You will learn
- Distinguish voluntary and forced migration.
- Define refugee, asylum seeker, internally displaced person.
- Explain international protection.
- Discuss historical forced migration respectfully.
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
- Voluntary migration is chosen; forced migration is not.
- Refugees receive international protection.
- People displaced within their country are also in need.
- History includes forced movement that must be studied with care.
Words to know
movement of people who are compelled to leave their homes by danger or coercion
a person who has fled their country because of serious danger and cannot return safely
a person forced to leave home who remains within their own country
help and safety given to people in danger
1. Discover: Two kinds of journeys
Ms Smith places two cards on the board: “chosen” and “forced”. “Some journeys are chosen, like moving for a new job,” she says. “Others happen because people are in danger and have no safe choice. After the Second World War, the world agreed on the 1951 Refugee Convention, and the UN refugee agency, UNHCR, began work in 1950 to protect refugees. History also records forced movements, such as the transatlantic slave trade between the 1500s and 1800s. We study it from documents and with respect, without graphic detail. Anyone who needs a break may take one.”
Think: What kinds of help do people in danger need most?
2. Understand: Voluntary and forced migration
Idea 1: Voluntary and forced
Voluntary migration is when people choose to move for work, study or family. Forced migration happens when danger, conflict, disaster or coercion leaves people no safe choice. In practice, some moves lie between these, with choices limited by pressure.
Idea 2: Terms and protection
A refugee has fled their country because of serious danger and cannot return safely. An asylum seeker asks for protection and waits for a decision. An internally displaced person is forced to leave home but stays within their country. The 1951 Refugee Convention and UNHCR (the UN refugee agency, founded 1950) support humanitarian protection, and many countries and communities offer help.
Idea 3: History with care
History includes forced movement. During the transatlantic slave trade, millions of Africans were taken from their homes over about three centuries; people were also enslaved in other regions. Sierra Leone’s Freetown was founded as a settlement for formerly enslaved people in the late 1700s. We study such history with documents and respect, centring human dignity.
3. Worked examples
Example 1 (I show you): Define
Refugee.
- Think.
- Say.
- Check.
Answer: Fled serious danger.
Example 2 (We do it together): Define
Internally displaced person.
- Think.
- Say.
- Check.
Answer: Displaced within own country.
Example 3 (You try): Name
The year of the Refugee Convention.
Show the steps and answer
- Think.
- Say.
- Check.
Answer: 1951.
Did you know?
World Refugee Day is marked every year on 20 June to honour the strength of people who have been forced to flee.
Why this matters
Understanding forced migration builds empathy and respect.
4. Explore: Chosen or forced?
Sort ten short, non-graphic scenario cards into chosen, forced or in between. Explain two sorts with reasons. Then write three respectful sentences about what communities can do to welcome people in need.
- Read.
- Sort.
- Explain.
- Write.
Think about it: what did you notice?
What did you notice? Many cases need careful thinking.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Forced migration is ___.
- A refugee is ___.
- An internally displaced person is ___.
- Humanitarian protection is ___.
Guided practice
Question 1. What is forced migration?
Compelled to leave.
Question 2. What is a refugee?
Fled serious danger.
Question 3. What is an IDP?
Displaced inside country.
Independent practice
Level 1: Start
- What is forced migration?
- What is a refugee?
- What is an IDP?
- What is humanitarian protection?
- Name a convention.
Level 2: Grow
- Why protect?
- Why study history?
- Why respect?
Level 3: Stretch
- Read the cards.
- Sort them.
- Write sentences.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Explain the difference between voluntary and forced migration and what a refugee is.
Show a sample answer
Chosen vs compelled; fled danger.
Another one. Talk with an adult about how communities can be welcoming, in general terms.
Show a sample answer
Share.
7. Common mistakes
Fix: Some is chosen and some forced.
Fix: They flee danger.
8. Lesson summary and revision card
- I can distinguish voluntary and forced migration.
- I can define refugee, asylum seeker, internally displaced person.
- I can explain international protection.
- I can discuss historical forced migration respectfully.
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
- Voluntary migration is chosen; forced migration is not.
- Refugees receive international protection.
- People displaced within their country are also in need.
- History includes forced movement that must be studied with care.
11. Next lesson
Next lesson: Cultural exchange. 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 forced migration and refugee. [2 marks]
- Name three causes of forced migration. [3 marks]
- Explain how refugees are protected. [3 marks]
- Explain why we study sensitive history with care. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Forced [1]; refugee [1]
- Three [3]
- Convention [1]; UNHCR [1]; help [1]
- Reason [1]; example [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 forced migration?
- What is a refugee?
- What is an IDP?
- What is humanitarian protection?
- Name a convention.
- Why protect?
- Why study history?
- Why respect?
- Read the cards.
- Sort them.
Homework
Draw a map of welcome.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is forced migration? | Compelled to leave. | 1 |
| 2. What is a refugee? | Fled serious danger. | 1 |
| 3. What is an IDP? | Displaced inside country. | 1 |
| 4. What is humanitarian protection? | Safety and help. | 1 |
| 5. Name a convention. | 1951 Refugee Convention. | 1 |
| 6. Why protect? | Dignity and safety. | 1 |
| 7. Why study history? | Understand the past. | 1 |
| 8. Why respect? | People matter. | 1 |
| 9. Read the cards. | Read. | 1 |
| 10. Sort them. | Sort. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Compelled to leave.; 2 Fled serious danger.; 3 Displaced inside country.; 4 Safety and help.; 5 1951 Refugee Convention.. Level 2: 1 Dignity and safety.; 2 Understand the past.; 3 People matter.. Level 3: 1 Read.; 2 Sort.; 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 Distinguish voluntary and forced migration | 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 Define refugee, asylum seeker, internally displaced person | 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 international protection | 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 Discuss historical forced migration respectfully | 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: “All migration is the same.” Some is chosen and some forced.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a migration types 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 learns about forced migration in a careful, non-graphic way. Please be ready to listen if they have questions. You do not need to be an expert to help.
- Listen calmly.
- Offer reassurance.
- Contact school if worried.
- 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: distinguish voluntary and forced migration; define refugee, asylum seeker, internally displaced person; explain international protection; discuss historical forced migration respectfully.
Prerequisite knowledge. Grade 6 ideas: population distribution and change, rural-urban migration, international migration and reasons people move.
Materials. Scenario cards, map. 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 cards and an opt-out plan.
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 two kinds of journeys story.
Explanation (10 min). Teach voluntary and forced migration.
Guided activity (10 min). Chosen or forced?
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. What is the difference between chosen and forced migration?
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. “All migration is the same.” Some is chosen and some forced.
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 migration types 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 6; 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.