Whole School Classroom Activities
|
|
- Barbra Merritt
- 5 years ago
- Views:
Transcription
1 3 Whole School Classroom Activities Activity Plans for Teachers This booklet contains teachers activity plans for the Whole School Classroom Activities for the People Forced to Flee Forum. It provides guidance for the six brief activities designed to raise students awareness of the people forced to flee topic and prepare them to take an informed action following the Forum. These plans should be used alongside the Whole School Classroom Activities Students Workbook, the Whole School PowerPoint Presentation and the Treasure Hunt activity. We suggest you show the Whole School PowerPoint Presentation to students as they begin the activities. This could be done in an assembly or similar gathering. The materials in the Students Workbook are also reproduced in this booklet alongside the activity plans.
2 Whole School Classroom Activity 1 Human Connections: Globingo This plan is for the first of six bitesize activities to help develop knowledge and raise awareness of the People Forced to Flee Forum in your school. It should take 15 minutes. Activity Number 1n 2 Title Human Connections: Globingo The Globingo answer sheets (page 2 in the Students Workbook and below) You Need Pens or pencils Space in the room for students to move freely out of their seats and speak with one another Age Range Time 20 minutes Objective Students explore each other s ideas about how migration has affected their own lives and the extent to which they live in a global community. Resources Required Globingo Sheet in the Students Workbook and below Introduction This activity is a game. Students question each other to explore how migration has influenced their lives and how we are all globally interconnected with people and events in other countries. These are often things we take for granted and may not even notice. Description of the Activity Globingo (or Find Someone In This Room Who ) is a brief fun activity that can be used to both engage and energise students. It stresses the degree to which we are all globally interconnected. The questions can be adapted to make them easier or more difficult, according to the ability and age of the group. The aim of Globingo is for students to interact with one another and complete the question sheet as quickly as possible. They do this by collecting a different student s name in response to each question. There is space on the sheet to write a student s name with the answer they give.
3 The student who collects answers to all the questions in the fastest time, and from different people, is the winner of the game. To play the game students should be encouraged to stand away from their desks and chairs, and move freely around the room. Globingo should take no longer than around seven minutes to play. Adapted from Plenary Point out that migration and human interconnectedness have helped to shape the way we live our lives today. We enjoy and benefit from things from different cultures because migration and human interconnectedness have introduced many of these things to our societies.
4 Activity 1 Human Connections: Globingo Find someone in the room who: 1. Likes food from another country. 2. Has a friend who was born in another country. 3. Has visited a country outside Europe. 4. Can say some words in a language other than English. 5. Likes a sportsperson or a musician from another country. 6. Has read a book or a poem by an author from another country. 7. Is wearing clothes made in another country. 8. Has lived in another country. 9. Has a family member or friend who lives in another country. 10. Has been helped by a teacher, doctor, nurse or similar adult from another country. 11. Knows a business (eg: a shop) run by people from another country. 12. Would like to live in another country when they grow up.
5 Whole School Classroom Activity 2 People Forced to Flee Quiz This plan is for the second of six bitesize activities to help develop knowledge and raise awareness of the People Forced to Flee Forum in your school. It should take 15 minutes. Activity Number 2Column 2 Title People Forced to Flee Quiz Age Range You Need Time Objective Copies of the People Forced to Flee Quiz and the answers (pages 4-5 in the Students Workbook and below) Pens or pencils 20 minutes Students develop foundation knowledge of the nature and scale of the global refugee crisis. Resources Required The Quiz is on pages 4 and 5 the Students Workbook. The questions are on Page 4 and the answers are on Page 5 Students match answers to the questions by drawing a line between the question on the left side of the page and the correct answer on the opposite side of the page. The questions are phrased so that most of the answers can be inferred. Introduction Most people have some knowledge about refugees from the mass media. The purpose of this quiz is to deepen and broaden students knowledge of the global scale of the refugee crisis. This will help them to begin to assess the extent to which their own country contributes towards solving the crisis. Description of the Activity Students read through the questions and the answers and complete the quiz by linking each question to its answer with a line.
6
7 Activity 2 People Forced to Flee Quiz Here is the quiz with the answers to the questions. 1. A refugee is. A person fleeing conflict or persecution who travels to another country in search of protection 2. An internally displaced person is. A person fleeing conflict, persecution or disaster who seeks refuge inside their own country and does not cross an international border 3. In what year did the United Nations ratify the Refugee 1951 Convention which outlines the rights of refugees? 4. How many Palestinian refugees live under the Five million refugees protection of the United Nations? 5. Which country saw the largest increase in the number of internally displaced people during 2016? 6. In 2016 what forced more people to leave their homes and become internally displaced; conflict or natural disasters? 7. How many refugees crossed the border between India and Pakistan during the partition of India in 1947? 8. In 2017 what percentage of the world s refugees were children under 18 years old? 9. In % of the world s refugees came from only three countries. What were those countries? 10. In 2016 which country hosted the largest number of refugees? 11. In 2016 how many people around the world were forced to leave their homes because of violence and conflict? 12. How many Syrians were forced to flee their homes since the civil war began in 2011 and 2016? 13. In 2016 which country in Latin America had over 7 million people internally displaced by conflict? 14. How many refugees had been forced to cross a border to seek safety in 2016? 15. In 2016 what percentage of the world s refugee population was hosted by developing countries? Plenary The Democratic Republic of the Congo GRID.pdf pg 13 Natural disasters GRID.pdf pg million refugees (4.8 million refugees fled Syria between ) 51% of the world s refugees bout_refugees Syria, Afghanistan and South Sudan Turkey million people Approximately 11 million people. The majority are internally displaced Colombia million people 84% Check the answers and if there is time discuss the following questions. What are the three most important facts you have learnt? Have any of the answers surprised you? Can you make any conclusions about the refugee crisis from the answers to the questions?
8 Whole School Classroom Activity 3 People forced to flee; what are the issues? This plan is for the third of six bitesize activities to help develop knowledge and raise awareness of the People Forced to Flee Forum in your school. It should take 15 minutes. This activity analyses the current refugee crisis in Europe. However it should be remembered that the vast majority, 84%, of refugees flee to countries in the Global South. Only a small minority of the world s refugees arrive in Europe. Activity Number 3 Title Age Range You Need Time Objective People forced to flee; what are the issues? The text (page 7 in the Students Workbook and below) Highlighters or pencils in 3 colours 20 minutes Students differentiate between the causes, effects and solutions of the refugee crisis. Resources Required Different coloured pens/highlighters, text and photographs in the Students Workbook. Introduction Students read a brief text in the Student Workbook and copied below. It is adapted from Refugees and Migrants Crisis in Europe; Oxfam International Public Engagement Toolkit (Oxfam 2016). The activity asks the students to identify the causes, the effects and the solutions of the crisis. This activity could be used to analyse and draw conclusions from any piece of text. Description of the Activity First discuss the meanings of cause, effect and solution. Students then read the text and identify the causes, effects and solutions of the refugee crisis (either as a class or in small groups). Students use different colour pens/highlighters to underline/highlight causes, effects and solutions. Plenary Do the students agree about the causes, effects and solutions of the migration crisis suggested in the text?
9 Activity 3 - People forced to flee; what are the issues? Highlight the text in three colours to show the causes, effects and solutions of the refugee crisis. The world is seeing a mass global movement of people people fleeing conflict, disaster, the effects of climate change, poverty and inequality. These types of migration are not new, but in the last year unusually large numbers of people have risked their lives to reach safety in Europe. Over the past 15 years an estimated 30,000 people have lost their lives trying to cross the Mediterranean Sea. Europe alone in 2015 saw more than one million people arrive at its borders in order to escape the horrors of war, persecution and impossible living conditions in countries such as Syria, Eritrea, Afghanistan and Iraq. There are also many aspirational reasons why people move, for instance to expand their education or improve their opportunities. Everyone deserves to live in safety. But when people are on the move they are often at their most vulnerable. People hope for food, shelter and to be treated with dignity. But they often face discomfort, hostility, aggression and racism in the countries through which they pass, or eventually come to live. Governments should work together to make migration safe. People should not have to resort to extremely dangerous measures to continue their journeys. Wherever they come from, people on the move are entitled to have their human rights respected and to be treated with dignity. This applies to everybody on the move, no matter what the reason for their migration is. Charities have a role in providing people who have just arrived in Europe with assistance for their basic needs like water, hot meals and places to sleep. They can also help new arrivals to access health, social services and to integrate in their new communities.
10 Adapted from Oxfam (2016) Whole School Classroom Activity 4 Designing an issue tree This plan is for one of the six bitesize activities to help develop knowledge and raise awareness of the FYS Forums topic in the whole school. It should take 15 minutes Activity Number 4 Title You Need Age Range Time Designing an issue tree Large sheets of paper (A3 minimum size) Marker pens Equality tree template (page 10 in the Students Workbook and below) Note: students may either copy the Equality tree template themselves or be provided with large photocopied copies 20 minutes Objective Students collaborate to summarise their knowledge and analyse the causes, effects and solutions of the refugee crisis by designing an issue tree. Resources Required Large sheets of paper, marker pens. Students either draw their own issue trees or use a large copy of the template provided in the Students Workbook. Introduction An issue tree is a useful method for analysing an issue by identifying and summarising its causes, effects and solutions, and the connections between them. Students use what they learned in activity 3 to complete the task. Description of the Activity
11 Students work in groups to complete an issue tree by labelling the issue (people forced to flee) in the trunk of the tree, the causes of the issue in the roots of the tree, the effects of the issue in the branches of the tree and the solutions to the issue in the leaves or fruit of the tree. Plenary Can students suggest how the causes of the refugee crisis could be addressed or think of more solutions to the crisis? Activity 4 - Designing an issue tree This is the template in the Students Workbook Free clipart The Equality Tree template
12 The tree trunk The issue; people forced to flee The roots The causes of the issue The branches The effects of the issue The fruit The solutions of the issue Whole School Classroom Activity 5 A Human Rights Diamond 9 This plan is for one of the six bitesize activities to help develop knowledge and raise awareness of the FYS Forums topic in the whole school. It should take 15 minutes Activity Number 5 Title A Human Rights Diamond 9 You need Sets of Diamond 9 cards; cut up and placed in envelopes (page 12 in the Students Workbook) Age Range Time 20 minutes Objective For the students to agree the human rights of people forced to flee. Resources Required The Diamond 9 cards in the Students Workbook (see below). Before the session cut up the cards and place each set of cards in an envelope. Produce sufficient sets of the Diamond 9 cards for the students to work together in groups of three or four.
13 The People Forced to Flee Diamond 9 cards. Introduction Explain that rights are about our values, what we believe is the fairest way to behave towards others. This activity is about the rights of people forced to flee their homes because of violence and persecution. These are often the most vulnerable of all people. Discuss: What do students think are the fundamental, or basic, human rights that everybody on earth no matter where they are from or what they do should have? Description of the Activity A Diamond 9 Students work in groups. Each group s envelope contains a list of rights which many people believe that all people forced to flee should have. First check that all students understand the language on the cards. Next, in groups, agree which right is the most important and should be placed at the top of the diamond (1). Students then group the other rights in descending order of importance following the shape of a diamond. The cards list 9 rights with one additional blank card for students to draft their own right. If students decide to write their own right one of the other nine rights will have to be discarded. Students should carefully discuss where they place each card in their group s Diamond 9 and be prepared to change their minds as well as stick up for what they believe to be true.
14 To simplify discussion it is suggested that the plenary focuses on the three most important rights (1 and 2 in the Diamond 9) Plenary Discuss: Do people forced to flee enjoy the fundamental rights students identified? (Think back to the branches of the issue tree). What human rights did students prioritise to protect people forced to flee (the rights in the 1 and 2 position on their Diamond 9)? Whole School Classroom Activity 6 What Can I Do? This plan is for one of the six bitesize activities to help develop knowledge and raise awareness of the FYS Forums topic in the whole school. It should take fifteen minutes. Activity Number 6 Title What Can I Do? Paper Pens or pencils You Need The template of a gingerbread person (see page 14 of the Students Workbook and below) Age Range Time Objective 20 minutes To summarise students knowledge, values and the best action for them to take in response to the refugee crisis.
15 Resources Required Students should draw a gingerbread person There is a copy below and in the Student Workbook. Introduction This activity is a summary of what students have learned and experienced in the previous 5 weeks and a signpost to possible actions they could take to make a difference. Description of the Activity Heart, Head, Hands and Feet Activity Students work in small groups 3s or 4s. Students draw the outline of a gingerbread person (see the illustration in the Students Workbook and below). Students review and think about what they ve learnt during the previous 5 activities. Students then work together to label the: o HEAD Important things you ve learnt about people forced to flee (knowledge). o HEART What students feel about the issue (values and attitudes). Students focus on what they think is right and fair. Students should try to move beyond emotions eg: feeling sad and explore their values. o HANDS & FEET What students could do to make a difference (actions and skills). Students should try to be realistic and relevant. If there is time students could decorate their gingerbread person. Plenary Students feedback their ideas to the rest of the class. Remind the class about the Forum and that some students from your school will be attending. Students will shortly have the opportunity to take an action. What they ve learned during these activities should provide students with the basic information to support their participation and ensure that they take an informed action. Activity 6 - What Can I Do? The Heads, Hands and Feet template
16
Oxfam Education
Activity 6: Causes, effects and solutions Learning objectives To collaborate with others to summarise knowledge and analyse the causes, effects and solutions of the refugee crisis. Resources Activity Sheet:
More informationNO SUCH THING AS AN ILLEGAL ASYLUM SEEKER
CHANGING ATTITUDES WITH INFORMATION ASYLUM IN SCOTLAND NO SUCH THING AS AN ILLEGAL ASYLUM SEEKER THE FACTS ASYLUM SEEKERS ARE LOOKING FOR A PLACE OF SAFETY POOR COUNTRIES - NOT THE UK - LOOK AFTER MOST
More information5 Surprising Facts About The Refugee Crisis By Jason Beaubien 2017
Name: Class: 5 Surprising Facts About The Refugee Crisis By Jason Beaubien 2017 Refugees are people who have been forced to leave their countries in order to escape war, persecution, or natural disaster.
More informationThese lessons are supported by PowerPoint presentations that can be found on the relevant pages along with appropriate resources.
English and Media Scheme of Work Refugees and the Media These lessons are supported by PowerPoint presentations that can be found on the relevant pages along with appropriate resources. Exploring our shared
More informationWELCOME HOME! A RESOURCE KIT FOR UNIONS & LABOUR COUNCILS. Canada is now home to thousands of Syrian refugees.
WELCOME HOME! A RESOURCE KIT FOR UNIONS & LABOUR COUNCILS Canada is now home to thousands of Syrian refugees. They need help to get settled as they build new lives for themselves and their families. Unions
More informationRefugees & Asylum Seekers
Somerset Youth and Community Service Refugees & Asylum Seekers Aims: to increase understanding of the issues affecting people seeking asylum and how we can help them feel welcome in our community Learning
More informationMessengers of Peace. The Activity: Complete a Messengers ofpeace service project
Messengers of Peace The Activity: Complete a Messengers ofpeace service project Cub Scout Adventure Quest Turas: Help with the service project Taisteal: Take on a specific job for the service project Tagann:
More informationKWL chart, Write the Future Senior Cycle PowerPoint presentation, sheets of flip chart or poster paper, markers
SENIOR CYCLE LESSON PLAN 1 PUSH & PULL FACTORS Objectives To develop an understanding of the current refugee crisis and why people are leaving their countries (in particular Syria) To develop an understanding
More informationRefugee response Exploring the topic of refugees with young people
Refugee response Exploring the topic of refugees with young people scouts.org.uk/join Contents Introduction 3 Preparation 4 Understand the issue 5 Plan action 7 Take action 9 Appendix 1 10 Appendix 2 11
More informationAn interactive exhibition designed to expose the realities of the global refugee crisis
New York 2016 Elias Williams Doctors Without Borders Presents FORCED FROM HOME An interactive exhibition designed to expose the realities of the global refugee crisis Forced From Home is a free, traveling
More information8-12. A Multilingual Treasure Hunt. Subject: Preparation: Learning Outcomes: Total Time: Citizenship, PHSE, Languages, Geography,
A Multilingual Treasure Hunt P1 Image : UNHCR / E.On. A Multilingual Treasure Hunt Subject: Citizenship, PHSE, Languages, Geography, Learning Outcomes: For students to have experienced a situation where
More informationTELL IT LIKE IT IS THE TRUTH ABOUT ASYLUM
TELL IT LIKE IT IS THE TRUTH ABOUT ASYLUM SEPARATING THE FACTS FROM THE FICTION THE TRUTH ABOUT ASYLUM There is a huge amount of misinformation about asylum seekers and refugees. The truth is in short
More informationMakeshift French school teeming with migrants hoping for better way of life
Makeshift French school teeming with migrants hoping for better way of life By Associated Press, adapted by Newsela staff on 09.02.15 Word Count 782 Volunteer teacher Delphine Blain teaches French to migrants
More informationShare the Journey. Your guide to organising a walk around the world
More people than ever before are fleeing war, persecution, natural disaster and poverty. It s time for the world to step up... Share the Journey Your guide to organising a walk around the world Pope Francis
More informationREFUGEES ECHO FACTSHEET. Humanitarian situation. Key messages. Facts & Figures. Page 1 of 5
ECHO FACTSHEET REFUGEES Facts & Figures 45.2 million people are forcibly displaced. Worldwide: 15.4 million refugees, 28.8 million internally displaced, 937 000 seeking asylum. Largest sources of refugees:
More informationFORCED FROM HOME. Doctors Without Borders Presents AN INTERACTIVE EXHIBITION ABOUT THE REALITIES OF THE GLOBAL REFUGEE CRISIS
New York 2016 Elias Williams Doctors Without Borders Presents FORCED FROM HOME AN INTERACTIVE EXHIBITION ABOUT THE REALITIES OF THE GLOBAL REFUGEE CRISIS Forced From Home is a free, traveling exhibition
More informationWhat is displacement?
Humanitarian Masterclass: Study Guide 1 What is displacement? 1. What are some of the reasons, as discussed in this video, that people are forced to flee their homes? 2. Imagine you and your family are
More informationHOME SITUATION LEVEL 1 QUESTION 1 QUESTION 2 QUESTION 3
QUESTION 1 HOME SITUATION LEVEL 1 Throughout the world lots of people are fleeing their country. Give 3 reasons why people are on the run. LEVEL 1 QUESTION 2 QUESTION 3 A person who is leaving his/her
More informationACTION FOR REFUGEES IN LEWISHAM & ST MARGARET S CHURCH. A COMPASSIONATE COMMUNITY a talk at the Parish Eucharist 22 May 2016
INTRODUCTION ACTION FOR REFUGEES IN LEWISHAM & ST MARGARET S CHURCH A COMPASSIONATE COMMUNITY a talk at the Parish Eucharist 22 May 2016 Hello, my name is Renae Mann and I am here today to inspire you.
More informationTopic: National, regional, ethnic and religious cultures
Topic: National, regional, ethnic and religious cultures Lesson 1: We left because we had to Resources: 1. Resource 1 - Teacher s information sheet 2. Resource 2 News stories and images of refugees 3.
More informationTOOLKIT. RESPONDING to REFUGEES AND. DISPLACED PERSONS in EUROPE. FOR CHURCHES and INDIVIDUALS
TOOLKIT FOR CHURCHES and INDIVIDUALS RESPONDING to REFUGEES AND DISPLACED PERSONS in EUROPE YOUR COMPASSION for and interest in assisting refugee families and individuals fleeing war and persecution are
More informationInternational Peace Day 21st September Resource for Schools
International Peace Day 21st September Resource for Schools Curriculum links: Year 6 Civics and Citizenship The obligations citizens may consider they have beyond their own national borders as active and
More informationOur eyes, our future, our dreams...
#24 December 2, 201 Our eyes, our future, our dreams... Refugee Feedback Review OUR EYES, OUR FUTURE, OUR DREAMS... This week Internews presents an eight-page special issue of In The Loop featuring the
More informationIntroductory Workshop: Welcome to Refugee Week th May 2018, The Commonweal School Cristina Bennett Volunteer Schools of Sanctuary Lead
REFUGEE WEEK 2018 Celebrating 20 Years! Different Pasts, Shared Future Introductory Workshop: Welcome to Refugee Week 2018 10 th May 2018, The Commonweal School Cristina Bennett Volunteer Schools of Sanctuary
More informationEuropean Refugee Crisis Children on the Move
European Refugee Crisis Children on the Move Questions & Answers Why are so many people on the move? What is the situation of refugees? There have never been so many displaced people in the world as there
More informationBackground on the crisis and why the church must respond
Refugee Sunday: PASTOR TALKING POINTS AND PLANNING GUIDE Lebanon The global refugee crisis is the worst humanitarian disaster in the world today. Roughly 12 million Syrians have been forced from their
More informationOxfam Education STAND AS ONE: Families together how does the law affect you?
STAND AS ONE: Families together how does the law affect you? Age range: 11 + Time: 40-50 minutes Outline Oxfam s Stand As One campaign aims to improve UK refugees lives. The campaign focuses on changing
More informationREIMAGINE SYRIA: SHARING OUR STORIES Student Handouts
REIMAGINE SYRIA: SHARING OUR STORIES Student Handouts Global Nomads Group 2017 Reimagine Syria: Sharing Our Stories is made possible thanks to the generous support of our partners at The Bezos Family Foundation,
More informationA Human Tragedy 14 REFUGEE TRANSITIONS ISSUE MODERN CONFLICTS
MODERN CONFLICTS A Human Tragedy More than 2.5 million Syrians have fled their homes since the outbreak of the civil war in March 2011, taking refuge in neighbouring countries or within Syria itself. One
More informationAn overview of irregular migration trends in Europe
CONTEMPORARY REALITIES AND DYNAMICS OF MIGRATION IN ITALY Migration Policy Centre, Florence 13 April 2018 An overview of irregular migration trends in Europe Jon Simmons Deputy
More informationMigration in the 21st century and its effects on education
Migration in the 21st century and its effects on education By Human Rights Watch, adapted by Newsela staff on 06.01.17 Word Count 959 Level 1030L Refugee children from Syria at a clinic in Ramtha, Jordan,
More informationDesperation INTERNATIONAL at Sea JUNIOR SCHOLASTIC
INTERNATIONAL Desperation 8 JUNIOR SCHOLASTIC SEPTEMBER 7, 215 at Sea Tens of thousands of people from the Middle East and Africa are risking their lives to cross the Mediterranean Sea to get to Europe
More informationSyria. Child Refugees Lesson Plan KS3/4
Syria Child Refugees Lesson Plan KS3/4 An introduction to the topical issue of children who flee war and become refugees. The lesson plan and associated activities can be used as they are, but most of
More informationProposed Refugee Admissions for Fiscal Year 2018: Report to the Congress. Summary prepared by the Refugee Health Technical Assistance Center
Proposed Refugee Admissions for Fiscal Year 2018: Report to the Congress Summary prepared by the Refugee Health Technical Assistance Center The Proposed Refugee Admissions for Fiscal Year 2018: Report
More informationStudy Guide for the Simulation of the UN Security Council on Saturday, 10 and Saturday, 24 October 2015 to the Issue The Refugee Crisis
AKADEMISCHES FORUM FÜR AUSSENPOLITIK UNION ACADEMIQUE DES AFFAIRES ETRANGERES VIENNA MODEL UNITED NATIONS CLUB (VMC) ACADEMIC FORUM FOR FOREIGN AFFAIRS UNITED NATIONS YOUTH AND STUDENT ASSOCIATION OF AUSTRIA
More informationREFUGEE RESETTLEMENT LOCAL GOVERNMENT CONTEXT
REFUGEE RESETTLEMENT LOCAL GOVERNMENT CONTEXT LIVERPOOL S GROWTH Rapid and significant economic, demographic, infrastructural, and physical change, becoming one of the fastest growing regions in Sydney.
More informationOffice for the Coordination of Humanitarian Affairs EMERGENCY RELIEF COORDINATOR VALERIE AMOS
United Nations Nations Unies Office for the Coordination of Humanitarian Affairs EMERGENCY RELIEF COORDINATOR VALERIE AMOS Keynote Address: Canadian Humanitarian Conference, Ottawa 5 December 2014 As delivered
More informationProposed Refugee Admissions for Fiscal Year 2017: Report to the Congress. Summary prepared by the Refugee Health Technical Assistance Center
Proposed Refugee Admissions for Fiscal Year 2017: Report to the Congress Summary prepared by the Refugee Health Technical Assistance Center The Proposed Refugee Admissions for Fiscal Year 2017: Report
More informationVISION IAS
VISION IAS www.visionias.in (Major Issues for G.S. Advance Batch : 2015) GLOBAL REFUGEE CRISIS Table of Content 1 Introduction... 2 2 Worst Affected Regions... 2 3 Refugee Crisis: a shared responsibility...
More informationNATIONAL STRATEGIES AND POLICIES UK & NORTHERN IRELAND
NATIONAL STRATEGIES AND POLICIES UK & NORTHERN IRELAND SITUATION The latest estimate released is that total net migration to the UK in the year ending September 2016 was 273,000. EU 165,000 Non EU 164,000
More informationBriefing Paper 2 Working Group 2: Refugees and Internal Displacement
Briefing Paper 2 Working Group 2: Refugees and Internal Displacement By the end of 2014, 59.5 million people had been forcibly displaced as a result of violence, conflict, persecution and human rights
More informationCivil war makes a lost generation of Syrian schoolchildren
Civil war makes a lost generation of Syrian schoolchildren By Associated Press, adapted by Newsela staff on 03.25.14 Word Count 939 In this picture taken on March 12, 2014, a Syrian girl (foreground) carries
More informationEXECUTIVE SUMMARY. Harrowing Journeys: Children and youth on the move across the Mediterranean Sea, at risk of trafficking and exploitation
EXECUTIVE SUMMARY Harrowing Journeys: Children and youth on the move across the Mediterranean Sea, at risk of trafficking and exploitation 1 United Nations Children s Fund (UNICEF) International Organization
More informationStructural Xenophobic Discrimination Against Refugees
Structural Xenophobic Discrimination Against Refugees Prof. E. Tendayi Achiume University of California Los Angeles (UCLA) School of Law Research Associate, African Center for Migration and Society, University
More informationchapter 1 people and crisis
chapter 1 people and crisis Poverty, vulnerability and crisis are inseparably linked. Poor people (living on under US$3.20 a day) and extremely poor people (living on under US$1.90) are more vulnerable
More informationRISING GLOBAL MIGRANT POPULATION
RISING GLOBAL MIGRANT POPULATION 26 INTERNATIONAL MIGRANTS HAVE INCREASED BY ABOUT 60 MILLION IN THE LAST 13 YEARS and now total more than 230 million equivalent to the 5th most populous country in the
More informationRefugees and HIV. Rajeev Bais MD, MPH The Carolina Survivor Clinic Division of Infectious Diseases The University of South Carolina School of Medicine
Refugees and HIV Rajeev Bais MD, MPH The Carolina Survivor Clinic Division of Infectious Diseases The University of South Carolina School of Medicine Disclosure I have nothing to disclose Objectives Recognize
More informationPROTECTING STATELESS PERSONS FROM ARBITRARY DETENTION
PROTECTING STATELESS PERSONS FROM ARBITRARY DETENTION IN MALTA 2 SUMMARY REPORT - PROTECTING STATELESS PERSONS FROM ARBITRARY DETENTION IN MALTA SUMMARY OF FINDINGS The 1954 Statelessness Convention defines
More informationCounty tops in refugee resettlement
San Diego, Thursday, October 8, 2015 By Tatiana Sanchez 9:45 p.m. Oct. 7, 2015 http://www.sandiegouniontribune.com/ http://bit.ly/1nq5vcu County tops in refugee resettlement Refugees from the Congo, Sri
More informationNotes 2.6 Migration Basics
Name: Block: Date: Notes 2.6 Migration Basics Objective 2.7: SWBAT categorize and analyze four case studies of migration by completing a gallery walk. Word Wall: internal migration, international migration,
More informationAbout this presentation
About this presentation In this training pack you will find part of the general human rights education material created by Amnesty International UK. This presentation is a guide for Trainers to use when
More informationMigrant Workers A Global Dimension
Migrant Workers A Global Dimension The Centre for Global Education has a collection of resources for Key Stages 1 4, available at www.centreforglobaleducation.com This resource has been funded by the Department
More informationRefugees
Refugees www.citizenshipteacher.co.uk 2011 15584 1 Objectives I will explain what a refugee is. I will explore viewpoints of different people about refugees. I will take part in a hot seating task to identify
More informationUNHCR BACKGROUND GUIDE. Protection for Internally Displaced Persons. HillMUN 2015 April 25, 2015 New York, NY
UNHCR BACKGROUND GUIDE Protection for Internally Displaced Persons Director: Assistant Director: Keli Almonte Daniela Barrera HillMUN 2015 April 25, 2015 New York, NY INTRODUCTION The United Nations High
More informationREFUGEES. BEFORE YOU BEGIN Print/Copy: Guided Notes Supplies: Note Cards INTRO (1 MINUTE)
J U M E D I A L A B REFUGEES BEFORE YOU BEGIN Print/Copy: Guided Notes Supplies: Note Cards GOALS Understand the origins of the Palestinian refugee problem. Appreciate the complexity of the Palestinian
More informationA refugee is as a person who has fled due to a wellfounded fear of persecution for reasons of race religion nationality membership of a particular
November 2018 A refugee is as a person who has fled due to a wellfounded fear of persecution for reasons of race religion nationality membership of a particular social group or political opinion Article
More informationA humanist discussion of immigration and asylum
A humanist discussion of immigration and asylum Humanists seek to live good lives without religious or superstitious beliefs. They use reason, experience and respect for others when thinking about moral
More informationEUROPE REFUGEES & MIGRANTS EMERGENCY RESPONSE NATIONALITY OF ARRIVALS TO GREECE, ITALY AND SPAIN
EUROPE REFUGEES & MIGRANTS EMERGENCY RESPONSE NATIONALITY OF ARRIVALS TO GREECE, ITALY AND SPAIN January December 2015 Charts are based on available government data for the time period from January to
More informationIntroduction. Human Rights Commission. The Question of Internally Displaced People. Student Officer: Ms. Maria Karesoja
Forum: Issue: Human Rights Commission The Question of Internally Displaced People Student Officer: Ms. Maria Karesoja Position: President of the HRC Introduction Internally displaced persons (IDPs) are
More informationWorld Food Day Change the future of migration. Invest in food security and rural development. Activity Book.
World Food Day 2017 Change the future of migration. Invest in food security and rural development. Activity Book www.fao.org/wfd2017-contest 1 The designations employed and the presentation of material
More informationComplex emergencies. Conflict causes complex humanitarian emergencies. Complex emergencies
Complex emergencies Conflict causes complex humanitarian emergencies Uganda: Mary (wearing blue), a refugee from South Sudan, fosters four other refugee children, as well as caring for her own four children.
More informationModel United Nations College of Charleston November 3-4, Humanitarian Committee: Refugee crisis General Assembly of the United Nations
Model United Nations College of Charleston November 3-4, 2017 Humanitarian Committee: Refugee crisis General Assembly of the United Nations Draft Resolution for Committee Consideration and Recommendation
More informationUNHCR s winterization strategy focuses on three broad areas of intervention:
REGIONAL WINTERIZATION PROGRESS REPORT Syria and Iraq situations (Syria, Turkey, Lebanon, Jordan, Iraq, and Egypt) As of 31 January 2018 UNHCR developed a regional winterization plan for 2017-2018 based
More informationAn Introduction to Syria
An Introduction to Syria Copyright 2018 International Organization for Migration (IOM). All rights reserved. No part of this presentation may be reproduced, stored in a retrieval system, or transmitted
More informationRefugee Resettlement in Virginia: A Spotlight on Resources and Services in Virginia
Darden College of Education, Old Dominion University Norfolk, VA 23529 Telephone: 757-683-3284 VECPC@odu.edu https://www.odu.edu/education/research/vecpc Refugee Resettlement in Virginia: A Spotlight on
More informationMIGRANT AND REFUGEE CRISIS IN EUROPE: CHALLENGES, EXPERIENCES AND LESSONS LEARNT IN THE BALKANS
MIGRANT AND REFUGEE CRISIS IN EUROPE: CHALLENGES, EXPERIENCES AND LESSONS LEARNT IN THE BALKANS Dr. Sc. Rade Rajkovchevski, Assistant Professor at Faculty of Security Skopje (Macedonia) 1 Europe s top
More informationLesson Plan Model 1. Grade Level: 4 th. Central Focus. Content Standard
Lesson Title/#: Immigration Lesson Plan Model 1 Grade Level: 4 th Central Focus What is the central focus for the content in the learning segment? Content Standard What standard(s) are most relevant to
More information10:14. #HowWillTheyHear 10 MINUTES 14 DAYS
10:14 10 MINUTES 14 DAYS #HowWillTheyHear How, then, can they call on the one they have not believed in? And how can they believe in the one of whom they have not heard? And how can they hear without someone
More informationWhere the World's Refugees Are By Malaka Gharib 2017
Name: Class: Where the World's Refugees Are By Malaka Gharib 2017 More people than ever are being displaced from their native countries because of violent conflicts taking place within them. These displaced
More informationKnowledge Organiser. World Studies. Geography Year 9 Conflict
Knowledge Organiser World Studies Geography Year 9 Conflict Enquiry Question: Geography Conflict Big questions that will help you answer this enquiry question: 1. What is conflict? 2. Why is conflict occurring
More informationLanguage for Resilience
Language for Resilience The role of language in enhancing the resilience of Syrian refugees and host communities Summary report www.britishcouncil.org/language-for-resilience Language for Resilience 01
More informationRefugee Suicide Prevention Training Toolkit: Adapting QPR Training to Incorporate Refugee Experiences. Ask A Question. Save A Life.
: Adapting QPR Training to Incorporate Refugee Experiences Ask A Question. Save A Life. April 2012 The Refugee Health Technical Assistance Center is funded by the Office of Refugee Resettlement, Administration
More informationTopic: Human rights and responsibilities
Topic: Human rights and responsibilities Lesson: Introduction to the Universal Declaration of Human Rights (UDHR) Resources: 1. Resource 1 UDHR information sheet 2. Resource 2 Examples of rights not upheld
More informationOxfam Education In the shoes of a Refugee: how does the law affect you? Outline
In the shoes of a Refugee: how does the law affect you? Age range: 11 + Outline Time: 50-60 minutes Oxfam s Stand as One campaign aims to change UK refugees lives for the better. In 2017 the campaign focuses
More informationREFUGEE FREQUENTLY ASKED QUESTIONS
REFUGEE FREQUENTLY ASKED QUESTIONS 1. What are the main reasons that people become refugees, and what other reasons drive people from their homes and across borders? There are many reasons a person may
More informationTogether in the European Union
Together in the European Union Together in the European Union 2 What is in this book Inside this book you will read about: Who wrote this book Page 4 What this book is about Page 5 How countries can help
More informationRebekkah s Journey A World War II Refugee Story
Rebekkah s Journey A World War II Refugee Story Author: Ann E. Burg Illustrator: Joel Iskowitz Guide written by Cheryl Grinn Portions may be reproduced for use in the classroom with this express written
More informationMaking Sense Of The Worst Refugee Crisis Since World War II
Making Sense Of The Worst Refugee Crisis Since World War II Leaving one's home country is never an easy decision. But it is especially hard when the journey is fraught with danger and uncertainty and there
More informationGoing to court. A booklet for children and young people who are going to be witnesses at Crown, magistrates or youth court
Going to court A booklet for children and young people who are going to be witnesses at Crown, magistrates or youth court 5051688011814 This booklet tells you: 1 2 3 4 What a witness does Who will be
More informationRefugee migration 2: Data analysis
Core units: Exemplar Year 10 Illustration 3: Refugee migration Refugee migration 2: Data analysis The global picture At the end of 2010, there were 43.7 million people forcibly displaced by persecution
More informationHumanitarian Protection Policy July 2014
Humanitarian Protection Policy July 2014 Contents Part I: Introduction and Background Protection as a Central Pillar of Humanitarian Response Protection Commitment in Trócaire s Humanitarian Programme
More informationWelsh Action for Refugees: briefing for Assembly Members. The Welsh Refugee Coalition. Wales: Nation of Sanctuary. The Refugee Crisis
Welsh Action for Refugees: briefing for Assembly Members The Welsh Refugee Coalition We are a coalition of organisations working in Wales with asylum seekers and refugees at all stages of their journey,
More informationFirst World War volunteers
First World War volunteers impact and consequences of conflict and how support can be shown for those affected. The module is in three parts: Module three: Humanity in action In this module, learners will
More informationNavigating Resettlement Matched Mentoring and Creative Media Design for refugee and migrant youth Greater Western Sydney
Navigating Resettlement Matched Mentoring and Creative Media Design for refugee and migrant youth Greater Western Sydney Cultural Shift Conference 10 August 2017 Main Office: Blacktown125 Main
More informationThe Global Compact on Migration at the 10 th GFMD Summit Meeting
The Global Compact on Migration at the 10 th GFMD Summit Meeting 28-30 June 2017, Berlin The Global Forum on Migration and Development s (GFMD) 10 th Summit Meeting held in Berlin in June 2017, was devoted
More informationACTIVITY BOOK. Change the future of migration
ACTIVITY BOOK Change the future of migration The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of
More informationBackground Briefing. Asylum destitution. Glasgow City Council Meeting 28 June Councilor Susan Aitken:
27 June 2012 Background Briefing Asylum destitution Glasgow City Council Meeting 28 June 2012 Councilor Susan Aitken: Council condemns the United Kingdom Border Agency policy of destitution and the eviction
More informationHUMAN RIGHTS EDUCATION ACTION TOOLKIT FOR TEACHERS AND SCHOOLS
Index: POL 32/8668/2018 HUMAN RIGHTS EDUCATION ACTION TOOLKIT FOR TEACHERS AND SCHOOLS USA: MESSAGE OF SOLIDARITY CHILDREN SEPARATED FROM THEIR FAMILIES AND DETAINED BY THE TRUMP ADMINISTRATION June 2018
More informationREFUGEE FACTS, FIGURES AND STORIES
REFUGEE FACTS, FIGURES AND STORIES Prayer and knowledge allow us to explore our Baptismal call to strive for justice and peace among all people, and respect the dignity of every human being" This booklet
More informationSocial resilience among refugee and asylum seekers to prevent homelessness:
Social resilience among refugee and asylum seekers to prevent homelessness: A reflective overview on the Tirisano Centre Vulnerable People and Social Integration Project Kulubrehan A. Teweldemedhin Leon
More informationA BRIEF presentation
A BRIEF presentation WHO WE ARE The Danish Refugee Council (DRC), founded in 1956, is Denmark s largest and one of the world s largest independent NGOs advocating for and securing sustainable solutions
More informationUNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education *5696058568* DEVELOPMENT STUDIES 0453/02 Paper 2 October/November 2012 2 hours Candidates answer
More informationWhat Constitutes a Constitution?
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 8-2011 What Constitutes a Constitution? Becky Orsini Trinity University Nick Thomason Trinity
More informationAs the number of conflicts around the world increases, so does their effect on communities. Alternative solutions must be advanced to promote peace.
1/10 CREATIVELY WORKING FOR PEACE // Women play a key role in conflict prevention and resolution, as well as in building and sustaining an inclusive, lasting and fair peace. However, in recent decades,
More informationSecondary School Teaching Ideas and Resources
Secondary School Teaching Ideas and Resources Love the Lord your God with all your heart and with all your strength and with all 40 Days of Prayer for Cambodia Student Activities Links to Christian Studies,
More informationINTRODUCTION TO THE GUIDING PRINCIPLES ON INTERNAL DISPLACEMENT. By Roberta Cohen Co-Director, Brookings-CUNY Project on Internal Displacement
INTRODUCTION TO THE GUIDING PRINCIPLES ON INTERNAL DISPLACEMENT By Roberta Cohen Co-Director, Brookings-CUNY Project on Internal Displacement Jakarta, Indonesia, June 26, 2001 It is a great pleasure for
More informationRefugee Ministry 101
Refugee Ministry 101 How Diomass Congregations Can Respond to the Current and On-going Refugee Crisis in the World The Right Rev. Gayle Harris Laura Walta, Director of Global Mission at Diomass The Rev.
More informationFAILING EUROPE? THE PRESENT REALITY.
FAILING EUROPE? THE PRESENT REALITY. prof. eng. Milan SOPÓCI, PhD* prof. eng. Martin PETRUF, PhD* *Academy of Business in Dabrowa Górnicza The article is concerned with the performance of the European
More informationGrade 8: Module 1: Unit 2: Lesson 9 Close Reading:
Grade 8: Module 1: Unit 2: Lesson 9 Close Reading: Paragraph 1 of Refugee and Immigrant Children: A Comparison (from Refugee Children in Canada: Searching for Identity ) This work is licensed under a Creative
More informationUNDERSTANDING THE SYRIAN CRISIS THROUGH VIRTUAL REALITY
UNDERSTANDING THE SYRIAN CRISIS THROUGH VIRTUAL REALITY A Global Nomads Group Curriculum Virtual Reality Lab gng.org Program Outcomes and Structure Student Learning Outcomes This program is designed to
More information