As summer holidays approach (and have already started in some places), let’s talk about tourism. To make it more engaging, consider discussing dark tourism with your students and explore the benefits and ethical issues related to this intriguing subject.
I’m constantly amazed by the internet’s infinite number of topics and information I hadn’t previously encountered or considered. Recently, I came across the concept of dark tourism, which immediately piqued my interest and inspired me to create a new guided reading lesson plan.
I believe that any student who has travelled at least once in their life will have something to say about this issue and will definitely be interested in exploring this subject further. So, don’t hesitate to download the presentation, the worksheet, and the teacher’s notes, which you can find at the end of the post!
To avoid raising suspicion about the plot twist of a class topic, instruct students to consider the five most common reasons why people travel. These may include seeking adventure, experiencing different cultures, and self-discovery. Conclude this portion of the class by prompting different groups to share their answers and asking individual students about their primary reasons for travelling.
Change the focus of the class by writing Dark Tourism on the board and eliciting some ideas from the students. Then, read the first part of the article What is Dark Tourism? by The Week and check the answers to the first question. If you’re not familiar with the term, dark tourism is about travelling to places where something tragic has happened, such as a natural disaster, war, or an accidental death.
To help students learn new vocabulary related to tourism and travel, present them with ten words and ask them to match them to their definitions. Some of the words were mentioned in the first part of the reading, and some will appear in the second part. The words are genocide, tourism, memorial, landmark, ruination, incarceration, phenomenon, voyeurism, assassination, and destination. Afterwards, students should decide which five of these words could be related to dark tourism.
Before proceeding to the second part of the article, divide the students into pairs and have them answer a set of questions about dark tourism. These questions are personal and will require students to reflect on their perspective regarding visiting such places, as well as share their opinions about them. You may want to prompt some answers and see if any students have unintentionally engaged in dark tourism in the past.
As a group, consider the positive and negative aspects of dark tourism. Then read the second part of the article to check the answers. Examples mentioned in the text include learning about natural disasters and climate change as an advantage, but also inappropriate behaviour at these sites, such as taking smiling selfies at places of tragedy as a disadvantage.
After reading about dark tourism and its benefits and drawbacks, students should be prepared for the final speaking activity. Divide them into two groups – Group A discusses the benefits of dark tourism, while Group B discusses the drawbacks. Conclude this task by asking the students to debate each other and decide whether dark tourism has more positive or negative aspects.
If you find yourself with some extra time or are looking for a homework task, consider asking students to reflect on their understanding of dark tourism and how it may have evolved throughout the lesson. You could also discuss the key factors that tourists should consider when visiting sites of tragedy.
If you enjoyed this holiday class, make sure to grab the presentation and the worksheet with the teacher’s notes below!
Have you ever visited dark tourism sites? Should we continue visiting them, or do you think they should be off-limits?
