| Migration stories: yesterday and today. 
   Building human stories.

 | Erika Amatulli

 

Write the trend(s) or trends the Scenario is intended to respond to.

e.g.http://www.allourideas.org/trendiez/results

 

 | Project-Based Learning/Mobile Learning/Flipped classroom

 

What are the main objectives?

What skills will the learner develop and demonstrate within the scenario? (e.g. 21^st Century Skills).

 

 | Learning objectives: to acquire New knowledge (First activity [Third stage], Third Activity [Second Stage and Third Stage], Sixth activity [Fourth Stage], Sixth Activity [First Stage]), to develop Problem Solving (First activity  [Third Stage], Third Activity [Second Stage and Third Stage], Sixth Activity [Second Stage], Seventh activity [Fourth Stage and Fifth Stage] ), to develop Critical Thinking and Reflective Practice (Introductory activity , Second activity, Fourth activity, Fifth activity), to develop Creativity (Third activity, Fifth activity, Seventh Activity [Fourth stage], Eighth activity) and Media Literacy (First activity).
Organisational and analytical skills: to be able to perform a basic search (First activity [Third Stage], Seventh activity [Third Stage and Fourth Stage] ), to summarize and organize consistently the new information (Third activity,  Seventh activity [Fourth stage].
Information, Media and Technology Skills: ability to use different digital tools (all the activities).
Communicative and Relational competences: to develop communication and collaboration skills, to develop competence to work in a team (First activity  [Second and Third Stage], Third Activity [Second Stage], Fourth activity, Seventh activity  [Third Stage and Fourth Stage], Eighth activity.    

What sort of activities will the learner be involved in?

 
Developing a project called “Citizenship and Constitution”, mainly addressed to children of different  nationalities who do not attend courses of Catholic Religion, personally, I intend to focus my attention on the sections (thematic collections, galleries and exhibitions) of the Europeana platform concerning the topic of Migration.
As a matter of fact, some of the children I am working with represent the first generation who was born in Italy, others  moved to Italy over the course of the year (newcomers).
Considering the groups of children (10 groups of children belonging to 10 different classes), my potential learning scenario (Designed Learning Time: 17 hours) could be addressed to 2 groups made of 3 children (9-10-11 years old).

I would like to use these Europeana resources in order to create my potential learning scenario:
 1) Three pictures: Gli emigranti (Angiolo Tommasi, 1896), Dipinto| Raffaello Gambogi (1894) and [Immigrati italiani in arrivo a New York] (1917).

 A)

Title of object: Dipinto| Raffaello Gambogi [The immigrants, 1894]
Author of object: Raffaello Gambogi
Type of licence: No Reuse (in Copyright)
Link to the object: dipinto:
http://europeana.eu/portal/record/2048011/work_66405.html.
Raffaello Gambogi. Musei D’Italia:
http://www.culturaitalia.it/opencms/viewItem.jsp?language=en&case=&id=oai%3Aculturaitalia.it%3Amuseiditalia-work_66405.

 B)
 
 Title of object: Gli emigranti [The emigrants, 1896]
 Author of object: Angiolo Tommasi
 Type of licence: No Reuse (in Copyright)
 Link to the object:
 Gli emigranti:
 http://europeana.eu/portal/record/2048011/work_66856.html.
Musei D’Italia:
http://www.culturaitalia.it/opencms/viewItem.jsp?language=en&case=&id=oai%3Aculturaitalia.it%3Amuseiditalia-work_66856.

 C)

Title of object: [Emigranti Italiani in arrivo a New York], 1917
Author of object: the author’s name is written in the bottom right-hand corner
Type of licence:  No Reuse (in Copyright)
Link to the object:
(it) [Emigranti italiani in arrivo a New York] - http://europeana.eu/portal/record/9200199/BibliographicResource_3000052896107_source.html.
Europeana. Central Institute for the Union Catalogue of Italian Libraries –
http://www.14-18.it/stampa/RML0345697_01. 

2) One of the Europeana Exhibitions, “Leaving Europe: a new life in America” .

https://www.europeana.eu/portal/en/exhibitions/leaving-europe

3) One section of the Thematic Colletion “Migration” called “What’s new: share your migration story”.

https://contribute.europeana.eu/migration

4) One of the Europeana Galleries, “Famous Migrants”.

https://www.europeana.eu/portal/en/explore/galleries/famous-migrants

After a short introduction to the Europeana Platform and to its resources, 
I would like to explain to my students why I decided to focus their attention on the Thematic Collection “Migration”, make them think about their or their parents’ place of birth (some of them belong to the first generation of migrants’ children born in Italy, others are new comers). 
 

Introductory Activity (15 minutes): Creation of a map, using Thinglink.
On this map the six children can identify the countries where they or their families are from.

https://www.thinglink.com/scene/1057032859539210241

First stage: Observation of three Europeana images
After a brief Teacher’s explanation of the possible search strategies in the Europeana Platform, the students of both groups are invited to observe three particular images in the Europeana Platform:
-Gli emigranti, realized by Angiolo Tommasi (1896)
-Dipinto, realized by Raffaello Gambogi (1894)
- [Emigranti italiani in arrivo a New york] (1917)

Second stage: Short explanation of the possible problems connected with the Copyright and their solution:
At this point, the Teacher will have to explain the possible problems connected with the Copyright  that characterizes all these three sources (No Reuse, in Copyright). He/she will have to show his/her students how to solve these problems, behaving properly.

In the first case (Dipinto|Raffaello Gambogi), the painting can be used (public domain) beacause the author’s death was in 1943 and the Copyright Terms are based on the author's Death (in Italy, Author’s life + 70).

Wikipedia link:

 https://it.m.wikipedia.org/wiki/File:Raffaello_Gambogi_-_The_Immigrants_(1894).jpg 
In the second case (Gli emigranti| Angiolo Tommasi), thanks to Wikipedia, a photograph of this painting,  licensed under the Creative Commons Attribution-Share Alike 4.0 International licence, can be found and used to replace the Europeana source (in Copyright).

Wikipedia link:

https://commons.wikimedia.org/wiki/File:Angelo_tommasi,_gli_emigranti,_1896,_01.jpg.

In the third case [Emigranti Italiani in arrivo a New York,1917], checking the Europeana link  “Central Institute for the Union Catalogue of Italian Libraries”,  the section "terms of use" (http://www.14-18.it/termini-uso) clarifies that all the digital resources provided in this website (http://www.14-18.it/home) are subject to the art. 70, comma 1-b l. 633/1941 (Italian Law concerning the Protection of the Copyright) which allows the pedagogical use of the resources and allows their synthesis, citation and reproduction under the following conditions:  the title, the author’s names, the editor and the possible translator must be always cited.

 

Third stage: A big challenge, find it first!
At this point, the Teacher might ask his/her students (divided into two groups) to find out which elements Gambogi and Tommasi had in common. 
In order to complete this task, the cooperating students of each group should be encouraged to explore even other sources than Europeana, like Wikipedia. 
The group of students who finds some of the possible answers first wins the game and explains the correct search strategy to the other group.

The correct Answers which can be found, using different Internet sources are:

-They both lived in Livorno and in Torre del Lago.

-They knew each other and knew Puccini, being active members of the Cultural  association (Club) “La Boheme”.
 -Tommasi’s artistic style had a great influence on Gambogi’s artistic style, as demonstrated by the two paintings taken into account.

 
2^nd Activity (30 minutes): An easy questionnaire.

Before presenting the Europeana Exhibition “Leaving Europe: a new life in America”, the Teacher should ask the children to answer to 10 simple questions (oral or/and written answers):

 A) Which is the Country where you and/or your family are from? 
 B)Which were your parents’ motivations/aspirations when they decided to move?
 C) How did you and/or your family move from your/their homeland? (information about the travel)
 D) Where do you live now (city/town/village)? / What kind of job did your parents find in Italy?/  What about your actual house?/ How do you and your family spend your free-time and your holidays? (information about the actual life in Italy)
 E) What about your and your family’s contacts with your homeland (friends, grandparents, brothers, sisters, aunts, uncles..)?
 F) Do you know the meaning of the word “racism”? Have you ever been subject (directly or indirectly) to this kind of phenomenon?
 

3^rd Activity (3 Stages, 4 hours): a  virtual Europeana Exhibition, “Leaving Europe: a new life in America”.

First stage: explanation of the main objective
Teacher’s explanation of the main objective of this second Activity: Creation of six Cmaps based on the information discovered in each section of the Exhibition.
This virtual Exhibition consists of 6 sections: “The homeland of migrating groups”, “motivations and aspirations”, “departure and arrival”, “life in America”, “nativism” and “contact with homelands”.

Second stage: Creation of six Cmaps
All the students are invited to consider which kind of information or images/videos might be used in order to create their Cmaps (selection of the material). Each student of a Group (made of 3 students) will prepare only a Cmap for one section of the Exhibition.

The six Cmaps will be based on the information discovered in each section of the Exhibition.

Third stage: Quiz time
The teacher has to collect, to combine all the Cmaps and to share them with his/her students unsing Nearpod (online space). In this way, all the six students will be able to read and to study them.  
All the students are invited to answer to open questions and short quizzes, related to the topics taken into account (with immediate feedback). 
Alternatively, they might use also other interesting learning tools like Quizlet or Kahoot!.

 

 

4^th Activity (1 hour): Discussion Time
Reflections, discussion, potential comparisons concerning the answers given by the students in the questionnaire and the contents/topics discovered analysing the virtual Europeana Exhibition “Leaving Europe: a new life in America”.

Another activity in connection with the last 4^th activity is created using one section of the Thematic Colletion Migration called "What’s new: share your migration story".

5^th Activity (2 stages, 1 hour): “Share your story!”
All the students should consider the section of the Thematic Collection Migration called "What’s new: share your migration story".
 This interactive section suggests sharing personal, family or community’s migration stories  through the description  of particular objects like a photo, a drawing, a letter, a toy, a postcard, a piece of furniture, a recipe, a sound recording or a video.
People are invited to complete a form, answering to some simple questions about the object and the migration story behind the object.
The Teacher might invite her/his students to bring a significative object at school (an object found at home) and to complete a similar simplified form. 
All the collected information should be shared, discussed and compared in order to prepare the final big poster (see the Eighth Activity) .

Finally, I may develop 2 other possible activities linked to the Europeana Gallery “Famous Migrants”[2 activities connected with this resource].This Gallery includes many pictures (portraits, photos, sketches..) which represent famous men and women, European migrants or refugees, who became great artists or scientists.

6th Activity (2 stages, 1 hour and 30 minutes): Who is she? Who is he?

First stage: Explanation!
Taking the Europeana Galleries "Famous Migrants" into account the Teacher briefly presents 10 pictures  to his/her students (3 minutes for every picture).
These pictures (portraits, photos, sketches..) represent famous men and women, European migrants or refugees, who became great artists or scientists.
The teacher's explanation has to include the main reasons of the scientist's /artist’s fame and awards, especially paying attention on his/her movements across Europe and their main motivations.

Second Stage: Quiz(let) time
At home or even at school, using Quizlet or Kahoot!, all the students will be invited to answer to short quzzes and to play some easy games based on the teacher's explanation.

7 ^th activity (5 Stages, 5 hours): ONE FAMOUS EUROPEAN ARTIST’ S LIFE AND ONE FAMOUS EUROPEAN SCIENTIST’S LIFE” (creation of a group PPT Presentation).

First stage: Teacher’s explanation of the main objective of this activity:
Making a Group PPT Presentation of ONE EUROPEAN ARTIST’ S LIFE AND ONE EUROPEAN SCIENTIST’S LIFE.
As I have already said, this virtual Gallery consists of many pictures (portraits, photos, sketches..) which represent famous men and women, European migrants or refugees, who became great artists or scientists.

Each group of students should select one picture of the Gallery : one famous artist and one famous scientist. 
 Each group should carry out reseach on the famous artist’s life or on the famous scientist’s life, using resources only included in the Europeana Platform or integrating them with external resources. 

Each group should explain the main reasons of the scientist/artist’s fame and awards, especially paying attention on his/her movements across Europe and their main motivations.

Considering the roles in every group, two students will have to summarize the content of the texts of their research, writing a new short PPT text based on the information they read on the platform or new consistent information they decided to add. The other student will have to select other consistent images/videos (found on the platform or not) related to the PPT text written by his/her schoolmates.

During the lesson (laboratory), all the students of a group can talk about the information they discovered and analysed. At this point, they are invited to consider which kind of information or images/videos (found on the platform or added) have to be used in order to create their PPT presentation (selection of the material).

Fourth stage: Creation of the PPT presentation and its oral presentation:

Every group creates a PPT presentation.
All the students of a group must have the opportunity to present a part of their PPT presentation, sharing their work with all the other students.

 

The teacher should combine the 2 PPT Presentations and share the whole work with his/her students using an online platform like Nearpod.
All the students are invited to answer to open questions, short quizzes, questionnaires related to the topics taken into account (with immediate feedback). Alternatively, they might use also another interesting learning tool like Quizlet.

8^th Activity (1 hour and 50 minutes): A Big Poster
Both group prepare one big poster with, at least, two mosaics (use of Mosaically), made by the students of each group at the end of all the activities and the teacher should share these documents with his/her students using Nearpod.

What resources, particularly technologies, will be required?

 | www.europeana.eu/portal/en 
other web sites used to enrich the students’ research and PPT presentations 
Thinglink
CMap
Presentation Software (Power Point) 
Nearpod (online space) 
Quizlet/Kahoot!
Scratch (?)  
Mosaically   

Where will the learning take place e.g. school classroom, local library, museum, outdoors, in an online space?  

 School/ classroom,
 Home
 Nearpod (Online space).
 
Future Classroom Scenario Narrative

 | Through this Learning Scenario, the students will be able to acquire new knowledge about the History of Migration and, at the same time, they will become completely aware of their inclusion in this History. 

For this reason, I designed two main types of alternating activities: the first type of activities (1^st Activity, 3^rd Activity, 6^th Activity, 7^thActivity) concerns the analysis/synthesis and comprehension of some cases belonging to the History of Migration in itself.
The second type of activities (Introductory Activity, 2^nd Activity, 4^th Activity, 5^th Activity) aims to develop the students' awareness, underlining a (hidden?) link to the past. 

In my opinion, only the study of the past can help us understand our present, providing useful categories (which can be always rejected or adapted), case studies, or, simply, allowing us to talk about our present different experiences.

Finally, I thought and designed all the activities in order to allow students to build and shape their own stories and others' stories in different ways. I tried to stimulate their creativity, their communicative and social competences, their analysis and synthesis skills, as well as their problem solving.

 

Learning Activities
Add the link to the Learning Activities created with Learning Designer (http://learningdesigner.org)
Designer - Learning Designer
Lesson plan link:   
https://v.gd/4yGKQs                   

The Whole project link:          

 | This Future Classroom Scenario has been developed as part of the Europeana DSI-3 project.