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LESSON 2: Voluntary and Forced Migration

SUPPORTING QUESTION

How do voluntary and forced migration affect people’s lives?

FOCUS SKILL(S)

Causation

Historical Empathy

MATERIALS

TEACHER

Do Firsts + Exemplars

Voluntary and Forced Migration Student Worksheet + Exemplars

Voluntary and Forced Migration Presentation

Exit Tickets + Exemplars

STUDENT

Do First Options

Printed Student Handouts

DO FIRST

Option 1- Frayer: “Refugee”

Option 2- Video Reflection

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

Introduce the content using the Voluntary and Forced Migration Presentation. Students will complete the guided notes (page 1) in the Voluntary and Forced Migration Student Worksheet.

TEACHER ACTIONS

1. Distribute worksheet to the students
2. Go over the presentation slides
3. Facilitate small group/class discussions over the question on slide 7

STUDENT ACTIONS

1. Complete guided notes
2. Participate in class discussions during the introduction lecture

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LESSON 2: Voluntary and Forced Migration - Continued

ACTIVITY 2 - PRACTICE

Students will practice read a story about forced migration on pages 2 and 3 of the student worksheet. There are guiding questions on each page for students to answer as they read. It is recommended to have students work in small groups for the reading and questions so they can discuss as they work through the activity. Alternatively, consider a read-aloud approach, pausing to allow students to answer the questions.

TEACHER ACTIONS

• Introduce the reading and guiding questions on pages 2 and 3
• Monitor and answer questions

STUDENT ACTIONS

• Read the immigrant story on pages 2 and 3
• Answer the guiding questions

ACTIVITY 3 - EXHIBIT

Students will practice using Historical Empathy for people who have lived through involuntary migration by completing a Historical Empathy Graphic Organizer.

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†This can also be done on the Thinking Nation platform.

TEACHER ACTIONS

• Direct students to page 4 or the Thinking Nation platform
• (Re)introduce the graphic organizer
• Monitor and answer questions

STUDENT ACTIONS

• Use knowledge from Activities 1 and 2 to complete the Historical Empathy Graphic Organizer

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LESSON 2: Voluntary and Forced Migration - Continued

CONCLUSION

Students will complete an “Exit Ticket” in which they reflect on their learnings from the day by completing a quote analysis. Students will read another excerpt from The Immigrant Story and explain migration shapes people’s experiences.

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.