Suggested Why Comics? GCSE Geography Lesson Plan

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Suggested Why Comics? GCSE Geography Lesson Plan

Why Comics? GCSE (age 14-16) Geography Lesson Plan: Migration and Refugees

IntroductionLooking to engage your students in contemporary human rights and social issues? Based at SOAS University of London, Why Comics? Education Charity brings contemporary humanitarian and social issues into the classroom (such as racism, conflict, migration, trafficking and climate change) through interactive literary comic books based on real-life testimony.

Our free easy-to-use Key Stage 2-5 resources build empathy and enhance learning for 7-18-year-old students and teachers alike, alongside UK national-curriculum relevant lesson plans to support multiple subjects.Each sample UK National Curriculum based Lesson Plan is provided as a Word.doc – so you can use it as a building block. Please feel free to adjust the content to suit your teaching style and students’ needs, all the content is only suggested.

Our innovative resources help enhance learning to support multiple subjects (such as English, ESOL, Personal, Social, Health and Economic [PSHE] education, Citizenship Studies, Art, Media Studies and Geography). Our support materials are intended to inspire teachers and enhance teaching practices and different ideas.

Why Comics? resources are embedded with a wealth of age-appropriate contextual multimedia (such as news articles, maps, videos, infographics and reports) to educate and inspire pupils across a wide demographic.Our materials encourage learners to make connections between their own lives and the lives of others throughout the world, promoting critical and reflective thinking on vital global themes. In this way, Why Comics? can help combat racism and intolerance in schools.

Already, over 600 schools in 27 countries have provided detailed feedback on our free interactive educational resources to overwhelmingly positive feedback. From September 2017, our materials will be disseminated to over 25,000 schools worldwide.

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Suggested Why Comics? GCSE Geography Lesson Plan

Please help us by filling out a short anonymous SurveyMonkey questionnaire after you have used our materials for our funders. This helps ensure that our great resources remain free.

Please email info@whycomics.org for more information. Thank you.Why Comics? Charity number - 1172791

Table of Contents

Introduction.......................................................................................................................2

UK National Curriculum Geography requirements..............................................................3

Lesson Plan: Refugees and Migration.................................................................................5Aims...........................................................................................................................................5Learning objectives.....................................................................................................................6

Lesson plan 1......................................................................................................................6

Follow-up Lesson Plan........................................................................................................8Aims...........................................................................................................................................8Learning objectives.....................................................................................................................9

Lesson Plan 2......................................................................................................................9

Feedback............................................................................................................................9

Future Plans.....................................................................................................................10Who backs Why Comics? - About PositiveNegatives..................................................................10

UK National Curriculum Geography requirements:

[Source: UK Gov GCSE Geography Subject content and assessment objectives ]

Please note teaching notes are in purple.

Subject aims and learning outcomes GCSE specifications in geography should provide the opportunity for students understand more about the world and their place within it. The GCSE course will deepen understanding of geographical processes, illuminating the impact of change and of complex people-environment interactions.

GCSE specifications in geography should enable students to:

develop and extend their knowledge of locations, places, environments and processes, and of different scales and social, political and cultural contexts (know geographical material)

gain understanding of the interactions between people and environments, change in places and processes over space and time, and the interrelationship between

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Suggested Why Comics? GCSE Geography Lesson Plan

geographical phenomena at different scales and in different contexts (think like a geographer)

apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced geographical argument drawing on their knowledge and understanding. (understand the application of geography).

NB The following lesson plan is suitable for ALL comics included in our database. For reference, we will take as examples Abike, Merha – Fleeing into the Unknown, and

Enrique’s Shadow.

Students could examine the cultural and political contexts of Nigeria for Abike’s Story, Eritrea for Merha’s Story, or Colombia for Enrique’s Shadow, or any other relevant context for your chosen comic.

Students could also examine how the terrain from Eritrea to Italy to London changes for Merha’s Story – bearing in mind she mainly travelled on foot, see this map for more information. Equally, they could trace Abike’s Story from Nigeria to London. Or on a more micro level, Enrique’s journey from San Jose to Calamar, Colombia, or any other relevant context for your chosen comic. , or any other relevant context for your chosen comic.

Location knowledge

Locational knowledge and context – building on key stage 3 knowledge of the world’s continents, countries, regions and their physical, environmental and human features to include:

appreciation of different spatial, cultural and political contexts recognition of important links and inter-relationships between places and

environments at local, regional, national and international scales more detailed contextual knowledge of two countries of contemporary global

significance, in addition to the UK .

Here students could choose to study at the continents of Europe, Africa and the Americas - [which could also be linked to Abike’s Story, Merha’s Story or Enrique’s Shadow]. Students could then further examine the cultural and political contexts of Nigeria for Abike’s Story, Eritrea for Merha’s Story, or Colombia for Enrique’s Shadow, or any other relevant context for your chosen comic.

Human geography: processes and change

Cities and urban society in the 21st century – The causes and effects of rapid urbanisation and contrasting urban trends in different parts of the world with varying characteristics of economic and social development. In addition, two case study cities should be chosen to examine ways of life and contemporary challenges arising from and influencing urban change in at least one major city in an economically advanced country, and one major city in

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Suggested Why Comics? GCSE Geography Lesson Plan

a poorer county or recently emerging economy. 2 City studies should be set within the context of their region, country and the wider world, including an understanding of the causes and impacts of national and international migration on the growth and character of these cities.

Global economic development issues – The causes and consequences of uneven development at global level as the background for considering the changing context of population, economy and society and of technological and political development in at least one poorer country or one that is within a newly emerging economy. 3 This country study should include examination of the wider political, social and environmental context within which the country is placed, the changing nature of industry and investment, and the characteristics of international trade, aid and geo-political relationships with respect to that country.

Here students could choose to study London [which could also be linked to Abike’s Story or Merha’s Story], or another major city in Europe and Asmara, the capital of Eritrea for Merha’s Story, Lagos, the capital of Nigeria for Abike’s Story or Bogota, the capital of Colombia for Enrique’s Shadow, or any other relevant context for your chosen comic.

Maps and geographical skills

GCSE specifications should require students to develop and demonstrate:

The use of a range of maps, atlases, Ordnance Survey maps, satellite imagery and other graphic and digital material, including the use of Geographical Information Systems (GIS), to obtain, illustrate, analyse and evaluate geographic information. To include making maps and sketches to present and interpret geographical information.

Students could examine maps of continents of Europe, Africa and the Americas - [which could also be linked to Abike’s Story, Merha’s Story or Enrique’s Shadow]. Students could then further examine geographic information of Nigeria for Abike’s Story, Eritrea for Merha’s Story, or Colombia for Enrique’s Shadow, or any other relevant context for your chosen comic.

Geographical argument

A requirement for students to write descriptively, analytically and critically, to communicate their ideas effectively, to develop an extended written argument, and to draw well-evidenced and informed conclusions about geographical questions and issues.

Students could write a descriptive, analytical and critical piece on the journeys of Abike, Merha or Enrique’s Shadow. Students could also examine the difficulties of the terrain from Eritrea to Italy to London in Merha’s Story – bearing in mind she mainly travelled on foot, crossing deserts, oceans and great land masses - see this map for more information. Equally, they could analyse Abike’s Story from Nigeria to London. Or on a more micro level, Enrique’s

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Suggested Why Comics? GCSE Geography Lesson Plan

journey from San Jose to Calamar, Colombia, or any other relevant context for your chosen comic.

Lesson Plan: Refugees and Migration

Migration, and specifically the migration of refugees, has been a constant item in the news during 2015 and 2016. The topic allows students to explore key concepts and hone their skills and locational knowledge. It also makes an appearance in the 2014 National Curriculum and in the new GCSE and A level specifications (download a table showing coverage here - source: Geographical Association).

Here is a suggested introductory lesson plan about refugees, migration and issues of human geography told through Merha’s, Abike’s of Enrique’s families’ eyes. It is 45 mins long consisting of a reading in class, followed by group discussion and an assigned homework. We have also included ideas for a follow up lesson. The class can either read the comic collectively via projector, or at home via the web ( www.whycomics.org ).

Refugees & Migration: Learning through literary comics

Aims: This session will explore what we mean by ‘being a refugee’ and the various issues (push/pull factors) that cause someone to flee their country of origin.

• Students will examine a continent (e.g. Europe, Africa and the Americas - which could also be linked to Abike’s Story, Merha’s Story or Enrique’s Shadow, or your chosen comic).

• Students will examine the cultural and political contexts and geographic information of Nigeria for Abike’s Story, Eritrea for Merha’s Story, or Colombia for Enrique’s Shadow, or your chosen comic.

• Students will examine how the terrain from Eritrea to Italy to London changes for Merha’s Story – bearing in mind she mainly travelled on foot, see this map for more information. Equally, they could trace Abike’s Story from Nigeria to London. Or on a more micro level, Enrique’s journey from San Jose to Calamar, Colombia. Or do the same for your chosen comic. journey from San Jose to Calamar, Colombia. Or do the same for your chosen comic.

• Students will choose to study a major city such as London [which could also be linked to Abike’s Story or Merha’s Story], or another major city in Europe, and a city in a developing country such as Asmara, the capital of Eritrea for Merha’s Story, Lagos, the capital of Nigeria for Abike’s Story or Bogota, the capital of Colombia for Enrique’s Shadow. Or do the same for your chosen comic.

• Students will discuss how and why people migrate in different ways (push/pull factors).

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Suggested Why Comics? GCSE Geography Lesson Plan

• Students will be able to explore what kinds of issues refugees face.

Learning objectives: By the end of the session, students will be able to:

• trace Abike’s Story, Merha’s Story, Enrique’s Shadow or your chosen comic protagonist’s journey on a map.

• examine how the terrain from Eritrea to Italy to London changes for Merha’s Story or in trace Abike’s Story from Nigeria to London. Or on a more micro level, Enrique’s journey from San Jose to Calamar, Colombia. Or do the same for your chosen comic.

• explain what they mean by the term ‘refugee’, and it differs from ‘migrant’• discuss different ‘pull/push factors’ that cause people to migrate or flee.• appreciate the impact some of these issues have had on individuals and society.

Lesson plan 1:

1. Read through the comic as a group - Project the story in class and go through the comic panel by panel. Ask different pupils to reach out each page. If there is time, you could explore several of the additional resources in the interactive boxes dispersed throughout the comic. (20 mins)

Teacher note: As a bridge to the lesson’s main activity, give a short summary and suggest students think about the discussion points on the slides provided at the back of each comic.

2. Classroom Discussion – ask the class what they think a refugee is. What is the difference between a migrant and a refugee? Then follow the discussion points on the slide. The discussion can either be with the class as a whole, or in small groups for 10 minutes, then 10 minutes collectively. (20 mins)

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Suggested Why Comics? GCSE Geography Lesson Plan

Source: The terminology used to describe migrants and refugees can be confusing but it is important that students get it right. See the refugee and asylum seeker myth buster

at www.redcross.org.uk for help in defining key terms. The information sheets would also make an eye-catching display for the classroom.

Additional Teacher’s note: [Source: www.ssi.org.au]

A migrant is a person who makes a conscious choice to leave their country to seek a better life elsewhere. Before they decide to leave their country, migrants can seek information about their new home, study the language and explore employment opportunities. They can plan their travel, take their belongings with them and say goodbye to the important people in their lives. They are free to return home at any time if things don’t work out as they had hoped, if they get homesick or if they wish to visit family members and friends left behind.

Refugees are forced to leave their country because they are at risk of, or have experienced persecution. The concerns of refugees are human rights and safety, not economic advantage. They leave behind their homes, most or all of their belongings, family members and friends. Some are forced to flee with no warning and many have experienced significant trauma or been tortured or otherwise ill-treated. The journey to safety is fraught with

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Suggested Why Comics? GCSE Geography Lesson Plan

hazard and many refugees risk their lives in search of protection. They cannot return unless the situation that forced them to leave improves.

Teacher note [If relevant]: The UK Home Office leads on immigration and passports, drugs policy, crime policy and counter-terrorism and works to ensure visible, responsive and accountable policing in the UK. Home Office is a ministerial department, supported by 29 agencies and public bodies.

Teacher note: Have a look at www.gov.uk/claim-asylum, the UK Home Office guide to claiming asylum in the UK.

3. Assign the class a homework to write a descriptive, analytical and critical piece based on the geographical impact and issues of the journey’s of Abike’s Story, Merha’s Story or Enrique’s Shadow. Students could also examine the difficulties of the terrain from Eritrea to Italy to London in Merha’s Story – bearing in mind she mainly travelled on foot, crossing deserts, oceans and great land masses - see this map for more information. Equally, they could analyse Abike’s Story from Nigeria to London. Or on a more micro level, Enrique’s journey from San Jose to Calamar, Colombia. Or do the same for your chosen comic. (5 mins))

Please help us by filling out a short anonymous SurveyMonkey questionnaire after you have used our materials for our funders. This helps ensure that our great resources remain free.

Please email info@whycomics.org for more information. Thank you.

Follow-up Lesson Plan

Aims: This session will explore what we mean by ‘being a refugee’ and the various issues (push/pull factors) that cause someone to flee their country of origin.

• Students will examine the cultural and political contexts and geographic information of Nigeria for Abike’s Story, Eritrea for Merha’s Story, or Colombia for Enrique’s Shadow. Or do the same for your chosen comic.

• Students will choose to study a major city in a developed country such as London [which could also be linked to Abike’s Story or Merha’s Story], or another major city in Europe, and a city in a developing country such as Asmara, the capital of Eritrea for Merha’s Story, Lagos, the capital of Nigeria for Abike’s Story or Bogota, the capital of Colombia for Enrique’s Shadow. Or do the same for your chosen comic.

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Suggested Why Comics? GCSE Geography Lesson Plan

Learning objectives: By the end of the session, students will be able to:

• Explain the cultural and political contexts and geographic information of their chosen country

• Talk about and understand the major issues facing the two cities they have chosen, they will also be able to discuss the differences, as well as the similarities

• Appreciate the impact some of these issues have had on individuals and society.

Lesson Plan 2:

1. Summarise the previous lesson: recap on the comic and what the class discussed (5 mins)

2. Explain the differences and similarities of two countries and cities (one from the comic and one of your choosing): Detail political, cultural and geographical information and ask for any questions (20 mins)

3. Group discussion: ask the students what they think the differences are and how they think Merha, Abike or Enrique’s family would have found the differences. What is life like for people still living there? Why do people want to leave? Recap the previous Discussion Questions if needed (15 mins)

4. Assign the class a homework to write a descriptive, analytical and critical piece based on the cultural, political and geographical similarities and differences of their two chosen cities. (5 mins)

Feedback

Please help us by filling out a short anonymous SurveyMonkey questionnaire for our funders. This will help keep our great resources free. We will be happy to hear about how it works in the classroom, and are keen to receive any comments or feedback.

We are particularly interested if you would like to receive more resources like this. If so please include on the SurveyMonkey questionnaire which topics you would like us to cover (e.g. Divorce, Migration, Racism/Prejudice, Cyber/Bullying, Identity, Memory, Racism, Conflict, Natural Disasters, Human Trafficking/Slavery, Asylum/Refugees, Homelessness, Climate Change, Remittances & Migrant Workers, and Drug Trafficking & Addiction).

We are also interested to have feedback from pupils so if it is possible, please pass on the SurveyMonkey questionnaire link to them as well. Many thanks again, your help is most appreciated.

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Suggested Why Comics? GCSE Geography Lesson Plan

Future Plans

Over the coming year, we’re intending to expand our bank of database for KS2 (age 7-11) and KS3 (age 11-14) and KS4-5 (age 14-18) and their teachers, and produce national curriculum based accompanying lesson plans for multiple subjects. You can view all our resources on our Teachers Resources page.

We will continue to design and test our resources to ensure that they are made by teachers for teachers.

If you would like any more information or would like to be involved further, please contact info@whycomics.org. Thank you.

With very best wishes,

Dr Benjamin Dix

Director: Why Comics? Education CharitySenior Fellow: SOAS University of London

Web: http://www.whycomics.org/Email: info@whycomics.org Twitter and Instagram: @WhyComicsOrg Facebook: Why Comics? Education Charity

Why Comics? Education Charity is based at the Faber Building, SOAS University of London.Why Comics? Charity number - 1172791

Who backs Why Comics? - About PositiveNegatives

The award-winning non-profit PositiveNegatives produce literary comics, animations and podcasts about contemporary social and human rights issues. We combine ethnographic research with illustration and photography, adapting personal testimonies into art, education and advocacy materials. Since 2012, PositiveNegatives has worked extensively for over four years for an array of international organisations such as United Nations (UN), Overseas Development Institute (ODI), Open Society Foundations (OSF), The Nobel Peace Centre, The Guardian, BBC, and with leading academic institutions such as; Harvard South Asia Centre, SOAS University of London and University of Sussex.

Our work endeavours to combine literature, journalism and education. Visual story-telling engages audiences of all ages, backgrounds and levels of literacy. Approaching subjects like conflict and forced migration through the prism of personal narratives emotionally engages general readers and students alike. We have developed comics from research, policy papers and first hand testimonies for organisations such as these and many more. Each comic has reached millions of viewers, and many have been translated into multiple languages reaching diverse international stakeholders

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