Why do people migrate, and how does the process of migrating effect people and countries?
Lesson Overview
Grade Level: 2
Duration: 2-3 lessons, 45 minutes each
Supporting Questions: Why did the person you interviewed migrate? How did he/she/they feel at first? Did this feeling change over time? What did they bring with them? What did they learn?
What Students Will Produce : By the end of the lesson, students will create a web-based story (example) using material that they created in the previous lessons. Students will publish these stories online and present them to other students. Students’ collage work will also be assembled into a public display.
What Students Will Learn: Students will learn how to adapt their narratives to fit a particular publishing platform, and also gain experience using pictures to support a story. By publishing their work in a public forum, students will also learn how to participate in civic discussions, and continue to learn about immigration through the ways in which other people interact with their work.
Procedures
Before Lessons: Organize material necessary for these lessons ahead of class, including images used to make the collage, stories, and a picture of the collage. The teacher will need to upload digital versions of these materials into folders in students’ names and also set up templates for students using spark.
Opening: Get students excited about publishing their work, and walk them through the steps involved – learn how to navigate the tools, create the first page, and build through trial and error.
Publishing workshop: Group students by technical skills to ensure someone who is comfortable with computers is in each group. Model the process of adding a page to the story in detail, then have students try to add a page. Students should start with a template based on the example (which can be modified to individual needs). Google maps, google picture search, and and other resources can be used to generate visual content. Once each student has successfully added a page, let them loose. Extend to a second session to allow students to provide feedback and revise their work.
Presentations: Consult with students to pick an audience that they would like to present their work to. Select 2-3 stories and collages to present to this audience, and guide the students as they create a short (5-10 minute) presentation.
Celebration: Congratulate the students on their work and acknowledge how much they learned.
Reflection: Gather all the products that students created during this unit – e.g. KWL sheets, interview guides, and collages – and reflect on what students learned. Challenge students to think about ways they can act based on their new knowledge.
Related Curriculum Standards
Massachusetts Social Studies: MA 2.T3 “History: Migration and Cultures”
C3 Social Studies: D2.Civ.10.K2 “Compare their own point of view with others’ perspectives”
Massachusetts Language Arts: 2.SL2 “Tell a story, recount an experience…with appropriate facts and relevant, descriptive detail…”
List of Resources
- Access to the internet through a computer or tablet.
- Images used for collages
- Picture of student collages
- Overhead projector for computer
- Access to and knowledge of adobe spark (teacher)
- Google maps
One reply on “Migration Stories: Publishing and Presenting:”
[…] Migration Stories: Publishing and Presenting: […]