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TEACHER Christine Robertson
YEAR
7-8 |
LEVEL
4 |
DURATION
3-4 weeks |
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Strand Achievement Objectives to be Assessed
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Learning Outcomes
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Social Organisation
How people organize themselves in response to challenge and crisis.
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Students will:
- Explain how a group of refugees organized themselves to cope with challenges and crises.
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Supporting Achievement Objectives
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Learning Outcomes
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Time, Continuity and Change
Causes and effects of events that have shaped the lives of a group of people.
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Students will:
- Outline the causes of events that led to a group of people becoming refugees.
- Describe a range of effects these events had on a group of refugees.
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English
Transactional Writing
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Students will be able to:
Write a factual account in the form of a newspaper or magazine article about a
group of refugees. Express a personal viewpoint and organize and link ideas
logically.
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Processes
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Learning Outcomes
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Inquiry
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Students will:
- Collect, process and communicate information about refugees by preparing a
newspaper or magazine article.
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Social Decision Making
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Students will be able to:
- Identify reasons people become refugees.
- Evaluate a range of solutions to the problem of refugees.
- Choose possible actions and justify the choice.
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Requirements
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| Settings: | New Zealand, Europe, Global |
| Perspectives: | Multicultural; Gender; Current Issues |
| Essential Learning About New Zealand Society (ELANZS): |
People in New Zealand history
Major events in New Zealand's history
Current events and issues
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Assessment
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Outline problems refugees might face in a new country, possible solutions
to the problems and evaluate the solutions.
In a newspaper or magazine article about one group of refugees, describe
- what caused them to become refugees
- different ways their lives were affected
- how they faced challenges and organized themselves to face challenges in a
new (host) country.
Formative Assessment
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TEACHING AND LEARNING ACTIVITIES
Select and adapt these learning activities to best meet the needs of your
students, and to fit the time available:
Starter Activities
- Teacher starts unit by reading The Silver Sword to the class, perhaps
starting it a week before the unit, depending on the time spent reading.
- Teacher makes a title banner A Long Way Home to go on wall with photo of
refugees under the title. Discuss as a class.
- Class photo interpretation
Discuss the
refugee
photograph for children as a class.
Read the caption and find the places on a large wall map of the world.
Brainstorm
Where are the refugees from? Where did they go to? What do they think a
refugee is? Why did they become refugees?
Teacher writes the sentence "A refugee is..." as a result of the class answers,
discussion and contribution. This will be revisited later.
- Glossary
Teacher starts a wall word chart of
vocabulary associated with refugees, putting up words that have already been
discussed. Students can add to the list during the course of the unit.
- Word Find
Complete the word find using words from the glossary.
Possible Lesson Ideas
- Group photo interpretation
Teacher downloads photos from
UNHCR Images and
US Committee
for Refugees Photo Gallery so there is one photo for
each group of children. They discuss in groups interpreting the photo using
5 Ws and H.
- Digging Deeper
Students read the captions, noting who the people are, where they come from and have
gone to, why they became refugees, what's happening in the photo and finish with a
sentence about the refugees. Then feed back to the
rest of the class as a group, about their photo. Class revisits their
definition of a refugee, makes any changes they think best.
More sites:
- Refugee movement/world map
Teacher/class discussion about refugees
moving from their own country to another. Children put their photo
information onto the large map of the
world, to add to the one they did as a class.
Mark with pins, places of leaving and arrival and join pins
with wool, then attach to a label giving brief information about the group
of refugees in their photo including who, where and when (dates), and why (they became
refugees).
- Timeline
Class discuss dates they've put on
the map. Now add their info to a large wall timeline or continuum. This
can be added to during the unit.
- Refugees in the past
Show Refugees video The Long Way Home
(available from World Vision) and add information to map and
timeline. Class discuss some of the questions they discussed in
'Starters', but relating to people in the video. For example, how would they feel? What
would they miss most?
- Refugees today
How do refugees settle in a new country? Bookmark Resettlement sites:
Watch video Refugee Adjustment (see Resources),
programme 3 about family adaption to a new place. Class discussion about
how they might feel arriving in a new place. Brainstorm
feeling words on to a large sheet of paper (children can add to it anytime
during the unit). Write a short
poem about feelings on arriving in a new place. Share poems with
others in the group or class.
- Face the challenge
Look back at the first photos - what sorts of things
would refugees carry with them? Discuss as a class what they might say they
need to take when they leave in a hurry. Students
fill in a mubble and then
draw the outline of a bag or suitcase and in it draw and label items they
think refugees may be able to take/carry that are essential.
Check site What
would you take?
In groups discuss what they would need on arrival to help them
settle. Use a group picture of an
empty house, shelter or tent for them to
draw and label items they'd need. Share with class.
Teacher reads key extracts from The Invited and An
Unforgettable Journey (see Resources)
that show how people were feeling.
Discuss how these
Polish children might have felt when they had to leave their homes.
Play the simulation game.
- Shared
reading
In groups children work with 3 articles about different groups of refugees.
Each group reads one of:
- Refugees: A New Life School Journal 1992 Part 4 No 2 Page 9
- We Left Home School Journal 1985 Part 3 No 2 Page 30
- The Camp of the Boat People School Journal 1989 Part 4 No 3 Page 42
Students could read along with a taped version of the story if necessary, or
just listen, or read for themselves.
As a group they identify who the people are, where they came from/went to,
what challenges they faced and how they dealt with them. Make notes on the
5Ws chart. Then present information electronically
using a Powerpoint
presentation or a graphic organizer.
Children place their work on the timeline and on the world
map, and present their information to the class.
Self and peer evaluation.
- Assessment Activity 1
Problems and solutions - Social decision making.
Assessment Schedule
What sorts of problems would refugees have living in a new country?
Mind map ideas.
- Talk to a Refugee
Invite a refugee or a student or family in the school to talk about
their experiences. Children have questions they could ask, ready on their
question/answer chart. Or set up a conference call to talk to a refugee.
- Teacher reads extracts from The Unforgettable Jouney
(pages 128, 135, 149-152, 178, 185), The Invited (Part 3 -
New Zealand, pages 4-5) and A Small Price To Pay (pages 23, 29-33, 34-50)
(see Resources) giving examples of sorts of
problems refugees encounter. Children then identify by themselves one
problem refugees might have and a solution for it including what, where, who
and how it could be solved. Evaluate
their solution by themselves, then present to a partner for peer evaluation
and suggestions.
- Bookmark UNHCR site.
Children in groups decide on 2 questions they would
like to find out about groups of refugees today. Write them on strips of paper and pin to a
question/answer board. Visit the
UNHCR FAQ
to try and find their answers. Add
their answers to the strips on the question/answer board. Feed back to
class.
- What are the challenges and who helps?
Discuss as a class how refugees
are challenged and helped. Use book resources and
UNHCR site. Introduce
the site. Show and bookmark these pages:
to find information about a group of refugees.
- Assessment Activity 2
Discuss Assessment Activity 2 and
Assessment Schedule 2.
Students choose a group of refugees to investigate.
They write a newspaper report:
- explaining how the group of refugees organise themselves in a new
country;
- outlining a problem or challenge they have faced in their new country;
- explaining how they are solving it.
The children gather information from three different sources They must include
a picture or photo, and a map showing the movement of their group of refugees
in their report.
- In groups they decide on 3 questions that will focus their Inquiry
based on the given criteria.
- Class discussion to confirm the questions with the teacher.
- Children gather information and make
notes from 3 different sources using web sites, library, newspapers,
news, find photo/picture, prepare a map to show movement of their group
of refugees.
- They word process their draft report, edit, spellcheck and proof read
their report.
- They decide on headings and layout
and organize their newspaper page to focus on how refugees have responded
to challenge and crisis.
- Children add their refugee group information to the world map and timeline.
- Refugees today
Bookmark UNHCR Refugees
today and UNHCR
What's new. In groups children choose 1 of their refugee groups to
keep a diary for 3-5 days of their group with pictures and updated information
and news - then share with the class.
- Make a prediction
At the end of their diary they make a prediction
about what could happen next, using the
prediction chart.
Discuss their predictions with others in group or class.
Extension Activities
- View the Documentaries
In groups each
view one of the films. Each group to feed back to class
about the refugees they watched telling about who, what, where, when and
how they overcame challenges.
- Write a letter to a refugee
Discuss, brainstorm and mindmap
why NZ might be a good place for refugees to come to.
Write a fictional letter
to a refugee inviting them to come and saying why New Zealand is a good place to
live.
- How can we help?
Class watches video Refugee Adjustment, a Cambodian's
experience in a New Zealand high school. Discuss what sorts of challenges might face
new refugees in New Zealand and possible solutions. What could they do as
individuals to help new refugees to our country at school, next door, at a
club they belong to? In a group complete a
graphic organizer showing this
information.
- Research an issue
Children work in groups, using Web sites,
newspapers, news, etc. to explore a current issue about refugees either in NZ
or elsewhere. They use the values exploration template
to explore a refugee issue.
These sites will help:
Relay findings to the class.
- Future Perspective
In groups discuss what would happen if New Zealand
was at war and people had to leave this country to go elsewhere as refugees.
Where could people go, who would help, what would be the problems, how could
they solve them?
- Revisit the suitcase and shelter pictures (see activity 12). What would they add or
delete now? Discuss as a class.
- Refugees in the Past
Bookmark sites for historical information.
Teacher chooses from refugees in the past:
- Polish
heritage: the Pahiatua camp
This is the Polish heritage site which contains an electronic version
of the book "The Invited" - the story of the Pahiatua refugee camp for
Polish children. The teacher may like to focus on this as an example of
child refugees coming to New Zealand.
Children research a group of refugees in the past. The groups could be
varied depending on resources available in the school. Teacher helps to
develop a list of questions to focus their inquiry.
Children work in groups of 2 or 3 to answer 1 or 2 of the questions on the
worksheet. Paste the questions and answers on to larger paper to give a
complete picture of that group of refugees. Add this to the timeline and
world map to show who, where and when. Feed back information to the class
about their group of refugees.
Self and peer evaluation and assessment
RESOURCES
Print
- van der Linden M. (1992) An Unforgettable Journey New Zealand
- Serrailier I. (1956) The Silver Sword England
- Beaglehole A. (1988) A Small Price to Pay New Zealand
- Skwarko K. (1974) The Invited New Zealand
- Beaglehole A. (1990) Facing the Past New Zealand
- Davies W. (1995) Closing the Borders England
- Trier J. (1994) United Nations High Commissioner for Refugees UK
- Courtney B. The Family Frying Pan Australia: William Heinemann
- Sage A. (2000) For Esther Australia
- Refugees: A New Life School Journal 1992 Part 4 No 2 Page 9,
- We left Home School Journal 1985 Part 3 No 2 Page 30,
- The Camp of the Boat people School Journal 1989 Part 4 No 3 Page 42
- Cutting P. (1988) Children of the Siege UK
- Heater D. (1988) Refugees UK
- Hitchcox L. (1990) Refugees UK
Electronic
Other
- Video: The Long Way Home produced by World Vision, available from National
libraries, Wellington & Palmerston North.
Record number 49258847 Dewey No 325.21 21
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
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