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LESSON 1: Push and Pull Factors

SUPPORTING QUESTION

What factors push people to leave a place and pull them toward a new one?

FOCUS SKILL(S)

Causation

Historical Empathy

MATERIALS

TEACHER

Do Firsts + Exemplars

Unit 4 Inquiry Journal + Exemplars

Push and Pull Factors Student Worksheet + Exemplars

Push and Pull Factors Presentation

Exit Tickets + Exemplars

STUDENT

Do First Options

Unit 4 Inquiry Journal (Blank)

Printed Student Handouts

DO FIRST

Option 1- Frayer: “Migration”

Option 2- Image Alive

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand.

ACTIVITY 1 - LAUNCH

Provide students time to preview the supporting questions for Topic 1 in their Unit 4 Inquiry Journals.

TEACHER ACTIONS

1. Hand out the Unit 4 Inquiry Journal
2. Guide students through Unit 4 - Topic 1: Supporting Questions

STUDENT ACTIONS

1. Fill out the “K” and “W” for each of the supporting questions for Unit 4- Topic 1: Why Do People Move?

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LESSON 1: Push and Pull Factors - Continued

ACTIVITY 2 - PRACTICE

Introduce the content using slides 1-4 of the Push and Pull Factors Presentation. Students will complete the guided notes (page 1) in the Push and Pull Factors Student Worksheet.

TEACHER ACTIONS

• Distribute worksheet to the students
• Go over the Push and Pull Factors Presentation
• Facilitate small group/class discussions over the question on slide 4

STUDENT ACTIONS

• Complete guided notes
• Participate in class discussions during the introduction lecture

ACTIVITY 3 - EXHIBIT

Students will practice using Historical Empathy by imagining what they would choose to bring with them on an unexpected migration away from their home. Students will be prompted to choose three items to pack and will reflect on the experience of having to choose.

TEACHER ACTIONS

• Introduce activity and scenario to students
• Direct students to page 2
• Monitor and answer questions as students complete activities

STUDENT ACTIONS

• Listen to teacher’s introduction of activity and scenario
• Complete the Migration Packing activity (page 2)

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LESSON 1: Push and Pull Factors - Continued

CONCLUSION

Students will complete an “Exit Ticket” in which they reflect on their learnings from the day using a rank and reflect activity. Students are given a list of common push factors and will rank them in order of most influential to least influential in terms of causing migration. Students will reflect on their #1 choice by writing a rationale statement.

TEACHER ACTIONS

• Hand out Exit Ticket and provide instructions

STUDENT ACTIONS

• Complete the Exit Ticket

STANDARD(S)

6.13 Analyze geographic data to explain the reasons for the voluntary and forced migration of people within, from, and/or to at least one country, region or city within Africa over time.

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6.27 Evaluate the reasons for and the impact of the migration of people within, from and/or to one region or country within Asia over time.

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6.37 Analyze the reasons for and consequences of the migration of people within, from and/or to one region or country in Latin America and the Caribbean over time, and assess the impact of migration on the region.

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6.45 Analyze the reasons for and the consequences of the migration of people within, from and/or to one region or country within Europe over time, and assess the impact of migration on the region.

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6.52 Analyze the reasons for and consequences of migration of people within, from, and/or to one region or country within North America over time, and assess the impact of migration on the region.

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6.59 Analyze the reasons for and consequences of the migration of people within, from and/or to at least one region or country within Oceania over time, with specific attention to the role of climate change on migration from Oceania.