Lesson Plan | Active Learning | Globalized World and Migration Flows

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage aims to guide students in understanding the main aspects involving the theme 'Globalized World and Migration Flows.' Through the outlined objectives, students will be able to focus on critical aspects such as the causes and impacts of migration flows in the contemporary world, as well as develop an analytical capacity to evaluate the responses and solutions presented for these challenges. This clarity of objectives is crucial for students to effectively apply the knowledge acquired and discussed at home during preparation for the flipped classroom.

Main Objectives:

1. Empower students to understand the impacts of the globalized world on migration flows, analyzing the causes and consequences of these movements.

2. Develop critical skills in students to evaluate the responses and solutions proposed to the challenges of migration flow in the globalized context.

Side Objectives:

1. Encourage critical discussion on the interconnection between globalization and migration, and how this affects social, economic, and political aspects.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students with the content they studied at home, using problem situations that stimulate the practical application of knowledge. Furthermore, the contextualization seeks to connect the theme with real and current situations, increasing student interest and facilitating understanding of the relevance of studying migration flows in a globalized world. This stage prepares the ground for a deeper and more critical discussion during classroom activities.

Problem-Based Situations

1. Imagine you are a political leader in a developed country facing high immigration rates. How would you balance the need for stricter migration policies with humanitarian responsibility?

2. Consider a small rural community that is receiving a large number of immigrants. What would be the immediate and long-term social and economic impacts, and what kind of solutions would you propose to manage these migration flows?

Contextualization

The study of migration flows in the globalized world is not just an academic issue, but a reality that directly impacts the lives of millions of individuals worldwide. For example, the refugee crisis in Europe demonstrates how the lack of effective migration policies can result in significant humanitarian and political challenges. Additionally, labor migration toward more developed economies affects not only these economies but also the countries of origin, creating a complex cycle of interdependencies.

Development

Duration: (70 - 75 minutes)

The Development stage is designed for students to apply their pre-acquired knowledge about the globalized world and migration flows practically and interactively. The proposed activities aim to deepen students' understanding of the real and complex challenges involving migration, stimulating critical thinking, negotiation, planning, and cooperation skills. By working in groups, students also develop communication and collaboration skills, essential for dealing with contemporary social issues.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Migration Diplomacy: The Game of Continents

> Duration: (60 - 70 minutes)

- Objective: Develop negotiation and diplomacy skills in a global migration context, as well as better understand the complexities of migration flows and the different perspectives involved.

- Description: Students will be divided into groups representing different continents. Each group must develop a strategy that includes political, economic, and social aspects to deal with fictitious migration flows. They must consider both the interests of their own continent and the needs of migrants, simulating the signing of agreements and the implementation of policies.

- Instructions:

• Divide the class into five groups, each representing a different continent.

• Provide each group with a brief context about the migration flows that their continent is facing.

• Groups will have 30 minutes to develop a strategy and prepare a presentation.

• Each group will present their strategy, justifying the decisions made and the expected impacts.

• After the presentations, promote a debate among the groups so they can question and learn from each other.

Activity 2 - Building Bridges: An Integration Project

> Duration: (60 - 70 minutes)

- Objective: Encourage critical and creative thinking about how cities can prepare for the cultural diversity brought by immigration, while also promoting teamwork and planning.

- Description: In this activity, students, organized into small groups, will take on the roles of urban planners and sociologists. They will have to design a model city that is inclusive and welcoming to immigrants. The project must include urban, social, and economic solutions.

- Instructions:

• Organize students into groups of up to 5 members.

• Explain that they will have to design and present a model of a city that is especially planned to welcome immigrants.

• Groups should think about urban, social, economic, and cultural solutions that facilitate the integration of immigrants.

• Each group will have 45 minutes to develop the project and prepare the presentation.

• At the end, each group will present their model and explain how their city addresses the challenges of migration flows.

Activity 3 - Refugee Crisis: A Historical Simulation

> Duration: (60 - 70 minutes)

- Objective: Understand the practical and ethical challenges faced by different actors involved in a refugee crisis, developing empathy and conflict resolution skills.

- Description: Students, divided into groups, will take on roles of different actors involved in a historical refugee crisis. They will have to negotiate solutions, considering political, economic, and humanitarian aspects, to simulate a positive outcome.

- Instructions:

• Divide the class into groups of up to 5 students, each group representing a different actor in the chosen refugee crisis (e.g., government of the country of origin, government of the destination country, NGOs).

• Provide each group with information about their interests and available resources.

• Groups will have 60 minutes to negotiate and try to reach an agreement that is satisfactory for everyone.

• Each group will present the outcome of their negotiations and discuss the difficulties encountered during the simulation.

• Promote a class discussion about the different strategies adopted and what could have been done differently.

Feedback

Duration: (15 - 20 minutes)

The purpose of this feedback stage is to consolidate learning, allowing students to articulate and reflect on the experiences and solutions proposed during the activities. This discussion helps reinforce students' understanding of the complex challenges of migration flows and the importance of considering multiple perspectives and solutions. Additionally, it allows the teacher to assess students' understanding and identify areas that may require review or deeper exploration.

Group Discussion

At the end of the activities, promote a group discussion with all students. Start the discussion with a brief introduction: 'Now that everyone has had the opportunity to explore different perspectives and solutions to the challenges of migration flows, it is time to reflect and share what we have learned. Let’s discuss how the solutions proposed by the various groups can be applied in the real world and what the practical challenges of implementing them are.'

Key Questions

1. What were the biggest difficulties your group faced when trying to implement solutions for migration flows?

2. How can the solutions proposed in your activity be adapted to address the real challenges of migration that we see today?

3. What skills or knowledge do you think you need to further develop to effectively deal with issues of migration and globalization?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the Conclusion is to consolidate learning, ensuring that students have understood and internalized the key concepts of the lesson. Revisiting the main topics helps reinforce information retention, while discussing the applicability of knowledge in real contexts promotes the value of the subject and its importance for the comprehensive education of students.

Summary

To conclude the lesson, the teacher should summarize and review the main points discussed about the Globalized World and Migration Flows. It is essential to reiterate the causes, impacts, and possible solutions to migration challenges, highlighting the different approaches presented in the practical activities.

Theory Connection

During the lesson, the connection between theory and practice was clearly established through activities that simulated real migration and globalization contexts. This methodology allowed students to apply theoretical knowledge in practical scenarios, facilitating understanding and retention of the content.

Closing

Finally, it is crucial to highlight the relevance of studying migration flows and globalization in everyday life. Understanding these phenomena not only enriches students' academic knowledge but also prepares them to be conscious and critical citizens in an increasingly interconnected world.