Teacher(s) Kelsey Hedrick

Subject group and discipline Individuals and societies: Humanities

Unit title

MYP Year

Migration: People on the Move

Year 3

Unit duration 6 weeks (15 hours)

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)

Change

Individuals and societies

Causality (cause and
consequence)
Perspective

Global context
Choice

Identities and relationships

Exploration to Develop: Physical, psychological

and social development; transitions; health and wellbeing; lifestyle choices

Statement of inquiry
Several forces act upon people as they migrate, creating challenges for both migrants and natives of a place and diffusing cultures in unexpected ways.
Inquiry questions
Why do people move from place to place?
Factual How do people choose where to move?
Factual

Objectives

What do immigration laws tell you

about the culture of a country?
Immigration laws and standards
Conceptual What challenges do migrants face?
What challenges do native nationals face?
Conceptual

Summative assessment

Outline of summative assessment task(s) including assessment

A: Knowing and understanding
ii. demonstrate knowledge and understanding of criteria:
subject-specific content and concepts, through
descriptions, explanations and examples.
B: Investigating
i. formulate/choose a clear and focused
research question, explaining its relevance
iii. use the methods to collect and record
relevant information
C: Communicating
i. communicate information and ideas in a way
that is appropriate for the audience and purpose

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To what extent should countries expect

immigrants to adjust to their culture?
Debatable To what extent should immigrants
adhere to the culture of the country they migrate
to?
Debatable

Relationship between summative assessment task(s) and

statement of inquiry:

Relationship between the summative and the

statemente

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D: Thinking critically
i. analyse concepts, issues, models, visual
representation and/or theories
iv. recognize different perspectives and explain
their implications.

Task
January

26
Monday

9:00 AM

Task
January

27
Tuesday

9:00 AM

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Interview: House Staff (C)

See the task sheet for more
information. With a partner,
interview the person who works in
your house, then accompany your
partner to his or her house to do
the same. Your goal is to get a
better idea of their migration story,
and what brought them to this
place to work with you. Develop
clear questions, and ask politely, as
if they were a teacher.
Interview: House Staff (C)
See the task sheet for more
information. With a partner,
interview the person who works in
your house, then accompany your
partner to his or her house to do
the same. Your goal is to get a
better idea of their migration story,
and what brought them to this
place to work with you. Develop
clear questions, and ask politely, as
if they were a teacher.

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Essay
February

13
Friday

4:30 PM

Essay: Should Thailand enforce

policies that encourage
migrants to adapt or
assimilate? (D)
Write a 5 paragraph essay that
describes your opinion on
Thailand's migration policy. Use
facts and observations to back up
your argument.
Double check that you have:
A Works Cited Page (Without one,
you get a zero).
No Plagiarism (Copying another
person's words or ideas will get
you a zero).
You must have typed this and
uploaded it.
Here's a great site that walks you
through creating a five paragraph
essay: http://www.wikihow.com/
Write-a-Five-Paragraph-Essay

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Task
February

13
Friday

4:30 PM

Essay: Should Thailand enforce

policies that encourage
migrants to adapt or
assimilate? (D)
Write a 5 paragraph essay that
describes your opinion on
Thailand's migration policy. Use
facts and observations to back up
your argument.
Double check that you have:
A Works Cited Page (Without one,
you get a zero).
No Plagiarism (Copying another
person's words or ideas will get
you a zero).
You must have typed this and
uploaded it.
Here's a great site that walks you
through creating a five paragraph
essay: http://www.wikihow.com/
Write-a-Five-Paragraph-Essay

Research
project
March

Political Cartoon Drawing (A, C)

Create a political cartoon that talks
about a Thai Migration issue.

2
Monday

9:00 AM
Research
project
March

Political Cartoon (A, C)

Create a political cartoon about
Thai Migration.

2
Monday

9:00 AM

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Approaches to learning (ATL)

Communication

I. Communication skills
Exchanging thoughts, messages and information
effectively through interaction
Use a variety of speaking techniques to
communicate with a variety of audiences

Learning Experiences
Interview the family members to tell a story.
Interview teachers to see and understand why they
have migrated.

Action: Teaching and learning through inquiry

Content

Learning process
Learning Experiences
KWL chart to start the inquiry process.
View evidence of different forms of migration, and begin to wonder what would promote that kind of movement.
Look at different types of migrations and the causality behind it: refugees, illegal immigrants, legal working
immigrants, brain drain immigration.
Explore through use of case studies and examples what would drive migrations of various people. Why do
people move? Who are the people moving? Where are they moving to, and what makes that place the place
for them? Reflect on what would encourage your own movement.
Develop strategies for finding information: create research action plans and ask questions to inquire. They
should be able to research something and ask a thoughtful question about it to gain more insight and
information. Reflect on the process throughout.
Promote understanding of push/pull factors through visible thinking and class display.
Begin to widen the pool of connections - interview migrants and family members to gain additional perspectives
into the concept of migration.
Focus on interview skills: the email to set up the interview, the questions themselves, the behavior during the
interview... we had big problems with the last round of interviews, so a structured piece would provide fewer
excuses and errors. Reflect on the process directly after the interviews. Develop ways to share the information
within the class group.
Find connections from a variety of countries in the same concept, assigning push and pull factors based on
learning and understanding.
Exploring further inquiry through provocation in the form of a political cartoon - what does it mean, what does it
say, what does it communicate?
Research and inquire into another political cartoon to demonstrate understanding of the concept.
Using interview data, brainstorm Thai customs and culture as a migrant would (other perspectives).
Create own political cartoon that communicates one of those customs and the trouble that migrants would have
with it.
Reflect on the statement the cartoon makes, and explain the implications.

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Project
January

Email to Teacher (C)

Email your teacher for an interview!

22
Thursday

9:00 AM
Notes
January

Political Cartoon Reflection (B)

Reflect on the process of finding the information in your political cartoon.

22
Thursday

9:00 AM
Project
January

Email to Teacher (C)

Email your teacher for an interview!

23
Friday

9:00 AM
Notes
January

Political Cartoon Reflection (B)

Reflect on the process of finding the information in your political cartoon.

23
Friday

9:00 AM

Middle Years Programme Unit planner

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Project
January

26
Monday

Interview: Teachers (C)

Develop questions for an interview with a teacher that utilizes your knowledge.
Email the teacher respectfully (and cc Ms Kelsey) based on the guidelines you've been given.
Follow up during one of your free times, and take notes.
Report back to the class with your information.

9:00 AM
Project
January

27
Tuesday

Interview: Teachers (C)

Develop questions for an interview with a teacher that utilizes your knowledge.
Email the teacher respectfully (and cc Ms Kelsey) based on the guidelines you've been given.
Follow up during one of your free times, and take notes.
Report back to the class with your information.

9:00 AM
Describe how you will differentiate teaching & learning for this unit?
Learner Profile
Communicators: No description provided.
Resources
Website: http://splash.abc.net.au/media/-/m/521001/china-s-internal-migration
Website: http://www.theguardian.com/world/2014/oct/20/-sp-migrants-tales-asylum-sea-mediterranean (Syrians to Europe)
Website: https://www.youtube.com/watch?v=skH6WKuF5Ng (Intro video)
Website: http://www.mapfoundationcm.org/eng/multimedia/videos/documentary/video/burmese-migrants-in-thailand-await-changes-back-home.html (Brumese migrants)
Website: http://www.voanews.com/media/video/refugees-living-in-kenya-long-for-peace-in-the-home-countries/2560813.html (Kenya + Somalia)
Website: http://www.theguardian.com/global-development/2014/jun/10/-sp-migrant-workers-new-life-enslaved-thai-fishing (Trafficking)
Website: http://www.bbc.com/news/business-29497713 (Burmese migrant)
Website: https://www.youtube.com/watch?v=gEreQTiskZQ (Story of a Mexican family)
Website: http://blogs.discovermagazine.com/d-brief/2014/07/31/video-thousands-years-human-migration-five-minutes/#.VJFutoqUfHQ (Births and deaths through history)
Website: https://www.youtube.com/watch?v=RRhjqqe750A (Crash Course History.... immigration in the US)
Website: https://www.youtube.com/watch?v=KNXg-kYk-LU (Internal Chinese migration)
Website: https://www.youtube.com/watch?v=hcoOENLfpUI (Who goes where, money considerations)
Website: http://video.pbs.org/video/2365363645/ (Cambodia town)
Website: http://www.ted.com/talks/tan_le_my_immigration_story?language=en# (My immigration story)

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Website: http://vimeo.com/70493105 (America's Story is an Immigrant story)

Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
What do students already know, and what can they do?
Are there any possible opportunities for meaningful
service learning?
I'm excited about this unit because I think the
students are aware of many migration issues. Most
of them, of not all of them, have a migrant working
and living in their home as a maid. They all have
teachers who have migrated from another place. I
feel confident that they will be able to connect better
to this material and the concepts than the population
unit. Their experience is better suited to
understanding this than understanding the world
beyond this country. I look forward to working with
them with a unit that I have planned from start to
finish.

During teaching

After teaching the unit

This was an enjoyable unit, and there were some
things that I felt worked very well.
The interviews were a critical part of this, though
some students didn't quite take to the experience.
They copied one another's work or interviewed all as
one, which meant they lacked some of the interest
and depth. If I were to do it again, I would have them
videotape their interview perhaps, maybe with a
different migrant. I feel like they were unprepared,
which was upsetting.
I was very proud of the political cartoon part of this
unit. I think it was incredibly successful, as they
annotated these political cartoons and were able to
create their own about Thailand and Thai culture. For
being so new with the class, I thought they responded
well and I was pleased with the results.

There are very real opportunities for service learning.

I'm working with the community project as well, and I
am connecting with people in the refugee services
area to see if it is possible to work with them. For
both the migration unit and the human rights unit,
refugee and migrant work will present some real life
service opportunities. I hope I will be able to connect
with people and find the time and ability to get
students outside of the bubble.

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