Migration Patterns

Grade: 9th

Subject: Social Studies (World Geography / World History)

Duration: 60 minutes

Class Size: 20 students

Unit: Exploring Latin America's Geography (Lesson 4 of 5)

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Common Core State Standards (CCSS) Alignment

• CCSS.ELA-LITERACY.RH.9-10.2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
• CCSS.ELA-LITERACY.RH.9-10.4 – Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
• CCSS.ELA-LITERACY.WHST.9-10.2 – Write informative/explanatory texts, including the narration of historical events, using relevant facts and details.
• CCSS.ELA-LITERACY.SL.9-10.1 – Initiate and participate effectively in a range of collaborative discussions on history/social studies topics with diverse partners.

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Learning Objectives (I can statements)

• I can explain the main push and pull factors that cause migration within Latin America and from Latin America to other regions.
• I can identify and analyze historical and modern migration patterns and their effects on culture and settlements.
• I can describe how migration affects urban and rural development in Latin American countries.
• I can collaborate in discussions and present findings using evidence from maps, charts, and texts.

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Success Criteria

Students will be successful when they:

• Use vocabulary related to migration, push/pull factors, and cultural convergence correctly.
• Summarize at least two examples of migration patterns with explanation of causes and effects.
• Participate actively in group discussions demonstrating understanding and respect for diverse viewpoints.
• Produce a short written or visual summary showing how migration shapes communities.

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Materials Needed

• Large printed or digital map of Latin America showing major migration flows
• Chart paper or whiteboard
• Markers/pens
• Individual student notebooks or paper
• Sentence frames and vocabulary list (push factors, pull factors, cultural convergence, urbanization, rural development)
• Short reading passages adapted for EB and Special Ed learners about migration stories
• Graphic organizer for migration factors and effects
• Projector/smartboard

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Lesson Activities

1. Warm-Up and Introduction (10 minutes)

• Begin with a simple, relatable question:
  “Have you or anyone you know ever moved from one place to another? Why?”
• Show a brief slideshow with pictures highlighting different reasons why people move (job, family, safety, climate).
• Introduce key vocabulary using visuals and sentence frames:
  • Push Factors (reasons people leave a place)
  • Pull Factors (reasons people go to a new place)
  • Cultural Convergence (mixing of cultures)
• Use a think-pair-share activity to help EB learners practice using the new vocabulary orally.

2. Direct Instruction & Modeling (10 minutes)

• Display a map of Latin America showing historical and modern migration flows (internal and external).
• Using graphic organizers, break down two case studies:
  1. Rural to urban migration in Mexico City (internal migration)
  2. Migration from Central America to the U.S. (international migration)
• Describe push/pull factors and impacts on both the origin and destination locations emphasizing urban and rural development and cultural convergence.
• Use simple language with visuals and highlight key terms for EB and Special Ed students.

3. Guided Practice (15 minutes)

• Break the class into small groups of mixed learners (include at least one peer mentor per group).
• Provide each group with a short, simplified passage describing a migration story and a graphic organizer to identify push factors, pull factors, cultural effects, and urban/rural implications.
• Groups discuss and fill in their organizers; teacher circulates providing scaffolding for struggling learners.
• Encourage EB learners to use sentence starters such as:
  “A push factor in this story is...,” or “This migration caused...”

4. Collaborative Sharing (10 minutes)

• Each group presents their findings (1-2 minutes) focused on push/pull factors and cultural/urban impacts.
• Encourage positive feedback and questions from peers to develop understanding and communication skills.

5. Independent Application (10 minutes)

• Individually, students write a short paragraph or draw an infographic summarizing one migration pattern discussed. They include at least one push factor, one pull factor, and one effect on community development or culture.
• Sentence frames and vocabulary scaffold available as needed.

6. Closure and Reflection (5 minutes)

• Hold a quick oral check-in using “I can...” statements:
  • “I can explain why people migrate from one place to another.”
  • “I can describe how migration changes a community.”
• Exit ticket: On a sticky note or paper, students write one new thing they learned about migration patterns in Latin America.

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Differentiation Strategies

• For EB Learners: Provide visual aids, sentence frames, vocabulary lists with pictures, and audio support. Use peer buddies and oral practice.
• For Special Ed Students: Simplify reading passages, allow alternative responses (drawings, verbal explanations), and provide graphic organizers with fewer categories.
• For Students with Reading/Writing Challenges: Use guided notes and allow verbal responses or presentations instead of writing.
• For On-level Learners: Encourage deeper analysis in group work and during independent writing.
• For Advanced Learners: Challenge them with additional data on migration statistics and policy debates, or ask them to explore the political or economic impacts of migration on Latin American countries.

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Extension Activity (Optional / Homework)

• Research a notable Latin American migrant (e.g., Cesar Chavez, Frida Kahlo’s family migration) and prepare a short presentation or poster showcasing how migration influenced their life and culture.
• Alternatively, students can investigate migration patterns in another region (e.g., Africa or Asia) and compare/contrast these with those in Latin America.

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This lesson plan integrates social studies content with language support appropriate for EB and Special Ed learners, encourages interaction, and builds deep understanding of migration patterns through multiple modalities — reading, speaking, writing, visuals — aligned to Common Core standards.