastline means that maritime recreational opportunities are available. Elements that discourage migration to Auckland City High house price (eg price rises of 15% or greater, annually 2000- 207) High crime rates Higher levels of pollution Overstretched services, especially in health and education. Problems of providing adequate water supplies and sewage services Ethnic conflicts Increasing congestion, especially of vehicle traffic on the main arterial routes into the city. As Auckland continues to expand, commuter times and distance lengthen. As Auckland’s population grows, so does the need for space. Auckland continues to spread over valuable farming land, taking it out of production and converting the farmland into suburb. No video Questions 1) Name the chosen cultural processes studied. 2) Name the overseas setting. Central School Home Package Page 19
3) On the world map below, locate and name the overseas setting. 4) Define what social elements means in relation to migration process from your chosen overseas setting. 5) For your chosen cultural process, identify two specific elements (reasons) of your chosen cultural process within your chosen overseas setting. 6) Describe in detail how each of the TWO specific element identify in qtn #4, involve in the migration process for your oversea setting. 7) Draw a sketch map to show any two elements of migration process that operate in your overseas setting. Add title, key and approximate scale to your map. Assignment question be given later. Assignment Central School Home Package Page 20
Assessment Refe renc NCEA Level 3 es Central School Home Package Page 21
LESSON Plan Name : Nerol Namak Subject : SPFSC 13 Geography Teacher 15/06 – 19/06 Date Topic : Elements and Interaction Lesson number : 1-5 (week 5) SLO Specific Learning Outcome (SLO) Skill SLO Code # Level Explain how the elements have interacted in Learning migration process outcomes Intro ducti This lesson will focus more on the elements that have involve in a specific migration Process. These elements can either encourage or discourage a person to migrate. on LESSON NOTES The Interactions of Elements of the migration process Learners notes In New Zealand. The elements of migration do not produce the process of migration Unless, they interact. It is the interaction of elements that causes the migration Central School Home Package Page 22
Process to occur. Some examples of elements & Interactions o A person might decide to move to a place where there are better employment prospects such as Auckland (an economic element), but is also attracted to a location such as Auckland from Dunedin by a warmer climate (a natural or environmental element). ELEMENTS ELEMENTS (Source, Migrants) INTERACTION ( Destination, Host) Natural (Climate) The retire Person of New Natural (Climate) Zealand that are before e.g: The cold climate of e.g. the warmer 60/65 years have decided to the South Island of New climate of the North relocate permanently to Zealand. Island of New cleaner and warm climate Zealand. area. They choose the North island such as Bay of Plenty over the Nelson regions due to it warmer climate. Social Due to lack of higher Social educational opportunities in Eg. Lack of educational Eg. Education at Pacific island countries opportunity in the school, polytechnics shows that many young Pacific. and university Pacific islanders migrate to New Zealand in search of better high educational institution such as polytechnic and universities. Social The Pacific island countries Political have certain foreign aid e.g. Education e.g. Foreign Aid given to them in the form of scholarship. Pacific islanders who wanted to further their education in those high educational institutions in New Zealand have the opportunity to do so since their country may lack to offer the qualification and tertiary institution such as Auckland University, Waikato Central School Home Package Page 23
University and others more. Economic Auckland provides the Economic greatest number and range e.g. lack of job in the e.g. Job promotion of employment South Island opportunities of any place in New Zealand, and certainly far greater than any other New Zealand city. A migrant from the South Island has been promoted to work to a large firm headquarters located in Auckland city. Economic The migrant requires a new Environment job. Auckland provides e.g job e.g. coastline many jobs opportunities. Not only that but with a good climate and sporting activities as well. With Long, attractive coastline means that maritime recreational opportunities are available. However, some elements assist interaction while others hinder the interaction. Example 1: A migrant might choose to go to destination B rather than destination A. Destination A might lack employment opportunities despite its closeness to the migra (source). Destination B is farther but has more job opportunities with good income package. Lack of employment opportunity at destination A hinders the migrant to migrate to, however destination B assist the migrant to choose this destination and migrate to it. Destination A Source Destination B The migration of migrants to destination depends entirely on the elements whether it hinders or encourage the migrant to the destination. Central School Home Package Page 24
Example 2: Similar Language Source Destination (Migrant) T The similarity of their language assists the interactions of the two elements from the Source and Destination. Therefore, the migration is likely to take place. Example 3: No means of Transport Source Destination (Migrant) Since there lack of transport route to the new destination, this interaction is not supported but hindered and not likely to take place. Example #1 Central School Home Package Page 25
Example #2 Map showing some elements that contribute to the migration process in New Zealand. Elemensts : Employment and Climate. Central School Home Package Page 26
No Video Questions 1) Identify TWO social element that might encourage migration process in New Zealand. 2) Describe in detail how each of the social elements mention in qtn#1 might encourage migration in New Zealand. 3) Identify TWO economic elements that might hinder migration process in New Zealand. 4) Describe in detail how each of the economic elements mention in qtn#3 might hinder migration in New Zealand. Central School Home Package Page 27
5) Name any FOUR specific elements that operate with migration process in New Zealand. 6) Explain how ONE of the elements mentioned in q#5 operate with the migration process in New Zealand. Use example from your New Zealand case study. Assignment Questions to be assessed Assessment 1. Describe in detail ONE element of the cultural process for your chosen overseas setting. 2. Draw a sketch map to show how the TWO elements of the cultural process operate in your overseas setting.. Add a title, key and approximate scale to your map. Refe NCEA Level rence SPFSC past paper s Central School Home Package Page 28
Lesson Plan Name : Nerol Namak Subject : SPFSC 13 Geography Teacher 22nd /06/2020 - 24/04/2020 Date Topic : Migration in operation Lesson number : 1-3 (week 6) SLO Specific Learning Outcome (SLO) Skill SLO Code # Level 10 Draw a sketch map to show the cultural processes 2 Geo2.1.2.1 Learning that operate in a chosen geographic environment. outcomes 11 Draw a sketch map to show the cultural processes 2 Geo2.1.2.2 that operate within a different part of a chosen environment. Intro For this lesson, student will look at how migration process operates. There ducti are six stages which a migrant does go through in this process. Those six on stages are as follows: motivation, decision, arrangement, journey, Arrival and adjustment, and Establishment and settlement. LESSON NOTES How does the process of migration operate? Migration process operate through sequence of events and there are six Learners notes clearly identified stages. The process of migration operates through six Central School Home Package Page 29
clearly identifiable stages such as Motivation, Decision, Arrangement, Departure, Journey and Arrival, Establishment and Settlement. The migrant involve in the migration processes in any geographical setting must follow the steps/ stages. Six stages of migration process Motivation Decision Arrangement Journey Arrival and adjustment Establishment and Settlement. 1) Motivation Migrants are attracted to move (voluntary) or forced to move (such as fleeing from a war zone). They must overcome inertia (it is always easier to stay put) and intervening obstacles such as cost, distance from their home or legal part of travelling. 2) Decision Migrant must constantly make decision- should they migrate, and if they do, how do they evaluate their move ? The number involved is usually determined by the strength of the elements motivating the move. When people migrate because they are forced to (e.g. natural disaster or war) they generally move quickly and in high numbers. When people move because they are, attracted to another area they usually take time to think about their proposed journey and plan its execution thus it takes time. 3) Arrangement Once the decision to migrate has been made, a series of logistical consideration have to be made. The move needs to be planned, for example; Central School Home Package Page 30
At the source (origin) -the number of assets such as house needs to put out for sold or rent -arrange for families or relatives to care for families or farms that will be left behind. En-route -the distance to travel -the transport option -the likely cost -the accommodation needs Destination -the availability of accommodation -the transport to take to where to stay -etc 4) Departure Migration occurs over varying periods and usually involves overcoming obstacles. The more quickly obstacles are overcome, the more quickly the migration process occurs. The shorter the distance of migration the more likely less obstacles to overcome. 5) Journey Departure can be traumatic, as the migrants may be leaving behind friends, family and the security of a way of life that they know well. All this especially true when the language and society of the destination country are different. Migration usually occurs in a series of step where the migrant reaches the final destination after a series of moves. For example, a migrant leaves his village to the main town where he/she board a plane to his/her final destination. This migrant involves in series of moves from village to town and to the final destination. Distance decay Model reveals an inverse pattern, which means larger numbers of migrants, will travel shorter distance while relatively few people will travel longer distances. Distance decay Model reveals an inverse pattern, which means larger numbers of migrants, will travel shorter distance while relatively few people will travel longer distances. Central School Home Package Page 31
6) Arrival, Establishment and Settlement Similar requirements are evident at all three stages although they take on different priorities. Some examples of those priorities such as; Stages of Establishment in Host Community Priorities Arrival Establishment Settled Housing Rental Improved rental Purchase house/land Employment Unskilled Improved job or Owned business job security school Local Local May go to ‘better’ schools out of the local area. Mastery of Speak mainly Speak some of host source host language language language Food Prefer food Experiment Eat mainly host often eat and with some host foods prepared in foods the source (origin) Arrival - the securing of accommodation and employment are the first priorities. Establishment - the migrant will have settled accommodation and employment and begin expanding social horizons. Settled - if opportunities for upward mobility present themselves, the migrant may seek further higher accommodation and employment opportunities. Social change is most likely to occur at this stage as the migrant becomes a part of the host community. New Zealand The process of migration in New Zealand has operated as a series of overlapping phases from 1850 to the 1990s. Central School Home Package Page 32
These four phases mentioned above identified the period of time when the wave of migration process took place in the migration history of New Zealand. The migrants do involve in those sequence of event of the migration process due to the elements, which encourage them to migrate. An example below explain how migration operate in New Zealand. Central School Home Package Page 33
A migrant move during Phase 4, might have migrate from Wellington to the Bay of Plenty, Resource 2.17 (pg 166), due to the warmer climate up North of North Island. The Migrants is motivated to migrate out of Wellington due to the cold climate down south of North Island. After certain consultation Decision was made and arrangement done to secure necessary things such as accommodation at Bay of Plenty. The journey to Bay of Plenty might be via Auckland. The Migrant might took a private transport via Auckland and then to Bay of Plenty. When the migrant arrived at Bay of Plenty the migrant check for priorities such as the accommodation that has been arrange prior to travelling. For few months, the migrant have to rent an accommodation such as a hotel but later moved into a more improved rental apartment. After several years of hard working and commitment, the migrant has settled with better salary, improved lifestyle, and finally decided to purchase a new home where the family later moved in. Example #1 Central School Home Package Page 34
No video 1) Draw a sketch map to show the migration process that operate within New Zealand. Add a title, key and an appropriate scale for your map. (Hint: draw a sketch map of New Zealand and use arrows to show the migration pattern. Assignment Question 1 for the ‘exercises’ will be assessed. Assessment Refe NCEA Level 3 renc es Central School Home Package Page 35
LESSON Plan Name : Nerol Namak Subject : SPFSC 13 Geography Teacher 24/06-26/06 Date Topic : Migration process in operation in New Zealand. Lesson number : 4-5 (week 6) SLO Specific Learning Outcome (SLO) Skill SLO Code # Level 19 Explain how your chosen cultural process 3 Geo2.1.3.3 Learning operates within your Overseas setting. outcomes Intro ducti This lesson will continue to focus on how migration process operates in New Zealand which is our overseas setting. on (Refer to notes on lesson 1-3) Learners notes No Video Central School Home Package Page 36
Questions 1) Explain how your chosen cultural process operates for your chosen overseas setting. You can explain the sequence of events that happen (six stages). Use specific case study as evidence. (See the example in lesson 1-3 to help you attempt this question). Assignment Assessment question given in your ‘exercise’ will be assessed. Assessment Refe NCEA Level 3 renc es Central School Home Package Page 37
LESSON Plan Name : Nerol Namak Subject : SPFSC 13 Geography Teacher 29/06 – 01/07 Date Topic : : Spatial Variation and/or Temporal Variation in Migration Process. Lesson number : 1-2 (Week 7) SLO Specific Learning Outcome (SLO) Skill SLO Code # Level Learning 13 Describe the local spatial and/or temporal 2 Geo2.1.2.4 variations in this cultural process within a outcomes choosen geographic environment 20 Explain why there are local spatial and/or 3 Geo2.1.3.4 temporal variations in this cultural process. Intro ducti This lesson is focus on the spatial variation of migration process and the reasons why these variation might occur. on LESSON NOTES Spatial Variation refers to the process been different within different settings, e.g. concentrations in the village, dispersal to outlying islands, radial patterns within an area, nodes within a country, linear pattern Learners notes globally. Central School Home Package Page 38
Temporal variations refer to how things change over a period. Examples of temporal variations include even, uneven, fluctuating, cyclic, regular and irregular. Temporal variations is the result of changes in transport, fluctuating currency rates, shortage of labour, among others. Concentration means grouping together and dispersal means spreading out. SPATIAL VARIATION IN MIGRATION Some places and regions experience more migration than others do. This creates spatial variations. The general pattern of these variations is reflected in the core-periphery model where movement of migration tends to be from periphery to core and usually rural or small urban to large urban core. Rural CITY CORE Small Urban Core As a result, the core grows larger or land use becomes more intense while the periphery may diminish slightly or land use become less intense. The core-periphery model can be sub-divided into smaller local spatial units. a) Regional spatial Variations A common arrangement or pattern of migration across the region with their own local population movement. b) Inter-urban and rural-urban spatial variation Spatial variations in migration can be observed when people move from rural to urban areas (and vice-versa) and from one urban area to another (usually smaller to larger) c) Intra-urban spatial variations Spatial variations in migration also occur within urban centres. REASONS FOR LOCAL SPATIAL VARIATIONS As certain area develops, perhaps owing to the exploitation of mineral resources or industrial development or the building of a new port, people from other areas with slow growth migrate to these growth points. The initial movement is in search of work but a number of the push and full Central School Home Package Page 39
factors can be contributory causes. In variably such migration results in vast growth at the growth points, but a decline in the periphery regions. For whatever reasons people leave a location, if they forced to leave against their will, where possible, choose an alternative location based on the perceived advantages of that location. Local spatial variations in migration largely determined by the relative strength of the pull factors operating within that particular area and the barriers, which might hinder migration in some parts of that local area. To explain the spatial variations, we return to the en-route elements and the destination elements. En-route elements En-route elements affect the spatial variations of migration in that they are either helpful to migration or they hinder migration. Central School Home Package Page 40
No Video Questions 1) Define the term spatial variation. 2) Define the term temporal variation 3) Describe the three common types of spatial variation in migration process. Central School Home Package Page 41
4) Discus any an element that might have encourage migrants to involve in any of the migration variation and that might hinder the migration. Assignment No assessment Assessment Refe NCEA Level 3 renc es Central School Home Package Page 42
LESSON Plan Name : Nerol Namak Subject : SPFSC 13 Geography Teacher 2/07 – 03/07 Date Topic : Spatial Variation and/or Temporal Variation in Migration Process in New Zealand. Lesson number : 3-5 (Week 7) SLO Specific Learning Outcome (SLO) Skill SLO Code # Level Learning 13 Describe the local spatial and/or temporal 2 Geo2.1.2.4 variations in this migration process within New outcomes Zealand. 20 Explain why there are local spatial and/or 3 temporal variations in this migration process in New Zealand. Intro Migration process from one place to another in New Zealand reflects a spatial variation in this process. There are also changes in migration over period of ducti time in the migration process of New Zealand. This is known as the temporal on varition. LESSON NOTES New Zealand Case Study SPATIAL AND TEMPORAL VARIATIONS FOUND IN THE CULTURAL PROCESS Central School Home Package Page 43
Learners notes OF MIGRATION Differences in the migration process from one place to another in New Zealand are spatial variations; changes in migration over time are temporal variations. Rural-Urban Migration The process of rural-urban migration probably started soon after the Europeans first settled in New Zealand, and has been continuing ever since. The process probably became most marked in the 1950s and 1960s, when urban and industrial growth was most rapid and farming areas were undergoing structural changes (such as amalgamation and increasing mechanization). Since that time, the process has probably declined in intensity, but has continued at a slower pace. Today, New Zealand is one of the most urbanized societies in the world, with between 80% and 85% of the population living in urban areas. However, the percentage living in the larger urban centres continues to increase. The 15 largest cities of New Zealand now account for nearly 56 % of the total population. Auckland dominates this urban growth. Auckland continues to grow faster than any other urban areas. The Auckland Region has 32.4% of New Zealand’s population, the biggest proportion of any region in New Zealand. The reasons for the Rural-Urban drift in New Zealand over the last 100 or so years. These reasons are relate to push and pull factors (elements) and the increasing attraction of urban centres as they increase in their social, economic and political dominance of the country. This is the urbanization process, which is part of the greatest social and economic change in human lifestyles in recent history. a) Rural –urban drift Push factors that have operated in rural New Zealand are follows; Many sectors of farming (especially extensive pastoralism, such as sheep and cattle farming) have become less profitable. Increases in farm costs have added to this problem. In circumstances of low-income returns, farmers may reduce their workers and reduce costs, such as those involved in the application of fertilizers. This reduce rural job opportunities. Central School Home Package Page 44
Increasing mechanization reduce the demand for labor on farms, as does the increasing use of contractors to carry out work- many of these contractors are based in urban settlements. In order to increase efficiency and profitability, amalgamation of farms has occurred (one farmer buys up a neighboring property and the two properties become one larger farm). This process has been occurring for the last 20 years and has resulted in families leaving the land-most for urban destination. Rural industries such as freezing works, dairy and cheese factories have shown similar trends in their search for the greater profitability of economies of scale. In Waikato, the giant Te Rapa dairy factory has replaced numerous smaller factories, which formerly served the area. This process results in lost jobs and migration of workers. Although lack of employment opportunities is probably the greatest single factor involved in rural-urban drift, social service factors also play their part. Rural areas seen as offering fewer education opportunities, especially at tertiary level. Health services are not so readily available. Entertainment, cultural and sporting facilities are often rather limited. For young people in particular, rural areas may lack excitement. Other services, which rural people may require on a regular or periodic basis, also tend to be urban-based. Shopping facilities, supermarkets, lawyers, banks and loan facilities, travel agents, vehicle and machinery dealerships and so on are all more likely to be located in urban areas. Many services formerly located in small rural townships have been close down. In particular, numerous post offices and smaller hospitals have closed. These closures displace jobs, then people. Women have always been more likely to move from rural to urban areas because employment opportunities in rural are more restricted for them than they are for men. An increasing number of women are seeking career opportunities in urban areas. All these processes of decline operating together cause a downward spiral in rural areas. The migration of people and services cause further decline as retail shops no longer have a large enough number of buyers. As young people leave, so do their families. This leads to a school closure. Then mail and transport services are no longer economic. More jobs are lost as businesses and services close. All of these factors accelerate migration, especially of the younger and more active members of the rural community. This cumulative causation process in reverse has helped to Central School Home Package Page 45
deplete many rural areas of New Zealand. On the other hand, pull factors operate to attract people to the towns and cities. Pull factors that have operated to attract people to the towns and cities in New Zealand are follows; Rapid economic growth of urban areas, especially Auckland, has provided a greatly expanded number and variety of employment opportunities. The larger, more affluent urban markets encourage entrepreneurs to start business ventures. Successful business ventures expand and create more employment opportunities. The excitement of city life and its recreational and cultural opportunities are a powerful attraction, especially to the young. Higher education facilities are more in urban areas. Modern society demands higher levels of education to fill the increase sophisticated job market. The urban universities and technical institutes attract school leavers to the urban areas. Other social needs, such as health services, sports etc, in urban areas. The economies of scale dictate where the increasingly expensive medical facilities are to be located, and cities are the obvious choice. Doctors, nurses, physiotherapists, dentists and an increasing range of specialized health services concentrate in cities. Other services are also concentrated in urban areas, eg retailing, banks, law services, insurance, libraries, restaurants and finance institutions. These services also create jobs. Internationally, the tertiary (or service) sectors of economies have grown more rapidly in recent years than primary (agricultural) or secondary (manufacturing) sectors. These tend to be urban-based, and are especially likely to be found in the largest cities, eg Auckland. b) Urban –rural drift – a counter –migration process This spatial variation of migration is happening in most developed countries. People are moving out of the major cities to smaller settlements in rural areas. The causes of this movement are complex, but Central School Home Package Page 46
movement tends to be age and occupation selective. That is, it is usually confined to certain age groups and/or certain employment situations. Reasons (elements) that causes people to live the urban areas and move to rural areas in New Zealand; The most obvious movement is of retired people (retirees) moving away from urban areas to the main retirement areas of New Zealand- east coast of Northland (especially the Bay of Islands), Coromandel Coast, the Bay of Plenty (especially Taranga), and the Kapiti cost north of Wellington, and the North of South Island (the Nelson and Marlborough areas). There are some evidence that the Taupo and Queenstown areas are also popular retiree destination. The larger number of over-60s in these areas compared with New Zealand average is evidence of this process operating. Rural fringe areas around cities have grown very rapidly since 1991. The districts near Auckland- Rodney in the north and Franklin the south- have shown rapid growth in the last 10 years. The areas west of Christchurch have also grown rapidly. The attractions of ‘lifestyle blocks’ have lured many people away from city suburban life (as long as rural subdivisions are allowed to proceed), while cheaper housing has attracted others. Many commute long distances to work in the city. Sectors of the agricultural economy, which have expanded recently, such as horticulture and the wine industry, are concentrated in areas such as Nelson-Marlborough and Napier-Hastings. These have concentrated declines in other parts of the rural economy. The economic downtown of the late 1980s and early 1990s also caused some urban-to-rural movements. Many Maori people returned to their tribal areas, especially in Northland, where their extended family (Whanau) gave them greater emotional and economic support. A movement of another was caused by the growth of tourism. Large increase in Taupo area, the Bay of plenty, Nelson- Marlborough, Queenstown Lakes and the Mackenzie District. The migration appears to be mainly younger people seeking jobs in tourism and attracted by the outdoor recreational opportunities available. These counter-migration urban-rural movements are small in terms of the total New Zealand internal migration picture, but they have had very significant effects on certain areas of the country. Central School Home Package Page 47
c) Inter-regional migration The inter-regional migration patterns in New Zealand are very complex, with many movements between regions of New Zealand. The reasons for the inter-regional migration is related to other migration types. Setting # 2: Spatial Variation in Migration process in Auckland (New Zealand) Elements that have encouraged migration to Auckland Elements Social -Auckland provides a wide range of educational Elements institutions to cater for the majority of forms of academic or technical training. -the city also offers advanced health services, including a range of specialized health-care facilities. -Auckland offers a wide range of recreational opportunities. -Cultural; pursuits are well catered for. In the performing arts, for example, one can choose from cinema, theatre, opera, etc. -Auckland also provides an exciting ‘night life’, nightclubs, bars, a casino. Economic -For entrepreneurs, Auckland provides the greatest Elements number and range of skilled workers and excellent infrastructure, and the largest affluent market in New Zealand. -Businesses set up in Auckland attract workers seeking jobs and opportunities for advancement. -Industries set up in Auckland attract other industries, which fabricate associated products, eg. the foodstuffs and chemical industries. This is the industrial agglomeration effect, which provides more jobs and attracts more workers. -The numerous services associated with industrial and commercial growth also increase and provide Central School Home Package Page 48
further employment opportunities, eg roading, telecommunications, repairs, advertising, trade facilities, the stock market, commercial law, banking, retailing. -The construction industry associated with all these aspects of commercial and industrial growth also provide jobs. Housing construction for the growing population is another source of employment. -Auckland provides the greatest number and range of employment opportunities of any place in New Zealand, and certainly far greater than any other New Zealand city. Natural -Warm climate; winter are particularly mild. Elements -long, attractive coastline means that maritime recreational opportunities are available. -Auckland’s position in New Zealand means it is closer to world trade and air routes. This advantage translated into trade and transport facilities and processes that in turn attract people for the employment generated. d) Intra-urban Migrations The movements of people within cities. This is usually cause by changing economic or family circumstances or changes in life cycles. Young adults have different housing requirements from young families, who are different again from mature, older families and the elderly. In fact, the most common migration movement in New Zealand is the movement of people within urban areas. Reasons why people change their place of residence in urban areas; Leaving home- when students leave school, it is natural for many to seek independence from their parents. Increasingly, students go on to tertiary education, which in many cases may Central School Home Package Page 49
involve living in student accommodation areas- flats and houses in or near the CBD. Partnerships, marriage, young family formation- young couples usually rent or buy a lower cost house in keeping with their income at the time. New houses in new outer suburbs were the usual means of first home ownership, especially during the 1960s and 1970s. More recently, this process of family and home formation has become more complex, but the first house/home phase remains in sequences. Dinkies, Sinkies and yuppies -Young couples may earn high incomes and move to houses or apartments, which are more suited to their more affluent lifestyles. These people are known as double-income-no-kids (dinkies), and the single-income-no- kids (sinkies), or collectively known as ‘yuppies’ (young upwardly mobile urban professionals). Older families with teenage children- as family incomes rise, so do aspirations. Families may move to larger houses in ‘better’ suburbs- both to accommodate the larger space demands of older children and /or to be near to what they perceive as ‘good’ schools. Some families may move from ‘lifestyle block’ to hectares in the rural-urban. In Auckland, such places include Albany and Rodney District in the north and Frankline, Papakura and Clevedon in the south. The elderly- When their children have left home, the older generation may re-evaluate their housing options. Such people may move to a smaller house –perhaps one of the higher- priced infill houses on a subdivided older section, or they may decide on an inner-city apartment. If the older people retire they may move out of the city altogether and join other retirees at one of the coastal settlements on the Coromandel or in the Bay of Plenty (from Auckland), the Kapiti coastal settlements (from Wellington) or the northern South Island ( from Christchurch). Central School Home Package Page 50
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Example : No Video Questions 1. Identify the spatial variation of migration process in New Zealand. 2. Give two reasons why there was a ‘drift north’ in New Zealand. 3. Explain how the process of rural-urban drift can be the result of both Central School Home Package Page 52
push and pull factors. Assignment Question to be assessed Assessment 1. Explain why there are local spatial variations in the cultural process for your chosen overseas setting. Support your explanation with case study evidence. 2. Draw an annotated sketch map of New Zealand to show spatial variation of the migration process in New Zealand. (Hint: You can shade with color to show places where a lot of migrants go to, e.g. Auckland area, Bay of plenty). Refe renc NCEA Level 3 es Central School Home Package Page 53
LESSON Plan Name : Nerol Namak Subject : SPFSC 13 Geography Teacher 6/07/2020 - 8/07/2020 Date Topic : The Concentration and Dispersal of migration process in New Zealand. Lesson number : 1-2 (week 8) SLO Specific Learning Outcome (SLO) Skill SLO Code # Level Learnin Describe how does the process of 2 migration encourage concentration and g outcomes dispersal. Intro This lesson is focus on how the migration process encourage ducti concentration and dispersal in New Zealand. As people leave on their place of origin, they disperse out and to a new destination they concentrate in there. LESSON NOTES The Concentration and/or dispersal of migrants. Migration concentrations in areas that have strong push or pull factors operating. The concentration of migration processes in Learners notes particular locations creates other concentrations. Central School Home Package Page 54
There are three ways in which migration encourages concentration and/or dispersal : The push and pull factors – push factors cause dispersal of people and pull factors create concentration. Cummulative causation – migrants concentrates in areas where economies of scale and agglomeration are occurring, producing an upward cumulative causation. Economies and diseconomies of scale – Migrant concentrate in areas that are experiencing economies of scale which make it more efficient for activities to be located close to other activities. As the process of migration occurs people move. Some areas experience a greater degrees of migration than others either with a higher number of people moving in (concentration) or a high number of people moving out (dispersal). The concentration and/or dispersal of associated activities. Because of cumulative causation, the arrival or departure of migrants results in a concentration and/or dispersal of economic activities. Concentration and dispersal of migration processes in New Zealand. As people migrate, they disperse and as people move in they concentrate; Retirees have both dispersed and concentrated- they have dispersed from many urban areas and have become concentrated in locations such as eastern Northland and Coromandel, the Bay of plenty, Horowhenua and Nelson-Marlborough. There has been some dispersal of migrant groups from other countries. We can assume that English-speaking immigrants will probably become more widely dispersed throughout New Zealand than other groups, but will still be mainly urban dwellers. Central School Home Package Page 55
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