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Overview:
In this lesson students will take a virtual visit at the Migration Station to European countries that have been impacted by immigration or emigration. Students will write and perform scenes in which a family member must convince others that it is time to migrate.
Connections to the Curriculum:
Geography, performing arts, writing
Connections to the National Geography Standards:
Standard 9: "The characteristics, distribution, and migration of human population on Earth's surface"
Time:
Three hours
Materials Required:
Objectives:
Students will
- discuss reasons for migration;
- track patterns of human migration; and
- write a one scene play, arguing the reasons and against for migration six countries.
Geographic Skills:
Asking Geographic Questions
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Assign students into six small groups, named Ireland, Italy, Great Britain, France, Russia, and Germany. Distribute the maps of Europe to the class and ask students to find their country and then list the geographic features of that country, such as "landlocked," "spans across two continents," or "on an isthmus." Have each group visit the Migration Station and make more notes about their country, with special attention to the clues about the places people migrate to or from. Mark these countries on the outline map.
Development:
In their groups, ask students to think about the factors that influence the patterns of migration. Using the map, the information in the Migration Station exhibit, and their prior knowledge of these areas, ask students to list at least three reasons for migration. Some arguments might be, "We are constantly being flooded out of our home," "We have no produce to sell and barely enough to eat; perhaps we can find better soil somewhere else," and "We can no longer practice our own religion due to new laws in our country." The group should also create counterpoints for the arguments, such as "The economy here will improve over time," "We don't speak any other language," or "We have always enjoyed the seashore."
Closing:
Ask students to create a skit lasting at least two minutes, in which one family member tries to convince the others that they need to move to or from the country they were assigned. The skit should end with a decision, even if one or more people in the family do not agree.
Suggested Student Assessment:
Each group should perform its skit for the class. Using "thumbs up" and "thumbs down" signs, the class should vote to decide which families are making a wise decision to move (or to stay), and which will not have better lives, based on the course of action decided. Votes should be based on the quality of the arguments made in the play.
Extending the Lesson:
Have students write the rest of the play. They should follow up the progress the family has made in one year, five years, and 20 years. How has life improved? What events in history had an impact on the family? Would they have been better off if they had made a different decision? This version of the play should last at least 30 minutes and be considered a work of historical fiction.
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