- Review Process
- Take Action
- A project of
This lesson plan aims to give a brief introduction to children’s lives from the perspective of a refugee or migrant.
During the lesson, students will:
Included with the resource are videos and different case studies explaining individuals' background stories.
This activity requires students to listen, respond and formulate, an opinion on refugees and migrants.
The resource has relevance related to Social Studies units that have student examine current conflicts, their causes, and their consequences. It also may be used to have students discuss such issues as globalization or world issues, the concept of global citizenship or human rights, and social justice.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Satisfactory|
The motives for this exodus and our obligation to respond are not debated. This perspective may not be universally accepted, and teachers would have to look to other resources to offer other perspectives.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The lesson is limited to developing student knowledge of the refugee crisis. It is up to the teacher to dig deeper and investigate solutions.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
This lesson aims to give a brief introduction to children’s lives from the perspective of a refugee or migrant.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
Teachers may exploit the opportunities presented in investigating the refugee crisis to have students reflect on our responsibility to respond to others' suffering and the larger issue of social justice.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The resource includes true stories and videos that help with discussions on the reasons for and the suffering of families needing to flee their countries.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
The focus is on raising awareness of the struggles of fellow humans rather than affinity with the earth.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
Student could be expected to lead to a consideration of the factors that are contributing to the policies that may promote or reduce future migration.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Student discussion of the causes of the refugee crisis and the opinions they have is present.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The refugee issue is most likely to be discussed in Social Studies classes as students consider the causes and possible responses to the issue. The topic has particular relevance for those courses or units concerned with citizen education and global citizenship implications.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Since this resource was developed in partnership by UNICEF, which is very much involved in helping refugees around the world, this lesson is built to encourage students to act on behalf of the refugees.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
This lesson does include different videos depending on the age group.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The refugee crisis is a serious issue and one that students should explore.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
The resource does not include provisions for summative evaluation. Teachers may observe the success of student efforts and can evaluate through discussion.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|