SOCS 4b

Course
Name

EDTE 520 PRACTICUM

Charlotte Bayliss

Grade
Date

6/7
May 2

Duration
Topic

55 minutes
4b Migration and Refugees

Cite sources used to develop this plan:

https://curriculum.gov.bc.ca/curriculum/social-studies/6
https://curriculum.gov.bc.ca/curriculum/social-studies/7
http://www.cbc.ca/news/canada/toronto/programs/metromorning/syrian-resettlement-1.3512161
http://www.cbc.ca/news/canada/edmonton/vietnamese-refugee-pay-it-forward-syrian-family-1.3464777
http://www.cbc.ca/news/world/un-chief-syrian-refugees-1.3511842
http://globalnews.ca/news/2610031/canada-commits-to-accepting-10000-more-syrian-refugees/
http://www.huffingtonpost.ca/2016/03/30/mccallum-to-pledge-canada-will-expand-and-help-export-refugee-programs_n_9570978.html
http://www.cbsnews.com/news/europe-migrant-crisis-macedonia-greece-iraqi-syrian-refugees-idomeni/
http://www.theguardian.com/world/2016/mar/16/eu-cut-number-syrian-refugees-coming-europe

Rationale:
All issues will have a variety of stakeholders, supporters and non-supporters, it is useful to be able to recognize the various opinion
positions underlying current events context. Canada has committed to provide refuge to over 25,000 refugees by 2017, understanding the
circumstances that lead people to seek out new homes will help us empathize with these newcomers. As members of the community
developing the skills to analyze situations and events will mean you are able to inform your opinion.
BC Curriculum Connections:
Media sources can both positively and negatively affect our understanding of important events and issues.
Determine what factors led to particular decisions, actions, and events, and assess their short- and long-term consequences
Learning Intentions (Student Friendly):
Students explore and discuss the reasons for human migration.
Students review the vocabulary from last class and reflect on the relationship between human beings and food, water and shelter.
Students read an article, examine the role, past and present Canada has in the global refugee crisis.
Resources, Material and Preparation:
Migration GO

SOCS 4b
White board/Markers
Article
Teaching and Learning Sequence
Introduction/Engagement:
I DO:
Review Expectations and Lesson
We talked last class about how Canada is really a country of immigrants and their
familieswe determined that unless you are first nations background, your family
would have immigrated to Canada, 6 generations ago, 5, 4, 3, 2, 1.
20% of our class was not born in Canada!
Almost all of us live here because someone in our family decided a long time ago
that they needed to leave where they were, and come here.
Review the reasons
Think back to the game we played last class, what were the main things that the
deer needed?
Food Water Shelter
It could be said that these are the basic necessities for life.
For hundreds of thousands of years creatures on earth have sought out these
necessities.
Even today human beings are forced at times to move to find Food, Water and
Shelter.
What do we mean by Food, Water, Shelter?
Lesson Delivery/Guided Practice/Modelling:
THEY DO:
Imagine for a moment that you were forced to leave your home.
Maybe it was a result of forest fires, or global warming like what is happening to
some first nations communities in the north. maybe it was because you were
going to be persecuted for your beliefs, or wo you chose to love, but for whatever
reason it was no longer safe to live here, we had to go
Just imagine

Pacing

Reflection

SOCS 4b
What would you take with you? Would it fit in a shoebox?
I DO:
Review Migration and Resources and Stakeholder Vocabulary
As we read the article listen for the different stakeholders.
WE DO:
Read Canada Article
Canada: http://www.cbc.ca/news/canada/edmonton/vietnamese-refugee-pay-itforward-syrian-family-1.3464777
THEY DO:
On the websheet:
Identify the stakeholders and the interests-groups
WE DO:
Share stakeholder discovery and discuss
Take one stakeholder and draw a web of the issues, concerns they have that
relate to the issue of migration and refugees.
Learning Solidification:
THEY DO
What could people your age do to make newcomers feel welcome in your
community?

10

10

10

Differentiation (adaptations, extensions, other):

Students work in groups so less confident speakers may defer to another person in their group
Teacher is available to coach and support groups
Students with an IEP have assistance available
Students with hearing impairment can work in another quieter room with their group
Assessment:
Source of Assessment
Discussion

Criteria
Student is able to explore and discuss the
reasons for human migration.

Diagnostic/Formative/Summative
Diagnostic/Formative

Diagnostic/Formative

SOCS 4b
Student is able to record the definitions to the
vocabulary from last class and reflect on the
relationship between human beings and food,
water and shelter.
Stakeholder Web
Students are able to read an article, examine
the role Canada has in the global refugee crisis.

Formative

SOCS 4b

STAKEHOLDERS

NAME:

INTEREST-GROUPS