There is a great deal of human migration into and within the United States. Which regions of the U.S. have the most out-migration? Where do people who move to the U.S. from other countries locate? What is the impact of migration upon the U.S. overall and different regions of the nation? Students will probe these questions as they analyze 1980 and 1990 demographic data.

Geography, economics, history, math, science

Standard 9: "The characteristics, distribution, and migration of human populations on Earth's surface"

Two to three hours

• Computer with Internet access
• Blank Xpeditions outline maps of the United States, two for each student
• Colored pencils or markers

Students will

• determine net migration for the southern, northeastern, western, and midwestern regions of the United States; and
• analyze the impact of migration shifts in these regions.

Define the terms to be used in the lesson: "in-migration"; "out-migration"; "net internal migration"; and "movers from abroad." Write these terms on the board and ask students to define what each means. The United States Census Bureau definition for each is provided below.

• in-migration: people moving into one place from another place within a nation
• out-migration: people moving out of one place to another place within a nation
• net internal migration: the difference between in-migration and out-migration
• movers from abroad: people coming into a nation from another country or part of the world
• net migration: the difference between net internal migration and movers from abroad

Determine the net internal migration and net migration for four U.S. regions. Distribute the data from the Migration Data Table below, showing 1980 and 1990 demographic data from the U.S. Census Bureau. Instruct students to calculate the net internal and net migration by filling in the net internal migration and net migration data.

U.S. Migration Data: 1980 Figures

Region	Northeast	Midwest	South	West
In-migrants	464,000	650,000	1,377,000	871,000
Out-migrants	706,000	1,058,000	890,000	710,000
Net Internal Migration
Movers from Abroad	207,000	180,000	412,000	514,000
Net Migration

U.S. Migration Data: 1990 Figures

Region	Northeast	Midwest	South	West
In-migrants	340,000	782,000	1,421,000	835,000
Out-migrants	932,000	797,000	987,000	668,000
Net Internal Migration
Movers from Abroad	209,000	208,000	351,000	617,000
Net Migration

Based on their answers (see below), have students map net migration using 1980 data. Distribute copies of the blank U.S. outline maps with state boundaries. Ask students to outline the northeastern, southern, western, and midwestern regions with dark borders. Provide students with colored pencils or crayons and instruct them to color the map according to the following (note that the coloring scheme assigns darker colors to areas with more positive net migration):

1980 Net Migration Figures

Region	Color	Net Migration
Midwest	yellow	-226,000
Northeast	orange	-35,000
West	red	675,000
South	blue	899,000

Distribute another copy of the outline map and ask students to repeat the procedure with the following data:

1990 Net Migration Figures

Region	Color	Net Migration
Northeast	yellow	-376,000
Midwest	orange	-193,000
South	blue	784,000
West	blue	784,000

[Note: An alternative approach would be to have half the class map the 1980 data and the other half map the 1990 data.]

Instruct students to compare the 1980 and 1990 maps and formulate at least two geographic questions based on their observations. Possible questions include:

• Why has there been such a major decline in the Northeast's net migration from -35,000 in 1980 to -383,000 in 1990?
• Why did net migration into the West increase between 1980 and 1990?
• Why did net migration into the Midwest increase between 1980 and 1990?

Ask your students to list factors that may influence U.S. internal and external migration. Important factors include employment opportunities, physical environment, perception of regions, state and local government taxing policies, labor markets, cost of living, population composition, local and state social legislation. Write the list on the board. Ask students to classify the factors into categories: economic, social, political, and environmental. The same factors can also be categorized as "push" or "pull." Push factors drive people away from their previous location, while pull factors draw people to a new location.

Ask students to formulate conclusions about the impact that net migration has upon a region by referring back to their data sheets. Students might conclude that the Northeast is losing political clout at the national level (fewer members in the United States House of Representatives). Other possible conclusions: Natural environments in southern and western regions will be altered as population increases. Expanding populations in these regions will demand additional government services, which will require expanding infrastructures.

Instruct students to gather population data for their local community, state, province, or country for the past 50 years. Have them determine net migration and assess the implications. Invite political officials to discuss the findings with the class. Students could also write position papers that describe circumstances under which governments should (in their opinions) take measures to enhance or curtail human migration.

Ask students to predict growth or decline in net migration over the coming years for various U.S. and world regions.

Fred Walk of Normal Community High School in Normal, Illinois, contributed classroom ideas for Standard 9.

GeoHive: Country Data Index
Population Reference Bureau
U.S. Census Bureau