Microteaching Assignment

DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

Group member names: ​Kellyn McNamara, Samantha Horne, Pang Yang

Lesson strategy: ​Dramatic Storytelling Lesson title: ​Push and Pull Factors of Migration
and Immigration

Grade Level/Subject: ​5/Social Studies Big Idea/Central Focus:

How and where people live changes over time.

NC Social Studies Essential Standard: ​5.G.1 - Understand how Identify NCSS Theme(s):
human activity has and continues to shape the United States.
2. Time, continuity and change

3. Places, people and environment

5. Individuals, groups, and institutions

7. Production, distribution, and consumption

9. Global connections

Daily Lesson Objective: ​Students will be able to analyze push and pull factors of immigration and migration in the United
States from 1840 to 1860.

Identify the 21​st​ Century Skills in the lesson: Academic Language Demand (Language Function
and Vocabulary):
Critical Thinking
Language Function: ​Analyze
Collaboration
Vocabulary: ​Migration, immigration, push factor,
pull factor

Discourse: ​Think-pair-share; exit ticket

Syntax: ​Graphic organizer; anchor chart

Prior Knowledge of Students (report the data from the pre-assessment): ​Students completed a 6-question
pre-assessment quiz before the demonstration. The sample size = 21 participants. The average class score was 51%.
About 75% of the class correctly answered similarly to that creative dramatic storytelling is a process to tell a story or
scenario in a creative and imaginative expression through actions and a narrative. 83% correctly answered that
migration is defined as an individual or a group of people who move from one part of the region to another. 65%
correctly defined immigration as an individual or a group of people who move from one region to another region. 48%
correctly answered that religious freedom is not a push factor. And 61% correctly answered that religious persecution is
not a pull factor.

Before you describe the lesson sequence, you need include a Social Studies Content Section. This section should be
2-3 paragraphs long. In this section, you are describing the content of your lesson.
From 1840 to 1860, the United States was in its infancy and growing fast. As the nation expanded westward and
political discords rooted themselves across the country, people began moving or ​migrating​ to other regions of the
country. As people in America spread out, people from other countries around the world - specifically Asia and Europe -
came to, or ​immigrated​ to, the United States. Immigration and migration are two pillars of the lesson; while they both
involve the movement of people, the biggest difference is where they are moving. When people migrate, they are
moving from one region to another. When people immigrate, they move from one country to another. The root “im”
means “in”. So if someone moves from Ireland to America, they are immigrants to America but emigrated from Ireland.

People immigrate and migrate for a number of reasons, which can be identified as push or pull factors. ​Push factors ​are
factors that force somebody to relocate from one area to another; they get “pushed” out. Examples of push factors
include war, religious persecution, natural disasters, and famine. ​Pull factors​ are factors that draw, or “pull” people to a
new area. They are desirable. Examples of pull factors include labor demand, land, gold (as in the Gold Rush), and
religious freedom.

● Identify and explain how the lesson connects to, at least, 2 of the 5 PASS components (meaningful, integrative,
value-based, challenging, active – see the PASS document from the course reading):

Active: This lesson is active as learners are required to participate with“minds-on” technology.

Integrative: This lesson is integrative as learners engage in human experiences over time.

Meaningful: This lesson is meaningful as learners discover push and pull factors of migration and immigration.

Explain how do your topic and your group’s strategy connect to the development of citizenship?

By investigating push and pull factors of migration and immigration, learners develop critical thinking skills in support of
citizenship development. The learners will have the skills to utilize the factors of immigration and migration to analyze
and identify the different reasons for relocation. Also, being knowledgeable citizens of the United States, we can better
understand some of the many diversity aspects that people bring to the table.

Activity Description of Activities and Setting Time

“Think of a time you moved, someone you know moved or even moved seats
in the classroom and why.” introducing vocab word; have students
1. Focus and Review 3 minutes
think-pair-share about vocab words. People move to different places for
different reasons over time.

“Today we are going to talk about how and where people moved and lived in
2. Statement of Objective
the United States during the 1840s to 1860s.”

3. Teacher Input
Immigration is people coming into the U.S. from around the world while
migration is people moving within the U.S. There were many different
reasons as to why people immigrated and migrated. There were things such 3 minutes
as push and pull factors. Push factors are are factors that force somebody to
relocate from one area to another; they get “pushed” out. Pull factors are
are factors that draw, or “pull” people to a new area. They are desirable.
 Examples of pull factors include labor demand, land, gold (make an anchor
chart of these words as we discuss them).

Now we are going to look at a story of how and why people’s life changes
over time.

I’ll start. I came over to the U.S. from Ireland because of the potato famine.
My family owned a potato farm and since there was none left, I was pushed
out since we couldn’t make a living. When I came into the U.S., I landed in
New York at Ellis Island. New York had all these job possibilities that pulled
my family in. Once I got settled in New York, I met my neighbor (student 1).
They came over from the unrest over in Europe for the same job promise in
New York that I saw. Now (student 1), your friend you play with is about to
migrate to California for the Gold Rush. Who is your friend you play with?
(wait for student 2). Okay (Student 2), you’re moving to California in hopes
that you find gold like everyone else is. *pause* So of our friends student 1
and student 2, what factors made them move (wait for students response)
Great! Was it a push or a pull factor. How and where these people lived
changed because of these factors.

So now student 2 moves over the California and their parents start mining
for gold. It is here in California they meet a friend at school. Student 2, who is
the friend you want to meet at school? Okay student 3, you moved over here 10
4. Guided Practice
from China for labor demand and the gold. The interest of the possibility of minutes
gold pulled your family in! One day, while mining for gold you met
somebody. Who do you want to meet when you mine for gold? Student 4,
you were mining for gold on your last day of work. You found gold and your
family decided to pack up their things and head to North Carolina at the
promise of good farmland and plantations. After months of trekking across
country, you finally make it to North Carolina. Your family buys a plantation
and buys slaves to help work their farm. While in North Carolina, you meet
someone in the market. Who do you want to meet in the market? Student 5,
you’re in the market and meet Student 4. You tell Student 4 that you are
about to move north in hopes to work in a factory and experience city life.
Student 4, you move to New York and it is here you meet a runaway slave
that escaped on the Underground Railroad!

Looking at student 3, 4 and 5, what factors made them move? (wait for
answer) Was the a push or pull factor? These people's lives also changed
over time because of their factors as well.

Looking at this story, people's lives changed for man reasons and changed
many different ways.

Venn Diagram of push and pull factors. Students have a word bank to choose
5. Independent Practice from and sort factors of migration based on whether they are push or pull 8 minutes
factors.
6. Assessment Methods of Formative: student participation in storytelling, defining push/pull factors & im/migration

all objectives/skills: Summative: Venn Diagram

Looking at this story, people's lives changed for man reasons and changed
7. Closure 1 minute
many different ways.

Student/Small Group Modifications/Accommodations:

While we do the story, we have the powerpoint to support the

Targeted Students Modifications/Accommodations: movement of people to attack the visual learners.

If students need accommodations, we would also have

a map and point to how they move across country so
they can visually see. Struggling readers: ​Pictures to support the movement of each
student across the U.S. on the slide, an anchor chart to
English language learners: ​Translator - they record remember vocabulary words as needed
what we’re saying and it is translated in their native
language and they listen to it in their headphones.

Autism Spectrum: ​analyze needs of certain student(s)
and give additional support as needed.
Academically/Intellectually Gifted: ​Students might complete
an extension project in which they choose and research a push
or pull factor for migration to/within the United States during
the 1840s - 1860s and create a poster, brochure, or billboard
encouraging people to move to/from a region.

Materials/Technology:

Worksheets, anchor chart, powerpoint

References:

Inside the Social Studies Classroom (Brophy, Alleman, Knighton);

​https://kids.britannica.com/kids/article/immigration/399508​;

http://www.emigration.link/​;

https://kids.britannica.com/kids/article/Human-Migration/353465​;