Lesson PLAN 9: In Someone Else’s Shoes


Subject: Global Education

Grade: Secondary Level

Duration: 90 minutes

1. Target Outcomes:

1.1 Cognitive Process Outcomes:

 The outcomes of the center discipline:

- recognizing a variety of concepts and issues related with activism and empathy in society

1.2. Social Product Outcomes:

●      Students will be able to open up and talk about their own experiences using More Than One Story cards  .

●      Students will develop skills such as empathy, activism and critical thinking .

●      Students will learn  how to awake understanding and appreciation for the unique experiences of each person  by walking in someone else’s shoes.

 

 

2. Materials Used:

1. Whiteboard

2. More than One Story cards

3. Role-play  (optional)

 

3. Resources

- human resources: students, teachers

- informational resources: internet

- forms of organizing the activity: frontal, individual, in groups

https://www.morethanonestory.org/en

 

 

4. Learning Methods and Techniques

 

-conversation, observation, role playing, critical thinking

 

5. Groups Considered to be Formed During the Activity:

 

-students are divided into heterogeneous groups - girls and boys

- the number of the students per group depends on the task

 

6. Implementation Phase;

6.1 Preparation Phase:

 

- students are divided into four work groups, 5 students/group

- each group chooses a group leader who will present the solutions/solving tasks to the class

- at the level of each group, an editor is selected who will mark the completion of all tasks.

 

6.2: Presenting the problem situation to the students:

Introduction (10 minutes):

  1. Begin the lesson by discussing the issue of having to migrate somewhere else in general and the issue of refugees in particular.
  2. Explain the importance of  having skills such as activism and empathy in dealing with such issues.
  3. Introduce the concept of empath as an effective strategies for dealing with the issue of migrants/refugees.

Activity 1: Understanding the Other by  walking in his shoes (30 minutes):

  1. Students are engaged in discussion by being divided into groups. .
  2. Each student takes one card from the More Than One Story card set where tasks are written in different languages. Each student talks about his/her task like for example what he/she feared in his/her childhood. The other participants listen to each other’ stories and practice acceptance, tolerance and imagining themselves in someone else ’s  shoes.

After the end of all students’ tasks, empathy and activism are discussed in order for students to understand and develop those skills for better understanding and acceptance of other people.

  1. Reasons for migrations and refugees are introduced such as war, famine, or simply looking for better life opportunities in order for students to gain insight into critical thinking and looking for causes of problems.
  2. Concepts of More Than One Story  cards are discussed such as to build bridges  between people of all ages, backgrounds and cultures. .
  3. Students are again divided into small groups to discuss different perspectives from the tasks written on cards and exchange opinions and ideas about them. They are encouraged to take into account different points of view and find a common solution.
  4. Each of the group presents their own opinion about tasks from More Than One Story cards and about the topic of refugees/migrants. .

Activity 3: Role-Play and Conflict Resolution (30 minutes):

  1.  Students are divided into small groups with each student having one card. By combining tasks from cards within the group, each group creates one role play.  .
  2.  Students practice skills such as imagination, story- telling and creativity in order to start the story for the role play.
  3. They are taught to listen to each other’s ideas , suggestions and inspiration.

 

  1. After the role-plays are done, solutions for refugee topic are sought to be found. 

Conclusion (10 minutes):

  1.  In the end comments about More Than One Story cards are provided by students
  2.  Pre-activity and post-activity feelings and judgement about refugees/migrants are discussed and if there are any differences, they are discussed. .

 

6.3 Evaluation:

  1. Students’ participation is observed during the lesson..
  2.  The level of empathy and activism of students are evaluated.
  3.  Potential students’ suggestions or critique are taken into account  while empathy and activism are promoted.