Module 1: Developing a rationale for using the smuggling of migrants video in your classroom


This module provides guidance on integrating the smuggling of migrants video into the classroom curriculum and developing a supporting rationale for doing so.

A rationale helps to ensure that students meaningfully engage with the video content and areas related to the smuggling of migrants that are not covered in the video.


Developing a rationale for using the smuggling of migrants video in your classroom

There are many sound educational reasons to incorporate the smuggling of migrants video in the classroom curriculum.

  • Is the purpose grounded in the curriculum or is it to supplement the curriculum?
  • Is the purpose to engage students in a discussion on the smuggling of migrants, extending the life skills curriculum of the school?
  • Is viewing the video part of an extracurricular activity, such as an integrity club activity?
  • Is viewing the video part of a pedagogical strategy to help students engage in a process of inquiry and self-reflection?

It is important to understand why you are doing what you are doing and what you hope to achieve. When you can articulate a rationale for teaching certain content in a certain way with certain materials, you can better structure the learning experience and make justifications, if needed, for your instructional decisions.


Your toolkit for developing a rationale for using the smuggling of migrants video

Consider the following when developing a rationale for incorporating the smuggling of migrants video:

Why is this video an appropriate tool for discussing this topic?

  • The video is designed for lower-secondary (13-15) and upper-secondary (16-18) students. It is a tool for teachers and is not for students to view alone. The video is intended to be used in conjunction with this guide and not in a stand-alone capacity
  • The video can be used to engage students in meaningful discussions about migration, the smuggling of migrants, in particular what the smuggling of migrants is and how it differs from trafficking in persons, what the root causes of the practice are and how to avoid risky situations
  • The video is brief. It is less than two minutes long, which allows you time to replay, discuss and debrief the content. Videos of less than eight minutes tend to increase interest and motivation in young people of this age
  • The video comprises a short story with a simple plot. While the plot is simple and the links to the smuggling of migrants are clear, they still need to be expanded upon in the classroom. This provides an opportunity for dialogue and engaging in a healthy critical-inquiry process (discussion, debate and questioning) regarding the more complex elements of the smuggling of migrants contained in the video
  • There is no dialogue or narration in the video. Students can concentrate on what is happening without the distraction of words. Students can add their own dialogue as an extension activity after viewing and the debriefing session

If you wish, you can add other reasons to this list.


What can you achieve by showing this video?

  • You can engage your students in ethics and integrity education to help them develop a sound moral and ethical compass
  • Your students can learn to appreciate other perspectives and to empathize with others, including those from different backgrounds and cultures
  • You can deepen your students' understanding of the history of migration, the smuggling of migrants and the causes of the smuggling of migrants
  • Your students can learn more about the risks related to the smuggling of migrants and the dangers involved for smuggled persons
  • Your students can learn the difference between the smuggling of migrants and the provision of humanitarian assistance to smuggled persons

If you wish, you can add other expectations to this list.


What are the most significant lessons students should learn from the video about the smuggling of migrants?

  • Smuggled migrants have human rights that must be respected, including the right to be treated with dignity and the right to personal safety
  • Individuals and families may resort to using the services of smugglers to escape persecution, violence and conflict
  • The Protocol against the Smuggling of Migrants by Land, Sea and Air does not criminalize migration. The Smuggling of Migrants Protocol provides measures to combat the smuggling of migrants.
  • It is important to raise awareness of the smuggling of migrants, to address the causes of the vulnerabilities that are linked to it, such as poverty, conflict and environmental disaster, and to uphold human rights

If you wish, you can add other learning objectives to this list.


How can you use the video your classroom curriculum?

  • You can integrate the video into the existing curriculum. The content can be used to complement certain objectives (directly or indirectly) of the curriculum. For example, it can be used in relation to a specific outcome, goal, strand, unit or standard in the curriculum. In this way, the video acts as a tool to help achieve the larger aims of the curriculum.
  • You can supplement or enhance a particular aspect of teaching and learning with the video, using it as a pedagogical strategy or a scaffold to reinforce certain material. The video can be used to introduce a new lesson or concept, or to prompt prior knowledge. It can complement in-class work by driving interest, inquiry, exploration, curiosity, creativity and problem-solving. In this way, the video acts as a tool to help achieve a larger pedagogical aim.
  • You can use the video as part of an extracurricular learning activity. This refers to using the video in an after school setting, such as in an integrity club or another informal after-school programme. However, there are potential limitations to this approach, including in relation to the availability of teachers to carry out the learning activities and the number of students able to access the activity.

What activities can I undertake using the video?

Your rationale is not complete without considering what instructional activities you can undertake using the video.

Activities can include script writing, role-playing, listening, speaking activities, inquiry-based activities, classroom discussions, debates, cooperative learning activities, problem-based and project-based learning, visual-learning strategies, game-based learning, action-based and experiential learning activities, and reflection activities.

All of these activities are based on the three domains of learning, cognitive, socio-emotional and behavioural, which form the framework of the Global Citizenship Education initiative.

There are a number of suggested activities available to download:

You can use these activities to help plan the use of the video in your classroom, and to complete your rationale for using the video.

Next: Module 2 - Previewing the human trafficking video
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