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#UPROOTED

 BELONGING- SECONDARY 

BELONGING- This workshop will explore the concept of belonging and more importantly, how to begin to foster a culture of belonging for migrant children in classrooms. 

RESIDENCE

LEARNING INTENTIONS

Students will able to:

Explore the theme of belonging through a piece of writing or art-work

  1. Define a word by thinking independently and collaborating with others

  2. Monitor their understanding of a text by noting down the main points

  3. Anticipate and analyse the content of a text by considering other information they know and would like to know

  4. Differentiate between refugees and migrants

  5. Start to understand the experiences of refugee families and children

  6. Advocate for children’s rights

BACKGROUND RESOURCES 

CURRICULUM CONNECTIONS

1st Year English > Myself > belonging

1st Year English > Theme: Friendship

  • Key skill: Managing information and thinking

    • Key skill element: Being curious

  • Key skill: Being Creative

    • Key skill element: Imagining/ Exploring ideas and taking action

 

Learning Outcomes: OL4, R3

  • OL4: Listen actively in order to get the gist of an account or presentation noting its main points and purpose

  • R3: Use a wide range of reading comprehension strategies appropriate to texts, including digital texts: to retrieve information; to link to previous knowledge, follow a process or argument, summarise, link main ideas; to monitor their own understanding; to question, analyse, synthesise and evaluate

YOU WILL NEED

 

Introduction:

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Instruct all the students to stand against the walls of the room. The teacher (or a volunteer pupil) will read out a topic. Students walk into the centre of the room if they feel that they belong to that group.  Ideally every student will have a group they can identify with. 

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  1. I'm wearing blue

  2. I have brown hair

  3. I have blue eyes

  4. I didn't eat breakfast today

  5. I am catholic

  6. I am tired/bored

  7. Someone in my family comes from another country

  8. I've never flown on a plane

  9. I'm scared of heights

  10. I'm in love with someone

  11. I don't know the difference between a refugee and a migrant

  12. I am hungry

  13. I love school

  14. I hate school

  15. I want to be famous

  16. I am a bully or was bullied at some point in my life

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Discussion Points:

What are your thoughts on belonging?

How can we show that we belong somewhere?

How can we show others they belong?

Where do you feel you belong?

Do you feel acceptance?

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Groupwork: 

Students will start by working in groups to make a list of at least five questions they have about the topic of #Uprooted.

 

Groups will now do the reading activity about refugees, migrants and Direct Provision. Each group should consist of around four people – the group will get a complete set of the reading cards (four sheets i.e. one per student. Every reading card is different. Students must read their own part first. When they have finished, they will work together to answer questions. The answers to the questions are spread across all four sheets so they will have to collaborate in order to get all the answers.

 

Show the student Minahil’s video and explain that she lived in Direct Provision for 10 years (from the age of 5 to 15). After they listen students will complete the 3,2,1 template, noting down three things they learned, two things they found interesting and one question they still have. The teacher can then record the questions and the class may discuss some possible answers.

 

Play the clip again and as they listen, students will complete the sentences (using sentence starters on the worksheet)

 

Students will return to the questionnaire at the beginning of the first lesson and see if they can answer any more questions, based on what they learned today.

 

 

Action 

In support of the campaign, pupils send a message of support/solidarity to the Natasha, Minahil and Hannan.

Students might also come up with an event that they could hold at lunchtime in school to make students from other countries feel more at home in Ireland. 

#uprooted

ACTIVITY

Stage 1

GLOBAL

Stage 3

PERSONAL

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. 

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Article 7 (Nationality) You have the right to a nationality (to belong to a country). You also have the right to know and, as far as possible, to be cared for by your parents.

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Article 8 (Preservation of identity): You have the right to an identity – an official record of who you are. Governments should respect your right to a name, a nationality and family ties.

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Article 14 (Religion): You have the right to choose your own religion and beliefs. your parents should help you decide what is right and wrong, and what is best for you. 

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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. 

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Article 29 (Goals of education): Your education should help you use and develop your talents and abilities to the fullest. It should also help you to respect others, human rights and you own and other cultures. It should also help you learn to live peacefully, protect the environment and respect other people. 

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Article 30 (Children of minorities/indigenous groups): Minority or indigenous children have the right to learn about and practice their own culture, language and religion. The right to practice one’s own culture, language and religion applies to everyone; the Convention here highlights this right in instances where the practices are not shared by the majority of people in the country.

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