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#UPROOTED

 MY STORY- SECONDARY 

Stage 3  PERSONAL

MY STORY - This lesson will serve as an introduction to Hannan, a Pakistani boy living in Ireland. Later in the unit, students will later meet Natasha and Minahil. Over the course of the lessons we will listen to the stories and journeys of these teenagers. The first two lessons will explore the concept of identity and how despite many differences we are similar, yet unique. It will also highlight that people who are #uprooted from their homes are just like other children – the only difference being their circumstances.

INTRODUCTION

YOU WILL NEED

  • Blog video: Hannan

  • Circles of me activity

 

BACKGROUND RESOURCES & LINKS

LEARNING INTENTIONS

​​Students will be enabled to: 

  1. Explore the concept of identity and individuality

  2. Acquire a reinforced awareness of the value of diversity

  3. Develop an appreciation of and talk about personal strengths, abilities and characteristics

  4. Recognise and appreciate the differences and similarities between their own culture and that of other cultures

  5. Greater awareness of the complex global issues that cause displacement

CURRICULUM CONNECTIONS

1st Year Junior Cycle English / Junior Cycle 

  • Key skill: Working with Others

  • Key skill element: Respecting Difference

  • Key skill: Being Literate

  • Key skill element: Exploring and creating a variety of texts, including multi-modal texts ·

 

Main Learning Outcomes (from English specification) addressed in this lesson: OL 4, OL 10

ACTIVITY

Activity: 35 minutes

 

Introduction: Students will do the Introductory Quiz about other cultures and then compare/ discuss their answers with another student or within a group. They will come back to this quiz later in the lesson and in future lessons.

 

Development: There are four photos of Hannan in different situations (one playing hurling, one wearing traditional Pakistani clothing, another in his hoodie and another as a young boy in Pakistan).

 

Distribute one of the four photos of Hannan to groups of four or five students. Each group gets a different photo (two groups may get the same photo if you have more than four groups).

 

Do not tell students that they are all looking at the same person wearing different clothes because the aim is for each group of students to see different aspects of the same person and to judge him based only on what they see in a particular context.

 

Students will complete an identity card below the photograph, based on what they see.

 

When they have finished, students will pass their photo to another group who will read what they wrote and add their own information below. The groups will continue to rotate the photos and add something to it. Gradually students will start to realise that this is the same person with lots of different interests and aspects to their life such as sports, culture etc.

 

Show the video above of Hannan from(2 mins 13 s).

Explain that Hannan is one of many young people who were born in another country and now living in Ireland. Tell students that the class will learning about other young people living in Ireland and about their journey and experiences in Ireland. Facilitate a discussion around the complex nature of people – that we all have many interests and aspects. See questions in

 

Discussion Points about Identity:

What makes a person’s identity?

How are we similar?

How are we different?

What do I know about other cultures?

What assumptions/ judgments do I make about people from other cultures and how do these judgments affect the way I interact with them?

Stage 3  PERSONAL

 

Hannan: (short video – 2 mins 13 seconds)

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 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 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.