Understanding Migration
| Students profile/age of the student: | 8 -12 years old… |
| Connected subject in the curriculum | Environment, school, teaching, activities, games |
| Skills and competencies to be developed | Critical thinking, content knowledge, teamwork, listening skills, decision making… |
| Terminology, keywords | Environment, environmental, Climate Change, Migration People |
| Teaching techniques and tools: | Storytelling, warm-up activities, brainstorming, role games, case study… |
| Materials needed: | Classroom, TV, |
| Materials offered | http://www.nea.org/tools/lessons/66716.htm https://repositories.lib.utexas.edu/ bitstream/handle/2152/24544/Activity_1.pdf?sequence=3 |
| The time needed for the activity | approx 60 minutes |
Description
Methodological recommendations for the implementation
Introduction To Migration Video (20:19) The video can be viewed online or downloaded (246.1 MB). Script included.
https://liberalarts.utexas.edu/hemispheres/curriculum/migration/video.php
PowerPoint Presentation ( PDF, 16.3 MB, zipped) is a brief introduction to migration theory with key vocabulary and real-world examples. The points raised are the same as those in the video, though the statistics in the video appear more up-to-date.
http://www.nea.org/tools/lessons/66716.htm
Section 2: Understanding Migration: Classroom Strategies has two introductory activities that can be downloaded separately. Student Activity 1 ( PDF, 369 KB, 14 pgs) asks students to interview and collect data from people they know in their communities to understand migration trends. This activity can be modified for elementary students. Templates for the backline world map and data collection worksheet are included.
Understanding Migration provides activities for grades 6–12 social studies students to explore issues of human migration. Suggestions for adapting activities for younger students are included.
Once students have a basic understanding of the forces that affect migration, we offer two classroom activities to generate a general discussion. Although these activities are intended to be used before Sections 3 or 4, they can also be used individually (or not at all). They should be implemented insofar as they facilitate learning goals and enrich your students’ understanding of migration. Student Activity 1 examines migration trends in your community through a series of interviews.
This activity can easily be modified for use at the elementary level, by either interviewing one person as a class or using a story or video; you can discuss migration stories without conducting the spectrum graph activity. Student Activity 2 examines film, asking students to think critically about the film and plot elements relating to migration. Since most films dealing with this topic are for more mature audiences,
we suggest using this activity at the high school level. There are some films, such as the animated picture An American Tail, that could be used with younger audiences.