comprendre les

HISTOIRES de MIGRATION

De quelles manières les histoires de migration nous aident-elles à comprendre qui nous sommes ?

Pourquoi migrer ?

Quelles actions peut-on prendre pour former des communautés plus inclusives ?

Proficiency Level:

⊕ Intermediate High – Advanced Mid

Length:

approximately 3-4 week

AP Connections

⊕ Experiences (migrations)

⊕ Identity (subcultures)

⊕ Social Organizations (community)

⊕ Sharing the Planet (conflict, human rights)

Talking about these topics:

⊕ human migration paths of the past

⊕ people’s stories of migration (why, where, how)

⊕ multiculturalism in communities 

Using these language skills:

⊕ retelling stories

⊕ explaining

⊕ interviewing

Planning

Objectives

Experiences/Homework

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Assessments

Interpersonal Speaking Assessment Idea

Susana, a friend from (country), talked you into going with her to the “Breakfast and Friendship”  event at the (Nationality) Heritage Center. After filling your plate with (breakfast food), you start chatting with a small group. You all start swapping your stories of how you got to here.

  • Share your story (why you left, challenges you faced, how it changed you, etc)
  • Ask and answer questions.
  • Make connections with each other

Suggested to do after “Heritage” lesson.

Interpersonal Writing Assessment Idea

You did a DNA test and submitted it to Ancestry.com. While analyzing your results, a message notification pops up. You read the message. It is from Lou, who lives in <target language country> and says that he thinks that you two are related. Discuss with him your family history, heritage and migration path to see if you are really are related.

Could be a phone call to make it speaking.

Suggested to do after “Heritage” lesson.

Presentational Speaking Assessment Idea

Your city’s migrant and refugee center (put name of a real one) wants to help new migrants, especially the youth who tend to be overlooked. 

  • They are creating a podcast where teens will share their migration stories
  • How migrants impact the community
  • Include tips to being in a new country (how to make friends, find things to do, schools, things that you wish you would have known, etc)

Or this could be a printed “guide” flyer to make it “writing.”

Suggested to do after “Community” lesson.

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Presentational Writing Assessment Idea

You read an editorial in (this TL publication) that made it sound like all migrants are negatively impacting the community. Write a letter to the editor in response to the editorial. 

You will want to:

  • Explain how migrants have positively impacted our community
  • Give specific examples of the impacts
  • Explain why communities should embrace migrants
  • Address the negative points and present reasons or solutions

Suggested to do after “Community” lesson.

From ACTFL / Presentational: I can present an argument with supporting evidence, based on a variety of concrete academic, social and professional topics of interest, using organized paragraphs across major time frames.

Additional Assessment Idea

Presentational: Blog/Vlog – First you read/listen to others’ stories, write a reflection that connects to your own experiences: Their challenges, Their reasons for leaving

Presentational Writing: <Group> is publishing stories in their series “My New Home” Letter to editor – explain why they should include a specific story

Interpersonal Speaking: Your class is connecting with a school in X. You have partnered up with another student to have a Zoom conversation about “My Path.” Prepare to: Share your story. Answer his/her questions. Additional Part: Listen to his/her story, ask questions. Write a reflection that explains what you have in common, what was interesting to you, …

Presentational Writing/Speaking: This <website> is collecting stories. Add your story by creating a blog/vlog, “My New Beginning” describing your life when moving to the host country.

Interpersonal Speaking: You see someone wearing X, that reminds you of home. Start a discussion…

Interpersonal Speaking: Someone makes a comment that someone they know is a “typical migrant.” (all migrants are the same) Share stories that break that stereotypes that all migrants are same.

resources + lesson ideas

Since this is a Planner Unit, we want to begin curating resources and ideas for you to build your own lessons.

Some may be in other languages to give you examples of what to look for.

Stories of Migration

I can understand the patterns of human migration. 

National Geographic’s Genographic Project, history – Where did people migrate?, create a class googlemymap or wallmap with paths, https://reimaginingmigration.org/teaching-with-national-geographics-genographic-project/ a touch of migrant vs immigrant definitions)

I can identify the reasons people migrate.  I can explain why people leave their home.

(FORCES, CAUSES, CONSEQUENCES, war, violence, and climate change, others seek economic opportunity, for love, to reunite families, medical care. What do these experiences have in common with the long human history of human movement? Forced or not?)

I can understand the challenges that people faced at their home, during their journey, or in their new home.

(jig saw – each student has a different story so they learn about their person and be able to discuss this later with others. this might be a multi-day lesson)  (What are the visible and invisible borders? Possibilities: Race, language, gender and identity, nationality, religion)

I can interview someone about their migration story. 

I can retell people’s migration stories. 

Heritage

I can describe how migration influences a person’s identity. 

(more stories about being bi-cultural, bi-lingual, ex-pat, etc)

I can tell my family’s story about heritage and migrations. / I can explain my own migration path.

(surnames, name changes, family relationships extended, DNA)

They create their own video like this with a test.

Multiculturalism in the Community

I can give examples on how migrants impact the community.

(leaves this open to pos/neg, legal/illegal)

I can investigate what communities do to support migrants. / I can evaluate how (well) my community supports immigrants.

(look at how other communities do it. Aspects of Multicultural cities + why those cities? Sanctuary Cities. Compare back to own community, connect)

Additional Idea: I can compare the process to become a citizen in different countries.

legal immigrants (what’s the process? fees? timing? visas? process to become a citizen, what if they are illegal immigrants?)  

This planner unit is currently being developed. Click around, but just know that it’s not finished… YET!

At this point, you may see the lessons in Spanish or English. We’re working on changing them over. We hope to finish them by May.

 

De quelles manières les histoires de migration nous aident-elles à comprendre qui nous sommes ?

Pourquoi migrer ?

Quelles actions peut-on prendre pour former des communautés plus inclusives ?

Many thanks to all who contributed to create this unit:

Credit to Jean Rueckert for her suggestions and feedback during the unit development.

Share your resources and ideas with the community below!

6 Comments

  1. Susan Schmidt

    Here is a page from Les nations unies

    https://www.un.org/fr/global-issues/migration

    There are some videos in French and in English…they are a little older, but talking about La migration et le Programme de développement durable à l’horizon 2030

  2. Ivy Davis

    Several of these links show up as “404 not found” or Spanish instead of French 🙁

    • Kara Parker

      Hi Ivy! This is a planner unit right now. We are beginning to curate resources and ideas for you to build your own lessons.
      Some may be in other languages to give you examples of what to look for. We’ll announce when these lessons are ready.

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