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 #UPROOTED 

 JOURNEY - SECONDARY 

JOURNEY

Stage 1  GLOBAL

JOURNEY - This lesson aims to help the children understand some of the reasons for migration and the effects migration has on young people. Through engaging with this workshop, the participants will ‘walk in someone else’s shoes’ and begin to understand the choices and consequences involved in migration.   

 

YOU WILL NEED

Prior Learning
Knowledge and understanding of:
  • The Convention on the Rights of the Child
Vocabulary
  1. Asylum seeker- a person who has left their home country as a political refugee and is seeking asylum in another
  2. Refugee- a person who has been forced to leave their country in order to escape war, persecution, or natural disaster.
  3. Migrant- a person who migrates to another region or  country, usually for permanent residence.
  4. Migration - is moving from one region to another. This movement can be within a country or outside of the national borders. Often migration connotes large numbers of people on the move. 
  5. Immigrant - a person who comes to live permanently in a foreign country.
TedED video to learn definitions 

Resources 

Learner Journal

 

Index Cards

Worksheets printed

Map of the world on the whiteboard or available to the class

Download Theme Guidance - JOURNEY

LEARNING OBJECTIVES

​​Students will be enabled to: 

  1. Explore the experiences of young people who have to leave their home

  2. Understand the impacts migration has on young people

  3. Understand the personal loss young people feel when they leave their home  

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

BACKGROUND RESOURCES 

ACTIVITY

Stage 1  GLOBAL

Introduction: In the last workshops students determined it was Time to Go. Using the same groups and their scenarios, students will discuss and negotiate with each other the items that will be brought on the journey. 

  1. Divide the class in to their family groups​

  2. Hand out - several index cards per person, ask students to write one item on each card based on what that person in the family wants to bring on the journey- 

    1. ​What will you bring from home that is important to you? - It can be anything people, things, pets, toys, food, photos, jewellery.

    2.  What items will you need to bring on your journey? - Think, clothes, medicine, survival equipment,  phone, charger, coats, blankets, food, money, passport, water, documents, knife, matches.​

  3. Discuss - Each groups contents. Is anything missing, that people want to add? Think again of anything cultural or age specific - Koran, prayer mat, hat, nappies, medicines, sanitary items, soap, toothpaste, toys, cooking equipment, lighter, flashlight etc? 

  4. Ask students - to think about the journey in their scenario. How long will it take? Ask them to remove from their stack of cards anything they couldn't carry on their back for long distances. Ask students to remove from their pack, two items that might be stolen or lost along the way. Ask students to remove 3 items they think they will run out of on the long journey. Ask students in the group to place the cards in order of importance to the group and discard the bottom three items. 

  5. Watch - the above video "Escape from Syria: Rania's odyssey" 

Discuss - What Rania brought with her on the journey.  Two pairs of pants, a towel, a book, a video, a phone, 2 jumpers, jackets, Game of Thrones DVDs, nail clippers, notebooks, pens, coffee cup, toothbrush and tooth paste, pain killers, photographs of her family, her high school qualification, passport and a backpack. How different is it to what the students packed. Why were the DVDs important to Rania? 

 

Action 

Ask students to take an action based on today's activity - For example they could post an photo or word of an item with the caption "This is what I would take, what would you take with you if you were one of the 50 million children #Uprooted from their home?"  

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 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.

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