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I would visit a hotspot  in my town, with the students.

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I'd like to start from a picture that it's quite strong but can help. After that we can start to talk about migrants

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ANSA

Copyright © 2018

Marcello Sorgi

Copyright © 2018

giordano stabile, RAPHAËL ZANOTTI

REUTERS

Copyright © 2018

ugo magri

ANSA

Copyright © 2018

Andrea Malaguti, giacomo galeazzi

Copyright ©

Mattia Bernardo Bagnoli

AP

Copyright ©

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Copyright © 2018 Marcello Sorgi Copyright © 2018 giordano stabile, RAPHAËL ZANOTTI Copyright © 2018 ugo magri Copyright © 2018 Andrea Malaguti, giacomo galeazzi Copyright © Mattia Bernardo Bagnoli Copyright ©

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antonella trovato, Sicily .             I worked to Forli for one year to the primary school.Here there are many migrants , but they are integrated, their parents work and live here.Children don't have problem to integration but only to langauge.So to school there are courses to potentiate Language.It is a good idea.

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antonella trovato, Sicily .             I worked to Forli for one year to the primary school.Here there are many migrants , but they are integrated, their parents work and live here.Children don't have problem to integration but only to langauge.So to school there are courses to potentiate Language.It is a good idea.

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An interesting idea could be to compare and contrast life before and after migrants flee their countries. This could be done by comparing pictures and focusing on the kind of life they had to leave behind.

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We could ask the students to make a video with some images of emblematic places and buildings of the city. Then ask them what they would do if these places were destructed because of the war and there was no way to stay there any more.

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One way to make clear situation would propose their the vision of a film and then start a conversation .In this cinematography we can help a lot because they are so many movies from which to take inspiration

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I would start with a brainstorming about the world MIGRANTS and then (I teach at primary school) I would  show them the book "La zattera" that is very touching and sensitive, perfect for the kids. http://www.luciasalemi.com/la-zattera.html

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Presenting some examples from the nature, to see similaries of migration for many species in terms of survival!

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Refugees and migrants are like migratory birds. They leave their home in order to survive.We could use google earth and google my maps to follow refugees' journey to our country

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I teach Music in junior high school. A idea to address these topics in a classroom with migrants  pupils it could be sing from each student a  popular song of own country. The other student should try to understand what the song talking about, the context, the kind, etc.

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Genova , Italy
I appreciate Erika ideas to know the countries where the migrants come from in a period of peace and beauty.
I never do this in my classrooms but I think I can try in the future.
In the classroom we speak about the motivation in order to leave our country .
We discuss about poverty , money, but also love and work or studies. Now we have to know more details about people and their stories.

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I think that discussions about both countries would be recomended: the country where they come from and our country, Romania

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I like the idea of before&after pictures; it may be effective. Also maybe we can show some videos to the students and reports of victims.

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Migrants need to feel accepted.

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I know that our school invited a young refugee (Salah) to tell his story to our Secondary students.

After a short talk with Alexandra, one of our student "delegates" on the 13th annual session @ Model of United Nations. I felt very pleased to see that she was really well aware about the refugees situation, in general, and particularly moved by Salah's story whose journey was similar to so many other young people coming from Syria: after travelling a long way, reached Greece by boat (5000 eur), arrived in Germany where he was sent back to Greece and finally manage to come to Belgium, where he is currently studying. His dream is to go back to his country...

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I may invite my students to investigate what life is life in some African countries. They should analyse when people strat working, how much they earn, if children can attend school, what the role of women is... So they would get a general idea of why desperate people cross the Mediterranean sea risking their life to get to Europe.
Then students will be asked to collect stories by interviewing migrants who ask for money outside local supermarkets,

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The video is as always very useful. The idea of showing the countries, from the newly arriving migrants, before and after the wars their countries are facing is really a very interesting idea. It also calls students attention war and what it means. The students can also search for information about these countries and show their research to the class.

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A good experience can be an artistic laboratory including Italian and foreign students in order to create artistic craftworks with the tipycal decorations of the different countries.

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think the situation of the refuges and imagine that you are one of them

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We can adress thwetopic with books, written about refugees children. Books are always more accesible to youngest pupils and they conclude personal stories, with pictures.

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It is important to start from the physical and political geography. From the distribution of the population in comparison with the distribution of wealth in the world. as a teachers we can try to migrant stories of the past and make them live again through theatrical activities. History has much to teach us. Finally show how the present is often the repetition of the past.

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I think to begin with the idea of describing these countries before the war and how they are nowadays with the help of some pictures and videos .The students would imagine their own life in one of these countries and what they could decide-remaining there and die or trying to go far away .The students can understand how destructive is a war. -yZ$w�

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Very useful examples, thank you!

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I think that Erika's approach is very interesting. The idea of describing these country before the war and how they are nowadays is very significative and gives the students the idea of how destructive war is. It can be more interesting if it will be possible to invite a refugee in the classroom to describe these pics and to add his personal story and memories.

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http://www.nctsn.org/products/children-war-video-educators-2005

In this video, refugee youth tell their own stories about the experience of war. It is recommended for educators and others who work with immigrant and refugee youth and children.

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very interesting to use videos and examples from real life

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You can also invite the students to search information in the net about the different countries and to relate about them to the class.

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I would like to recommend the role play activity “Syrian in transit”. In this game each student has to
plan his/her journey as a migrant - refugee. In the process the laws and regulations of refugees’ movement are presented to the students involving them into the active process. Students worked in groups, to each of which is given an identity and a budget for their task - to travel to desired country of destination. The additional information in case and unexpected events is involved into the simulation. In the end the students are invited to reflect on their experience and emotions. It is great possibility for students to think about difficulties of refugees and gain the knowledge about it.

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We can play with our students the "Against All Odds". It is an educational and interactive online game, will increase understanding and knowledge of refugees amongst young people. In the game participants are given the chance to follow a young person along their journey to flee oppression in their homeland and start a new life in a foreign society. The game is intended to increase young people’s awareness and knowledge about refugees – where they come from, what situations they have faced and how they adapt to their new lives.

In the web facts, participants can read about human rights and international law, as well as individual refugees' stories. Participants can also watch short films and listen to refugees talk about their personal experiences, such as how they fled, what it was like to come to a new country and having to start a new school or find a job.
http://www.playagainstallodds.ca/

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I would like to use this video in my classroom. It is very interesting.

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You can show a statistic from which countries asylum seekers are comning from. Take a blank worldmap and let them search these countries. In a next step you can let them find out which routes they probably have to take when coming to your homeland.

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I have often broached the subject with my students, they say that in the evening they are afraid to go home because there are drunks immigrants, we discussed a lot of time, when we dealt with the culture of some of these countries, some have realized that the reasons for their flight. The idea to compare the photo is very beautiful

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The proposals are very interesting. Another proposal could be, ask the students investigate their own background in their families. By sure, there are students that could explain familiar situations connected with the situations of new arrival migrants today. All of them are human ad this can help them to understand what is happening nowadays.

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It's a very interesting video, it's very usefull. Thanks

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Erika's ideas are very ingenious and interesting. They address the majority of the issues we discuss in this course.

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AngeIo Boezi, ItalyIn my opinion, the relation with the real human being is essential here.This is a tragic reality. We have to stay out of metaphorical rapresentations and out of the media and act in the real world.With a class of mine we're doing padlets. Syria before and after the tragedy. African landscapes of destruction and starvation. And yes, European colonialism. Bombs and bullets and assult rifles proudly made in Europe. The oil economy. The black economy. The rare metals with which we produce the phone batteries. African orphans extracting rare metals.We're doing comparisons with ourselves and our recent history. People escaping from Italian cities during WWII massive area bombing. You can read this novel “La storia” by Elsa Morante. Childs working in sulfur mines in Verga's and Pirandello's books. Italian girls prostituting themselves to the allied liberators in Carlo Levi's “L'orologio”.The usual tragedy and the usual human mess.But we feel the urge to talk to real people. To listen to real voices.I tried to get in touch with real migrants and refugees. They're not so talkative. They are afraid. They're shocked. They don't want to remember.“Why are you asking?”If you try to pass through humanitarian organitations: they, the migrants, think you are a sort of official without a uniform. Not inesplicably, they fear officials without uniforms.If you stop them in the streets or outside a supermarket, they become suspicious instantly. You are stopping them and they are in a run.We're dealing with a very low level of  integration here. Migrants and refugees live in the borders of society. Or outside the borders. The sanitary contitions are not always reassuring. Yesterday local police found a group of migrants in a abandoned house “living like beasts” in “terrific sanitary conditions”. The only example of positive integration I know is this Nigerian boy, Joseph, who is playing football in a local team. He was a Nigerian professional football player. He isn't in an Italian school but plays in an Italian football team.But: we have to open - and maintain - communication channels. We have to find a way to talk with migrants and refugees and a way to talk about migrants and refugees.Walter Benjamin wrote the family man - the good and honest family man - was the great sinner of XXth century. During the persecutions and mass executions in the nazis' and fascists' extermination camps, the family man was dumb and deaf and blind. We can not be dumb-deaf-blind twice.

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AngeIo Boezi, ItalyIn my opinion, the relation with the real human being is essential here.This is a tragic reality. We have to stay out of metaphorical rapresentations and out of the media and act in the real world.With a class of mine we're doing padlets. Syria before and after the tragedy. African landscapes of destruction and starvation. And yes, European colonialism. Bombs and bullets and assult rifles proudly made in Europe. The oil economy. The black economy. The rare metals with which we produce the phone batteries. African orphans extracting rare metals.We're doing comparisons with ourselves and our recent history. People escaping from Italian cities during WWII massive area bombing. You can read this novel “La storia” by Elsa Morante. Childs working in sulfur mines in Verga's and Pirandello's books. Italian girls prostituting themselves to the allied liberators in Carlo Levi's “L'orologio”.The usual tragedy and the usual human mess.But we feel the urge to talk to real people. To listen to real voices.I tried to get in touch with real migrants and refugees. They're not so talkative. They are afraid. They're shocked. They don't want to remember.“Why are you asking?”If you try to pass through humanitarian organitations: they, the migrants, think you are a sort of official without a uniform. Not inesplicably, they fear officials without uniforms.If you stop them in the streets or outside a supermarket, they become suspicious instantly. You are stopping them and they are in a run.We're dealing with a very low level of  integration here. Migrants and refugees live in the borders of society. Or outside the borders. The sanitary contitions are not always reassuring. Yesterday local police found a group of migrants in a abandoned house “living like beasts” in “terrific sanitary conditions”. The only example of positive integration I know is this Nigerian boy, Joseph, who is playing football in a local team. He was a Nigerian professional football player. He isn't in an Italian school but plays in an Italian football team.But: we have to open - and maintain - communication channels. We have to find a way to talk with migrants and refugees and a way to talk about migrants and refugees.Walter Benjamin wrote the family man - the good and honest family man - was the great sinner of XXth century. During the persecutions and mass executions in the nazis' and fascists' extermination camps, the family man was dumb and deaf and blind. We can not be dumb-deaf-blind twice.

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The idea of presenting the situation to the children of a place before and after a conflict, I find it interesting and I think to use by integrating it with the search for the soundscape sounds, before, during and after the conflict. I think it could serve to increase awareness on the lives of the refugees.

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Very interesting ideas.
I think students must learn how to understand history due to the fact that history is being repeated through centuries. Students must learn the relation and connection between wars- conflicts and migration and make comparisons in order to raise their anti-fascism and ant-racist sentiments. May be they can make an exhibition at school with photos with refugees and the problems they face, and even make a film on thsi subject sending messages to their classmates and to local societies.

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I found the activities suggested in the video, really interesting and motivating.

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I find the activities already mentioned very interesting. I think it would be also useful to visit some migration museum where students could feel the hardships of leaving the own countries for some unknown destiny. And of course learn that migrations towards places considered better always existed. Then reading personal stories, comparing the reasons and situations in the past and present. Trying to make students think what they would do if they were in the same situations

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My students use Powtoon to describe migrants

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My students use tellagami to talk about migrants

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Students make posters with "kind words" like "Good morning, thank you, you're welcome" in their foreign language.

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I have an idea about those topics. The class will be devide in two teams. One's will have to tell how differences a migrant and a refugees and other to find arguments pro and contra if it is agreed with migrant's arrive in their country.

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Romania
The class will be devide in two groups , in this way : first students group they will have to analize the reason of migrants departure  to other countries and second students group describe migrant's adventures and journeys .

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I can organize simulation and role-playing games, show movies and photos through the lives of migrants, their culture, traditions and etc. before (in their country) and now - after having left it. But I think the most emotional, the most exciting would be if students hear stories of migrants from their own mouths.

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Hello everyone, I teach in primary school, the pupils are nine years old , I would organize group work, and I would propose different jobs to each group to facilitate the exchange of knowledge; I would invite the children to say what they know about "immigrants "-" refugees "-" and I would to see a few maps and I would urge the groups to review readings, several newspaper articles of the city on this subject and I would invite the students to discuss in the group because these people were forced to leave their countries, I would invite pupils to think if these people live well in our city and if they lavorano.In the end of each group a child relates to other groups

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Many years ago migrants from Albania came to Greece .Today many of them have their own houses and jobs. Children of this people are today our students. Combining the videos an picture of destroyed cities ,I would suggest an interview with foreign parents.

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I know that our school invited a young refugee  come and tell his story to our Secondary students. I'm still waiting for one or two of the students' feedback.
An interesting video to work on, with Primary children:

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My pupils are 10. I love the idea to find pictures before and after war.
Then the students  will prepare a map ( using Tripline or Zeemap ) to share the countries where migration starts and countries where they usually arrive. Moreover they will be introduced a role-playing game (they will became a migrants).We will read a book "the jpurney" and we will discuss together and we will do a brainstorming.

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I know and already used "if 100 people..." in my class and talked about it with my students.

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I teach History, so the topic of migration comes up often and I often discuss its causes and effects with my students. For example, these days in my 5th class we are talking about the migration of Italians to America at the end of the XIX century. I can use maps, newspaper articles and satyrical comics from those times (showing how prejudices were the same as they are now), data and pictures, as well as interactive maps and websites.

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I would start a mind map with the word REFUGEE and help my students to express feelings, new words then I could show them a map of their migration and  show them a video in order to involve students.

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I would start a mind map with the word REFUGEE and help my students to express feelings, new words then I could show them a map of their migration and  show them a video in order to involve students.

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Alessandra Maria, Italy

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It could be interesting to see the issue of immigration through History, like the disaster in Smyrna (1922).

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Very interesting topi

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An idea to engage students to participate actively is to start with pieces of art.  Starting with a painting or a picture, inspired by the refugee problem, students are asked to express their feelings, to discuss the story of the painting (what was happened, what happens, what will be happened) and to find out relations with facts.

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I think that the first activity should be a general discussion about the issue of racism and tolerance so that the students can sensitize about these isuues. The presentation of facts (numbers, photos, websites) are also very important towards this direction

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I teach mathematics and I think that mathematical symbols are universal, and that unite all the peoples of the earth, to my students speak of the great mathematicians and how they were moving toward Egypt or from Samos Pythagoras built a school in Crotone in Italy.
Migration is a dynamic phenomenon that dates back to the way human birth. Many people migrated to more prosperous territories.

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There are lots of activities teachers can do with their students, starting with brainstorming on the word "refugee" or "migrants", asking their relatives if there were some migants in their families, reading a beautiful poem like "Home" by Warsan Shire, watching the Italian film "Fuocoammare", about the terrible journeys .

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To address these topics with my students I would like to begin with a brain storming with the term refugee . After a concise discussion I would ask them to search some informations on internet or newspapers about it . At the end they had to create a presentation on ppt to resume the topic.

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These are very interesting topics, talk with the children of topics such as war, poverty, and above all make them understand why so many people flee their country of origin is very difficult. In this way, however, I understand them who have had the good fortune to live in a country where people live in peace.

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This year I requested my class to color some world maps: each map of the world was a phenomenon (availability of heat, wealth, infant mortality, etc.). Then we did a summary map of the world. Students noticed how a harder States are located in the South of he world. Now we are trying to see what is causing it. In this way, I hope to connect with the problem of migrants and refugees. I suggest a comparison between the history of Europe and that of refugees in this site, you can find pictures of World War II that remind us OUR past of refugees.

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The global refugee crisis has spurred civil society to mobilize, and there has been a growing interest among teachers in how to work on this issue, especially in schools, which ask how to discuss it with young people or with students.

In this link of the NGO Amnesty International, they have compiled a list of educational resources that explain the rights of refugees.

8 Educational Resources

Teaching professionals, educators, facilitators or anyone wishing to learn more about refugees can use these materials produced by Amnesty International and other organizations.

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Currently I have no better idea than using Erika's proposals.

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Very interesting and useful ideas!

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I have tried and successfully achieved to motivate students from Syria to collaborate although they did speak only arabic (and I couldn't)

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There are thousands upon thousands of  Maltese migrants living all over the world and for sure every student would have a relative living abroad. I would start from there, asking them where their relatives are and why they left. Then I would ask them why they think refugees leave and they can compare the reasons for leaving one's home. Some reasons might be similar, others totally different. But I think such an exercise would make the students reflect on the choices people make, and in the case of refugees, the choice is often between life and death

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Very interesting topic.These activities are very inspiring and interesting.

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These topics are very interesting for the students so they know the world and can understand the great difficulties of these children who arrive in our classrooms and people we meet every day on the street who have left behind them, in most cases, wars , death and destruction.

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The proposed ideas are very interesting. I would propose to the students to tell their stories through drawings, images, thoughts, poems, in a definitely interesting comparison that can open a debate and hopefully a deeper understanding.

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Very interesting ideas!

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After WW2 Greeks left the country and went abroad , especially in Germany, USA and Australia as migrants. Poverty, civil war and lack of jobs were some reasons why. So, when I tried to discuss it with my students, we used simplest ways, as Googlemaps. We pin in countries we knew some relatives or friends went to. They all had someone who went abroad, and some of them told us great stories.

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I really like the Now and Then activity. Students are involved in first person in seeking pictures and, when comparing them, they can realize what the past was like, how things have changed and why migrants flee their country.

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These activities are very inspiring and intersting, but they take a lot of time.... it should be very difficult to find the time to do all that thinks. Maybe it would be more important than studying some subjets, but we have to develope our program....
by the way I want my students to look the maps in their books and to realize how the world is changed during the century. I want they to reflect about the effects of the wars in any age. An i want they compare their life ith the life in different countries now and in the past.

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I do the same of concetta catalano. i teach in a school for cooks and waiters. there are many immigrants and we always deal with recipes, traditional food of the different countries and different italian regions in english as I teach English either in the kitchen lab.
We also work a lot about the places where students live or lived.

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Is very beautiful the idea of making a game that includes image searches, photos, customs and traditions and languages of the various countries on the planet because it brings into play, in a playful form, their capacity for dialogue of cultures that leads to the discovery plan floor why they left their country and genuine reception

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An activity that surely would interest my students, I teach Science at a hotel school,  is the preparation of traditional dishes. I could ask collaboration to the colleagues chef

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he idea with the photos is very interesting. I could also start a discussion with my students on why people leave their countries or what the migration routs are and present them charts showing this statistical information.

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Ask students to look at a world map and think about two places they would like to move to after graduation from high school or college. Have them create a list of reasons why they think they would like to move there. Then discuss why they chose these locations. What would be the downside of moving?
Ask students how they define migration, and keep track of their answers on a large piece of paper or poster board. Why do people move? Ask students to think about the forces that drive human migration. Have students look at this overview of the human migration and explore the "push" and "pull" factors involved. What are some examples of things that push or pull people away from their homeland? Ask students to think about real world examples of some of these situations. The examples should cover historical (e.g., Africans brought to America for slavery) and current (e.g., the Kurds in Iraq) examples, as well as situations that illustrate both voluntary (e.g., moving to another city because of a job transfer) and forced (e.g., displacement by a natural disaster) migration. Ask students to form small groups and discuss the following questions:
What are the different types of human movements described in the articles?
What is the most common type of human movement?
Which age groups move the most? Why do students think this is the case?
What types of people—by race, ethnic group, income, and education level—show the highest rate of migration? Why do students think this is the case?
Why do students think the United States has a distinct pattern of regional movements? Discuss migration trends in terms of each region's economy, climate, politics, and connection to international communiti

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Very inspiring ideas and activities to carry out in our classes...
I have never tackled this topic with my students but we could make a virtual visit to some museums which show the history of international migrations or watch some films or dossiers about the topic.

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For example, we could ask students to make a list of examples they have seen in the newspaper or on TV, relating to refugees. They should then work in cooperative groups to share their lists and explain the examples. Next to each of the examples the group should come up with one adjective to describe the way the refugees were portrayed. Some examples of this could be: sympathetic, persecuted, strong, unfortunate. These lists can then be sorted into three groups – positive, negative and neutral according to connotation. Groups can then try to come to some kind of consensus and explanation about the role of the media in influencing public opinion on refugee issues.

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I liked Erica's presentation. We found at internet how countries of newly arrived migrants were before the war and how they are now. It's really very hard to make the differences known.

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The majority of my students are Muslims and we talk openly about it. Many of them have relatives in Turkey and I think it is appropriate to recall for the great escape of their ancestors in 1989. Then they were refugees. They had their reasons. They will gain even greater insight into what it's like refugee. I hope that will support good attitude  towards refugees, regardless of where they are.

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1989 yılında Türk'lerin maruz kaldığı Bulgaristan'da Türkiye'ye zorunlu göç görüntüleri.

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It is useful to use music, movies, videos on the internet to understand the situation of migrants.

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The activities that Erika suggests are very interesting, easy to do, effective: no doubt I will experience them.

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There are many activities that can be implemented to facilitate the reception and 'integration of immigrant children: a simple reading autobiographies to encourage conversation and discussion to create awareness, fairy tales, tales of other countries, direct evidence of pupils and parents of their country, games, songs, dances, and above all group games to promote the values of respect.

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Collect information from The Web and then work in groups to analyse a specific topic.

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Collect information from The Web and then work in groups to analyse a specific topic.

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Collecting information from web, using photos, images and so on can help before starting the discussion

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I suggest to work like cooperative learning in group. Each group could study a particular tradition of a region trying to have a direct contact with someone coming from there.

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You can also run a role-playing game. For that you need take all your students -all the school- to the schoolyard and build a simple refugee camp. During hours students would experiment themselves the difficult conditions of a place like that: hunger, boredom, cold or heat... It's a situation that offers many possibilities from an educational point of view.

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I like the ideas of using photos - and maybe videos too? - to let students discover by themselves what a war can do to a country landscape, monuments, cultural heritage - and imagine how the people living there before and forced to leave might have felt. I would also let them go further back in the Past, considering that Syria was the craddle of such an important ancient civilization. And I agree with Helen's suggestion about showing pictures of the immediate aftermath of WW2 which can remind our students how we've been victims of similar disasters too.

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I usually try to find ways to address these topics through my students' daily life. I work in a High School for deaf and Hard Hearing pupils so my pupils have been accepted a lot of social racism and rejection. So trying to make it more personal I would ask them how they felt when other people made laugh at them because of their diversity in order to make them think that regardless the reason (religion, skin colour, country origin, diasability etc) racism and prejudice have always the same negative and destructive effect in someone's life.

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I think the before and after pictures are very effective. We sometimes seem to think that countries like Syria have always been war zones. As Erica says, why should people leave their beautiful countries? What happened? I think it could also be useful to show students archive material of Europe in the immediate aftermath of World War Two with pictures of the same places today. The rebirth of Europe is one of the great successes of history and a note of hope for the future regeneration of the Middle East in particular.

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In this interesting video Erika suggested some useful strategies to address this topic to our students. I will certainly use these activities in my classroom to tell my students the reasons of this absurd war. Firstly I'll use a Palestine map  and I'll try to explain the story of this country, the birth of Isis (Islamic State of Iraq and Syria) and consequentely, the civil war between different political factions. I'll show them videos, photos and newspapers articles about this country and its inhabitants before and after the war. I teach at 10/13 aged students and I think that a teacher should refer real facts through information. In this way students can investigate the issue beyond any political ideology. I'll pay attention to prevent the building of "an enemy", because our society is always more multicultural and the Islamic boy/girl could be one of our students' classmates.

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I have never worked with refugees or even approached the subject in my classes and therefore have never given much thought to it. However, as I am quite interested in this issue and how to eventually deal with it in my classes, I am attending this MOOC and paying close attention to the videos.

In this sense, I believe Erika has shared different and interesting activities she so clearly identified that can be applied to my EFL classes, once again highlighting the importance of learning English. re

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War and Syrian students live migration for economic reasons. The poor Turkish people in supporting all kinds of them.But know haven'nt a bigger problem than Turkish families. In my country, Turkish families now the course will open.