TEACHING PACK - RESOURCES FOR REFUGEE WEEK 2014

Transcription

1 TEACHING PACK - RESOURCES FOR REFUGEE WEEK 2014 Exeter Schools poster competition

2 This pack of materials has been produced to assist in the teaching of Refugee issues in Exeter schools. We have tried to supply easy to use materials that have been previously tried and tested in Devon Schools. Some of these materials were used as part of DCC s initiative on teaching about refugees in 2006 however these have been updated as required. Lesson 1 and lesson 2 are suitable for upper Year 5 and 6 children. With adaptation they could be used for younger children in Year 3 and 4. Lesson 2 and Lesson 3 could be used by KS3 pupils. Lesson 3 is more suitable for KS4 pupils. There are many other resources available which are listed at the end of the pack. The Poster Competition We hope this pack will help to inspire young people and their schools to be involved in Refugee Week 2014 by taking part in the Refugee Support Devon s poster competition. Posters should have one of the following themes; All Different, All Equal We came because we had to Escaping persecution Refugees welcome here Passage to a new life A place to call home Asylum is a human right Entries into the competition need to be in by Monday 2 nd June. Please send entries to; Lizi Allnatt, Refugee Week Schools Poster Competition, Refugee Support Devon Exeter Community Centre St Davids Hill Exeter EX4 3RG OR we can collect your posters if you contact us. Please write the name(s), year group, tutor group and name of school clearly on the back of each entry. Please send no more than 10 entries per school. A full list of the competition rules is in the accompanying letter. For more information contact Lizi Allnatt on or liziallnatt@gmail.com We would like to acknowledge generous financial assistance from the Exeter Board Community Grant a joint committee of Exeter City and Devon County Council, and also from Devon National Union of Teachers. 2

3 LESSON 1 JACOB S STORY LESSON OBJECTIVES Knowledge To understand the trying conditions in which refugee children live and endure Skills To practise extracting factual information from written material To apply imaginative thinking to the situations of refugee children Values To encourage empathy by having the students imagine themselves in Jacob's situation Background Jacob is a Sudanese refugee child who fled Sudan without his family. After joining up with other Sudanese boys who were also without parents, he walked from southern Sudan, across thousands of miles of barren land, to the safety of a refugee camp in north-west Kenya. Preparation Have ready a class set of Jacob's Story. Have a large map of the world installed where all the children can see it. Introduction Begin the lesson with some questions to stir the children's imagination and to sensitise them to the situation that Jacob is in. Some "set the scene" questions could include the following: "What's the longest distance you have ever, ever walked?" "Were you wearing shoes when you walked so far?" "If you had to walk, let's say, a thousand kilometres, where could you have walked to? If you walked two thousand kilometres, where might you be?" "Do you think you could walk to this place, having to carry everything that you would need for the trip all by yourself? You may have made the journey with some other children, but without either your parents or the parents of the other children. Would you like to do it? Why, or why not?" Show children the photo of the Sudanese refugee children and let them give their first impressions of the photo before reading through the account of Jacob s Story together. Show them the route on the world map. Encourage the children to imagine themselves making the long trek from Sudan to Ethiopia. To help the children comprehend the distance walked by Jacob and his companions, give the children a destination, with which they are familiar, which is a similar distance from their home town or country, eg Spain. NB the photo on Page 5 is in black and white there is a colour version at the end of the booklet Main Episodes The teacher reads aloud Jacob's story. Students answer the comprehension questions on Jacob's Story, either orally or on paper. Closing Episode Discuss pupil responses to the comprehension questions. What do the pupils think would be Jacob s one wish? Agree on a definition of a refugee. State to class that Jacob is not alone there are millions of refugees around the world, many of them children, who have been forced to flee their homes due to war, natural disasters or because they fear for their life. 3

4 Jacob's Story from Refugee Children (Geneva, UNHCR, 1993) For a long time, Jacob dreamed of living in a place where there was no fighting. One day he decided to run away from his village in southern Sudan. "In my hometown in southern Sudan, there was fighting everywhere. Many people were killed. There was no school and I was just looking after the animals and playing all the time. For a long time, I dreamed of running away to a place where there was no war, where I could go to school again, where there was food, and where the bombs could not hurt my father's goats. Time to go I knew that this place did not only exist in my dreams because I had heard people in town talking about it and planning to go there. Lots of people were going there. I asked my father, "Can't we go there now?" But he said it was too dangerous. People were dying on the road of hunger and thirst. A woman was living alone next door with her two children because her husband had been killed in the fighting. It was when she left that I decided it was time to go. So I just left without telling anyone. Not even my father. There were so many people walking on the road. I had nothing. No clothes. No food. The first day I didn't eat. I just ran. And the first night I remembered the wild animals I had seen along the road. And I was afraid, so I climbed up a tree to sleep. But I couldn't sleep. I thought something would come and pull me down, or that I would fall. A long and hazardous journey The next day I found the woman who lived next door to us in my hometown. She asked me why I had left without anyone to care for me. I told her it was because everyone was always running from the bombs. Even our goats were bombed. No one had time to plant the crops. She said, "OK. You can come with us." So we walked for days. One day we came to a place that had mines. Someone was blown up and everyone started running and there was blood everywhere. We held hands tightly and ran together across the field. We reached a river. On the other side, we found more people. All of them were hungry. So we kept walking and people walked with us. In this way, our group got bigger every day. We walked through many empty villages, where people just like me had run away. We saw villages where there was nobody. Not even a cat. We had no food and people started eating leaves. The place of Jacob's dreams After ten days, people in our group began to die. One night, an old man sat in the road and said he couldn't walk any more. He died an hour later. We crossed another river and planes dropped bombs on us. I was very tired and thought we would never find the camp. But the woman told me, "We are close. After we have crossed the border into Ethiopia we won't have any more problems." Three hours later we reached the camp. There are many people here from Sudan who are just like me. This is the place I dreamed of. Now I go to school again. In the camp, there is food and medicine. And the sound of planes no longer frightens me because I know they are carrying food, not bombs. But when I hear the planes I remember my father and brothers in my village and I am sad. I think the day I ran away, they forgot I loved them. I would like to go home." Activities: Jacob's Story 1. Where did Jacob and the other boys come from? 2. Were there many boys or just a few who made the trek to safety in Ethiopia? 3. Write down the reasons why Jacob and the other children felt that they could no longer stay in their home town, even in their home country. 4. List all the possibly dangerous things that you can think of that could have happened to Jacob on his trek. 5. Jacob is a refugee child. What do you think makes him a refugee? 6. Imagine Jacob could be granted one wish, what do you think it would be? 4

5 Thousands of boys roamed between Sudan, Ethiopia and Kenya after fleeing from the fighting in southern Sudan. Gradually they met up and formed into large groups. Some stayed on the road for years, crossing thousands of miles of barren land. UNHCR 5

6 LESSON 2 REFUGEES FORCED TO FLEE Lesson Objectives; For students to empathise with the situation of refugees, For students to understand what motivates someone to become a refugee Starter What Would You Take? (20 mins) Ask pupils to imagine that when they went home tonight they discovered they were in great danger and had to leave home immediately. They have to leave their home in a hurry (in 10 minutes), they don t know when they ll next see their family, and only have time to take 10 items (apart from the clothes they are wearing) what would they take to help them survive and what would they take to remind them of home? Remind them they need to think carefully about what to take. Suggestions: passport, money, family photos, a weapon (but might get you in trouble),blankets, tent, water/food, Pupils can discuss this in pairs for a few minutes but should complete this task individually. Now tell the class that their bags are too heavy and they need to leave some items behind they can only take 5 items each. They should write which ones they are taking and say why. Explain this happens to refugees everyday all over the world Read refugees testimony. (sheet A) Activity Refugee Board Game (30 mins) What experiences do refugees go through on their journey to safety? This game looks at the sort of things they experience; Each player receives a story card and a handout of six personal belongings. Players each read out their story cards to the group. Players take turns to roll the die for their personal belongings. The number thrown indicates the number of personal belonging cards they can keep. (A six means the player can keep all six cards, and so on down.) Players take turns rolling the die and moving forward the number of spaces indicated. Players landing on Chance spaces must pick up a chance card, read it out to the group and follow the directions. (It is important that the cards are read out to the group, so all players realise why a certain player is held up etc) The game ends when all players reach freedom and safety. Discussion: Discuss issues raised in the game and how it might really feel, if it wasn t a game, to have to leave all your friends and relatives, home and country. Closing Plenary (10mins) Discuss the difficulties that many refugees face in simply trying to seek a life without persecution and torture. Point out that in the game we all made it to safety and freedom but that in real life many people, including children, are killed in their own countries or die trying to escape. Discuss the difference between refugees and other immigrants, ie refugees are fleeing war/persecution whereas most immigrants are moving for economic reasons. (Asylum Seekers are people who have made a claim for refugee status that has yet to be decided) Resources needed 6 Starter; o Testimony of refugees (A) Activity Two; o Board - photocopy onto A3 paper one board per group of 4/5 (B) o Dice o Marker for each player o Chance cards one set per group of 4/5 (C) o Handouts of personal belonging cards one per player (D)

7 o Story cards - one per player (E) Sheet A Refugees testimony Both these accounts are taken from New Internationalist Issue 283 Both these accounts are of refugees who fled fighting in Sudan in the 1990s. Cecilia When the shelling started, I was not at home. I was studying at the College of Adult Education and Training in Juba. I had to run in just the clothes I stood up in, not knowing where the rest of my family were or what had happened to them. On the way I saw many horrible things five small children, burnt black. Horrible. I ran through the bush. I stayed for three days without food. Like many other people, I carried my certificates and important documents with me wherever I went. I taped them to my body just in case. So when I came here I was able to show my qualifications and to get a job as a Community Support Officer for Health here in the camp. But life is hard...i can t contact my family because I know that people who receive letters from abroad can be accused of having rebel connections. I would like to go to America to get training so that if peace comes I can go and assist my people. Theodor The worst thing for me has been leaving my books behind. Wherever I went, I took some books with me. I wanted to increase my knowledge. But because I was having to move so much I often had to leave my precious books; just dump them under a tree. This was very hard for me. I have been completely changed by my exile. I have to do something. I cannot keep quiet something has changed inside me. If I can get the opportunity I will do some studies to improve my language so that I can try to express my ideas. Maybe then I will be able to do something very good for all people, particularly for the people of south Sudan. I have come to understand that refugee life means determination. It is not an easy thing. If you are not determined, you may find yourself deciding that it is better to go back and stay in Government-held territories even if you are subject to so many atrocities. For me, I would rather suffer in exile than stay in my country being oppressed. I will only go back to Sudan when there is true peace; when the Government in Khartoum signs a peace with the people of the South. Until then I will have to remain a refugee. 7

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9 Sheet C Chance cards: copy and cut out Your passport and documents are stolen from you. Go back 3 spaces. If you do not have any water, you drink from puddles on the ground. This makes you sick. Miss a turn. If you have money a truck will give you a lift to a nearby refugee camp. Move ahead 4 spaces. You arrive at a refugee processing centre. Move ahead 6 spaces if you have your passport and documents. You meet up with some friends. This makes you much happier. Move ahead 2 spaces. You get some very sad news about relatives back at home. Go back one space. You have to run quickly from the sound of guns. You must leave your water behind because it is too heavy. You spend two days trying to contact your relatives and friends to let them know you are still alive. Miss a turn. If you have your photos, they help to cheer you up. Move ahead one space. If you have no food, you become sick and weak. Miss a turn. You hear from relatives and learn that your home and all your possessions have been burned. Go back 3 spaces. At a refugee camp the water is very dirty and makes you sick. Miss a turn. Guards at the border beat you up and steal any possessions you are carrying. Lose all cards. Go back 6 spaces. In the refugee camp there aren t enough toilets. You become sick from the sewage pollution. Go back 2 spaces. The rest of your family are given visas to travel, but you have a disease so you cannot go. Miss a turn. The nights are very cold. If you have extra clothes Move ahead 2 spaces. A family member goes missing. You spend days trying to find them but they never turn up. Miss a turn. The United Nations High Commission for Refugees has provides health care and emergency food. Move ahead 3 places. 9

10 Sheet D PERSONAL BELONGINGS CARDS (PHOTOCOPY AS NEEDED; ONE SET PER PLAYER) Photos of home Extra clothes Passport and important documents Money Food Water Sheet E STORY CARDS - COPY AND CUT OUT Your father works for a newspaper. He wrote an article which described some problems with the government. Since he did this there have been threatening phone calls to your house every day.on the way home from school your older brother was beaten up. When the family reported this to the police things got worse. Another man who also worked for the same paper has disappeared. Some say he is dead. Now your family is afraid to leave the house. There has been war in your country for many years but until recently it wasn t near you. One night soldiers came into your village with guns and forced everybody to leave. When one member of your family tried to stop the soldiers from coming into your house he was shot and killed. You have a different religion from all the people in the villages nearby so they will not let you stay with them because this might bring trouble to their village. There has been a revolution in your country. Many people have been killed. Two of your brothers were accused of fighting against the new government and its army, and were executed. The accusations were not true. Now you fear for your own life. For six months you have spent every night in a different house so as not to be found. You are a 15 year old boy. In your country all the young teenage boys are taken by the army and forced to fight and kill people from your own country who do not agree with the government. Up until now every time the army have come around you have been hidden in the house.if you stay you will be forced to join the army. Many young men are killed every day in the army. If you refuse to join the army you and your family will be tortured and maybe killed. 10

11 Lesson 3 MYTHS AND STEREOTYPES Lesson Objectives For students to consider the nature of stereotyping For students to understand that refugees and asylum seekers are often unfairly stereotyped by the press Starter What do you know about refugees quiz (15 mins) Ask pupils to complete the quiz sheet in pairs or in groups allow them 10 minutes. They should discuss and agree their answers. If they finish quickly you could state how many out of 10 they have got right (it s usually only 2 or 3!) they find this a challenge Go through the answers, using the answers to provoke discussion. This is a useful starting point for challenging some of the myths about refugees. Activity Two Exploring stereotypes (10 mins) Give students the information sheet Two newspaper articles and ask them to guess who they think each article is about and why. Read through each article. The first quote was made by an angry Spaniard about the 300,000 Britons living in the Costa del Sol. The second quote was published by an Australian newspaper the missing word is Poms. Discuss; are there any elements of truth in these articles? What is fair/unfair about what is said? How are British people stereotyped? What are the dangers of stereotypes? Activity Three Young people, refugees and stereotypes (20 mins) Divide the class into groups and hand them the sheet what do the papers say about young people. Give them a few minutes to read the sheet and discuss do these stories make all young people look bad? if your only information about young people was from these stories how would you feel about them whether this is a true reflection of all young people? Are the stories biased? Now ask them to look at the headlines about refugees. Ask them to imagine that they are a refugee and had to leave their country because their life was in danger. How does it make them feel? Do the headlines tell the whole story? Explain that recently refugees seem to have become a popular scapegoat, particularly with the press. Closing Plenary (10mins) Depending on the level of the class the links between stereotyping, prejudice and discrimination can be discussed. Also the role of active citizens, ie the importance of not being a bystander and of challenging these myths when they are repeated. How can they be combated? Resources needed Activity One; o Quiz sheet and teachers notes (F) Activity Two; o Info sheet/ohp of Two newspaper articles (G) Activity Three; o Handout what do the papers say about young people (H) o Handout what do the papers say about refugees (I) o Teachers notes for what do the papers say about refugees (J) 11

12 What do you know about refugees? Write or circle the correct answers 1. In 2012, which two countries produced the highest number of refugees? 2. Which continent do most of the world s refugees go to? A. Asia B. North America C. Europe D. Africa 3. When an asylum seeker is living in Britain what benefits are they entitled to? A. They get more than British citizens B. They get the same as British citizens C. They get less than British citizens D. They get nothing 4. When refugees arrive in Britain they are not allowed to work. Is this; A. True B. False C. They are allowed to work in certain circumstances 5. The total number of asylum seekers who arrived in the UK in 2011 was what proportion of the UK s population: A % B. 0.14% C. 0.33% D. 1.4% E. 3.3% 6. What level of support does an asylum seeker who is a single person over 18 receive? A B C D Which is the odd one out? A. Andrex toilet tissue B. Marks and Spencers shops C. Haagen Daaz ice cream D. Albert Einstein s theory of relativity 8. As a proportion of it s population, where is the UK ranked in terms of the number of refugees it has compared to other countries in Europe A. it has more refugees than all of them B. It has more refugees than most of them C. It has about the same number D. It has less refugees than most of them E. It has les refugees than all of them 9. Which of these stories/quotes is made up? A. The Dover Express called asylum seekers human sewage. B. The Daily Sport said kick out foreign scum. C. The way stateless Jews from Germany are pouring in is becoming an outrage (Daily Mail 1938) D. Why do we let in this army of spongers? So many asylum seekers are pouring into this country to milk the system (Daily Mail 1998) E. The Daily Express said a lot of refugees are fleeing from terror and persecution; we should give them a safe haven. 10. What does the word refugee mean? 12 Sheet F

13 What do you know about refugees? Quiz Answers teachers notes 1. Afghanistan and Somalia - most of the countries that refugees come to the UK from are those that are suffering from war or repression; you may have heard about these on the news. More recently there are more from Syria due to the war there. Other countries which are high on the list include China, Zimbabwe, Iran and Turkey. 2. Asia has the most refugees (38% of total). The other areas with the most refugees are Africa (32%) and the Middle East. Most people don t realise that 8 out of 10 refugees flee from one poor country to go to another, for example 1.6 million Afghan refugees still live in Pakistan. 3. C. They get less. 4. A. True They are not allowed to work. 5. A % - there were 19,865 applications in A in comparison normal income support is for those aged and for those aged over C. Haagen Daaz ice cream. All the others were created or invented by people who were once refugees and named after these people. Haagen Daaz is a made up name. 8. D. 7 th Most other western European have more refugees per head of the population. Germany, Sweden, France, the Netherlands and Austria all have more. Italy and Belguim have less. The UK does attract some refugees due to language and the long term presence of other people from the same ethnic background. 9. E is the correct answer but focus on answer C do pupils think that Jews fleeing Hitler s Germany should have been allowed into the UK? 10. The UN defines a refugee as someone who has had to leave his or her country due to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a social group or political opinion. An example is that under the Taliban government in Afghanistan teachers were not allowed to teach girls and women to do so risked imprisonment and worse. Sheet F - ANSWERS 13

14 Sheet G Two Newspaper articles In pairs read each extract from these two different newspaper articles. Discuss and agree: The year it might have been written The groups of people you think it has been written about. The problem is that these people are rubbish in their own country and they come over here; they bring nothing except problems; they have no interest in learning about us or our ways; they just live among their own. SCRUFFY LAZY What do you think of them? Go to the airport any day and look at them arriving on the flights. They pour out of the planes. They don t exactly bring a load of money into our economy half of them are penniless old people coming to visit their sons or daughters here, or wives and children coming to join their husbands who ve working here for years. STINK AND MESS Have you got near them? They really must stink! According to the statistics they only take a bath once a fortnight. Their economy is in a mess. They can t make money, they have no jobs at home, so they come over here to mess up our economy and to take our jobs. And why is there so much unemployment in their own country? Because they re a lazy lot, who don t want to work. Well, let them be warned they won t be allowed to live on social security here. BORING AND APATHETIC Their women are cold and boring; their men are rude and pathetic. And when it comes to a war, what will they do? We can t rely on them. Look at their history they ve never won a war without the help of other countries armies. Well readers, what do YOU think of these who keep coming here? Should we let them into at all? 14

15 Sheet H What do the newspapers say about young people? New law to help oust violent pupils Daily Mail Age of the young crook Daily Mail VANDALISM AND ROWDY KIDS PROBLEM Put unruly teenagers in the stocks Daily Telegraph Drunken teens blight the area Isle of Man Today online Sheffield Star neighbours are driven to misery by teenagers who create mayhem late at night Teen gang banned from McDonalds Daily Mail Birmingham Post

16 Sheet I What do the newspapers say about refugees? Asylum Seekers ate our Donkeys Daily Star Our town s too nice for refugees they will try to escape, rapists and thieves will terrorise us Daily Express Bogus refugees treated better than UK citizens Britain is top asylum haven Daily Mail Bombers are all sponging asylum seekers Daily Express we resent the scroungers, beggars and crooks who are prepared to cross every country in Europe to reach our generous benefits system Swan Baked Asylum seekers are stealing and eating swans The Sun The Sun

17 Sheet J What do the newspapers say about refugees?- TEACHERS NOTES Asylum Seekers ate our Donkeys Daily Star Swan Baked The Sun These 3 headlines were simply not true. The stories about swans and donkeys being eaten by refugees were made up but were front page news. The article about the 7 July bombers was inaccurate - the identity of the bombers was unknown when the story was written and neither of the men mentioned in the story was an asylum-seeker anyway. Bombers are all sponging asylum seekers Daily Express we resent the scroungers, beggars and crooks who are prepared to cross every country in Europe to reach our generous benefits system The Sun Asylum seekers are only entitled to benefits of less than 70% of normal income support Asylum seekers are not allowed to work for 6 months after making an asylum application; this means they have to rely on support even if they have skills and are keen to work Britain is top asylum haven Daily Mail Two thirds of the worlds refugees are in Africa or Asia The UK hosts less than 1.8% of the world s refugees The UK ranks 7 th in Europe 17

18 Other resources interactive timeline created for Refugee Week - go to info centre and then educational resources for lots of other ideas and links to useful websites. some excellent photo based teaching ideas from the Red Cross Week-2012 assembly and lesson plan for Refugee Week 2012 suitable for upper KS2 and KS3 assembly for KS2 Seeking Refuge Five animated stories of young people who have sought refuge in the UK, told by the children themselves also teaching resources in the related links 8 activities for primary classes to explore asylum To be a refugee UNHCR video introduces the concepts of refugees and aimed at Primary UNHCR video one million Syrian refugees from online game from UNHCR that allows players to experience the different barriers that a refugee must pass through suitable for secondary 18

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