Didactic material. Theme: “Immigration” prepared by Greece partner
Upcoming SlideShare
Loading in...5

Didactic material. Theme: “Immigration” prepared by Greece partner






Total Views
Slideshare-icon Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Didactic material. Theme: “Immigration” prepared by Greece partner Didactic material. Theme: “Immigration” prepared by Greece partner Presentation Transcript

    • Didactic material. Theme: “Immigration”
      • Greek language: Eleni Agapidou
      • Almpanoudi,
      • English language: Despina Papadopoulou
      • Zlatanou,
      • Science: Yannis Kalyvas,
    • English Language
      • Lesson planned to explore the hunger strike of 300 immigrants, asking for legalisation, that is in their own words,
      • “ the issuing of a proper residence and labour
      • permit to us, the 300 hunger strikers, who demand
      • what should be a given for everyone by putting our
      • lives on the line.”
    • How we worked
      • The students were asked to answer the following
      • question:
      • “ What do you think of the hunger strike of the immigrants demanding legalisation?”
    • Some of the answers
      • "I think that it is wrong to invade university premises and blackmail the Greek government.“
      • "I believe that the immigrant cause should be righted and these poor people should be given all the help they need.”
      • "They shouldn't be on hunger strike . They should be sent back to their countries to live in better conditions. "
    • More answers
      • "I sympathize with them but we can't afford anymore immigrants in Greece."
      • " We don't have the obligation to take care of people that come to our country illegally."
      • " I feel sorry for them but if we give them what they want, many more will come and take all our jobs. "
      • "The state should protect people from suffering so much. We should never forget that we are all people.“
    • Dr Douzinas, Professor of Philosophy of Law at London University
      • “ I faced many difficulties, many small or major
      • humiliations, even though I was a “high class”
      • immigrant.”
      • February 28th, Dr Douzinas interview on Greek
      • television about the hunger strike of 300 immigrants.
    • Two aspects of the immigration problem
      • The general immigration problem that must be
      • dealt with a new policy and
      • The ethical aspect concerning the 300 hunger strike immigrants.
      • “ Being an immigrant myself, I want to express
      • my solidarity to these people.”
    • “ The Greeks have immigration information in their DNA”
      • These people represent to the Greeks a case of
      • freedom, of free identity.
      • They are ready to sacrifice their life for an ideal.
      • “ Freedom or death. ”
      • This higher ideal is the very heart of freedom.
      • We should all show solidarity to them.
    • Globalization: Huge wave of immigrants
      • Greece is in the external borders of Europe.
      • Is forced to stop immigrants moving to Europe.
      • Asked to build walls and keep immigrant in camps therefore,
      • A new policy is needed to deal with the problem,
      • with the help of European Union .
    • Conclusion
      • Students realized the ethical aspect of the people on hunger strike.
      • Still, they worry a lot about immigrants in Greece.
      • Feel threatened they can loose their jobs to immigrants.
    • English teaching: Unit 2
      • And you call me C O L O U R E D ?! (author unknown)
      • When I born, I Black
      • When I grow up, I Black
      • When I go in sun, I Black
      • When I scared, I Black
      • When I cold, I Black
      • When I sick, I Black
      • When I ill, I Black
      • When I die, I still Black
    • And the poem continues...
      • And you white fella
      • When you born, you pink
      • When you grow, you white
      • When you go in sun, you red
      • When you scared, you yellow
      • When you cold, you blue
      • When you sick, you green
      • And when you die, you gray
      • And you calling ME C o l o u r e d ?
    • Teaching more than colors…
      • Aims of the activity
        • To teach colors
        • To talk about racial discriminations
        • To talk about prejudices against immigrants.
      • Outcome
      • The learners enjoyed the poem itself, they all
      • g ot involved in a creative discussion about
      • human rights.
    • Greek lesson activity “The end of the hunger strike”
      • The hunger strike of 300 immigrants ended with the strikers winning their cause.
      • They succeed in changing their “illegal status” by a “ tolerance status” with the perspective of becoming legal immigrants under certain conditions.
    • “ Dilemma technique”
      • The students write their thoughts on the following
      • statement.
      • “ The victory of the hunger strike immigrant
      • constitutes a victory of all working people and
      • indeed it proved that the only fight that is
      • actually lost is the fight which has never been
      • fought for.”
    • Here are some of them
      • “ The result of the strike concerns only the immigrants.”
      • “ The problems of the immigrants and the solutions given , concern only them.”
      • “ The Greek workers have no gain from the success of the their strike.”
    • The discussion was fruitful.. The “Ypatia” case has been an example of fighting spirit. “ L ost struggle” is only the one which is never fought for.
    • A remark
      • Expressed opinion:
      • “ Such spirit of struggle and fighting
      • should come from the Greeks rather than
      • immigrants, let alone illegal ones.”
    • Greek language: Unit 2
      • Human rights of the immigrants.
    • Creative writing
      • A photo of the 60ties, with Greek immigrants starting off their journey to Germany, was shown to the students.
      • They were asked to write down their
      • thoughts regarding this photo .
    • Their thoughts
      • “ In the pursue of a better future, a second chance.”
      • “ Faces show hope for a better life and also worry for the unknown.”
      • “ They immigrated as life in Greece was not easy, but things are more difficult now.”
      • “ They are dressed up to express hope for a successful new life and also to feel better.”
    • More thoughts
      • “ They smile, but still, one can see the agony in their eyes.”
      • “ They are leaving to find work and not to be involved in illegal activities.”
      • “ I am thinking to leave myself but I am afraid to do it.”
    • Discussion
      • The Greek immigrants in Germany faced problems both at work and their contact with the local society.
      • They had to deal with many difficulties and anxieties even though they were legal immigrants.
    • Part B: Illegal immigrants
    • How do you see these people?
      • “ They are terrified of not being able to reach their destination.”
      • “ They fear being chased.”
      • “ To endanger their life to such an extent, means that they can not make a living in their country.”
    • More thoughts..
      • “ They are victims of human trafficking. You can see fear in their eyes.”
      • “ They are passing through, in secret and cunning ways.”
      • “ They endanger their lives for a better future.”
      • “ Obviously they don't know that things here are really difficult.”
    • Comparing immigration conditions in the past and today
      • Always people that leave their home to immigate face problems.
      • The receiving countries face problems too .
      • There must be a way to solve these
      • problems.
    • Science: Racism and Descrimination The following questions were asked in class. “ What do you mean by racism?”
    • According to you,
      • Racism is –as an attitude- based on
          • a) prejudice
          • b) some scientific data?
      • Where does prejudice spring from?
      • Are there inferior and superior peoples?
    • How they felt Negative feelings towards certain immigrants due to unlawful behavior on their part. Positive or negative views but not being clear what exactly generated such feelings.
    • Discussion led to conclusions
      • Racism is created by bias which in turn, is created through “brain-washing.”
      • It has an impact on the formation of
      • attitudes during early stages of life.
    • The role of previous experience Either reinforces a feeling of discrimination or wears out such an attitude.
    • The role of Science The study of the structure of human cell, DNA ect- helped them understand that “ people are basically the same, not different in terms of superior or inferior qualities, only different in cultural or other backgrounds.”
    • Finally we all agreed that, in all cases, racism due to prejudice, has to be fought against as a source of misery and unhappiness.
    • Thank You for your Attendance!