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 #UPROOTED 

 CHALLENGES- PRIMARY 

CHALLENGES- This lesson explores the many challenges encountered by migrants and refugees as they leave their home and arrive in a foreign country. Discuss with children ways in which they can help newcomers with these challenges.

ARRIVAL

YOU WILL NEED

Prior Learning
Knowledge and understanding of:
  • The Convention on the Rights of the Child
Vocabulary
Identity - the fact of being who or what a person or thing is.
Culture - the learned ideas, customs, and social behaviour of a particular people or society.
Label - A name, word, or phrase used to classify or categorise a person or thing.
Assumption - Something that is accepted as true before one gathers any proof that it is so.
Stereotype - An often incorrect assumption made about all of the members of a particular group.

Resources 

Learner Journal 

#Uprooted videos: Desmond and Jamalida

Who am I? cards​​

Download Topic Guidance Arrival

 

BACKGROUND RESOURCES

  1. Identify some of the challenges experienced when migrating to another country

  2. Identify some of the root causes of these obstacles, e.g. discrimination, anti-Semitism

  3. Develop an understanding of migration and the difficulties involved

  4. Recognise that migrants have valuable contributions to make to society 

LEARNING OBJECTIVES

CURRICULUM CONNECTIONS

3rd/4th Class

SPHE > Myself and others > My friends and other people

  • Appreciate the need for and the importance of friendship and interacting with others  

  • Explore the different aspects of friendship

  • Examine different types of friendship

  • Respect and show consideration for the views, beliefs and values of others

 

5th/6th Class

SPHE > Myself > Myself and others > My friends and other people  

  • Explore the importance of friendship and interacting with others and realise that making and changing friends is part of the natural process of growing  

  • Discuss and appreciate the different aspects of friendship and the difference between close friends and acquaintances

  • Explore how the opinions, views or expectations of others can influence how people relate to each other, either positively or negatively 

ACTIVITY

 

Introduction:

Show the Desmond and Jamalida’s videos. In pairs, children discuss what obstacles they think Desmond and Jamalida faced when they left moved to Ireland. Children share ideas with class.  Examples include language, cultural differences, feeling you fit in, knowing your rights. 

 

Development:

Divide the children into 5 groups of 6 and distribute a Who am I card to each person in the group. The children will read the card silently to themselves and then, in turns, introduce themselves as the person on the card by reading out the information without revealing who it is. The other children in the group try to guess who the person is.

The children then discuss what obstacles they think the person  had to overcome when they moved to their new country.

You could prompt questions: 

  1. Were they provided with housing, food, transport for themselves?

  2. Were they able to communicate and speak the language, how long do you think it took for them to learn the new language?

  3. Were their families allowed to work?

  4. Were they allowed to go to school?

  5. Were they treated badly? 

  6. Did they have to overcome, trauma, distress, shock and or loss? 

Discussion Points

What challenges do migrants and refugees face that citizens of the state do not?

How welcome am I, my family, school, community, nation to new-coming refugee and migrants? 

Action 

In support of the campaign, children can learn a welcome in different languages and share them at their next school assembly.  

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 3 (Best interests) All adults should do what is best for you. When adults make decisions, they should think about how their decisions will affect children.

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 6 (Survival) You have the right to be alive. Governments should ensure that children survive and develop healthily.

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.

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.

Article 9 (Separation from parents): You have the right to live with your parent(s), unless it is bad for you. Children whose parents do not live together have the right to stay in contact with both parents, unless this might hurt the child.

 

Article 10 (Family reunification): If you live in a different country than your parents you have the right to be together in the same place. 

Article 12 (Respect for the views of the child): When adults are making decisions that affect you, you have the right to say what you think should happen and have your opinions taken into account.

 

Article 13 (Freedom of expression): You have the right to get and share information, as long as the information is not damaging to yourself and or others. In exercising the right to freedom of expression, you have the responsibility to also respect the rights, freedoms and reputations of others. The freedom of expression includes the right to share information in any way they choose, including by talking, drawing or writing.

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. 

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 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. 

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.