Suggested Student Assessment: Student projects and presentations should be evaluated based on understanding of the students’ key concepts of migration, the quality of their research, and the synthesis of the components into a clear portrait of the community, both visually and orally. In their presentations, students should be able to convey their understanding of the concepts related to migration, patterns of migration, and the effect that migration has had on the cultural makeup of their community. The stages of preparation, action, and reflection should all be considered as part of the evaluation. Extending the Lesson: Find out if there are any Lost Boys in your community or region. (States are listed in the Student Handout: Migration of the Lost Boys and Girls. Also, search the Internet or a newspaper index to find articles about Lost Boys in your area). If there are Lost Boys or Girls in your area, ask if any would be willing to visit your school and talk with students. If not, contact one of the Lost Boys groups with active Web sites and try to establish a pen-pal correspondence between them and your students. For links to local, national, and international Lost Boys organization visit . Find out more about the Kakuma refugee camp and its residents by investigating some of these Web sites: Invite representatives of other refugee or immigrant groups or agencies who work with refugees/immigrants to visit your school and talk with the students. Register the project as part of . You can get free planning materials, including a Planning Toolkit and Service-Learning Curriculum Guide, from . -Taken from Xpeditions - nationalgeographic.com
Suggested Student Assessment: Student projects and presentations should be evaluated based on students’ understanding of the key concepts of migration, the quality of their research, and the synthesis of the components into a clear portrait of the community, both visually and orally. In their presentations, students should be able to convey their understanding of the concepts related to migration, patterns of migration, and the effect that migration has had on the cultural makeup of their community. The stages of preparation, action, and reflection should all be considered as part of the evaluation. Extending the Lesson: Find out if there are any Lost Boys in your community or region. (States are listed in the Student Handout: Migration of the Lost Boys and Girls. Also, search the Internet or a newspaper index to find articles about Lost Boys in your area). If there are Lost Boys or Girls in your area, ask if any would be willing to visit your school and talk with students. If not, contact one of the Lost Boys groups with active Web sites and try to establish a pen-pal correspondence between them and your students. For links to local, national, and international Lost Boys organization visit . Find out more about the Kakuma refugee camp and its residents by investigating some of these Web sites: Invite representatives of other refugee or immigrant groups or agencies who work with refugees/immigrants to visit your school and talk with the students. Register the project as part of . You can get free planning materials, including a Planning Toolkit and Service-Learning Curriculum Guide, from . -Taken from Xpeditions - nationalgeographic.com
God_Grew_Tired_of_Us.docx