Published in September 2019

 

 

Module 4: Post-viewing activities

 

Subject Smuggling of migrants
Learning outcomes Students should be able to:
  1. Recall the main ideas or scenes in the video
  2. Describe the relationship between the smuggling of migrants and the push and pull factors that lead people to use the services of smugglers
  3. Identify scenes in the video that mark a turning point in the smuggling of migrants story
Essential questions
  1. How does the smuggling of migrants potentially risk the safety and lives of migrants?
  2. Why is the smuggling of migrants criminalized (i.e., treated as a problem and a crime)?
  3. What can be done to combat and stop the smuggling of migrants?
Rationale The video contains powerful animated footage. The story has a twist.
Instructional time 30-40 minutes
Materials needed Video, discussion guide, paper, writing tools
 

Lesson plan procedures

1. Hold the debriefing session immediately or very soon after watching the video. If the debriefing session takes place well after the viewing of the video, you should replay the video.

2. Prior to the debriefing session, develop ground rules for discussing sensitive topics that are raised in the video. Involve the students in the development of these rules. Remind the students that developing a culture of integrity and raising awareness of the smuggling of migrants require their participation and accountability.

  • Ask the students to reflect on the best group discussions that they have participated in and identify what made these discussions stand out
  • Ask the students to reflect on the worst group discussions they have experienced and identify what made them the worst
  • From these lists, compile 5-10 rules for the debriefing session and appropriate consequences
  • Periodically assess whether these rules are working as intended

3. Begin the debriefing session by clearly communicating its purpose to the students. Explain to the students that the purpose of the debriefing session is to engage them in the inquiry process (posing questions, testing assumptions, solving problems and analyzing scenarios), rather than simply memorizing or being told the video's message.

4. Start by asking a general question, such as, "What are your first impressions of the video?". Then move to the specific questions in the discussion guide. You are free to ask additional questions that not included in the discussion guide.

5. The discussion guide will help facilitate the debriefing session. You may need to replay and pause the video to reinforce certain key ideas and concepts.

6. During the debriefing session, review the key messages in the discussion guide. The key messages help students to make connections between certain elements of the video and their intended message.  

7. Use the glossary to define certain key terms.

8. When the debriefing session is over, ask the students to record at least three things they have learned. This will enable you to assess the activity.

9. Ask the students to list questions that they may still have about the smuggling of migrants.

 
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