Immigrant or Refugee?
A Global Studies Lesson Plan
Grade 8 Language Arts, Geography and Drama
By: Nichola Mackay
Rationale:
In this lesson, students will be enhancing their learning about media literacy by engaging in deep viewing and using the five key concepts to think critically about media texts. Students will also learn about immigration and refuges as a part of the unit on Migration in grade eight geography. As a portion of the global bullying unit, students will also examine how countries and corporations can sometimes act as a bully. This lesson is a precursor to the culminating task in which students will be asked to make a Public Service Announcement to increase awareness about refugees.
Prior Learning:
Students will have already done some work with the media triangle and the five key concepts of media literacy. Students will have already covered unit one and part of unit two of grade eight geography and thus will have a good understanding about Patterns in Human Geography and unit two Economic Systems. Because the history and geography curriculum in grade eight is so dense combining parts of unit two and unit three in the geography curriculum ensure that all elements of the curriculum are being addressed. Also the concepts of material and non-material wealth tie in nicely with the concepts taught in migration.
Prior to this lesson students will also have a good understanding of a variety of drama skills. They will be familiar with creating a piece of drama using such techniques as choral reading (and its various elements), using technology to enhance their productions and creating drama collectives.
A Global Studies Lesson Plan
Grade 8 Language Arts, Geography and Drama
By: Nichola Mackay
Rationale:
In this lesson, students will be enhancing their learning about media literacy by engaging in deep viewing and using the five key concepts to think critically about media texts. Students will also learn about immigration and refuges as a part of the unit on Migration in grade eight geography. As a portion of the global bullying unit, students will also examine how countries and corporations can sometimes act as a bully. This lesson is a precursor to the culminating task in which students will be asked to make a Public Service Announcement to increase awareness about refugees.
Prior Learning:
Students will have already done some work with the media triangle and the five key concepts of media literacy. Students will have already covered unit one and part of unit two of grade eight geography and thus will have a good understanding about Patterns in Human Geography and unit two Economic Systems. Because the history and geography curriculum in grade eight is so dense combining parts of unit two and unit three in the geography curriculum ensure that all elements of the curriculum are being addressed. Also the concepts of material and non-material wealth tie in nicely with the concepts taught in migration.
Prior to this lesson students will also have a good understanding of a variety of drama skills. They will be familiar with creating a piece of drama using such techniques as choral reading (and its various elements), using technology to enhance their productions and creating drama collectives.
Curriculum Expectations:
Geography
Overall:
- Connect the real experiences of Canadians to information about the causes and effects of migration.
Specific:
- Formulate questions to guide and analyse research on migration and mobility
- Communicate the results of inquiries for specific purposes and audience
Media Literacy
Overall:
- Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
Specific:
- identify the conventions and techniques used in a variety of media forms and explain how they help convey meaning and influence or engage the audience
Drama
Overall:
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences
Specific:
B2.1 construct personal interpretations of drama works, connecting drama issues and themes to social concerns at both the local and global issues
Cross Curricular Connections:
This lesson covers areas of the grade eight language (media literacy), geography and drama curriculum.
Geography
Overall:
- Connect the real experiences of Canadians to information about the causes and effects of migration.
Specific:
- Formulate questions to guide and analyse research on migration and mobility
- Communicate the results of inquiries for specific purposes and audience
Media Literacy
Overall:
- Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
Specific:
- identify the conventions and techniques used in a variety of media forms and explain how they help convey meaning and influence or engage the audience
Drama
Overall:
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences
Specific:
B2.1 construct personal interpretations of drama works, connecting drama issues and themes to social concerns at both the local and global issues
Cross Curricular Connections:
This lesson covers areas of the grade eight language (media literacy), geography and drama curriculum.
Activities Description (including learning strategies) - “Pictures of an Immigrant”
Materials:
Chart paper and markers for “Writing on the wall”, Chart paper, Marker, Photocopier and computer to collage all immigration questions.
The Lesson - Part 1 "Pictures of an Immigrant"
a) In small groups (4-5) students will use the technique “writing on the wall” to depict what they think an immigrant looks like (see index for description of activity). Each group will present their drawing to the class and as a whole group we can compare what was the same and what was different
** Accommodations: This strategy will allow students who do not feel comfortable writing to still contribute and be an active member of the group. Students who enjoy writing can take turn jotting down ideas
b) Back in their small groups, students will come up with a list of questions that they would like to ask a friend or family member who immigrated to Canada. As a whole class students will share their ideas for questions and build a class survey of common questions that will be asked. The teacher will then collate these questions and make a “master copy” for each student . Note: at least one question on the survey should be about why this person chose to immigrate, in particular did they feel they were being pressured by their country (or someone else) to leave, tying into the idea of bullying. Students will take this survey home and complete it as homework
**Accommodation: Students who might not be able to complete this survey could interview a teacher in the school or do some research about Canada’s immigration policy.
Diagnostic – what do students already know about immigrants? This will help determine how much debriefing has to occur after this activity.
Assessment
Diagnostic – Teacher as facilitator for groups having trouble generating questions. Teacher can also encourage students to think about who they would like to survey.
The Lesson - Part #2 "Experiences Shape Us"
Materials:
Novel: Kids Like Me Voices of the Immigrant Experience. By: Judith Blohm
The drama room or a large space
Materials:
Chart paper and markers for “Writing on the wall”, Chart paper, Marker, Photocopier and computer to collage all immigration questions.
The Lesson - Part 1 "Pictures of an Immigrant"
a) In small groups (4-5) students will use the technique “writing on the wall” to depict what they think an immigrant looks like (see index for description of activity). Each group will present their drawing to the class and as a whole group we can compare what was the same and what was different
** Accommodations: This strategy will allow students who do not feel comfortable writing to still contribute and be an active member of the group. Students who enjoy writing can take turn jotting down ideas
b) Back in their small groups, students will come up with a list of questions that they would like to ask a friend or family member who immigrated to Canada. As a whole class students will share their ideas for questions and build a class survey of common questions that will be asked. The teacher will then collate these questions and make a “master copy” for each student . Note: at least one question on the survey should be about why this person chose to immigrate, in particular did they feel they were being pressured by their country (or someone else) to leave, tying into the idea of bullying. Students will take this survey home and complete it as homework
**Accommodation: Students who might not be able to complete this survey could interview a teacher in the school or do some research about Canada’s immigration policy.
Diagnostic – what do students already know about immigrants? This will help determine how much debriefing has to occur after this activity.
Assessment
Diagnostic – Teacher as facilitator for groups having trouble generating questions. Teacher can also encourage students to think about who they would like to survey.
The Lesson - Part #2 "Experiences Shape Us"
Materials:
Novel: Kids Like Me Voices of the Immigrant Experience. By: Judith Blohm
The drama room or a large space
Lesson Steps
a) In new groups (of five or six) students will first look at the cover of Judith Blohm’s “Kids Like Me – Voices of the Immigrant Experience.” and deconstruct the media text using one of the key concepts. Each group will share their discussion with the class so as to have a full understanding of the book as a media text. Students will then read a portion of the book and pick one story that spoke to them. The class can discuss if the content of the book falls in line with the analysis that was done of the cover.
Accommodation: Students may take turns reading to the rest of the group. If a student is uncomfortable doing this, they may pass.
b) In their small groups (or home groups), students will then compare answers they received in their Immigration Surveys. Using a Jigsaw students will visit other groups and hear about other immigrant experiences. The students will take notes about experiences or stories that spoke to them so they can share with their home group. The teacher should lead a discussion to talk about if anyone found they were "bullied" into immigrating. Why did this happen? Did the person who immigrated feel they made the right decision? The home group will then generate q cards to hand into the teacher that have a sentence that describe the immigrant experience.
c) (Drama room) as a whole class students will play a variation of the atom game (see appendix for game instructions). The teacher will use the q cards generated by the students and read some. Students will then form tableaus to represent this feeling. As the tableaus progress the teacher may use the strategy of “speaking in role” to add emotion to the pieces. Students will then return to their home groups and create a short piece about immigrants. They will make use of their q cards, notes they generated from their jigsaw and the interviews the conducted. The teacher should encourage all presentations to address the idea of bullying and immigration.
Accommodation: Students may take turns reading to the rest of the group. If a student is uncomfortable doing this, they may pass.
b) In their small groups (or home groups), students will then compare answers they received in their Immigration Surveys. Using a Jigsaw students will visit other groups and hear about other immigrant experiences. The students will take notes about experiences or stories that spoke to them so they can share with their home group. The teacher should lead a discussion to talk about if anyone found they were "bullied" into immigrating. Why did this happen? Did the person who immigrated feel they made the right decision? The home group will then generate q cards to hand into the teacher that have a sentence that describe the immigrant experience.
c) (Drama room) as a whole class students will play a variation of the atom game (see appendix for game instructions). The teacher will use the q cards generated by the students and read some. Students will then form tableaus to represent this feeling. As the tableaus progress the teacher may use the strategy of “speaking in role” to add emotion to the pieces. Students will then return to their home groups and create a short piece about immigrants. They will make use of their q cards, notes they generated from their jigsaw and the interviews the conducted. The teacher should encourage all presentations to address the idea of bullying and immigration.
Assessment
Diagnostic – Teacher floats between different groups to listen to students read. Notes can be made about fluency and participation. Teacher should stop groups to ask questions to ensure meaning and understanding.
Diagnostic – Teacher floats between groups to ensure students are on task and make certain students understand the answers that were provided. Teacher can guide q card questions for anyone having difficulty, or scribe for them if necessary (accommodation). A student could also be used as a scribe.
Diagnostic during drama. -Teacher will help guide responses for speaking in role when necessary. The teacher can also help shape the drama pieces that are being created.
Diagnostic during drama. -Teacher will help guide responses for speaking in role when necessary. The teacher can also help shape the drama pieces that are being created.
Formative – Students will redo the writing on the wall but individually and make any changes necessary after doing their interview and reading. Students will also including a reflection about what they learned and what surprised them in this process. Emphasis needs to be placed on the bullying and immigration.
The Lesson Part 3 - "It Can Happen to Anyone"
Materials:
Film: “Refugees of a Blue Planet”
Materials:
Film: “Refugees of a Blue Planet”
Lesson Steps
a) In their home groups students use “Writing on the wall” to create a portrait of a refugee. Students share their work with another home group. As a whole class discuss what they found to be similar and different to an immigrant (encourage students to use the language of geography including terms like “push, pull and political factors” and to think about the idea of bullying)
b) Think Pair Share (teaching through and about media): show the students the cover of “Refugees of a Blue Planet.” Students discuss what they think this film is about. (Teacher prompt: what type of film is this, does it remind you of something you have seen before?). Note: students will be familiar with documentaries having seen “The Lost Boys of Sudan.” The teacher should recap the deep viewing activity done when viewing "Refugees of a Blue Planet." Can the students predict what elements of film will be used to enhance this documentary.
c) Students view “Refugees of a Blue Planet.” Students will then take part of a deep viewing activity. While watching a section of the video again (the beginning section the refugees because of the eucalyptus plant or the oil in Alberta) each home group will be assigned a element of the film to play close attention to (close ups, framing, music and sound effects etc). After the viewing each group will discuss what they found and how what they were examining enhanced the documentary. Each group will share their findings with the class.
b) Think Pair Share (teaching through and about media): show the students the cover of “Refugees of a Blue Planet.” Students discuss what they think this film is about. (Teacher prompt: what type of film is this, does it remind you of something you have seen before?). Note: students will be familiar with documentaries having seen “The Lost Boys of Sudan.” The teacher should recap the deep viewing activity done when viewing "Refugees of a Blue Planet." Can the students predict what elements of film will be used to enhance this documentary.
c) Students view “Refugees of a Blue Planet.” Students will then take part of a deep viewing activity. While watching a section of the video again (the beginning section the refugees because of the eucalyptus plant or the oil in Alberta) each home group will be assigned a element of the film to play close attention to (close ups, framing, music and sound effects etc). After the viewing each group will discuss what they found and how what they were examining enhanced the documentary. Each group will share their findings with the class.
d) Whole class discussion: are there elements of bullying involved here? Who is the Bully? Who is the victim? Are there bystanders? How do you stand up to bullies when they are governments or corporations? Is there a way the documentary could have constructed the film differently to make you think about bullies?
Assessment
Assessment
Diagnostic – Teacher as facilitator to help guide groups during “writing on the wall”
Diagnostic – Teacher as facilitator to help guide the discussion that might occur after the Think Pair Share.
Diagnostic – Teacher as facilitator during discussion
Formative – Individually students will redo their writing on the wall about a refugee. They will also include a reflection about what they learned and what surprised them after seeing this film. How was bullying involved in this situation? How is it different then an immigrants experience?
Diagnostic – Teacher as facilitator to help guide the discussion that might occur after the Think Pair Share.
Diagnostic – Teacher as facilitator during discussion
Formative – Individually students will redo their writing on the wall about a refugee. They will also include a reflection about what they learned and what surprised them after seeing this film. How was bullying involved in this situation? How is it different then an immigrants experience?
The Lesson Part 4 - A Drama Collective
Students will now take their new found knowledge of what a refugee can be and work it into their drama piece so that they are comparing an immigrant and a refugee’s experiences. The concept of bullying must be addressed either in the eyes of an immigrant or that of a refugee. Each drama pieces should include an element of media production (a film slide show, audio recordings of the interviews they did etc) to enhance the message of their drama piece.
Differentiated learning and accommodations are addressed here as not all students need to be on stage at the same time. Some can act, some can be in charge of lighting and sound and writing down the script..
Differentiated learning and accommodations are addressed here as not all students need to be on stage at the same time. Some can act, some can be in charge of lighting and sound and writing down the script..
Assessment
Formative – Students will use an assignment sheet with a rubric to guide their drama creation.
Resources (annotated)
Blohm, Judith M., and Terri Lapinsky. Kids Like Me Voices of the Immigrant Experience. New York: Intercultural P, 2006
-A book designed for middle school that discusses personal stories of young immigrants.
Refugees of a Blue Planet. Dir. Hélène Choquette Jean-Philippe Duval. DVD. National Film Board of Canada
This documentary takes a look at different groups of people that have been made refugees because of environmental reasons. Part of the documentary focus on Alberta and how the oil sands have led to health problems and loss of livelihoods and homes for Canadians. Available through Tippet (TDSB).
Blohm, Judith M., and Terri Lapinsky. Kids Like Me Voices of the Immigrant Experience. New York: Intercultural P, 2006
-A book designed for middle school that discusses personal stories of young immigrants.
Refugees of a Blue Planet. Dir. Hélène Choquette Jean-Philippe Duval. DVD. National Film Board of Canada
This documentary takes a look at different groups of people that have been made refugees because of environmental reasons. Part of the documentary focus on Alberta and how the oil sands have led to health problems and loss of livelihoods and homes for Canadians. Available through Tippet (TDSB).
Appendix – Detailed Teaching Strategies
Deep Viewing
Using media literacy skills (learning about media) to add deeper meaning to a media text.
Writing on the Wall:
Using a piece of chart paper that has a picture of a person on it, students write examples of what the person is feeling about themselves on the inside of the person and what others are thinking about them on the outside of the person. This can be used to explore a variety of themes in both language and drama (for example the different parts of bullying – bully, bystander, victim or an immigrant or refugee).
Atom Game:
Usually used as a drama game, students move around a large space without talking and listen for the teacher prompt. The teacher calls out “atom (and a number of their choice” eg “atom 3” and students form groups of that number. If the class number does not divide perfectly into the number that has been called remaining students not in a group hide in the middle of other groups. As an adaptation the teacher can choose to make it an elimination game so that remaining students sit out until the next round.
Tableau
A frozen picture. Students are trying to recreate a moment in time that conveys a story and strong emotion. Students make use of different body levels, facial and body expression and positioning between each other.
Speaking in Role:
While frozen in a tableau, the teacher indicates (via a tap on the head or other signal known to the class) to one student to speak what the character they are playing in the tableau is feeling. It may be a sentence or different emotions, what ever is appropriate for the scene.
Using a piece of chart paper that has a picture of a person on it, students write examples of what the person is feeling about themselves on the inside of the person and what others are thinking about them on the outside of the person. This can be used to explore a variety of themes in both language and drama (for example the different parts of bullying – bully, bystander, victim or an immigrant or refugee).
Atom Game:
Usually used as a drama game, students move around a large space without talking and listen for the teacher prompt. The teacher calls out “atom (and a number of their choice” eg “atom 3” and students form groups of that number. If the class number does not divide perfectly into the number that has been called remaining students not in a group hide in the middle of other groups. As an adaptation the teacher can choose to make it an elimination game so that remaining students sit out until the next round.
Tableau
A frozen picture. Students are trying to recreate a moment in time that conveys a story and strong emotion. Students make use of different body levels, facial and body expression and positioning between each other.
Speaking in Role:
While frozen in a tableau, the teacher indicates (via a tap on the head or other signal known to the class) to one student to speak what the character they are playing in the tableau is feeling. It may be a sentence or different emotions, what ever is appropriate for the scene.
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