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TE 408
Evan Leuenberger 2
TE 408
Essential to the study of migration is understanding push-pull factors. Push factors are
reasons why people leave where they are currently living. Examples include war, famine, and
intense poverty. Pull factors are those which draw migrants to a new location. That could mean
economic opportunity, family links, and improved living conditions. Through the study of
Jewish, Vietnamese, and Afghan migrations, students will be able to pair up concepts with real
world, contemporary examples of human migrations.
Instructional Strategy Rationale:
The lesson will start whole group, so that concepts and instructions can be explained. By
doing this whole group students will be on a level playing field for the activity, and the directions
will theoretically only need to be explained once.
Next I will get students into pairs to read the three documents. The first is shortest and
will be read out loud. By reading the information out loud, both students will gain basic
information into their groups migration. Next students will individually read a longer piece on
their groups migration, ranging from primary sources to secondary. This will give both members
of the group new, more specific information about their topic. Once the students have finished
reading their pieces, they will discuss what push-pull factors they learned about and will fill out
that information on their handouts. Once that is completed students will use National Geographic
MapMaker to map out their groups migrations.
The lesson will end with students reporting back to be about their groups push-pull
factors which will be put into a Venn diagram comparing and contrasting all three groups
migrations. Doing this activity whole class will bring students back together and like a jigsaw,
will teach other groups missing information.
Background and Context: Other themes of geography such as place and region will already
have been covered in the class. Following this lesson it might be interesting to have the whole
class look deeper into one of the case studies already used, or the class could move towards
studying a forth case study. This lesson lays the groundwork for studying migrations of any kind
in future units.
Stage 2: Determine Acceptable Evidence (Assessment)
Diagnostic/Formative Assessments: Reporting back push-pull factors at the end of the lesson
will indicate which students learned from the material and which students misunderstood.
Summative Unit Assessments: A unit test will feature questions regarding push-pull factors.
Stage 3: Plan Learning Experiences (Procedure)
Instructional Strategy (please include estimated time for each step):
Opening/Activator: Two minute lesson about push-pull factors and give instructions for the
lesson (2 minutes)
Activities:
1. Students will read their first National Geographic article out loud (3 minutes)
2. Students will individually read their own, more in-depth articles (8 minutes)
3. Students will report back to one another about the push-pull factors they noted in their
articles and will put them on the worksheet (5 minutes)
4. Students will map out their groups migration on Nat. Geo. Map Maker (5 minutes)
Evan Leuenberger 3
TE 408
Anticipated Students Interactions/Questions: Confusion over Nat. Geo Map Maker, and
maybe pushback over Jewish migration from Arab students, whose own personal histories
might give them a different perspective on the topic. Students might also not know where
various countries are on the map.
Closing/Summarizer: Students will report back information about their groups migration,
showing off their maps and explaining their push-pull factors. The teacher will use a Venn
Diagram noting similarities and differences between the three migrations. (7 minutes)
Anticipated Total Time Required: Half a class period (30 minutes)
Other Important Information
Materials: See Appendix
Modifications and Accommodations: Including simplified texts for students who might
struggle with the articles would give them assistance. Walking around the room during group
work would allow me to work one-on-one with students who might be confused or struggling.
Extension Ideas: Students can research other migrations throughout history to study push-pull
factors.
Evan Leuenberger 4
TE 408
Appendix
Exploring Human Migration
Topic:
Pull Factor
Push
Rough Sketch of MigrationFinal Sketch should be completed on Nat. Geo. Map Maker
Pull
Push Factor
Evan Leuenberger 5
TE 408