James Madison University College of Education

Social Studies Lesson Plan Format

MSSE 570, 571Cude/Taylor Jaffee
Name: _Morgan Braun____________

Date: _9/30/2015_____ circle one: Original / Revision

Subject/Class: _CDA____ Grade Level: _______ Topic: __Refugees________

Essential Question(s)/Big Ideas:

How drastic does a situation have to be before the rest of the world will intervene?
What do immigrants and refugees bring to this country that we cant see?
SOLs/Standards addressed (# & letter):
NCSS Strands addressed:
NCSS1:Culture
STANDARD WG.6
NCSS3:People, Places, and Environments

Learning Outcomes/Objectives & Assessment chart: [Use U,K,D,V (Value); Label and number
them.]
Learning Outcomes/ Objectives:

Assessment: How will you know they know?

U 1: SWBAT understand that some

push/pull factors are so drastic they lead to
refugee situations
U 2: SWBAT understand that culture
extends beyond the tangible and visible
things they bring to this country
K 1: SWBAT know the details of the Syrian
refugee crisis
K 2: SWBAT know what push factors are
that lead to migration such as political
oppression, religious persecution, poor
economic opportunities, and low social
mobility
K3: SWBAT Know the pull factors of
countries such as job opportunities, more
freedom and rights, improved standard of
living, better opportunities for children
D 1 (Skill): SWBAT analyze reasons for
leaving/coming to a country and determine
whether they are push or pull factors

Students will label push/pull factors on a chart that

are drastic enough to necessitate immigration

D 2: SWBAT apply push/pull factors from

their lives to immigration trends

Students will compare their reasons for coming to and

from their home countries to overarching push/pull

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/14

Iceberg activity where students put the tangible and

intangible aspects of their culture on an iceberg
handout
Students will be able to highlight and list key events
in a document on the Syrian refugee crisis
Students will list reasons for leaving a country and be
able to correctly identify and place this in a push
factor on a chart
Students will list reasons for coming to a country and
be able to correctly identify and place this in a pull
factor on a chart
As a group discussion students will decide whether a
reason for immigration is a push or a pull factor and
correctly place it on a chart

D 3: SWBAT create a product displaying

what to expect and the steps to starting a new
life as a refugee coming to a new country

factors
Students will brainstorm to create a brochure for new
Syrian refugees detailing FAQ, three things they need
to bring to this country, and what to expect in the first
three days in this country.

Background Content Overview/Justification: There are common themes in immigration such as

oppression in native home countries and better opportunities in host countries. These factors are known
as push and pull factors. Push factors consist of circumstances in a home country that would cause
someone to want or need to leave their home country such as political oppression, religious
persecution, poor economic opportunity, or low social mobility. Pull factors are what draw immigrants
to a certain country such as economic opportunities, better standard of life, increased political freedom
and rights, and improved opportunities for their families. However, immigrating to a new country is
very hard and daunting despite strong push/pull factors. Immigrants face a large amount of adversity
finding jobs, housing, and their niche in a new society.
Many countries are taking in Syrian refugees due to the civil war that has been raging there
since 2011. 11 million displaced refugees are fleeing into neighboring countries that are already under
economic strain. The civil war is raging between the government and anti government rebels. Frequent
bombings have killed over 220 thousand civilians. Fearing for their lives, Syrians are desperate to find
safety and basic human resources. The European Union has called upon European nations to take in as
many refugees as they can.
Quick facts: What you need to know about the Syria crisis. (2015, September 2). Retrieved September
23, 2015. Quick facts: What you need to know about the Syria crisis. (2015, September 2). Retrieved
September 23, 2015.
https://www.youtube.com/watch?v=RvOnXh3NN9w
Instructional Plan: This is the heart of your lesson. It includes step-by-step instructions, which a
substitute teacher should be able to teach from. Include movement opportunities and student-directed
learning. Higher Blooms questions should be included. Plan and write out your transitions. THIS IS
a SCRIPT of what you will teach.
Lesson
Components &
Time Frame
(examples)

What the Teacher Will Do

Hook
10 mins

Iceberg activity with handout with a picture of iceberg. Ask students to write or
draw three tangible things they brought with them to this country and unlimited
intangible things they brought that contributed to their culture and person
Teacher will start by showing her iceberg chart for a college student with three
things you can see and three you cant
Three things you can seewell-dressed, living on their own, working a job

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/14

Three things you cant see hard-working, filed loans, no parental support
Class Discussion
10 mins
Vocabulary Review
5 mins

Students will read a fact sheet on the Syrian refugee crisis. Ask students to
come up with some things Syrian refugees would put on an iceberg chart.
Tangible things would be clothes on their back? Intangible things would be
relief at being in a safe country?
Go over terms assigned to translate for homework: refugee, immigrant,
oppression, war, opportunity, persecution. Make sure students have a working
definition of each term and know what the word translates to in their language
so we can continue to have class discussions
Ask students for examples in history
Differentiation: Making sure everyone knows the terminology and can
participate in class debate and discussion

Think-Pair-Share
10 mins

Students will be asked to think about reasons they left their country and reasons
they came to the United States that they wrote down for homework. They will
then share and see if there are similarities and differences with their neighbor
and then share as a group.
Adaption/Differentiation: Asking students to write the reasons before they share
it works in writing skills

Push/Pull Factors Tchart

10 min.

The teacher will hand each group a T-Chart asking them to identify push/pull
factors. Teacher will explain to the class a push factor is a reason for someone
to want to leave a certain country. The teacher will then explain that a pull
factor is what draws you in to another country. The students will then be asked
to put their reasons for leaving their country and coming to the United states
under the push or pull category.

Group Discussion
7 minutes

Teacher will then ask students to identify which of their push factors lead to
refugee situations such as war, oppression, lack of sufficient resources. Teacher
will explain that pull factors dont matter to refugees besides safety. The teacher
will then talk again about how these situations have arisen in Syria
Teacher questions: What pull reason matters the most to refugees?
What country would they most want to come to? Does it matter?

Pamphlet Creation
20-30 minutes

Students will stay in six small groups. They will together as a class create a
Brochure for future refugees that answers frequently asked questions, what to
bring to this country, and what to expect on the first three days they are here.
Two groups will cover each topic and the teacher will put the information on to
the brochure as the class presents it

*Adaption/Differentiation: Please briefly include within your instructional plan how would you
alter/modify various part of the lesson (as seen in the example above) to meet needs of ELLs/struggle
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Taylor Jaffee 9/14

readers, ADHD students, and gifted students. [You can also explain how sections of the lesson are
already meeting needs of diverse student populations]
Materials Needed for the Lesson:
References: Give the websites you used as well as the print materials. Discuss how you altered the
material if you borrowed pieces from someone elses work. Use APA 6th edition for citation format.
Points
/3 ea.

Rubric for Lesson Plans See full rubric for detailed description of expectations.
NCSS Themes: 1
2
3
4
5
6
7
8 9
10
Objectives/EQ: well written EQ which is essential, objectives well-written and significant
Assessment: aligned with objectives, formative & summative
Content & procedures: HOOK, closure, timing, appropriate, detailed, accurate content, well
chosen strategies

PASS criteria: higher-order thinking, depth of knowledge [disciplined inquiry], meaning beyond
school, active, integrative, ethical valuing
Required elements: additional pieces submitted (incl. powerpoint, notesheet, assessments, rubrics,
etc), on time, strong visual component, use of primary sources

TOTA
L

13.5 15 = exemplary (A)

12- 13.25 = meets target (B)
10.25 11.75 = meets target (C)
10 and below = needs improvement/redo & resubmit

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/14