Grade 2 Spring History - Immigration Stories: Why Families Move, How They Journey, and How They Make Home
Lesson 3 40 min hist.g2.s.lesson_03

Why Do Families Move? - Introducing Push and Pull

Objectives
  • Students define push factor and pull factor in their own words.
  • Students identify one push and one pull factor in a read-aloud (Yuyi Morales's Dreamers).
Vocabulary
pushpullfactorreasonleavechooseopportunitysafety

Lesson plan

Warm-up

5 min

Quick partner-talk: 'If you moved to a new house, what would make you NOT want to leave? What would make you want to GO to the new place?'

Teacher moves
  • Listen for child-language versions of push and pull
  • Surface 2-3 examples

Direct instruction

12 min

Today we learn TWO new history words: PUSH and PULL. A PUSH is a reason a family LEAVES their home - like a job ending, or war, or a long drought, or wanting to be with family far away. A PULL is a reason a family CHOOSES a new place - like a job there, or family already there, or a safer place, or schools. Today we read Yuyi Morales's Dreamers - HER OWN family migration story. Let's listen for the pushes and the pulls.

Key examples
  • Often BOTH push and pull operate at the same time.
    model She came to be with her baby's father in California (PULL: family). She left her town because of difficulties (PUSH: economic, family-separation). She found the library (NEW PULL after arrival).
    prompt In Dreamers, what PULLED Yuyi to come to California? What PUSHED her from home?
Checks for understanding
  • What is a PUSH factor?
  • What is a PULL factor?
Sourcework
Source type
Yuyi Morales Dreamers autobiographical picture-book; Pura Belpré Medal designation
Routine
Identify PUSH and PULL factors in an immigrant-author's own story
Media
M-2-S-ECO-03-A Chart
Display chart 36x24 landscape showing the two-column push/pull anchor as detailed in media_global_notes MG-4. Children c

Display chart 36x24 landscape showing the two-column push/pull anchor as detailed in media_global_notes MG-4. Children can come to the chart and point to factors as they appear in the read-aloud. Velcro example tiles refreshed each lesson.

MG-4 Chart
Mounted on classroom wall at child-eye-height. Used in lesson 4 push/pull sort. The 4-card sort exercise uses simplified

Mounted on classroom wall at child-eye-height. Used in lesson 4 push/pull sort. The 4-card sort exercise uses simplified G2-light cards (war card; drought card; jobs card; family card; school card; safety card) and children sort each into PUSH or PULL. Some cards can be BOTH (e.g., 'family' - a family member can be missed at home, AND a family member can be in the new place).

Guided practice

12 min
Tasks
  • Card sort: 8 cards (war / drought / jobs / family / school / safety / dream / friend) into PUSH / PULL / BOTH bins on MG-4.
    scaffold Card has picture icon and word
  • Whole-class debrief: which cards went into BOTH? Why?
Media
M-2-S-ECO-03-B Illustration
Card set of 8 cards 5x7 each, each card showing one factor with picture icon: (1) WAR with helmet icon; (2) DROUGHT with

Card set of 8 cards 5x7 each, each card showing one factor with picture icon: (1) WAR with helmet icon; (2) DROUGHT with cracked-ground icon; (3) JOBS with workplace icon; (4) FAMILY with grandparent-grandchild icon; (5) SCHOOL with backpack icon; (6) SAFETY with shield icon; (7) DREAM with star icon; (8) FRIEND with two-hands icon. Backs blank for sorting. Style: clean, child-readable, picture-supported.

Formative assessment

3 min
Exit ticket
  • Name one PUSH factor and one PULL factor from Dreamers.
scoring Both correct = mastery; one correct = practicing

Closure

2 min
Moves
  • Add 'push', 'pull', 'factor' to Word Wall
  • Preview: tomorrow we apply push-pull to more family stories

Homework

5 min
Tasks
  • Tell a family member one PUSH factor and one PULL factor you learned today.

Exercises in this lesson

hist.g2.s.eco.push_pull_factors.ex_01
Sort the 8 push/pull cards into PUSH / PULL / BOTH bins.
card sort · diff 1

Differentiation

Scaffolds
  • Picture-icon cards
  • Sentence frames 'A push factor is ___.'
Extensions
  • Add a 9th card with your own push or pull factor
English Learners
  • Spanish push-pull labels (empuje/jalon)
  • Bilingual sort
Ieps 504s
  • Adult-supported sort
  • Verbal-only response

Teacher notes

PROTOCOL: Dreamers is a careful read - Morales acknowledges arriving without knowing English and not understanding the new country. Frame this as ordinary - 'many families arrive without knowing the new language.' Do NOT use 'illegal' or 'alien' if these terms surface; redirect to 'newcomer' or 'family who came.' If a child raises 'illegal' from outside influence, calmly explain: 'we don't use that word about people because every family who is here belongs to a family who matters; we use newcomer.'