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 #UPROOTED 

 LEAVING - PRIMARY 

JOURNEY

LEAVING- Provide children with a better understanding of the reasons why people are forced to leave their homes, their friends and family, their language and culture.   Through engaging with this workshop, children will ‘walk in someone else’s shoes’ and begin to understand the difficulties children have gone through to find a better or safer home. 

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.

Resources 

  • Learner Journal - Word Bank Challenge

  • #Uprooted videos

Download Theme Guidance - Journey​

BACKGROUND RESOURCES 

LEARNING OBJECTIVES

  1. Explore reasons why people migrate

  2. Understand the experiences of the child who has to leave their home

  3. Understand the impacts migration has on children  

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 

Introduction:  Show the children one of the videos above. Explain that the aim of the lesson is to discuss some of the reasons why children and their families are forced to flee their homes. Play Jamalida's video and explain that Jamalida came to Ireland as a refugee. Her family had to leave their home because ethnic violence in Burma/Myanmar put their lives at risk. They left their country and moved to  a Refugee camp in Bangladesh, where Jamalida was born. When she was a year old, Ireland offered them a new place to live. 

Reasons why people leave their home - Ask the children the following question and write down their answer. 

"What would cause you to leave Ireland, knowing you might not ever return?"   

War, poverty, floods, earthquakes, landslides, no food, no healthcare, no education, violence where you live, seeking work.

What forced Irish people to leave Ireland ? Famine (late 1840s) Poverty (1900s) Employment (2000s)

 

Ask children to think about what they would be looking for in the place they move to. 

 

Ask children what emotions or impact they would be feeling when making this decision. i.e. fear, hunger, desperation, sadness, hope, loss, dread, shame, determination, anxiety.

Ask children, if they and their families were in a situation like this what would they want other countries or people to do to help them?   Is this a right all people should have or should just some people have this on offer. Refer back to the rights vs. charity game they played. 

Across the globe, nearly 50 million children have been uprooted – 28 million of them driven from their homes by conflicts not of their making, and millions more migrating in the hope of finding a better, safer life.Show children this list of all the places UNICEF is responding to children who are in this kind of situation.

ACTIVITY

Stage 1  GLOBAL

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.