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 of the push and pull factors relating to the current refugee crisis (in particular Syria) To develop an understanding of the lives of Syrian people since the conflict began (both those inside Syria and those who have fled the country) Note to Teachers If there is an asylum seeker or refugee in the class it would be advisable to speak to the student and perhaps his/her parents in advance of engaging with this unit of work as it may be a sensitive issue. It is also advisable to watch the content of the videos in the Write the Future Senior Cycle PowerPoint presentation before showing them to your class to ensure the content is suitable for your group of students. Resources KWL chart, Write the Future Senior Cycle PowerPoint presentation, sheets of flip chart or poster paper, markers Useful Definitions Persecution: Subjecting someone to hostility and ill-treatment, especially because of race or political or religious beliefs Refugee: A person who is outside their home country because they have suffered (or fear) persecution on account of race, religion, nationality, or political opinion; because they are a member of a persecuted social category of persons; or because they are fleeing a war Migrant: A person who moves from one place to another in order to find work or better living conditions Asylum Seeker: An asylum seeker is someone who is seeking to be recognised as a refugee. If they are granted this recognition they are declared a refugee. Introduction KWL chart: use a KWL chart to brainstorm and identify what the students already know about refugees, Syria, the current crisis and the work that GOAL does. Based on this, on the board, create a mind map of what the class already know about the present refugee crisis focusing particularly on Syria and those fleeing the country. You may wish to use some of the following prompt questions: Where have they come from?
Why do you think they left their own country? Where are they going? How are they travelling? Who is helping? What is happening inside Syria? What aid is being provided inside Syria and outside? Whole Class Activity On the board create two columns. At the top of the first column write PUSH and at the top of the second write PULL. Explain to the class that together you are going to examine some of the reasons why Syrians are leaving their homes and travelling to other countries. Look at the images and videos in the Write the Future Senior Cycle PowerPoint presentation with the class. Following this, note their initial ideas under the PUSH and PULL columns. Then show students some of the media coverage of the current crisis (see Useful Websites below). Following this add to the list of factors on the board. Some of the factors include: PUSH Homelessness and forced displacement arising from conflict: There were at least 7.6 million internally displaced people (IDPs) in Syria as of July 2015 PULL Strong welfare systems in many European countries. (OCHA, June 2015). Violence: The violence in Syria began in March 2011, and since then, it is estimated that more than 250,000 people have died in the conflict. Cultural ties: many of the refuges have family in Europe or America and wish to go where they are. Lack of economic growth: Syria s economic growth is stagnant due to the prolonged violence/disruption resulting in low levels of employment and economic potential. The Momentum Effect: They have seen, or heard of, others who have successfully made the trip to Europe. Religious persecution: Many Syrians have been persecuted because of their religious beliefs. Economic Stability: Many European countries offer refugees a higher chance of permanent employment through investment in skills and development, therefore offering good long term employment opportunities.
PUSH Human rights violations including the right to free speech. Government forces have also indiscriminately arrested, forcibly disappeared, and tortured people who have spoken out against their political agenda, many of whom died in detention. PULL They are aware that many European countries have agreed to accept large numbers of refugees and provide them with accommodation and welfare benefits. Safety: Most European countries do not have the Refugee camps are over saturated, offer no prospect same internal struggle and conflicts that exist in Syria. of living a normal life and are seen as a temporary It is perceived that in Europe, people will have the solution. chance to live a safer, more normal life. In Europe, refugees can apply for asylum, and due to the level of evidence of the conflict, they will be granted asylum, which is not available in many of the other countries that they reside in. People don t see a political resolution to the conflict in Syria and therefore are living in a country in a perpetual state of war. Lack of essential services: Many refugees are denied very basic services such as healthcare and education. Group Activity Walking Debate Ask the class to stand up and push in their chairs. Explain they are going to take part in a walking debate. Identify one side of the classroom as the agree side, one as the disagree side, and the middle as undecided. Tell the students that you will read out nine statements, one at a time, and they will have a few moments to decide whether they agree or disagree and move to the corresponding side of the room. Encourage them to think objectively about the each statement. Let the students know that everyone is entitled to their opinion and that they can change their minds when they hear the arguments put forward from students on each side. Read the first statement and once the students have moved ask a selection of students to explain why they either agree or disagree. Once they have put forward their arguments, allow the other students time to change sides. Some suggested statements: If they stay in their own country they could be persecuted, tortured and/or killed. They just want to scrounge on benefits and use our welfare state. If I was in their position I would do exactly the same to get a better life for my family.
The Irish people are very generous and have a long history of providing humanitarian aid to war-torn countries as well as helping refugees. Many of the refugees are highly educated and skilled and want to work to help their families. This could help to develop our workforce and benefit the Irish economy. We should help our own homeless families before helping the refugees. We ve too many migrants in Ireland as it is, Syrian refugees aren t any different?! If we let a few in, they ll all come! We are able to offer the refugees a safe place to live so why shouldn t we help them. Note for teachers: some of the statements may be cause debate amongst the students and not everyone will agree. If you feel some of the statements may not be suitable for your students, please include your own. Extension Activity Using the push pull factors from the whole class activity, ask the class to work individually or in pairs to choose what they think the top three push and top three pull factors are. Have the students write these in their own words and explain why they chose these particular push/pull factors. Plenary KWL chart: return to the KWL chart from the beginning of the lesson. What have the students learned about Syria? Examine the work that GOAL are doing on the ground in Syria further through the GOAL website. Useful Websites www.goalglobal.org www.bbc.co.uk/newsround http://data.unhcr.org/syrianrefugees/regional.php http://www.cbsnews.com/feature/syria-crisis/ http://www.bbc.com/news/world-middle-east-17258397 https://news.google.com/
LESSON 1 - PUSH & PULL FACTORS DATE: What I Know What I Want to Know What I Learned
SENIOR CYCLE LESSON PLAN 2 WHAT CAN WE DO? Objectives To understand some of the work GOAL does in Syria and with Syrian refugees in Turkey To write a letter with a particular purpose and to expand and clarify his/her thoughts on a particular idea or topic To argue the case in writing for a particular point of view Resources Write the Future Senior Cycle PowerPoint presentation Introduction Recap on Lesson 1. Look back over some of the statements from the walking debate and ask the students have any of their ideas or opinions changed. Look at the work GOAL does in particular in Syria. Explain to the class the following: GOAL s programme in Syria is the largest in their history. The current focus is on delivering food and non-food items such as blankets, supporting bakeries to increase the availability of affordable bread, repairing houses, repairing water networks to provide safe water, and supporting livelihoods by helping people develop the skills to provide for themselves and their families. GOAL delivers these programmes through distribution of items and through cash/voucher mechanisms to support local markets. Watch the video from the Write the Future Senior Cycle PowerPoint presentation (slide 3) with the class again to revisit the work GOAL is doing in Syria. Whole Class Activity Explain to the class that they will be writing letters to voice their opinion on the Syrian crisis and what can be done to help those who have been displaced because of the conflict, or those who are still living in Syria as the conflict gets worse. The letters will be an open letter calling for ways we, as a society, can make a positive change in relation to the issue. On the board, brainstorm what the students might include in their letters. They should think about some of the following: ways in which they can use their voice to make a difference realistic solutions why they want to help why we as a nation should help
how their ideas of how to help will impact the people of Syria how we can support the work of GOAL in Syria empathy human rights solidarity Individual Activity Using the information from the whole class activity, the students should write their own open letter. Letters should: Be written in persuasive language Be no longer than 500 words in length Be written as a formal letter, using an appropriate layout (using an address, formal sign off, addressing the letter appropriately, etc.) Show knowledge of what the student has learned about the current refugee crisis Give the student s opinion on the current crisis Make reference to the work GOAL currently does (if appropriate in the context of the letter) Clearly indicate a positive (and realistic) suggestion for making a difference Students can also: make reference the UN Global Goals for Sustainable Development (SDGs) use facts or statistics they have found themselves (making reference to the source) Extension Activity Write five questions they would ask each of the following individuals given the opportunity: a teenager living in a refugee camp in Turkey a mother who is trying to get her family to Europe from Syria a member of the rebel forces who is fighting against the government an elderly man who cannot leave Syria a GOAL aid worker working in Syria Plenary Ask some of the students to read their letter to the class. Useful Websites www.goalglobal.org www.bbc.co.uk/newsround http://data.unhcr.org/syrianrefugees/regional.php
CURRICULUM LINKS - SECONDARY English Junior Cycle Communicating as a listener, speaker, reader, writer Demonstrate their understanding that there is a clear purpose for all writing activities and be able to plan, draft, re-draft, and edit their own writing as appropriate Write for a variety of purposes, for example to analyse, evaluate, imagine, explore, engage, amuse, narrate, inform, explain, argue, persuade, criticise, comment on what they have heard, viewed and read Write competently in a range of text forms, for example letter, report, multi-modal text, review, blog, using appropriate vocabulary, tone and a variety of styles to achieve a chosen purpose for different audiences Exploring and using language Use editing skills continuously during the writing process to enhance meaning and impact Senior Cycle The Language of Information Students should be able to compose accurately in a range of information genres - Letters of all kinds The language of Argument Students should be able to - Put forward a theory or hypothesis - Justify a decision - Attempt an overview The language of Persuasion Students should encounter a range of texts which have a persuasive function, eg. political speeches, advertising in all media, satiric texts, some forms of journalism. CSPE Junior Cycle Through active exploration and study of citizenship at all levels (personal, local, national, global) in the context of contemporary social and political issues, this course aims to make pupils aware of the civic, social and political dimensions of their lives and the importance of active, participative citizens to the life of the state and all people encourage pupils to apply positive attitudes, imagination and empathy in learning about, and encountering, other people and cultures enable pupils to develop their critical and moral faculties in agreement with a system of values based in human rights and social responsibilities develop knowledge and understanding of processes taking place at all levels of society which lead to social, political and economic decision-making