You will learn
- Analyse economic, educational, family, environmental and safety reasons.
- Distinguish voluntary from pressured moves in general terms.
- Explain that decisions combine factors.
- Write a balanced analysis.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- People move for economic, educational, family, environmental and safety reasons.
- Most decisions combine several factors.
- Information and networks influence moves.
- Different people weigh reasons differently.
Words to know
a reason for doing something
a group of connected people who share information and support
a choice made after thinking about options
careful examination of parts to understand the whole
1. Discover: Five reasons on five cards
Mr Cole lays out five cards: work, study, family, environment, safety. He tells a made-up story of three people. Musa moves to join a training programme. Awa moves to be near relatives who can help with childcare. Tolu’s family moves because a river has repeatedly flooded their land. “No two stories are alike,” he says. “Most moves involve more than one reason. Information from friends, radio and social media shapes ideas about places. We do not judge anyone’s decision; we try to understand it.”
Think: How might information from friends or media change a person’s decision?
2. Understand: Reasons people move
Idea 1: Five groups of reasons
People move for economic reasons (jobs, income), educational reasons (schools, training), social and family reasons (join relatives, marriage), environmental reasons (floods, drought, land loss) and safety reasons. Each motive may be a push, a pull, or both.
Idea 2: Combining factors
Real decisions usually combine several factors and personal circumstances. People weigh benefits and costs differently. Information and networks, such as relatives and community groups, help people learn about opportunities and risks and find support when they arrive.
Idea 3: Understanding without judging
When we write an analysis of someone’s move, we explain the factors using evidence from a case study or approved source, mention more than one viewpoint and avoid judging their choices. Being respectful helps us learn from different experiences.
3. Worked examples
Example 1 (I show you): Define
Motive.
- Think.
- Say.
- Check.
Answer: A reason for acting.
Example 2 (We do it together): Define
Network.
- Think.
- Say.
- Check.
Answer: Connected supportive people.
Example 3 (You try): Name
An environmental reason.
Show the steps and answer
- Think.
- Say.
- Check.
Answer: Repeated flooding.
Did you know?
Researchers find that people often move along routes where friends or relatives already live, which is called chain migration.
Why this matters
Understanding why people move helps us respond with understanding and good planning.
4. Explore: Reasons web
Read three made-up cases. For each, draw a web linking the reasons to the move. Highlight which are push and which are pull. Write a balanced paragraph on one case, using evidence and avoiding judgement.
- Read.
- Draw.
- Highlight.
- Write.
Think about it: what did you notice?
What did you notice? Reasons are connected.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A motive is ___.
- A network is ___.
- A decision is ___.
- An analysis is ___.
Guided practice
Question 1. What is a motive?
A reason.
Question 2. What is a network?
Connected people.
Question 3. What is a decision?
A choice.
Independent practice
Level 1: Start
- What is a motive?
- What is a network?
- What is a decision?
- What is an analysis?
- Name a reason.
Level 2: Grow
- Why many reasons?
- Why networks?
- Why not judge?
Level 3: Stretch
- Read the cases.
- Draw the web.
- Write the paragraph.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Write a balanced sentence explaining why a made-up person moved, using two reasons.
Show a sample answer
They moved because…and also…
Another one. Ask an adult how people learn about opportunities, in general terms.
Show a sample answer
Share.
7. Common mistakes
Fix: Usually several.
Fix: We seek to understand.
8. Lesson summary and revision card
- I can analyse economic, educational, family, environmental and safety reasons.
- I can distinguish voluntary from pressured moves in general terms.
- I can explain that decisions combine factors.
- I can write a balanced analysis.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- People move for economic, educational, family, environmental and safety reasons.
- Most decisions combine several factors.
- Information and networks influence moves.
- Different people weigh reasons differently.
11. Next lesson
Next lesson: Voluntary and forced migration. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define motive and network. [2 marks]
- Give four reasons people move. [3 marks]
- Explain how reasons can be connected. [3 marks]
- Explain how networks influence moves. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Motive [1]; network [1]
- Four [3]
- Reason 1 [1]; reason 2 [1]; link [1]
- Information [1]; support [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a motive?
- What is a network?
- What is a decision?
- What is an analysis?
- Name a reason.
- Why many reasons?
- Why networks?
- Why not judge?
- Read the cases.
- Draw the web.
Homework
Draw a reasons web.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a motive? | A reason. | 1 |
| 2. What is a network? | Connected people. | 1 |
| 3. What is a decision? | A choice. | 1 |
| 4. What is an analysis? | Careful examination. | 1 |
| 5. Name a reason. | Study. | 1 |
| 6. Why many reasons? | Lives are complex. | 1 |
| 7. Why networks? | Information and help. | 1 |
| 8. Why not judge? | Different circumstances. | 1 |
| 9. Read the cases. | Read. | 1 |
| 10. Draw the web. | Draw. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 A reason.; 2 Connected people.; 3 A choice.; 4 Careful examination.; 5 Study.. Level 2: 1 Lives are complex.; 2 Information and help.; 3 Different circumstances.. Level 3: 1 Read.; 2 Draw.; 3 Write..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Analyse economic, educational, family, environmental and safety reasons | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Distinguish voluntary from pressured moves in general terms | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Explain that decisions combine factors | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Write a balanced analysis | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “People move for one reason only.” Usually several.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a reasons chart.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child studies reasons people move using made-up cases. Please keep talk respectful. You do not need to be an expert to help.
- Listen kindly.
- Avoid judgement.
- Respect family stories.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: analyse economic, educational, family, environmental and safety reasons; distinguish voluntary from pressured moves in general terms; explain that decisions combine factors; write a balanced analysis.
Prerequisite knowledge. Grade 6 ideas: population distribution maps, migration across history, trade routes and Africa’s regions.
Materials. Case cards. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Prepare case cards.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Tell the five reasons story.
Explanation (10 min). Teach reasons people move.
Guided activity (10 min). Reasons web.
Independent activity (10 min). Discuss.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Why do people move and how do we understand it?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “People move for one reason only.” Usually several.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Make a reasons chart. Enrichment. Find one new example near your home or school, draw or write about it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: NCSS standards and C3 Framework, Cambridge Primary Humanities and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Social Studies curriculum, Grade 6 Unit 8, topic 5; NCSS C3 Framework, human population, movement and cultural patterns; Cambridge Lower Secondary Humanities, population and migration; IB Primary Years Programme, where we are in place and time. These sources informed the lesson.