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ContentsIntroduction.....................................................................................................................................................3

UK National Curriculum Geography requirements:........................................................................................4

GCSE specifications in geography should enable students to:....................................................................4

Location knowledge.....................................................................................................................................4

Human geography: processes and change..................................................................................................5

Maps and geographical skills.......................................................................................................................5

Geographical argument...............................................................................................................................5

Lesson Plan: refugees and migration...............................................................................................................6

Additional follow on lesson:........................................................................................................................8

Next Steps:.......................................................................................................................................................9

Future plans.....................................................................................................................................................9

Who backs Why Comics? - About PositiveNegatives................................................................................10

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IntroductionLooking to engage your students in contemporary humanitarian and social issues? Why Comics?, an exciting new education charity, provides free resources to help teachers bring these important international topics into the classroom.

Our support materials are intended to inspire teachers and enhance teaching practices and different ideas. Each Sample Lesson Plan is provided as a Word.doc – so you can use it as a building block. Please feel free to adjust the content to suit your teaching style and students’ needs, all the content is only suggested.

Why Comics? communicates issues such as migration, racism, conflict, and climate change through interactive literary comics, with provided national curriculum relevant lesson plans, humanising the mass statistics we hear in the news.

Aimed at 14-18 year old students and their teachers, the materials can be used to support the teaching of various subjects, such as: Personal, Social, Health and Economic (PSHE) education, Citizenship Studies, English Language, English Literature, ESOL, EAL, History, Psychology, Art, Media Studies, Drama, Information Computing Technology, Government and Politics and Geography.

Why Comics? provides interactive educational resources embedded with  contextual multimedia (such as maps, news articles and documentaries). Each resource is accompanied by national-curriculum relevant lesson plans for various subjects. The comic acts as a ‘hook’, building empathy and creating talking points for wider issues. The age-appropriate contextual links allow students and teachers to explore the topics in greater detail, increasing understanding around the various issues.

Why Comics? encourages and promotes critical and reflective thinking on vital global themes, whilst encouraging learners to make connections between their own lives and the lives of others throughout the world.

Currently, more than 500 schools in 26 countries (and counting) have signed up to receive free interactive comics and accompanying suggested lesson plans. The feedback we are receiving from teachers and students has been overwhelmingly positive. 

Please email comics@positivenegatives.org to find out more. Thank you.

About PositiveNegatives

Why Comics? is backed by the award-winning NGO, PositiveNegatives. In a nutshell, PositiveNegatives have been producing ethnographic comics on global social and human rights issues for over four years for an array of international organisations such as; United Nations (UN), Overseas Development Institute (ODI), Open Society Foundations (OSF), The Nobel Peace Centre, The Guardian, BBC, and with leading academic institutions such as; Harvard South Asia Centre, School of Oriental and African Studies (SOAS) and University of Sussex.

We combine ethnographic research with illustration and photography, adapting personal testimonies into art, education and advocacy materials. Approaching subjects like conflict and forced migration through the prism of personal narratives emotionally engages general readers and students alike. We have developed comics from research, policy papers and first hand testimonies for organisations such as these and many more. Each comic has reached over 2 million viewers, and many have been translated into multiple languages reaching diverse international stakeholders.

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UK National Curriculum Geography requirements:[Source UK Gov GCSE Geography Subject content and assessment objectives ]. Please note teaching notes are in purple.

Subject aims and learning outcomes GCSE specifications in geography should provide the opportunity for students understand more about the world and their place within it. The GCSE course will deepen understanding of geographical processes, illuminating the impact of change and of complex people-environment interactions.

GCSE specifications in geography should enable students to: develop and extend their knowledge of locations, places, environments and

processes, and of different scales and social, political and cultural contexts (know geographical material)

gain understanding of the interactions between people and environments, change in places and processes over space and time, and the interrelationship between geographical phenomena at different scales and in different contexts (think like a geographer)

apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced geographical argument drawing on their knowledge and understanding. (understand the application of geography).

Students could examine the cultural and political contexts of Nigeria for Abike’s Story, Eritrea for Merha’s Story, or Colombia for Enrique’s Shadow, or any other relevant context for your chosen comic.

Students could also examine how the terrain from Eritrea to Italy to London changes for Merha’s Story – bearing in mind she mainly travelled on foot, see this map for more information. Equally, they could trace Abike’s Story from Nigeria to London. Or on a more micro level, Enrique’s journey from San Jose to Calamar, Colombia, or any other relevant context for your chosen comic.

Location knowledge Locational knowledge and context – building on key stage 3 knowledge of the world’s continents, countries, regions and their physical, environmental and human features to include:

appreciation of different spatial, cultural and political contexts recognition of important links and inter-relationships between places and

environments at local, regional, national and international scales more detailed contextual knowledge of two countries of contemporary global

significance, in addition to the UK .

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Here students could choose to study at the continents of Europe, Africa and the Americas - [which could also be linked to Abike’s Story, Merha’s Story or Enrique’s Shadow]. Students could then further examine the cultural and political contexts of Nigeria for Abike’s Story, Eritrea for Merha’s Story, or Colombia for Enrique’s Shadow, or any other relevant context for your chosen comic.

Human geography: processes and change Cities and urban society in the 21st century – The causes and effects of rapid urbanisation and contrasting urban trends in different parts of the world with varying characteristics of economic and social development. In addition, two case study cities should be chosen to examine ways of life and contemporary challenges arising from and influencing urban change in at least one major city in an economically advanced country, and one major city in a poorer county or recently emerging economy. 2 City studies should be set within the context of their region, country and the wider world, including an understanding of the causes and impacts of national and international migration on the growth and character of these cities.

Global economic development issues – The causes and consequences of uneven development at global level as the background for considering the changing context of population, economy and society and of technological and political development in at least one poorer country or one that is within a newly emerging economy. 3 This country study should include examination of the wider political, social and environmental context within which the country is placed, the changing nature of industry and investment, and the characteristics of international trade, aid and geo-political relationships with respect to that country.

Here students could choose to study London [which could also be linked to Abike’s Story or Merha’s Story], or another major city in Europe and Asmara, the capital of Eritrea for Merha’s Story, Lagos, the capital of Nigeria for Abike’s Story or Bogota, the capital of Colombia for Enrique’s Shadow, or any other relevant context for your chosen comic.

Maps and geographical skills GCSE specifications should require students to develop and demonstrate:

The use of a range of maps, atlases, Ordnance Survey maps, satellite imagery and other graphic and digital material, including the use of Geographical Information Systems (GIS), to obtain, illustrate, analyse and evaluate geographic information. To include making maps and sketches to present and interpret geographical information.

Students could examine maps of continents of Europe, Africa and the Americas - [which could also be linked to Abike’s Story, Merha’s Story or Enrique’s Shadow]. Students could then further examine geographic information of Nigeria for Abike’s Story, Eritrea for Merha’s Story, or Colombia for Enrique’s Shadow, or any other relevant context for your chosen comic.

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Geographical argument A requirement for students to write descriptively, analytically and critically, to communicate their ideas effectively, to develop an extended written argument, and to draw well-evidenced and informed conclusions about geographical questions and issues.

Students could write a descriptive, analytical and critical piece on the journey’s of Abike’s Story, Merha’s Story or Enrique’s Shadow. Students could also examine the difficulties of the terrain from Eritrea to Italy to London in Merha’s Story – bearing in mind she mainly travelled on foot, crossing deserts, oceans and great land masses - see this map for more information. Equally, they could analyse Abike’s Story from Nigeria to London. Or on a more micro level, Enrique’s journey from San Jose to Calamar, Colombia, or any other relevant context for your chosen comic.

Lesson Plan: refugees and migrationNB The Geographical Association provides some great additional resources

Migration, and specifically the migration of refugees, has been a constant item in the news during 2015 and 2016. The topic allows students to explore key concepts and hone their skills and locational knowledge. It also makes an appearance in the 2014 National Curriculum and in the new GCSE and A level specifications (download a table showing coverage here). [Source: Geographical Association].

Here is a suggested introductory lesson plan about refugees, migration and issues of human geography told through Merha’s, Abike’s of Enrique’s families’ eyes. It is 45 mins long consisting of a reading in class, followed by group discussion and an assigned homework. We have also included ideas for a follow up lesson. The class can either read the comic collectively via projector, or at home via the web (www.positivenegatives.org/comics/).

1. Refugee & Migration: Learning through literary comics Aims: This session will explore what we mean by ‘being a refugee’ and the various issues (push/pull factors) that cause someone to flee their country of origin.

• Students will examine a continent (e.g. Europe, Africa and the Americas - which could also be linked to Abike’s Story, Merha’s Story or Enrique’s Shadow, or your chosen comic).

• Students will examine the cultural and political contexts and geographic information of Nigeria for Abike’s Story, Eritrea for Merha’s Story, or Colombia for Enrique’s Shadow, or your chosen comic.

• Students will examine how the terrain from Eritrea to Italy to London changes for Merha’s Story – bearing in mind she mainly travelled on foot, see this map for more information. Equally, they could trace Abike’s Story from Nigeria to London. Or on a more micro level, Enrique’s journey from San Jose to Calamar, Colombia. Or do the same for your chosen comic.

• Students will choose to study a major city such as London [which could also be linked to Abike’s Story or Merha’s Story], or another major city in Europe, and a city in a developing country such as Asmara, the capital of Eritrea for Merha’s Story, Lagos, the capital of Nigeria

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for Abike’s Story or Bogota, the capital of Colombia for Enrique’s Shadow. Or do the same for your chosen comic.

• Students will discuss how and why people migrate in different ways (push/pull factors).• Students will be able to explore what kinds of issues refugees face.

Learning objectives: By the end of the session, students will be able to:

• trace Abike’s Story, Merha’s Story, Enrique’s Shadow or your chosen comic protagonist’s journey on a map.

• examine how the terrain from Eritrea to Italy to London changes for Merha’s Story or in trace Abike’s Story from Nigeria to London. Or on a more micro level, Enrique’s journey from San Jose to Calamar, Colombia. Or do the same for your chosen comic.

• explain what they mean by the term ‘refugee’, and it differs from ‘migrant’• discuss different ‘pull/push factors’ that cause people to migrate or flee.• appreciate the impact some of these issues have had on individuals and society.

Lesson plan:1. Read through the comic as a group - Project the story in class and go through the comic

panel by panel. Ask different pupils to reach out each page. If there is time, you could explore several of the additional resources in the interactive boxes dispersed throughout the comic. (20 mins)

Teacher note: As a bridge to the lesson’s main activity, give a short summary and suggest students think about the discussion points on the slide:

2. Classroom Discussion – ask the class what they think a refugee is. What is the difference between a migrant and a refugee? Then follow the discussion points on the slide. The discussion can either be with the class as a whole, or in small groups for 10 minutes, then 10 minutes collectively. (20 mins)

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Source: The terminology used to describe migrants and refugees can be confusing but it is important that students get it right. See the refugee and asylum seeker myth buster

at www.redcross.org.uk for help in defining key terms. The information sheets would also make an eye-catching display for the classroom.

Additional Teacher’s note:

A migrant is a person who makes a conscious choice to leave their country to seek a better life elsewhere. Before they decide to leave their country, migrants can seek information about their new

home, study the language and explore employment opportunities. They can plan their travel, take their belongings with them and say goodbye to the important people in their lives. They are free to return home at any time if things don’t work out as they had hoped, if they get homesick or if they

wish to visit family members and friends left behind.

Refugees are forced to leave their country because they are at risk of, or have experienced persecution. The concerns of refugees are human rights and safety, not economic advantage. They

leave behind their homes, most or all of their belongings, family members and friends. Some are forced to flee with no warning and many have experienced significant trauma or been tortured or

otherwise ill-treated. The journey to safety is fraught with hazard and many refugees risk their lives in search of protection. They cannot return unless the situation that forced them to leave

improves. (RCOA)

Teacher note [If relevant]: The UK Home Office leads on immigration and passports, drugs policy, crime policy and counter-terrorism and works to ensure visible, responsive and accountable policing

in the UK. Home Office is a ministerial department, supported by 29 agencies and public bodies.

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Teacher note: Have a look at www.gov.uk/claim-asylum, the UK Home Office guide to claiming asylum in the UK.

• Assign the class a homework to write a descriptive, analytical and critical piece based on the geographical impact and issues of the journey’s of Abike’s Story, Merha’s Story or Enrique’s Shadow. Students could also examine the difficulties of the terrain from Eritrea to Italy to London in Merha’s Story – bearing in mind she mainly travelled on foot, crossing deserts, oceans and great land masses - see this map for more information. Equally, they could analyse Abike’s Story from Nigeria to London. Or on a more micro level, Enrique’s journey from San Jose to Calamar, Colombia. Or do the same for your chosen comic. (5 mins)

Additional follow on lesson:Aims: This session will explore what we mean by ‘being a refugee’ and the various issues (push/pull factors) that cause someone to flee their country of origin.

• Students will examine the cultural and political contexts and geographic information of Nigeria for Abike’s Story, Eritrea for Merha’s Story, or Colombia for Enrique’s Shadow. Or do the same for your chosen comic.

• Students will choose to study a major city in a developed country such as London [which could also be linked to Abike’s Story or Merha’s Story], or another major city in Europe, and a city in a developing country such as Asmara, the capital of Eritrea for Merha’s Story, Lagos, the capital of Nigeria for Abike’s Story or Bogota, the capital of Colombia for Enrique’s Shadow. Or do the same for your chosen comic.

Learning objectives: By the end of the session, students will be able to:

• Explain the cultural and political contexts and geographic information of their chosen country

• Talk about and understand the major issues facing the two cities they have chosen, they will also be able to discuss the differences, as well as the similarities

• Appreciate the impact some of these issues have had on individuals and society.

Lesson Plan: 1. Summarise the previous lesson: recap on the comic and what the class discussed (5

mins)2. Explain the differences and similarities of two countries and cities (one from the comic

and one of your choosing): Detail political, cultural and geographical information and ask for any questions (20 mins)

3. Group discussion: ask the students what they think the differences are and how they think Merha, Abike or Enrique’s family would have found the differences. What is life like for people still living there? Why do people want to leave? Recap the previous Discussion Questions if needed (15 mins)

4. Assign the class a homework to write a descriptive, analytical and critical piece based on the cultural, political and geographical similarities and differences of their two chosen cities. (5 mins)

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Next Steps: Please help us by filling out a short anonymous SurveyMonkey questionnaire for our funders. We will be happy to hear about how it works in the classroom, and are keen to receive any comments or feedback.

We are particularly interested if you would like to receive more resources like this. If so please include on the SurveyMonkey questionnaire which topics you would like them to cover (e.g. Migration, Racism/Prejudice, Bullying, Identity, Memory, Conflict, Torture & War Crimes, Natural Disasters, Human Trafficking/Slavery, Smuggling, Asylum, Climate Change, Radicalisation, Remittances & Migrant Workers, Revolution and Drug Trafficking & Addiction).

We are also interested to have feedback from pupils so if it is possible, please pass on the SurveyMonkey questionnaire link to them as well. Many thanks again, your help is most appreciated.

Future plans : We’re intending to develop this prototype into an interactive educational platform (using multiple comics from our portfolio) to be implemented in schools from early 2017. This short video gives an indication of what the finished project will look like.

If you would like any more information or would like to be involved further, please contact comics@positivenegatives.org. Thank you.

With very best wishes,

Benjamin Dix, PhD

Director: PositiveNegatives and Why Comics?

Senior Fellow: School of Oriental and African Studies (SOAS), University of London

Web: http://positivenegatives.org/about/ Email: comics@positivenegatives.orgTwitter and Instagram: @PosNegOrg

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