1. My understanding at the start of the lesson
Mark your understanding of the migrant and refugee crisis at the start, middle and end of the lesson
POOR
SATISFACTORY
EXCELLENT
You could also create I larger version of this in your form rooms
Write down what you already know 1) 2) 3)

2. CLASS VOTE AT THE START OF THE LESSON: Should migrants and refugees be allowed into the UK?
Have a closed vote link voting to voting in local and general elections
ask form captain to count

3. Learning objective
• To know the many origins of people in the UK and their reasons for coming • To be able to locate the UK and other countries on a world map.

4. Set some ground rules

5. Benjamin Zephaniah is a poet.
He wrote a famous poem about the The British
Watch the clip.
What point was Zephaniah trying to make about the British? What point was he trying to make about tolerance of different faiths and beliefs? Answer the questions in the you tube box on your sheet.

6. 86% of Liverpool's population is white British and Irish.
Total Population
White British & Irish
Number
% of Pop
Liverpool
466,415
402,399
86.3%
86% of Liverpool's population is white British and Irish.
What ethnicity's do you think make up the rest of the population of Liverpool?

7. What does the pie chart tell you about Liverpool?
86.3
White other
1.4
Mixed
2.5
Indian
1.1
Pakistani
0.4
Bangladeshi
0.2
Chinese
1.7
Other Asian
0.7
Black African
1.8
Black Caribbean
0.3
Other Black
0.5
Arab
1.2
Other ethnic group
0.6
What does the pie chart tell you about Liverpool?

8. Do you know, or can you guess, What country these families came from?
Give out cards work in 3 or 4’s’ to discuss and match up cards with correct info

9. Task 1) Find the UK and highlight it on the map.
Produce an annotated map, using the information about different groups of migrants to the UK.

10. What patterns can you see on your maps?
From what parts of the world have immigrants to the UK come from?
What do you know about these areas?
For example, some were once part
of the British Empire.
Others are areas of conflict.
Many are poorer than the UK.

11. My understanding during the middle of the lesson.
POOR
SATISFACTORY
EXCELLENT
On your line now mark your understanding of the migrant and refugee crisis during the middle of the lesson

12. Watch film then watch Verona's story

14. 1) Where does Verona come from?
2) Why did she have to leave her country?
3) How long did she spend in the mountains? .
4) What did she do when she was thirsty during her journey?
5) What does Verona miss about her home?
6) Imagine Verona was in your class at school
Can you think of 3 things that you could do either at
school or outside school to help her settle in?
Stop the DVD on Verona’s story.

15. Asylum seekers often have to leave their homes very quickly.
Verona had to spend a week in the mountains in freezing conditions without a coat.
Asylum seekers often have to leave their homes very quickly.
Imagine that you only have 5 minutes to pack before they are leaving home
Forever.
What 5 things would you take with you?
Would they be able to carry it?
• Would they have time to pack it?
• Would it be small enough to fit in the suitcase?
• How important is it to take it?
Points for consideration:
• Food and water may be essential, but heavy to
carry
• Pets may be much loved, but would only be a
burden when trying to flee
• Most electrical goods would be impractical to
take
• A passport would help to cross borders but it
could lead to them being identified and arrested
before they escape
• Family photos and address books will be
important emotionally as they may never return
home, but carrying them might be risky, why?
• Money, jewellery and anything of value can be
used to buy their way out of trouble

16. Items that the class agree would be the 5 most
important to take

17. PLENARY

18. My understanding at the end of the lesson
POOR
SATISFACTORY
EXCELLENT
Mark your understanding of the migrant and refugee crisis at the end of the lesson