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 ARRIVAL- PRIMARY 

ARRIVAL Learn about the global agreements that enable people to seek safety and refuge in a new country. They will explore the difficulties people face in deciding where to go, getting there and being allowed to stay.

JOURNEY

YOU WILL NEED

Prior Learning
Knowledge and understanding of:

Resources 

Learner Journal

Download Theme Guidance - JOURNEY

Vocabulary
  1. Universal Declaration of Human Rights - an international document that states basic rights and fundamental freedoms to which all human beings are entitled

  2. The Convention Relating to the Status of Refugees, also known as the 1951 Refugee Convention- Is an international agreement that defines who is a refugee. It lists the rights of people who are granted asylum (allowed to live in another country because it is not safe to live in their home country). It also lists the responsibilities of countries that give asylum to refugees. This was drawn up at the end of the Second World War. Ireland is a signatory.

  3. UNHCR- The Office of the High Commissioner for Refugees has the responsibility for providing international protection for refugees and for seeking permanent solutions.  

  4. Direct Provision - established in 2000 as an interim measure to house the large numbers of asylum seekers coming to Ireland. 35 centres that provide accommodation and food for people while their claim is being processed. Like Minahil, some families have stayed in Direct Provision for over 10 years. 

BACKGROUND RESOURCES & LINKS

  1. Learn about the rights of refugees globally and within Ireland

  2. Discuss the current refugee and migrant crisis

  3. Debate if Ireland is meeting its obligations to refugees 

LEARNING OBJECTIVES

CURRICULUM CONNECTIONS

3rd/4th Class

SPHE > Myself > Myself and the wider World > Developing Citizenship > Local and wider communities

  • Examine how justice, fairness and equality may or may not be exemplified in a community

  • Appreciate the diversity of people or groups within communities and the importance of mutual respect, empathy and understanding for living together in peace

  • Explore some of the issues and concerns in the local or national community

 

SPHE > Myself and others > Relating to others > Resolving Conflict

  • Identify reasons for conflict in different situations

  • Identify and discuss various responses to conflict situations

 

5th/6th Class 

SPHE > Myself and the wider world> Developing citizenship > National, European and wider communities

  • Realise and begin to understand the unequal distribution of the world’s resources

  • Explore how justice and peace can be promoted between people and groups, both nationally and internationally

 

SPHE > Myself and others > Relating to others > Resolving Conflict

  • Discuss how conflict can arise with different people and in different situations

  • Identify and discuss various responses to conflict situations 

ACTIVITY

Introduction: The world has signed up to three agreements that offer protection to children and their families fleeing their homes and countries to find safety and protection from war, conflict, violence, persecution for reasons of race, religion, nationality, political opinion or membership in a particular social group. The world has promised to take people in and not to return them.  They have promised to provide for them and treat them with dignity. They have promised to uphold their rights. Unfortunately, nations don't always uphold their promises.​

 

Watch video one #AChildisaChild.  Discuss with children why they need special or extra protection?  

Watch video two 80 years apart, these two refugees have more in common than you’d think - Ask children to name what the two refugees had in common. 

 

Divide class in to 10 small groups: Recap the last two lessons, in which children have thought about the reasons they would leave home and what they would bring with them. Now ask children to write a class story based on their journey to find safety and what the expect when the get to their new home. Each group will write a paragraph starting with one of the sentence prompts below. The paragraphs will be brought together to create one classroom narrative.

Group prompts:

Our class decided that we had no choice but to leave Ireland because....

We were sad to go knowing we would miss...

We started our journey by...

We got in to difficulty when...

We got scared when...

Along the journey we were filled with hope when...

Luckily we survived and arrived in our new country we were greeted....

It has been difficult in our new country because...

We didn't expect that in our new home we...

We hope that in the future...

Action: Share the story at assembly​ or post the essay on UNICEF Ireland's Blog

Closure

Share with the children the poster on Convention of the Rights of the Child. Ask them to determine which rights are significant to the topic they have been discussing. 

Article 4 (Protection of rights) The government has a responsibility to make sure your rights are protected. They must help your family protect your rights and create an environment where you can grow learn and reach your potential. 

Article 15 (Freedom of association) You have the right to choose your own friends and join or set up groups, as long as it isn't harmful to others. 

Article 16 (Privacy) You have the right to privacy. The law should protect you from attacks against your way of life, your good name, your families and your homes. 

Article 22 (Refugee children): You have the right to special protection and help if you are refugees (if you have been forced to leave your home and live in another country), as well as all the rights in the Convention.

Article 27 (Adequate standard of living): You have the right to food, clothing, a safe place to live and to have your basic needs met. You should not be disadvantaged so that you can't do many of the things other kids can do.