Unit 2: migration stories – the world in our classroom

Introduction

The students of HLT have a unique biography, just like any other children and adolescents. What distinguishes them from “native” children and youths who grow up monoculturally, and what contributes to their uniqueness is (among …

2.1. Gone with the wind

Procedure: Maps (of the country or countries of origin, Europe, and world maps) are displayed in the classroom. As an alternative, the countries‘ names can be written on paper strips and affixed to the walls. …

2.2. Migration stories in my class

Hints: The instructor announces the project one or two weeks in advance so that the students can inform themselves at home and maybe bring an object of significance for them (e. g. a souvenir) to class. …

2.3. My migration biography as my source of strength

Hints: In order to avoid misunderstandings, the instructor may want to previously contact the parents and explain to them the goal of the activity (positive awareness of resources). This activity is also well-suited as a …

2.4. My homelands – autobiographical narrations

Procedure: One week in advance, the students receive an assignment to collect and bring to class a small portrait photo (or a drawing) of themselves, as well as various photos and group pictures of family …

2.5. In the past – today – tomorrow

Hints: This exercise is based on Gudjons, H., Wagner-Gudjons, B. and Pieper, M: (2008): Auf meinen Spuren. Übungen zur Biografiearbeit. (Following my tracks. Exercises for working with biographies). Bad Heillbrunn: Klinkhardt. Procedure: As an introduction, the students …

2.6. I am writing history!

Hints: The scenes which are remembered and related here can also be re-enacted as role plays. At the conclusion of each scene, the observers provide the actors with feedback in terms of content and presentation. Procedure: By …

2.7. Three ideas for project days

Preliminary remarks: The following suggestions are more time consuming and are primarily suitable for project days. Project days or daily projects rarely take place in HLT, since it meets only 2–3 hours per week. The suggested …

Together we are strong

Introduction

Explanations, abbreviations
First language	Also mother tongue or family language: the first language a child has learned and speaks at home. Some children have two first languages.
School language	The language that is spoken in the schools of the host country. In addition, the local dialect may count as an environment language.
Abbreviations	S: Student T: Teacher (instructor)

Legend for indications referencing organizational form, class, time requirements concerning teaching proposals:
	IW = Individual Work
	WP = Working with a partner
	SG = Small Groups
	WC = Whole Class
2nd – 4th grade	Suitable for... to... (e.g. 2nd – 4th grade). Keeping in mind that this designation may vary according to the requirements of the individual students.
20 minutes	Approximate time requirement, e.g. 20 minutes. (Estimated time varies, must be determined by the instructor according to the level and the requirements of the class).

Introduction

2.1. Gone with the wind

2.2. Migration stories in my class

2.3. My migration biography as my source of strength

2.4. My homelands – autobiographical narrations

2.5. In the past – today – tomorrow

2.6. I am writing history!

2.7. Three ideas for project days

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