Justification of Lessons Plans – ‘Refugees across the world’ These lessons are designed for work with year 9, and are placed at the beginning of a Scheme of Work focused of the migration of people termed Refugees. The SoW allows pupils to start with learning and becoming familiar with key terms and vocabulary related to this topic (differentiating between Refugee, Asylum Seeker and IDP – also including terms such as, economic migrant and illegal immigrant). It leads the Pupils through some of the reasons why people leave their ‘homeland’, where people come from and where they go to. The pupils learn and discover through group investigation, involving using and developing skills in ICT. Pupils are then tasked with producing a visual representation of global movement of Refugees and IDP stating the reasons for and some consequences of. From producing a visual representation, pupils will then look at individual case studies of people who have for different reasons become ‘Refugees or IDP; there are opportunities for pupils to also consider Asylum Seekers, Economic Migrants and Illegal Immigrants. It is hoped that through this SoW pupils will be able to empathise with people forced to leave their ‘homeland’ – the reasons why and the consequences of; have a firm grasp on the different key terms used when discussing this topic; understand what life is like for people in different countries living in very different cultures; and participate in group learning / investigation activities. The resource I have chosen to introduce this activity - ‘Global Refugee Movement Facts and Figures’ - is an informative and when considered quite thought provoking. It is thought that this will provide initial stimulus for pupils to take further the investigation into ‘why people become refugees’ and ‘what life must be like’ (drawing comparisons to what they are accustomed to).
Transcript
Justification of Lessons Plans –
‘Refugees across the world’
These lessons are designed for work with year 9, and are placed at the beginning of a Scheme of Work focused of the migration of people termed Refugees. The SoW allows pupils to start with learning and becoming familiar with key terms and vocabulary related to this topic (differentiating between Refugee, Asylum Seeker and IDP – also including terms such as, economic migrant and illegal immigrant). It leads the Pupils through some of the reasons why people leave their ‘homeland’, where people come from and where they go to. The pupils learn and discover through group investigation, involving using and developing skills in ICT.
Pupils are then tasked with producing a visual representation of global movement of Refugees and IDP stating the reasons for and some consequences of.
From producing a visual representation, pupils will then look at individual case studies of people who have for different reasons become ‘Refugees or IDP; there are opportunities for pupils to also consider Asylum Seekers, Economic Migrants and Illegal Immigrants.
It is hoped that through this SoW pupils will be able to empathise with people forced to leave their ‘homeland’ – the reasons why and the consequences of; have a firm grasp on the different key terms used when discussing this topic; understand what life is like for people in different countries living in very different cultures; and participate in group learning / investigation activities.
The resource I have chosen to introduce this activity - ‘Global Refugee Movement Facts and Figures’ - is an informative and when considered quite thought provoking. It is thought that this will provide initial stimulus for pupils to take further the investigation into ‘why people become refugees’ and ‘what life must be like’ (drawing comparisons to what they are accustomed to).
LESSON PLAN TEMPLATECLASS: Year 9 DATE: 30/10/06
LEARNING OBJECTIVE/S:
For pupils to understand the key vocabulary used in discussing ‘global and internal displacement’;
For pupils to investigate the areas of either ‘Where people move away from and why, ‘Where people
move to and why’, or ‘The reasons contributing to IDP’s’;
For pupils to effectively use ICT as a tool to research a given topic.
National Curriculum reference:
1a, f, I; 2a, c; 3c
RESOURCES REQUIRED:
Group role / explanations card: ‘Refugees across the world’ (Global Resource Centre – Global Communities, ‘Learning about Refugee Issues’) Group explanation sheet; Group Fact Sheet – ‘Refugees across the globe’; Key Information Sheet; ‘Refugee Quiz; Writing Frame; ICT facilities for research; and List of useful websites.
LESSON OUTLINE: Key Vocabulary and Research into ‘Refugees across the Globe’
Structure and
Timings
Groupings Activities
Introduction / Starter:‘Key Vocabulary Sheet / Who am I? …’(5min)
Episode 2:Clarification and explanation of key terms.(5min)
Episode 3Group Investigation(25min)
Individually
Whole Class
Groups
‘Key Information Sheet / Refugee Quiz:
As Pupils come into class they are to start the Refugee
Quiz;
With the aid of the ‘Key Information Sheet’ go through the
different explanation of terms, asking the class for their
answers and correcting if needed.
Spilt the class into 5 groups of 6 and give them
their topic for research: 2 groups – ‘The major
refugee producing countries in 2003’ (1 group
researching Afghanistan to Palestine, other group
researching Somalia to Angola); 2 groups –
‘Internationally Displaced People’ (1 group
researching Colombia to Russia, other group
researching Bosnia – Herzegovina); 1 group –
‘Major Refugee Hosting Countries in 2003’.
Draw the attention of the pupils to the connection
of their group focus and definition of people they
are researching; (5min)
Once the groups have been given their ‘roles /
Lesson end/plenary (Homework)
Group
focus’ hand out to each group: a) Group
Explanation of Task; b) Group Fact Sheet; c)
Writing Frame.
Ask the Groups to research / investigate their
area using ICT facilities. Introduce Groups to
websites on ‘Useful Website List’.
Explain to Groups that they are to research their
area using the ‘Writing Frame’ to help finding the
relevant facts and record in an appropriate way.
Clarify the different roles in the group – what each
of them could do, encouraging participation of
everyone. (5min)
Groups to investigate their area of focus by
accessing appropriate websites (examples of),
and recording information on their ‘Writing
Frame’. (15min)
Groups are to give an example to the rest of the class of
their ‘area of focus’ – use what they have written on the
writing frame to structure their example.
If the groups have not managed to collect enough
information during lesson, they are to continue research
for Homework.
ASSESSMENT/DIFFERENTIATION:
Pupils will be assessed on their prior knowledge through the ‘Who am I? …’ worksheet. They will also be assessed through AfL – By their participation in the group work investigation; their ability to find facts using ICT and recording them on a writing frame.
There are opportunities for pupils to learn through discussion with their peers, research using ICT, and by recording useful and appropriate information on a writing frame.
High Ability – Ask those pupils who are demonstrating a strong understanding and ability in task to consider the implications of lots of people leaving a country / lots of people entering a country / lots of people being dispersed in a country.
Low Ability – Those pupils who are struggling will find assistance in their peers – it is important for the teacher to keep an eye on these children and make sure they are participating to their top of their ability, encouraging them to take on roles in the groups that allow them to become more involved.Evaluation of pupils’ learning:After the lesson, on the reverse side of this plan you should evaluate pupils’ learning.
LESSON PLAN TEMPLATECLASS: Year 9 DATE: 30/10/06
LEARNING OBJECTIVE/S:
For Pupils to:
Know who the major refugee producing countries are;
understand some of the reasons why people become refugees;
empathise with those who have had no choice but to leave their homes and homelands;
understand some of the reasons of why people choose to flee to certain countries;
empathise with the conditions some people are forced to live in when reaching their ‘host country’;
understand why some people become ‘internally displaced’ in their own country.
National Curriculum reference:
1i; 2b, c; 3a
RESOURCES REQUIRED:
Completed Writing Frame; Atlas, Board for display, Large representation of the ‘globe’ (to put on display board); Scissors; Representation cards for number of people; Migration Arrows; Flip Chart Pens.
LESSON OUTLINE:
Structure and
Timings
Groupings Activities
Introduction / Starter:(5min)
Episode 2(5min)
Episode 3(25min, 5min per group)
Group
Group
Group
Pupils when they come into the class are to get into their
groups that they were in for last lesson. Ask the groups
to discuss what they had found out – refresh ideas that
they recorded from research – Who were they
investigating? What were the main points discovered?
Ask each group to nominate a ‘Spokesperson’;
Explain to the groups that they are going to
present their findings to the group;
They have 5 min to organise and discuss (using
their ‘Writing Frame’ to construct) what thy are
going to say to the other groups;
Once the groups have completed their
preparation draw their attention to the Display
Board – ‘Global Representation of Refugees’;
Explain to the groups that in turns they will go up
to the ‘display board’ and whilst nominated
Lesson end/plenary
(5min)
Homework
Whole Class
‘spokesperson’ explains what they have found
out, others will show movement of people and
write the key facts around the outside of map /
globe. Movement will be shown by ‘Migration
Arrows’ and ‘Person Representation Cards’.
Discussion of key points raised by individuals;
Quick review of Key Vocabulary.
Pupils are to find a story involving either refugees or
internally displaced people and bring it along to the next
lesson. They should be familiar with their ‘article’ to be
able to discuss at beginning of next lesson.
ASSESSMENT/DIFFERENTIATION:
Pupils will be assessed through AfL around participation in group discussions, demonstrating knowledge and understanding of their ‘focus area’; also their involvement in class discussions during plenary of other ‘areas of focus’.
Pupils have the opportunity to learn through discussion with peers; Presentation from peers around other focus areas; and kinaesthetic learning through producing visual representation.
High Ability – Those pupils of higher ability will have the opportunity to extend their investigation to include other areas of the ‘Key Terms / Vocabulary’, such as – Asylum seekers, Economic Migrant, Illegal Immigrant, and answer question of… ‘Is there such as thing as an illegal asylum seeker?’
Low Ability – Those pupils who are struggling will have the support from their peers; they will also have the opportunity to work to their own strengths within their group – it is important for the teacher to keep an eye on their participation and if needed prompt group / individuals into appropriate roles.Evaluation of pupils’ learning:After the lesson, on the reverse side of this plan you should evaluate pupils’ learning.
Refugee Quiz
A) What is a refugee?
B) What is an Asylum Seeker?
C) What is an Internally Displaced Person?
1.How many refugees are there in the world today?
6 million
280 million
1 million
12 million
2.Which countries do most refugees flee from because they are in danger? Name as many as you can.
3.What % of the world’s refugees come to Britain?
more than 80%
55%
25%
12%
5%
less than 2%
4.Why do refugees flee from their home country? (list as many reasons as you can)
5.Which continent do you think has the most refugees?
Europe
Asia
North America
Africa
6.Which country in Europe do you think has the highest number of refugees?
Italy
Germany
Austria
UK
France
7.What do you think are the biggest problems refugees face when they leave their country?
8.Name 2 famous refugees.
9.If you suddenly had to flee from your home, what 5 things would you take in your bag?
10.Write down one more question you have about refugees/asylum seekers. Writing Frame:
‘Global Movement of…”
Countries from which the world’s refugees flee…
Afghanistan; Sudan; Burundi; Democratic Republic of Congo; Palestine.
Your Job as a Citizenship Detective is to discover as much as you can about ‘why’ people are leaving their ‘Homeland’…
WHERE ARE THEY GOING? WAR; HEALTH; EDUCATION; FOOD.
Which countries are they going to?
Afghanistan:
Sudan:
Burundi:
Democratic Republic of Congo:
Group Names:
Palestine:
Democratic Republic of Congo:
Palestine:
Education Issues for leaving:
Afghanistan:
Give 2 examples under the following headings for each country you are investigating:
You can use Facts and figures; Statistics; Photographs; and Testimonies.
FOOD ISSUES for leaving:
Afghanistan:
Sudan:
Burundi:
Sudan:
Burundi:
Democratic Republic of Congo:
Palestine:
Health Issues for leaving:
Afghanistan:
Sudan:
Burundi:
Democratic Republic of Congo:
Palestine:
War Issues for leaving:
Afghanistan:
Sudan:
Burundi:
Democratic Republic of Congo:
Palestine:
Writing Frame:
‘Global Movement of…”
Countries from which the world’s refugees flee…
Somalia; Iraq; Vietnam; Liberia; Angola.
Group Names:
Your Job as a Citizenship Detective is to discover as much as you can about ‘why’ people are leaving their ‘Homeland’…
WHERE ARE THEY GOING TO? WAR; HEALTH; EDUCATION; FOOD.
Which Countries are they going to?
Somalia:
Iraq:
Vietnam:
Liberia:
Angola
Give 2 examples under the following headings for each country you are investigating:
You can use Facts and figures; Statistics; Photographs; and Testimonies.
FOOD ISSUES for leaving:
Somalia:
Iraq:
Vietnam:
Liberia:
Angola:
Education Issues for leaving:
Somalia:
Iraq:
Vietnam:
Liberia:
Angola:
Health Issues for leaving:
Somalia:
Iraq:
Vietnam:
Liberia:
Angola:
War Issues for leaving:
Somalia:
Iraq:
Vietnam:
Liberia:
Angola:
Writing Frame:
‘Global Movement of…”
Countries which the World’s Refugees Go To…
Pakistan;Iran;Germany;Tanzania;USA.
Your Job as a Citizenship Detective is to discover as much as you can about ‘why’ people are choosing to come to these countries…
WHERE THEY ARE COMING FROM? MONEY; HEALTH;
Group Names:
EDUCATION; FOOD.
Which Countries are they coming from?
Pakistan:
Iran:
Germany:
Tanzania:
USA:
Give 2 examples under the following headings for each country you are investigating:
You can use Facts and figures; Statistics; Photographs; and Testimonies.
Reasons for Coming - Money:
Pakistan:
Iran:
Germany:
Tanzania:
USA:
Reasons for Coming - Education:
Pakistan:
Iran:
Germany:
Tanzania:
USA:
Reasons for coming - Health:
Pakistan:
Iran;
Germany:
Tanzania:
USA:
Reasons for coming - Food:
Pakistan:
Iran:
Germany:
Tanzania:
USA:
Writing Frame:
‘Global Movement of…”
Internally Displaced People (IDPs) around the World
Group Names:
Colombia; Azerbaijan; Liberia; Sri Lanka; Russia.
Your Job as a Citizenship Detective is to discover as much as you can about ‘why’ people are having to become classed as IDPs…
Total amount of IDPs in each Country; Reasons for having to leave their homes – War / Human
Right Offences; Quality of Life of IDPs in each country; Any other information…?
Total amount of IDPs:
Colombia:
Azerbaijan:
Liberia:
Sri Lanka:
Russia:
Reasons for having to leave their homes:
Colombia:
Azerbaijan:
Liberia:
Sri Lanka:
Russia:
Quality of Life for IDPs:
Colombia:
Azerbaijan:
Liberia:
Sri Lanka:
Russia:
Any other Information:
Colombia:
Azerbaijan:
Liberia:
Sri Lanka:
Russia:
Writing Frame:
‘Global Movement of…”
Internally Displaced People (IDPs) around the World
