Grade 7

Lesson Identifying the push and pull factors for migration Standards Strand 2: Time Continuity and Change Through a more formal study of history, students in the middle grades continue to expand their understanding of the past and are increasingly able to apply the research methods associated with historical inquiry. Strand 3: People, Places and Government The study of people, places and environments enables us to understand the relationship between human populations and the physical world Goals: Students will be able to identify the push and pull factors that affect migration. Students will be able to characterize the push/pull factors associated with one case study specifically. 111 Hook: If you could choose two places to move after youve graduated, where would they be? Why would you want to move there? What would the draw backs of moving be? Have you ever had to move before? What was it like? (5 minutes) Direct Instruction: Teacher evokes the following concepts through a national geographic migration trend map. Teacher discusses the following ideas: Migration has occurred for hundreds of thousands years. In the United States, most people would be able to trace their ancestors back to a country of origin. If we place them on a continuum, most would intersect across historical, political and economic contexts. Migration can generally be categorized as occurring within a country, emigration, temporary, permanent, forced, voluntary. (10 minutes) Guided Practice: Students watch several clips of movies. A short list of potential movies includes: The House of Fog and Sun, La Cosecha/The Harvest, The Visit As they watch, students fill out a two column, preliminary push/pull factor list. These are shared after watching the clips. (10 minutes) Independent Practice: In groups of three assigned by teacher, students are asked to research a particular movement of

people (Kurds in Iraq, Bracero Program, Slave Trade, Irish Migration etc). They are given a computer, an article and a primary document. They must identify a list of push and pull factors associated with their migration along with an accompanying who/what/when/where/why presentation. Students will be asked to document this information on chart paper to display on the classroom walls for a gallery walk. (20 minutes) Closure: Students spend five minutes walking around the classroom, reading their classmates work, writing questions on a paper posted beside their charts. As a whole group, we discuss what was most surprising, and what still confuses us. Students vote on which migration pattern they would like to continue studying as a whole group for a larger research project. First students write about which migration context they want to continue studying and why. Then a class vote is held. Every person must vote. If the class is split down the middle, there is potential for two research projects. It is explained that the teacher will compile information and readings responsive to their motivations to study a particular migration history. Differentiation: Students can self-assign roles (documentation, chart making, computer use) though all will be responsible for gathering and making sense of information. Student groups will be designated a check list to ensure they are aware of and reaching their goals for the assignment.