hist.g2.s.lesson_03
Why Do Families Move? - Introducing Push and Pull
- 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).
Lesson plan
Warm-up
5 minQuick 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?'
- Listen for child-language versions of push and pull
- Surface 2-3 examples
Direct instruction
12 minToday 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.
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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?
- What is a PUSH factor?
- What is a PULL factor?
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 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 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-
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
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Whole-class debrief: which cards went into BOTH? Why?
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 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- Name one PUSH factor and one PULL factor from Dreamers.
Closure
2 min- Add 'push', 'pull', 'factor' to Word Wall
- Preview: tomorrow we apply push-pull to more family stories
Homework
5 min- Tell a family member one PUSH factor and one PULL factor you learned today.
Exercises in this lesson
Differentiation
- Picture-icon cards
- Sentence frames 'A push factor is ___.'
- Add a 9th card with your own push or pull factor
- Spanish push-pull labels (empuje/jalon)
- Bilingual sort
- 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.'