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.
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 11 18 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.
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 www.oxfam.org.uk/education 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.
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.
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 11 18 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.
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 http://www.unrefugees.org/what-is-a-refugee/ 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 http://www.unrefugees.org/what-is-a-refugee/ 3. In what year did the United Nations ratify the Refugee 1951 Convention which outlines the rights of refugees? http://www.unhcr.org/uk/1951-refugee-convention.html 4. How many Palestinian refugees live under the Five million refugees protection of the United Nations? https://www.unrwa.org/palestine-refugees 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 2016 55% 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 http://www.internal-displacement.org/assets/publications/2017/20170522- GRID.pdf pg 13 Natural disasters http://www.internal-displacement.org/assets/publications/2017/20170522- GRID.pdf pg 10 14.5 million refugees (4.8 million refugees fled Syria between 2011 2015) https://en.wikipedia.org/wiki/partition_of_india 51% of the world s refugees https://www.refugeecouncil.org.uk/latest/news/4350_top_10_global_facts_a bout_refugees Syria, Afghanistan and South Sudan http://www.unhcr.org/uk/figures-at-a-glance.html Turkey http://www.unhcr.org/uk/figures-at-a-glance.html 65.6 million people http://www.unhcr.org/uk/figures-at-a-glance.html Approximately 11 million people. The majority are internally displaced http://syrianrefugees.eu/ Colombia http://www.internal-displacement.org/global-report/grid2017/ 22.5 million people http://www.unhcr.org/uk/figures-at-a-glance.html 84% https://www.weforum.org/agenda/2017/06/eighty-four-percent-of-refugeeslive-in-developing-countries/ 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?
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 11 18 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?
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.
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 11 18 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
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 http://www.clker.com/clipart-24015.html Free clipart The Equality Tree template
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 11 18 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.
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.
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: 1 2 2 3 3 3 4 4 5 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 11 18 Time Objective 20 minutes To summarise students knowledge, values and the best action for them to take in response to the refugee crisis.
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