You will learn
- Define migration, settler, push and pull factor.
- Explain why people moved.
- Describe movements into Sierra Leone.
- Explain how migration shaped diversity.
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 many reasons.
- Push and pull factors explain movement.
- Sierra Leone’s population includes many origins.
- Migration shaped language and culture.
Words to know
the movement of people from one place to live in another
a person who moves to a new place to live there
something that makes people leave a place
something that attracts people to a place
1. Discover: Many roads to the coast
Mr Cole draws arrows on a map of West Africa. “Over centuries, people moved for farmland, trade and safety,” he says. “Some groups moved to the coast in the 1500s. Fula traders and herders travelled from the north. Freetown was founded in 1792 and welcomed settlers who had arrived from 1787 and later. In 1800 Maroons arrived from Jamaica, and from 1808 Liberated Africans were brought to the colony after the British ban on the slave trade.” Abu says, “So Sierra Leone grew from many journeys.” “Yes,” says Mr Cole.
Think: What made people leave, and what drew them to a new place?
2. Understand: Migration
Idea 1: Why people move
Migration is moving to live somewhere new. A push factor makes people leave, such as lack of land, hunger or danger. A pull factor attracts them, such as good farmland, trade or safety. A settler is someone who moves to a new place to live.
Idea 2: Movements in the region
Groups in West Africa moved over centuries for farming, trade and safety. In the 1500s groups known as the Mane moved into coastal areas. Fula traders and herders travelled from the north. Mende, Temne, Limba, Sherbro and others built towns and trade links. People also moved by choice and, sadly, by force through the slave trade.
Idea 3: Freetown and diversity
Freetown was founded in 1792 with settlers who had arrived from 1787. In 1800 Maroons came from Jamaica. From 1808 Liberated Africans, rescued from slave ships, were settled there. Their languages and customs mixed with local peoples, helping to form Krio culture. Today Sierra Leone is home to many peoples who live together.
3. Worked examples
Example 1 (I show you): Define
Migration.
- Think.
- Say.
- Check.
Answer: Moving to live somewhere else.
Example 2 (We do it together): Name
A push factor.
- Think.
- Say.
- Check.
Answer: Lack of land.
Example 3 (You try): Name
A pull factor.
Show the steps and answer
- Think.
- Say.
- Check.
Answer: Good farmland.
Did you know?
The Krio language grew from English mixed with African languages and is spoken widely across Sierra Leone today.
Why this matters
Understanding migration shows how our diverse societies were built from many journeys.
4. Explore: Migration map
On a map mark three movements (for example, Fula traders, Mane groups, Freetown settlers). Write the push and pull factors for each and how the place changed.
- Mark.
- Write.
- Explain.
- Share.
Think about it: what did you notice?
What did you notice? Every journey had reasons.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Migration is ___.
- A settler is ___.
- A push factor is ___.
- A pull factor is ___.
Guided practice
Question 1. What is migration?
Moving to live elsewhere.
Question 2. Who is a settler?
Moves to a new place.
Question 3. What is a push factor?
Makes people leave.
Independent practice
Level 1: Start
- What is migration?
- Who is a settler?
- What is a push factor?
- What is a pull factor?
- When was Freetown founded?
Level 2: Grow
- Why do people migrate?
- Why mixed cultures?
- Why respect all groups?
Level 3: Stretch
- Mark movements.
- Write push and pull.
- Explain change.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Give one push factor, one pull factor and one group that moved to Freetown.
Show a sample answer
No land; trade; Maroons.
Another one. Ask an adult about why people choose to move to a town in general, without sharing private stories.
Show a sample answer
Share.
7. Common mistakes
Fix: It has many.
Fix: Reasons differed.
8. Lesson summary and revision card
- I can define migration, settler, push and pull factor.
- I can explain why people moved.
- I can describe movements into Sierra Leone.
- I can explain how migration shaped diversity.
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 many reasons.
- Push and pull factors explain movement.
- Sierra Leone’s population includes many origins.
- Migration shaped language and culture.
11. Next lesson
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 migration and settler. [2 marks]
- Name three groups that moved to or within Sierra Leone. [3 marks]
- Explain one push factor and one pull factor. [3 marks]
- Describe how migration shaped Sierra Leone. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Migration [1]; settler [1]
- Three [3]
- Push [1]; pull [1]; link [1]
- Diversity [1]; language or culture [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 migration?
- Who is a settler?
- What is a push factor?
- What is a pull factor?
- When was Freetown founded?
- Why do people migrate?
- Why mixed cultures?
- Why respect all groups?
- Mark movements.
- Write push and pull.
Homework
Draw a migration map.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is migration? | Moving to live elsewhere. | 1 |
| 2. Who is a settler? | Moves to a new place. | 1 |
| 3. What is a push factor? | Makes people leave. | 1 |
| 4. What is a pull factor? | Attracts people. | 1 |
| 5. When was Freetown founded? | 1792. | 1 |
| 6. Why do people migrate? | Land, trade, safety. | 1 |
| 7. Why mixed cultures? | Peoples met. | 1 |
| 8. Why respect all groups? | Fairness. | 1 |
| 9. Mark movements. | Mark. | 1 |
| 10. Write push and pull. | Factors. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Moving to live elsewhere.; 2 Moves to a new place.; 3 Makes people leave.; 4 Attracts people.; 5 1792.. Level 2: 1 Land, trade, safety.; 2 Peoples met.; 3 Fairness.. Level 3: 1 Mark.; 2 Factors.; 3 Change..
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 Define migration, settler, push and pull factor | 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 Explain why people moved | 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 Describe movements into Sierra Leone | 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 Explain how migration shaped diversity | 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: “Sierra Leone has only one people.” It has many.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a journeys 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 migration in general. Please be sensitive; we do not ask about family history. You do not need to be an expert to help.
- Respect all peoples.
- Talk about travel.
- Welcome newcomers.
- 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: define migration, settler, push and pull factor; explain why people moved; describe movements into Sierra Leone; explain how migration shaped diversity.
Prerequisite knowledge. Grade 5 ideas: historical enquiry, sources, evidence and perspectives; Grade 4 early societies.
Materials. Maps, arrows. 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 migration maps.
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 many roads to the coast story.
Explanation (10 min). Teach migration.
Guided activity (10 min). Migration map.
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 did many peoples come to live in Sierra Leone?
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. “Sierra Leone has only one people.” It has many.
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 journeys 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 5 Unit 2, topic 5; NCSS C3 Framework, change, continuity and context; Cambridge Lower Secondary Humanities, history of societies and change; IB Primary Years Programme, where we are in place and time. These sources informed the lesson.