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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 TEMPLATE


CLASS:

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 IDPs;

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

Groupings

Timings
Introduction /
Individually
Starter:
Key Vocabulary Sheet
/ Who am I?
(5min)

Activities
Key Information Sheet / Refugee Quiz:
As Pupils come into class they are to start the Refugee
Quiz;

Whole Class
Episode 2:
Clarification and
explanation of key
terms.
(5min)

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.

Groups
Episode 3
Group Investigation
(25min)

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 /


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),

Group

and recording information on their Writing


Frame. (15min)

Lesson end/plenary
(Homework)

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 TEMPLATE


CLASS:

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
Introduction /
Starter:
(5min)

Groupings

Activities

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?

Group
Episode 2
(5min)

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;

Group
Episode 3

Once the groups have completed their

(25min, 5min per


group)

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
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.

Whole Class
Lesson end/plenary
(5min)

Discussion of key points raised by individuals;

Quick review of Key Vocabulary.

Homework
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 worlds 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.
Group Names:
Writing Frame:
Global Movement of
Countries from which the worlds 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:

Palestine:

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:

Democratic Republic of Congo:

Palestine:

Education Issues for leaving:

Afghanistan:

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 worlds refugees flee

Group Names:

Somalia;
Iraq;
Vietnam;
Liberia;
Angola.

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:
Give 2 examples under the following headings for each country you
areLiberia:
investigating:
You can use Facts and figures; Statistics; Photographs; and
Testimonies.

Angola
Somalia:

Iraq:

Vietnam:

FOOD ISSUES for leaving:

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:

Group Names:

Writing Frame:
Global Movement of

Countries which the Worlds Refugees Go To


Pakistan;
Give
2 examples under the following headings for each country you
Iran;
areGermany;
investigating:
Tanzania;
YouUSA.
can use Facts and figures; Statistics; Photographs; and
Testimonies.

Your Job as a Citizenship Detective is to discover as much as


you can about why people are choosing to come to these
countries
Reasons for Coming - Money:

WHERE THEY ARE COMING FROM?

HEALTH;
EDUCATION;
FOOD.

Pakistan:
MONEY;

Which Countries are they coming from?


Iran:
Pakistan:

Iran:

Germany:
Germany:

Tanzania:
Tanzania:

USA:

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:

Group Names:

Global Movement of
Internally Displaced People (IDPs) around the World

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:

Group Names:

Global Movement of
Internally Displaced People (IDPs) around the World

Bosnia-Herzegovina;
Georgia;
Serbia-Montenegro;
Afghanistan;
Ivory Coast / Cote dIvoire

Your Job as a Citizenship Detective is to discover as much as


you can about why people are becoming 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:


Bosnia-Herzegovina:

Georgia:

Serbia-Montenegro:

Afghanistan:

Ivory Coast:
Reasons for having to leave their homes:
Bosnia-Herzegovina:

Georgia:

Serbia-Montenegro:

Afghanistan:

Ivory Coast:

Quality of Life for IDPs:


Bosnia-Herzegovina:

Georgia:

Serbia-Montenegro:

Afghanistan:

Ivory Coast:

Any other Information:

Bosnia-Herzegovina:

Georgia:

Serbia-Montenegro:

Afghanistan:

Ivory Coast:

Useful Websites:

United Nations High Commission for Refugees:


www.unhcr.ch

Refugee Council

www.refugeecouncil.org.uk

CIA

www.cia.gov

Amnesty International -

www.amnesty.org.uk

Oxfam

www.oxfam.org.uk

The British Red Cross

www.redcross.org.uk

Save the children UK

www.savethechildren.org.uk

Student Action for Refugees

www.star-network.org.uk