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2. Raising awareness and fostering informed debate 2.9 My Lesson Plan

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2. Raising awareness and fostering informed debate 2.9 My Lesson Plan

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Here it is my lesson plan. I’ve tried to elaborate a realistic one, partly using previous experiences that have proved to be very interesting, partly creating new activities. I intend to follow this lesson plan in the etwinning project I’m developing at the moment.

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Name

Understanding refugees

Topic

Refugees, Human Rights, Citizenship

Learning time

4 hours and 20 minutes

Designed learning time

4 hours and 20 minutes

Size of class

20

Description

This is a four-session actitvity, with three different parts. It's designed for fifteen year old students. It will teach in the subject "Ethical Values", although it is suitable for Art classes as well (at least the last part).

Aims

- Developing our students` understanding on the refugees' issue, - Developing empathy about the problems and challenges refugees have to face -Investigating the most important facts about migrations and refugees nowadays -Expressing emotions and reality about refugees though art

Outcomes

Knowledge, Comprehension, Analysis, Synthesis, Affective learning outcomes

Editor

Playing the online game "Against All Odds"

Students should write, individually, about three of the levels of the game at least. They will choose the most impressive or moving ones, and write about their feelings or what they have learnt. They should hand in their writings to the teacher for evaluation. This task can be done at home.

Getting information about refugees

Creating: collages mixing Picasso's Guernica and refugees' images

Learning Experience

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Social learning graph will not display correctly, because one or more learning types do not have group size set.

© London Knowledge Lab, UCL Knowledge Lab, UCL Institute of Education 2013-2019 Version 1.02

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2. Raising awareness and fostering informed debate 2.5. Experiences of Fleeing: "4.1 miles", by D. Matziaraki.

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2. Raising awareness and fostering informed debate 2.5. Experiences of Fleeing: "4.1 miles", by D. Matziaraki.

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I want to share this dramatic short documentary about the crossing from Turkish coast to Greek island.
Daphne Matziaraki’s film “4.1 Miles” portrays a day in the life of a Greek coast guard captain on the island of Lesbos, who is caught in the middle of the biggest refugee crisis in Europe since World War II.
Matziaraki’s film won an Oscar in 2016 in the documentary category of the Student Academy Awards, in which the Academy of Motion Picture Arts and Sciences selects the best student films in the country.

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A coast guard captain on a small Greek island is suddenly charged with saving thousands of refugees from drowning at sea.

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2. Raising awareness and fostering informed debate 2.1 Live Event: Treasure Hunt

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2. Raising awareness and fostering informed debate 2.1 Live Event: Treasure Hunt

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I took part in this interesting activity leaded by Erika Hummer and our host Nair Carrera. I have to say I was pretty intrigued by the activity, as the description was:

An innovative Treasure Hunt Webinar where you will do some research in groups to answer a range of questions related to the course topic. How will it work: 1) We will divide all those attending into smaller groups; 2) Each group will have a speaker who provides the answers; 3) All groups will be posed a number of questions to research and find the answers t; 4) The answers are then discussed by the presenters.

I wanted to know how you can organise a Treasure Hunt in a webminar. So I was one of the first people to go into the web and… I was elected as one of the speakers! They formed four groups, based on our surname. Sincerely, I expected quite more people, because we were only around thirty participants. Well, never mind; this way, the webminar worked better, I think.

With a presentation, Erika proposed some really interesting questions about refugees. They were referred to facts, like how many immigrants or refugees arrived to Europa, of which three countries in the world are the ones that host more refugees. Every answer needed to have a link with the font of information. The questions were very good, very clear and not obvious, although not extremely difficult either. I’m looking forwards to her uploading the pdf with the questions and some links, because I think it’s going to be a very useful material for me.

After every question, everybody looked for the information in the web, and they sent the answer to their speaker by a private message in the chat. Then, we speakers posted it to everyone, and the best or quicker group got a couple of points. After that, Erika commented the questions and the possible answers.

My group didn’t work very well, and in fact we got no points at all!!! But never mind. I enjoy the activity very much. First, of course, because of the issue and the information we got. Second, because of the organization, because I learnt how to organise a Treasure Hunt online, and that is a kind of activity that maybe I’ll use in one of my etwinning projects one day.

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2. Raising awareness and fostering informed debate 2.5. Experiences of Fleeing: Against All Odds 

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2. Raising awareness and fostering informed debate 2.5. Experiences of Fleeing: Against All Odds 

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An interactive online game to raise awareness about refugees. I asked my 15 year-old students to play it last year and it was a great experience. Very advisable. It's available in many languages.

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In fact, in Canada, there are approximately more than five million citizens who live below the poverty line. Fortunately, the federal government is equipped with tools that create measurable and positive changes to reduce poverty significantly. With all of these, Play Against All Odds aims to work on a more strategic federal course of action, including fund increasing and mechanisms accountability to further engage with government authorities.

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Play Against All Odds is a progressive and national organization composed of people who are moved by their faith to take the necessary action for environmental and social justice by optimizing Canada's public policies. Our devotions focus on these three vital policy fields: Climate Justice Refugee...

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Our Vision Play Against All Odds seeks to foster societal growth and development through maintaining creational integrity and changing faulty practices as our faithful application to God's teachings about justice and love. We look forward to a world wherein citizens, societal organizations,...

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Although the world has seen many changes over the centuries, including technological advancements and new trends are constantly arising wherever you might be, a considerable percentage of the world's population is still living in poverty. In fact, billions of people around the world are considered below the poverty line level.
So, what can be done to reduce this? In this article, you'll discover how to alleviate poverty and how industrial hemp and cannabis-derived products like ...

Who is the low socioeconomic status? These are adults that are unemployed or do not have sufficient educational attainment. They are usually classified like this as those with blue-collar jobs. This category of people lives below the poverty level in the United State.
According to research, this group of the U.S population is also identified to have an increased rate of tobacco usage and cigarette smoking than the general population.
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Integration barriers discover the challenges and limitations of the current socio-economic status of refugees in Canadian society integration. As you will see in this report, Abdille Halima uncovers some discrimination forms encountered by immigrants and refugees, especially regarding finding sources of income. This report actually gathers quantitative and historical data of the refugees' experiences.
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There has always been a profound knowledge and wisdom in indigenous lectures about the relationship among all creations. A lot of indigenous individuals perceive nature with the utmost respect. For them, nature is something they have to preserve, appreciate, and foster.
It is also of ultimate essence to a lot of indigenous individuals and groups to protect relationships among animate and inanimate Creation aspects. Respecting these vital relationships and connections is crucial for economic and ecological integrity, holistic pandemic recovery, and peaceful relations with indigenous individuals and groups.
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The purpose of 2020 Poverty trends is to serve as a quick guide or reference for advocacy and education. Thus, we invite researchers and readers to reflect on the actual poverty cases and the realities of Canada's systemic oppression. Canada's set of implementations and laws are required legally to preserve its citizens' rights by granting them adequate education, quality health care, and living standard. However, it is unfortunate that these have not come to reality yet among a significant percentage of Canada's population.
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Skip to content In fact, in Canada, there are approximately more than five million citizens who live below the poverty line. Fortunately, the federal government is equipped with tools that create measurable and positive changes to reduce poverty significantly.

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1. The situation of newly arrived migrants 1.4 Who are newly arrived migrants?

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1. The situation of newly arrived migrants 1.4 Who are newly arrived migrants?

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As you have said, Spain is a big country with many differences into regions, so the situation is very different in different places. I live in Aranda de Duero, a Castilian 35000-inhabitant town. Along the history, our main problem has not been immigration, but emigration… There are so many people from my town in Madrid, Barcelona or Bilbao, and of course other countries as well! Anyway, fifteen years ago or so, many people from other countries came to my area: especially Romanian and Bulgarian, Latin-American, Moroccan and some sub-Saharan too. The integration was quite good, I think. Especially, schools made a good work with children, who made friends with Spaniards and learnt the language, and they are not considered immigrants anymore, because they have been living almost their whole life here.

But of course there are some problems. Some groups of immigrants or some nationalities are seen with distrust, like some groups of Latin-American and, very especially, people from the Maghreb area. This distrust has grown with the rise in Islamic Fundamentalist (although it has very deep roots in Spanish mentality and history as well). There has not been any kind of racist or xenophobic fight in my town, but sometimes you can hear some opinions full of prejudices.

With the economic crisis, immigrants don’t come to Spain anymore, or at least they don’t come to Castile. It’s not the best place for economic immigrants right now. But of course our community could perfectly host some refugees, and I think if some families would come here, they will be received with great solidarity (although I’m afraid attitudes will change if a many refugees come at the same time, like in Greece or even in Germany). Why haven’t we hosted any refugees? Well, as Miguel says, Spain has only hosted 128 refugees, especially because of bureaucratic issues, or better, because the government hasn’t allowed it.

The huge problem of refugees can’t be solved with a few families in my town, but Spain, as a country, has not been able to do even something so easy like that. It’s a shame.

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Sculpture by Bruno Catalano in Venice, Italy.

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If you had to flee your country, what’s the one piece of technology you would take with you? Are refugees rich people because they have a smarphone?  This striking film helps usr to experience with immediacy the confusion and fear facing refugees making a perilous journey by boat.

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Your phone is now a refugee's phone [watch on a mobile]

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1. The situation of newly arrived migrants 	1.3 Why do people migrate?

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1. The situation of newly arrived migrants 	1.3 Why do people migrate?

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We need to understand the huge diversity in immigrants' motivations and situations. A good video about this issue:

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1. The situation of newly arrived migrants 1.1 Getting Started

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1. The situation of newly arrived migrants 1.1 Getting Started

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In my school, there are some immigrants, but most of them have lived in Spain since they were little children, or even were born here (second-generation immigrants). Generally, they are not seen like “immigrants” or foreigners. But immigrants from some nationalities, ethnical groups or religions are seen with distrust by some people in my town, including some students and their parents. Specifically, there is a problem of islamophobia and some people may link refugees with radical Islamism. Well, in fact there are not refugees in my town up to now, but we should be prepared to take them in at any moment, so it’s very important to fight against prejudices.

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My name is Elena Vidal and I come from Spain. I teach Philosophy, Psychology and Ethical Values, and my students are form 14 to 18 years old. I’m especially interested in addressing the issue of refugees (and in fact newly arrived immigrants) with my pupils in the subject of Ethical Values, who are fourteen years old. I’m going to have an etwinning project about this issue with them, so I’m very interested in knowing different approaches to it, so I’ll be able to use or adapt them to my own teaching practice.