Lesson 2 Outline
Method of Presentation
Powerpoint presentation: A projector screen or if this is being done over teams or online then
the power point can be screen shared and presented that way.
Design: A colorful and amusing theme for the powerpoints background. A theme related to
CWS used on each slide.
Equipment and Resources: A projector screen, a classroom white board, notebooks for the
students, Brothers in Hope by Mary Williams, Template of a comic strip to draw/ write in, paper
strips with questions on it.
Example: (From Where The Stars are Scattered)
Lesson Order
Slide 1
Title: A Refugee’s Journey, Lesson 2
Design Features: The Lesson 2 can come in just below the lesson title.
Slide 2
Heading: Starter Activity
Subheading: Match the key word to the definition
Refugee: A person who is forced to flee their own country and seek safety in another
country.
Resettlement: A voluntary, safe and regulated transfer of people in need of international
protection from the country where they are registered to another country which has agreed to
admit them as refugees.
Social and Religious Factors for leaving: a family being persecuted in certain countries on the
basis of their religious beliefs.
(From BBC Bitesize)
Physical Factors for leaving, A family facing extreme weather conditions like flooding and
tropical storms meaning that it is no longer safe to live in their area.
Political Factors for leaving, Relates to the way in which a country is governed and the decisions
made that can directly affect its citizens.
Design Feature: The key words lined up on one side and their matching definitions on the other
side in the wrong order.
Slide 3
Heading: Learning Objectives
Context:
● To take a look at some of the world's conflicts
● To take a look at the characters from Brothers in Hope
● To read the first part of Brothers in Hope
Design Feature: Bullet point the learning objectives
Slide 4
Heading: Character Profiles
Subheading: Take a look at the profiles for the characters in Brothers in Hope
Context:
This bit will need a bit of extra time, we will have character profiles for all of the different
characters in Garang’s story. There shouldn't be that many (max 5), the layout will sort of be like
a top trump card but the content will entail their role, journey, possibly their age and picture of
them. Then each student can take a look and these will be really helpful for the skit in the last
couple of lessons. We should also see if we can get them printed off so students can physically
use the cards.
Design Feature: The card profiles will be displayed on the slide. Please see the character
profiles below, I will provide the word document which they were crafted on.
Slide 5
Heading: What happened in Sudan.
Subtitle: This is the conflict that went on in Sudan where Garang and his friends were originally
from.
Context: In 1983 a civil war broke out in Sudan. This happened when Sudan’s government
collided with the Sudanese people’s actions and views which led to conflict. This war continued
to develop and in 1987 forced around 20,000 boys out of their villages and away from their
families in search of refuge.
Most of these boys were just 6 or 7 years old so had to take care of themselves and each other
from a young age. They traveled by foot to Ethiopia to protect themselves but it was a
dangerous journey and many of the boys died along the way.
They walked more than 1000 miles before reaching Kakuma refugee camp in Kenya. These
remarkable boys became known as the lost boys of Sudan.
Slide 6
Heading: What's happening elsewhere in the world?
Subheading: Ukraine
Context: Ukraine, In February 2022 Russia targeted Ukraine and began to attack. Russian
forces have targeted Ukrainians leading to more than 8 million refugees who fled the country to
find safety. This has caused thousands of civilian casualties and destroyed key infrastructure
such as housing, schools and hospitals.
Families who have escaped to neighboring countries arrived with only the clothes on their
backs. The Ukrainian economy has also plummeted, leaving these refugees with little or no
financial security.
Following this, Ukrainian refugees were welcomed into the US and offered protection. Sponsors
like Church World Service have responded to this and made an excellent regime to resettle the
refugees into a new life in the US.
Welcoming Ukrainians | CWS (cwsglobal.org)
Slide 7
Heading: What's happening elsewhere in the world.
Subheading: Afghanistan
Afghanistan is a country in South Central Asia that has been caught in war and fighting for
decades. This is because the Taliban, a religious extremist group, took control of the Afghan
government in 2022 and enforced extremely strict rules making it unsafe for Afghans.
This was after the US armed forces retreated back to America after hoping that the peace
agreements made between the Taliban and the Afghan government would follow through. But
despite their previous efforts, this wasn’t the case and many Afghans have been forced to leave
the country.
Since then, an estimated 75,000 Afghans started arriving in the United States to rebuild their
lives. They are fleeing punishments or persecution from the Taliban and have one goal: to live in
safety. Again, organizations such as CWS have made it their mission to help Afghans do this.
Design Feature: Should look like little fact files of information.
Who are the Taliban and what's happening in Afghanistan? - BBC Newsround
How to Help Afghans | CWS (cwsglobal.org)
Slide 8
Heading: Brothers in Hope
Subheading: Let’s begin reading Brothers in Hope
Context: Read pages 1-12 and consider the key questions
How do you think Garang or Chuti feel? How might you feel if you were in their situation?
How far do you think you could walk in a day?
If you had just walked around 20 miles, what kind of food would you want to eat?
How would you feel physically and mentally after walking this long distance?
Slide 9
Heading: Unaccompanied Children
Content: Watch the video and think about what comparisons you can make between the journey
of unaccompanied children and Garang’s journey.
Whilst watching the video, answer the following questions:
1. Who are unaccompanied children?
2. Why might unaccompanied children migrate to the United States?
3. How many unaccompanied children migrate to the United States each year?
4. What happens to unaccompanied children after their initial arrival in the United States?
Who are Unaccompanied Children? (youtube.com)
Answers:
1. Unaccompanied children are children under the age of 18 who migrate to the United
States of America without a parent or guardian.
2. They are often leaving their country due to violence or disruption and undertake
dangerous journeys to seek safety in the United States.
3. Tens of thousands of unaccompanied children enter the United States each year to seek
safety and are vulnerable to risks.
4. Upon initial arrival, unaccompanied children are kept at the border for at least three
days. Then they are transferred to a shelter where they are looked after until they are
connected to resettlement agencies and sponsors who help them get back on track and
into school again.
Design Feature: Make sure the video is visible on the slide. Get the answers to appear with a
second click so that they are not initially visible.
Slide 10
Heading: Comic Strip activity
Subheading: Pick a scenario listed below and make a 3 box comic strip about how you would
navigate the challenge if you were in Garang’s shoes.
Context:
Rules:
● You can only draw using stick figures
● You must limit the writing to 2 sentences per box
● You may add color
3 Scenarios where Garang has faced a challenge:
● Garang was tending to his animal when violence struck, he went and hid in the shadows
of the trees. What would you have done with the animals and where would you have
hidden?
● Garang went back to his village to find it destroyed, then he wandered along the road to
find other boys just like him. What would you say to the other boys? Would you join
them?
● Garang had a meeting with some of the older boys and was chosen to become a team
leader and choose a younger boy to look after. If you were chosen to be a team leader,
how would you lead and organize a large group? How would you look after a 5 year old
like Chuti?
To think about:
Pick out a challenge that Garang has faced so far, what solutions did he find to the problem and
what solutions could he find to the problem?
Design Features: Put an example of a short comic strip on this slide. I can make an example to
be uploaded onto this slide.
Slide 11
Heading: Becoming the character
Context: For this activity, get into groups and pick a character from the character profile list.
Begin to put yourself in the character’s shoes and have a conversation in groups whilst thinking
about:
● What would you do in situations?
● How would you act?
● What would you be thinking?
● What would you be saying?
Slide 12
Heading: Next time…
Context: We will continue reading Brothers in Hope and have a go at some creative writing!
Notes for the Teacher
Learning Objectives
● To complete the starter activity that follows on from lesson one and reintroduces the
potential factors for a refugee having to flee their home.
● To take a look at the character profiles prior to reading Brothers in Hope and understand
the different roles played by each character.
● To take a look at the contexts of the conflicts in Sudan, Ukraine and Afghanistan. Get
the students to jot down notes and make sure they understand that these are real world
scenarios that have led to big refugee crises.
● Start reading Brothers in Hope and get the students to think about the food for thought
questions.
● To get the students to have a go at the comic strip activity and the ‘become the
character activity’ whilst getting them to exercise empathy.
Slide 1
Introduce that this is lesson 2 of the course and that we will be continuing on from lesson 1.
Slide 2
Starter Activity: Just to recap from the last lesson and get the students' brains warmed up. It’s
the same format to the matching activity from lesson 1 whereby the students will match the key
word with its definition.
This can be done spoken aloud or in notebooks, depending on your own and your classes
preferences.
Slide 3
Bullet pointed are the learning objectives for the lesson, this is just to give the students a brief
idea of what they will cover and hopefully be fulfilled by the end of the lesson.
- Talk through these learning objectives, again completely up to you how this is done.
Slide 4
Displayed on this slide is a preview to the characters in the story Brothers in Hope. They are
displayed in character profiles, we will provide printed out card versions of these which will be
useful for all of the coming lessons.
Read the descriptions of the different characters and allow the students time to write down any
notes and learn who each of the different characters are.
Slide 5
This slide provides a brief historical context to what occurred in Sudan in 1983. Brothers in
Hope is a children's story version of the longer narrative ‘The Lost Boys of Sudan’.
Talk about the information on the slide and feel free to elaborate on the historical context and
what happened in Sudan.
Slide 6 & 7
Optional: Ask the students what they already know about what is happening around the world.
Then begin teaching what is on the slide to expand their knowledge or correct their knowledge
on this.
Both of these slides provide some information to what is going on elsewhere in the world. This
information is more current, so make sure the students know that what is happening in Ukraine
and Afghanistan is happening as we speak.
Again, feel free to elaborate on this information and make sure the students are aware that
being a refugee could be a reality for anyone, like those in Ukraine and Afghanistan.
Slide 8
Begin reading Brothers in Hope. This can be done as a class or as individuals depending on
your preferences.
I have stated pages 1-12, but because there are no page numbers you should make sure to
count each page up until page 12 which should be where the boys arrive in Ethiopia.
Allow time for digestion of the story and allow the students to consider some thinking prompts
whilst reading. This shouldn’t take more than 6 minutes but of course this can be adapted to the
students’ reading pace.
Slide 9
Optional: This slide discusses what happens with unaccompanied children after they enter the
US.
Play the YouTube video which talks through the process of how unaccompanied children are
received and resettled and refer to the video summary. Get the students to make comparisons
between the video and what they have just read about Garang in Brothers in Hope.
Get the students to answer the video specific questions whilst watching it, then show them the
answers after they have had time to write their own. Allow them time to compare their answers
to the actual answers.
Video length: 3:50
Potential Triggers: The discussed vulnerabilities that children might face on their own whilst
seeking safety. Appears at around 1:37 and includes the words ‘smuggling’, ‘trafficking’ ‘sexual
assault’, ‘kidnapping’ and ‘violence’.
Slide 10
As indicated on the slide is a comic strip activity, this is to allow for some fun and creativity.
Allow the students to pick one of the scenarios listed on the slide.
Then the students will be provided with a comic strip template which will have three boxes. The
students can draw a small scenario in each of the boxes from the passage they have chosen.
This shouldn’t be too complex and there are rules laid out to prevent this from taking a long
time. It is up to you how long the students take to complete this depending on the length of the
class and your own schedule.
Slide 11
Optional Activity: In groups, the students can pick a character each from the character profile
cards. Then, to exercise empathy, they will put themselves in the character's shoes and become
the character. They can have a conversation in groups acting as the character and thinking
about the key questions stated on the slide.
Slide 12
Conclude the lesson and check that the learning objectives have been accomplished. Then
suggest what will happen next lesson based on what is written on the slide.
