502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools Refugees, Flight and Migration (HVD Berlin) Contents: three units of three or four lessons each with the topic of refugees, flight and migration for pupils of different age groups General goals: To deliver age appropriate information on the topic of flight (extent of flight, receiving countries, reasons for and dangers during flight) To put oneself in the position of refugees (empathy) To deliberate on the question: What has flight got to do with me? To raise awareness for the situation of refugees Target groups: Part 1: Karlinchen (three lessons; age: 5-7) Part 2: How does it feel to be a refugee? (three lessons; age: 8-10) Part 3: Flight; Refugee Chair; The Unequal Distribution of Wealth and Poverty; Situation for Refugees in a German Home for Asylum Seekers (four lessons; age 11-13) Part 3: Flight; Refugee Chair; The Unequal Distribution of Wealth and Poverty; Situation for Refugees in a German Home for Asylum Seekers Lesson 1: Name: Flight by Monika Eckhardt (HVD Berlin) Age group: 11-13 (class 5 and 6) Goals: This is an introduction to the topic flight. To see what the pupils know about this topic, ask if some pupils in the class who have flight/migration experience might want to share their stories. Pupils will approach the topic flight through the inclusion of pupils individual experiences in order to sensitize them towards the reasons of flight and to strengthen their ability to empathize Target group: Pupils 11-13 This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools Time frame: 1 lesson, 45 minutes Room: Classroom Material: The film What is it Like to be a Refugee 1, equipment to show DVD in the classroom, sheets of paper, pencils Procedure: 1. Welcoming: the group sits in a circle. The teacher asks the pupils to greet each other in other languages. One pupil can say hello in the language of his or her choice. The pupil gets up, walks to another pupil and greets this pupil with a gesture of his or her choice in this language. Now this pupil gets up and greets another pupil. This continues until all the pupils have been greeted. 2. The teacher writes the word flight in the middle of the blackboard and asks the children if they know the meaning of the word and if they know other words that mean the same or are similar. Afterwards the teacher forms groups of 3-4 children. The children try to remember situations when they ran away. Then the teacher makes a table on the blackboard: What happened? Which feelings did you have? Why did you feel like that? All children come together to discuss the list. The children who want to may tell their story and the teacher writes keywords in the table. The teacher explains that there are some situations when some people have to leave their countries/homes because of fear and powerlessness. The pupils should collect possible reasons for flight: war, catastrophes or because they talk, think or look different than most people in their country. Then the pupils watch the film. Evaluation and feedback: There are several talking rounds. 1 This is a segment from the DVD Flüchtlinge Schützen (Protect Refugees). This is a film made for schools. from the UNHCR The films can be obtained from their website. In German: www.unhcr.de/schulmaterialien.html?phpsessid=9e8417930399764f88b5140238fc0258, In English: www.unrefugees.org/site/c.lfiqksowfqg/b.6330675/k.c4ea/videos.htm This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools Difficulties that may arise: As flight is a very sensitive situation, it is important for the teacher to make sure that the pupils do not make negative statements about other children in the class. Some pupils might have experiences of flight or had to run away (domestic violence e.g.). The discussions might take more time and depends on the group and their individual experiences. Lesson 2 Name: Refugee Chair Introduction: The pupils position themselves on chairs according to wealth, population and hosted refugees in the different continents. Goals: To get general information and a realistic view on distribution of refugees, poverty and wealth around the world. Against popular belief they will see that poor countries host many more refugees than the countries of the EU. The lesson should make pupils aware of injustice and sensitise them towards reasons for flight Target group: Pupils 11-13 Time frame: 45 minutes Room: A classroom with the same number of chairs as pupils Material: Big sheets of paper with the names and outlines of the continents A poster with the name of the continent and two free columns (one for pupils assumption and one for the real number) Procedure: Preparation: name the continents and to show them on a map 5 big sheets of paper with the names (and maybe the outline) of North America, South America, Africa, Europe, and Asia (Australia and Oceania belong to Asia in this activity) The continents will be spread out in the room according to their real geographic position Part one: World population: The number of participants represents the world population. The pupils spread out over the 5 spaces. They situate themselves according to how they think the population distribution is. Afterwards the distribution will be corrected by the teacher, using the real numbers. The teacher can write the assumed and the real numbers on the poster. This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools Part two: The global world income Now the chairs become important. They represent the global world income in total and single chairs symbolize a part of the global income. There should be one chair per participant. Each participate takes one chair and all pupils arrange them on the continents according to how they think the global world income is distributed. The distribution will again be corrected by the real numbers. Part three: Per capita income Now, with the world population and the world income distributed throughout the continents, the pupils have to sit on the chairs in their continent. In Asia the pupils will have trouble fitting so many pupils on one chair, while in North America they will have to spread out over many chairs. Part four: Refugees All the pupils become refugees and spread out again over the five continents while the wealth (chairs) stays. After correcting the distribution of refugees with the real numbers, part three can be repeated and the refugees have to try to fit on the chairs It will become evident that each continent has refugees, but the poorer countries of the south host most of the refugees. Appendix: lists for the distribution of the pupils on the chairs This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools Population 2008 Numbers in Millions % Number of participants per continent World total 6.707 100 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Europe 730 10,88 1 1 1 1 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 4 North America Latin America 337 5,03 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 579 8,64 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 Africa 973 14,50 1 2 2 2 2 2 2 2 3 3 3 2 3 3 3 4 4 4 4 4 5 5 5 5 5 5 This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use
502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools Asia incl. Oceania 4.088 60,95 6 6 7 8 8 9 10 10 11 12 12 13 13 14 15 15 16 17 17 18 18 18 19 20 21 21 Source: U.S. Census Bureau, International Data Base (2008) Gross National Product 2008 Billions % Number of participants per continent US-$ World total 54.395,42 100 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Europe 19.273,51 35,34 3 4 4 4 5 6 6 6 6 7 7 7 8 8 9 9 9 9 10 10 11 11 11 12 12 12 North America 15.275,97 28,08 3 3 3 4 4 4 5 5 5 5 6 6 6 7 7 7 9 8 8 8 8 9 9 9 10 10 This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use
502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools Latin America 3.449,87 6,34 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 Africa 4.530,83 8,33 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 Asia incl. Oceania 11.865,25 21,81 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 6 6 6 7 7 7 7 7 7 8 Source: IMF, http:/ www.imf.org/external/pubs/ft/weo/2008/01/weodata/index.aspx Refugees The figures show the numbers of refugees and asylum seekers who have fled to other countries. Not counted is the great number of internally displaced persons (IDP`s), which is much higher, especially in Africa (5.9 Million) and Latin America (3 Million), than the number of refugees crossing borders. In Europe there are 0.565 Million IDP`s. 2007 Numbers in Millions % Number of participants per continent World 12,13 100 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use
502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools total Europe 1,8 14,87 2 2 2 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 4 4 5 5 5 5 5 5 North America Latin America 0,58 4,77 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 0,57 4,71 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 Africa 2,77 22,84 2 2 2 3 3 3 3 4 4 4 5 5 5 5 5 6 6 6 7 7 7 7 7 8 7 8 Asia incl. Oceania 6,41 52,81 5 6 6 6 7 8 8 9 9 10 10 11 12 12 13 13 14 15 15 16 16 16 17 17 18 18 Source: http:// www.unhcr.org/statistics/ 2007Global-Trends.zip This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use
502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools Evaluation and feedback: You can start after part three with following questions: Which number did you have in your mind and why? After the whole activity: What was a surprise to you? What do you think about the distribution of refugees, population and income? Do you have an idea why it is like that? Do you have an idea what could be done? Variations: The teacher can make photos of the different pupils groups on their continents to put it on the wall paper Difficulties that may arise: This exercise might be confusing. The teacher can help give the pupils an overview by putting the numbers on the wall poster Lesson 3: Name: The unequal distribution of wealth and poverty Introduction: The pupils see the presentation: If the world were a village of 100 people. Afterwards the pupils play the gummy bear game to experience unequality. Then they reflect on a statement about the distribution of wealth in relation to the situation of refugees. Goals: The aim of this lesson is to consider the reasons for flight and to show the injustice of an uneven distribution of wealth and resources and the different circumstances that people live under. The lesson should awaken feelings of empathy and sensitize them towards the situation of refugees. Target group: Pupils of age 11-13 Time frame: 45 minutes Room: Classroom Material: Power point presentation, gummy bears (or gelatine-free sweets) Procedure: 1.Welcoming: greeting in other languages the pupils know (see lesson 1) Then the teacher shows the presentation (on computer or written): If the world were a village with 100 people: 57 Asians, 21 Europeans, 6 from the USA, 8 Central- and South Americans, 8 Africans This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use 9
502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools 52 women, 48 men 30 white people, 70 nonwhite 89 heterosexual, 11 homosexual people 6 people posess 59 % of the world s wealth 20 are undernurished, 20 have no clean, safe water to drink, 70 would be illiterate 1 would die, 2 would be born 1 would have a computer, 1 would have a university degree Then they play the gummy bear game: They build a circle. If you have a big group, you can play it also in groups. In the middle is a bag of sweets and one die. The teacher distributes notes. Two thirds of the notes have the word, poor, written on them; the other third, rich. The children may not share what is written on their notes with each other. Before the game starts, the teacher tells them that they may not eat their sweets. Now the game starts. Each pupil takes the turns rolling the die. The rules are: if I am rich, I can take the number of sweets that I have rolled with the die. If I am poor, I have to roll a six first. Then I have to roll the die again and can take the number of sweets I have rolled. The pupils discuss about how the game went, how they felt about it, and if they found it fair. Of course they recognize that the distribution of the sweets is unfair. To avoid a bad atmosphere, the teacher can end the game by asking whether they have a better idea of distribution. The children discuss ideas to find a solution to distribute the sweets equally. Finally, the pupils should reflect on the following statement from the film Let s Make Money : As long as there is such an injustice in the world with the distribution of wealth and poverty there will be refugees, it doesn t matter how protected the borders are or how high they build the fences. Evaluation and feedback: There should be a discussion and feedback after the game and after the quotation, which are very important aspects of the lesson. Difficulties that may arise: The children may get aggressive and bad tempered during the game because it is very unfair! The teacher has to endure this and bear in mind that some people have to suffer much more injustice during their lives! This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use 10
502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools Lesson 4: Name: Situation for refugees in a German home for asylum seekers Introduction: The pupils read a magazine article about the situation of asylum seekers in Germany Goals: Sensitisation and empathy for the situation of asylum seekers. They shall get information about one specific person who lives in an asylum home in Germany. It would be also good to invite a refugee if it is possible. They will reflect on the situation of a refugee in Germany Target group: Pupils age 11-13 Time frame: 45 minutes Room: Classroom Material: The magazine article Procedure: 1. As an opener, the teacher can use the exercise of greeting one another in different languages. (see lesson one) 2. A feedback round using a ball: when the pupil gets the ball he or she can say how he or she feels about the unit of refugees and what they have learned so far (depending on the quantity of the group: the teacher can put a limit of two sentences). 3. The pupils get together in pairs. The teacher gives each group an article about the situation of asylum seekers in the homes in Germany. This article is from the youth magazine, Neon, September 2010. The article is written like diary entries by the refugees and describes their daily life, experiences, and feelings. The pupils read the article together. First they discuss the words they do not understand. Then they talk about the article in their pair groups and compare the stories with their daily lives. The article shows that the asylum seekers are very isolated. One girl can go to school, but she cannot meet other pupils or do activities after school like other pupils can. Then the pairs should make a list of the differences between their life situations and the asylum seekers situations. After the discussion in pairs they come together in a big group and share the results of their discussions with the group. Then they discuss ideas about what they themselves can do to improve the situation of asylum seekers. Examples might be: rethinking their own attitude towards asylum seekers, not treating them derogatively, respecting them, pointing out to other people, when they reproduce prejudices towards asylum seekers, and/or attending human rights demonstrations for better rights for asylum seekers. This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use 11
502145-LLP-1-2009-1-DE-COMENIUS-CMP MIRACLE Migrants and Refugees A Challenge for Learning in European Schools Evaluation and feedback: These discussions take place in pair groups and then all together at the end. Variations: The pupils can also make their own diary to compare it with the refugees diaries. Difficulties that may arise: There can be some words they do not know, like Asylbewerberheim (home of asylum seekers). But because they had the introduction, they know already a bit. The discussions can also take more time than planned and depends on the needs of the group This project has been funded with the support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use 12