Project Steps and Objectives

  • Our objectives are....

    -- to inform students about the realities of migration in today's world, and to explore their own personal experiences in terms of being an immigrant

    -- to raise awareness about the struggles often faced by refugees and asylum seekers 

    -- to encourage a practical response to new migrants by reading literature, the press and conducting interviews with refugees

    -- to encourage a collaborative approach to work as the classes work together on developing interview questions, analysing poll data and responding to textual documents

    -- to teach students how to interpret, analyze and present data from a variety of graphics

    -- to teach students how to appropriately cite sources

    Project steps and deadlines (link to online team calendar here) are as follows:

    I.   Introduce ourselves and our backgrounds through interactive posters and video presentations.  (NOV 1-7)

    Students will introduce themselves, their school and their personal backgrounds. Students will also participate in the creation of a padlet on, responding to the question, "What does a refugee look like?"

    II.  Reflect upon the keywords to the project:  migrant, immigrant, refugee.  What do these words mean to our pupils? (NOV 8-14)

    Students will then react to the padlets created by the other schools in the project, seeing if the term 'refugee' evokes the same images in different countries.

    III.  Information/Research step (going out into the community) (NOV 15-28)

    • Students will gather information about the refugee crisis in Europe, using a variety of resources, such as the BBC, the New York Times, UNICEF, Amnesty International, UN Refugee Agency, etc.  They will produce, per school, a document in which they answer various questions about the origins of the refugee crisis (who? where? why?).  They will use data & graphics found online and correctly cite their sources.
    • In groups, students will first produce online polls using, to see how families and friends know about the crisis (deadline NOV 20).  Other groups will produce a set of interview questions concerning possible solutions for the refugee crisis (deadline NOV 20).  
    • After participating in a forum discussion on the UN website,  students will conduct interview refugees and aid workers, as well as aid workers in their various communities, to see what solutions are being put into place.  Interviews should take place during the week of NOV 23-28.

    IV.  Putting it all together: creating a collaborative, online magazine. (DEC 1-19)

    Using all the resources from the previous activities, students will write articles for a joint magazine, on how the partner countries are affected by the European refugee crisis.  Students will produce their magazine using  Students will submit their article ideas by NOV 28th to avoid duplicates.

    V.  A literary approach to the topic, in the form of a book:  The Other Side of Truth by Beverley NAIDOO (Puffin: 2000) (ongoing NOV and DEC)

    Several schools in the project will read a book about a refugee experience, and at the end of the project, will write book reviews and reactions to be included in the project magazine.  Reading will be given in the following manner, focusing on the following themes and activities inspired from the activity pack found on :

    • Part I:  chapters 1 - 7.  Defining key terms, making inferences.
    • Part II:  chapters 8 - 15.  Exploring different points of view.
    • Part III:  chapters 16 - 22.  Exploring the theme of truth vs. falsehood or dishonesty.
    • Part IV:  chapters 23 - 29.  Bullying.
    • Part V:  chapters 30 - 36.  Taking action.
    • Part VI:  chapters 37 - 42.  Exploring the concept of 'home' for a refugee.