Grade 2 Spring History - Immigration Stories: Why Families Move, How They Journey, and How They Make Home
History · CUL
G2 (CA HSS 2.1.1, 2.5.1; NCSS-1, NCSS-4; D2.His.4.K-2; D2.His.14.K-2)
hist.g2.s.cul.immigration_stories
Recognize that every family has a migration or arrival story, and that every story matters
State the unit's central premise: every family has a story of how they came to be in the place they live now - whether by immigration, refugee path, involuntary migration of ancestors, or Indigenous since-time-immemorial presence. Identify which path applies to one's own family OR a chosen published family.
Mastery threshold
80%
Min instances
6
Typical minutes
40
Spaced intervals (days)
1, 3, 7, 14, 30
Prereqs
- Produce a Living Nation Today profile demonstrating present-tense, specific-nation, Indigenous-voice protocol
-
hist.g1.f.cul.family_history
(not yet loaded)
- Compare daily life across 5 domains for 5-6 world-neighbor children
Common misconceptions
- Believing only some children have a migration story (every family has SOME story of how they came to be here, including descendants of Indigenous peoples and descendants of enslaved peoples)
- Believing 'immigration' applies to all four paths equally (it does not - refugee, descendant-of-enslaved, and Indigenous paths are distinct and must be named separately)
- Believing the child must disclose their family's path (they NEVER must - the published-family-story alternative is always available with equal honor)