Push, Pull, and Path: An Interactive Eastern Migration Journey
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Push, Pull, and Path: An Interactive Eastern Migration Journey

Grade 6Social StudiesHistory2 days
Students step into the roles of migration analysts and game designers to explore the complex factors driving human movement across the Eastern Hemisphere. By categorizing political, environmental, social, and economic (P.E.S.E.) push and pull factors, learners ground their research in both fictional scenarios and real-world historical contexts. The project culminates in the creation of an interactive digital simulation, challenging players to navigate the difficult decisions and geographic journeys faced by migrants throughout history and today.
MigrationPush And Pull FactorsEastern HemisphereInteractive SimulationHuman GeographyBranching Narrative
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design an interactive migration simulation that challenges players to weigh the complex push and pull factors influencing movement across the Eastern Hemisphere?

Essential Questions

Supporting questions that break down major concepts.
  • How do economic opportunities, such as trade or jobs, pull people to move to new regions in the Eastern Hemisphere?
  • In what ways do environmental changes or natural disasters act as push factors for human migration?
  • How do political conflicts or government policies influence a person's decision to leave their home country?
  • How do social factors, like family or religious freedom, impact the movement of ideas and people across borders?
  • How can we use interactive storytelling to show the difficult choices migrants face when weighing push and pull factors?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Identify and categorize specific political, environmental, social, and economic push and pull factors that influence migration in the Eastern Hemisphere.
  • Analyze the historical and contemporary impacts of human movement on both the origin and destination regions.
  • Design and construct an interactive branching narrative that accurately simulates the consequences of migration-related decisions.
  • Explain the interconnectedness of geography, government policy, and economic opportunity in the context of human migration patterns.

Ohio Learning Standards for Social Studies

OH.SS.6.7
Primary
Political, environmental, social, and economic factors cause people, products, and ideas to move from place to place in the Eastern Hemisphere in the past and today.Reason: This is the core content standard provided by the teacher, focusing on the specific factors of movement in the Eastern Hemisphere.

Common Core State Standards (History/Social Studies)

CCSS.ELA-LITERACY.RH.6-8.7
Secondary
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.Reason: The project requires students to integrate their research into an interactive digital format (the simulation) to convey information about migration.

ISTE Standards for Students

ISTE.1.6.c
Supporting
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.Reason: The project specifically asks students to design an interactive simulation to model the complexities of migration.

Common Core State Standards (Writing for History/Social Studies)

CCSS.ELA-LITERACY.WHST.6-8.4
Secondary
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: Students must write clear, logical pathways and descriptions for their migration simulation to ensure the user understands the push/pull factors.

Entry Events

Events that will be used to introduce the project to students

The Ultimate Relocation Pitch

Students are greeted by a charismatic 'Global Recruiter' (the teacher in character) offering a once-in-a-lifetime contract to move to a booming new industrial city in the Eastern Hemisphere. Using an interactive poll, students must weigh the 'Pull' factors of high wages and modern tech against 'Push' factors hidden in the fine print, such as extreme pollution or loss of personal freedoms.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

The Chronicles of Astraea: Migration Analysis

Before students dive into real-world history, they will act as 'Migration Analysts' for the fictional continent of 'Astraea'—a land designed to mirror the geographic and cultural diversity of the Eastern Hemisphere. Students will receive a 'World Brief' describing various fictional regions (e.g., the smog-filled Iron Cities, the drought-stricken Golden Steppes, or the warring Jade Kingdoms). They must analyze the scenarios provided in this fictional realm to identify and categorize the P.E.S.E. factors that would drive a person to leave one region and move to another. This creative approach allows students to practice identifying factors without the complexity of modern geopolitics before they ground their findings in a real-world comparison.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Read the 'Astraea World Brief' to understand the different fictional regions, their climates, governments, and economies.
2. Identify three specific characters or groups in Astraea who are considering moving from their current home.
3. For each group, list the 'Push' factors (why they are leaving their fictional home) and 'Pull' factors (why they are drawn to a new fictional region).
4. Label every factor identified in the fictional world as Political, Environmental, Social, or Economic.
5. Select one fictional scenario (e.g., escaping a flood in the fictional 'Verdant Delta') and find a real-world Eastern Hemisphere equivalent (e.g., monsoon flooding in Bangladesh) to prove the connection.

Final Product

What students will submit as the final product of the activityA 'Migration Briefing Report' for the continent of Astraea, featuring a categorized list of P.E.S.E. push/pull factors and one 'Real-World Link' where they match a fictional scenario to a real event in the Eastern Hemisphere.

Alignment

How this activity aligns with the learning objectives & standardsAligns with OH.SS.6.7: Students identify and categorize specific political, environmental, social, and economic (P.E.S.E.) factors. By using a fictional world modeled after the Eastern Hemisphere, students demonstrate a conceptual understanding of migration drivers that can be applied across different contexts.
Activity 2

The Cartography of Choice

Every great interactive game needs a blueprint. In this activity, students will use a pre-generated 'Master Migration Map' of the Eastern Hemisphere to plot their character's journey. Instead of a blank flowchart, they will work directly on a map template that features key regions and cities. This ensures that their branching narrative is grounded in real geography. Students will identify specific starting points and destinations, drawing the paths (the 'pathways') and decision nodes that will later become the interactive buttons in their digital simulation.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Access the 'Master Migration Map' template (provided in Google Drawings, a PDF, or a physical handout) which contains labeled regions and major cities across the Eastern Hemisphere.
2. Select an 'Origin Point' on the map and write a brief scenario explaining the initial 'Push' factor (e.g., a drought in the Steppes or political unrest in a city).
3. Identify three 'Pivot Points' (Crossroads) on the map where the character must choose between two different geographic directions.
4. Draw branching 'Movement Lines' (arrows) connecting the points to represent the player's potential paths through the Eastern Hemisphere.
5. Label each path with the specific 'Pull' factor that would lead a person to that specific map location (e.g., 'Move East toward the Silk Road for Economic trade').

Final Product

What students will submit as the final product of the activityAn 'Annotated Migration Blueprint' created on a standardized Eastern Hemisphere map, showing at least three branching decision points and the geographic paths a migrant might take based on specific P.E.S.E. factors.

Alignment

How this activity aligns with the learning objectives & standardsAligns with OH.SS.6.7: Students demonstrate how specific P.E.S.E. factors drive movement between real-world locations in the Eastern Hemisphere. It also supports CCSS.ELA-LITERACY.RH.6-8.7 by requiring the integration of visual map data with narrative logic.
Activity 3

The Eastern Hemisphere Odyssey

Using a tool like Google Slides, PowerPoint (with hyperlinked buttons), or a basic coding platform, students will bring their simulation to life. They will combine their research, their flowchart logic, and their scripts into a clickable experience. They must also include visual aids like maps or icons to help the player navigate the Eastern Hemisphere.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Create a digital slide for every box in your 'Crossroads Architect' flowchart.
2. Insert your 'Scripts of the Silk Road' text onto the corresponding slides.
3. Add interactive 'buttons' (shapes or images) and link them to the correct slides to create the branching effect.
4. Incorporate at least three visual elements (maps of the Eastern Hemisphere, icons for P.E.S.E. factors, or historical images).
5. Conduct a 'Beta Test' where a classmate plays the game and provides feedback on the logic and educational content.

Final Product

What students will submit as the final product of the activityA fully functional Digital Migration Simulation with working interactive buttons and integrated visual elements.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ISTE.1.6.c: Students create a digital simulation to communicate complex ideas. It also aligns with RH.6-8.7 by integrating maps and icons with the written text.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Eastern Hemisphere Migration Simulation Rubric

Category 1

Migration Theory & Analysis

Evaluates the student's mastery of the core social studies content regarding migration drivers in the Eastern Hemisphere.
Criterion 1

P.E.S.E. Factor Categorization

The ability to correctly identify and categorize political, environmental, social, and economic (P.E.S.E.) factors as they relate to human migration.

Exemplary
4 Points

Independently identifies a wide range of P.E.S.E. factors with nuanced understanding; categorizations are flawlessly accurate and include insightful explanations of how factors overlap.

Proficient
3 Points

Accurately identifies and categorizes P.E.S.E. factors for all required scenarios; demonstrates a clear understanding of the difference between push and pull factors.

Developing
2 Points

Identifies most P.E.S.E. factors correctly, though there may be minor errors in categorization or a lack of distinction between push and pull factors.

Beginning
1 Points

Struggles to identify or categorize migration factors; shows significant confusion between political, environmental, social, and economic drivers.

Category 2

Geographic & Contextual Application

Assesses the student's ability to apply theoretical migration concepts to the physical and political geography of the Eastern Hemisphere.
Criterion 1

Geographic Context & Real-World Synthesis

The accuracy of the geographic movement depicted on the Eastern Hemisphere map and the depth of the connection between fictional scenarios and real-world historical/current events.

Exemplary
4 Points

Mapping is highly detailed and geographically precise; the real-world link provides a sophisticated analysis of a modern Eastern Hemisphere event that mirrors the simulation perfectly.

Proficient
3 Points

Mapping accurately reflects Eastern Hemisphere geography; the real-world link correctly identifies a relevant historical or current event in the region.

Developing
2 Points

Mapping is mostly accurate but lacks specific detail; the real-world link is present but may be superficial or contain minor factual inaccuracies.

Beginning
1 Points

Mapping is inaccurate or incomplete; real-world link is missing or unrelated to the Eastern Hemisphere or the migration scenario.

Category 3

Interactive Design & Modeling

Evaluates the technical and creative design of the interactive project, focusing on the student's ability to model complex systems.
Criterion 1

Simulation Logic & User Experience

The effectiveness of the interactive branching narrative, including the logic of the decision nodes and the functionality of the digital simulation.

Exemplary
4 Points

The simulation features complex, logical branching paths with high-stakes consequences; all interactive elements work perfectly, creating a seamless and immersive user experience.

Proficient
3 Points

The simulation includes clear branching paths that logically follow the P.E.S.E. factors; interactive buttons are functional and lead to appropriate outcomes.

Developing
2 Points

The simulation has a basic branching structure, but some paths may be linear or the logic between a 'push' factor and the resulting 'move' is inconsistent.

Beginning
1 Points

The simulation is mostly linear or the interactive links are broken; choices do not logically relate to the migration factors discussed in earlier stages.

Category 4

Communication & Technical Integration

Assesses the student's ability to convey complex historical and social information through clear writing and digital media.
Criterion 1

Communication & Visual Literacy

The clarity, organization, and professional quality of the writing, alongside the effective integration of visual data (maps, icons, images) to support the narrative.

Exemplary
4 Points

Writing is exceptionally clear, persuasive, and perfectly suited for the audience; visual elements are integrated strategically to enhance the user's understanding of migration patterns.

Proficient
3 Points

Writing is clear and well-organized with few errors; visual elements (maps and icons) are used appropriately to support the text and simulation.

Developing
2 Points

Writing is generally understandable but may have frequent grammatical errors or organizational issues; visual elements are present but may not clearly support the content.

Beginning
1 Points

Writing is difficult to follow or incomplete; visual elements are missing, irrelevant, or do not align with the migration narrative.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Which of the four migration factors was the most difficult to incorporate into your interactive simulation?

Multiple choice
Required
Options
Political Factors (laws, war, government)
Environmental Factors (climate, disasters, land)
Social Factors (family, religion, culture)
Economic Factors (jobs, trade, resources)
Question 2

How has creating this simulation changed your perspective on the difficult choices real-world migrants have to make?

Text
Required
Question 3

How confident do you feel in your ability to explain the connection between geography and migration patterns in the Eastern Hemisphere?

Scale
Required
Question 4

In your opinion, what is the biggest advantage of using an interactive simulation to teach others about history and migration?

Text
Optional