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UNICEF Ireland wants to support you to start a global movement for change beginning in our own communities. Stay connected online with other activists like you. 

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 #UPROOTED 

 MESSAGE TO LEADERS- PRIMARY 

MESSAGE TO LEADERS- Encourages children to reflect on the previous workshops and take action in support to refugees and migrants living in Ireland. 

YOU WILL NEED

LEARNING OBJECTIVES

  1. Demonstrate engagement with the workshops by composing and sending a message to leaders about the project

  2. Increase their activism in support of refugee and migrant children  

  3. Learn how to write a formal letter

 

3rd/4th Class

SPHE > Myself and the wider world > Developing citizenship > Local and wider communities

  • Discuss the role of leaders and organisations that serve the community at different levels and the influence they have

  • 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 and harmony

  • Recognise how each person has both an individual and a communal responsibility to the community

  • Realise what it means to belong to a group

  • Explore some of the issues and concerns in the local or national community

 

5th/6th Class 

SPHE > Myself > Self-identity > Self – awareness

  • Identify some local issues of concern and explore possible action that could be taken to address these issues

  • Explore how inequality might exist in the local community and suggest ways in which this might be addressed.  

  • Recognise and explore the positive contributions made to the local community by various organisations, ethnic, social or community groups and individuals

  • Recognise and understand the role of the individual and various groups in the community

  • Explore local traditions and folklore and develop a sense of pride in his/her local community

  • Practise ways of working together and developing a sense of belonging

  • Explore the concept of the class or school as a community

CURRICULUM CONNECTIONS

BACKGROUND RESOURCES & LINKS

ACTIVITY

Introduction:

Show the children Desmond and Jamalida’s videos. Ask the children to discuss Desmond and Jamalida’s dreams for the future and how they are both different yet valid dreams. Engage the children in a discussion about the project (see sample questions below).

 

Development:

Direct the children to write a letter to their local TD about the #Uprooted project and what it entailed. Encourage them to reflect on and include the following:

  • What the workshops were about

  • Who they were about

  • What we have learned

  • What changes we would like to see for migrant and refugee children in Ireland

 

Closure:

Children share their letters with the class and post to local TD’s.

 

Discussion Points

What have we learned about the lives of young migrant children in Ireland?

If you could ask Jamalida one question, what would it be?

If you could ask Desmond one question, what would it be?

Having engaged in these workshops, what changes would you like to see for migrant and refugee children coming to Ireland?

 

Action 

Take a picture of the children posting the letters to TD’s. If internet policy and parental permission allow, post to Twitter along with copies of the letters the children wrote tagging local TDs, members of the Senate and global leaders.

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. Suggest the children might use some of these rights as part of their letter to their leader. 

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 12 (Be heard) You have the right to give your opinion, and for adults to listen and take it seriously. 

Article 13 (Freedom of expression): You have the right to find out things and share what you think with others, by talking, drawing, writing or in any other way unless it harms or offends other people.

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 27 (Adequate standard of living): You have the right to food, clothing, a safe place to live and to have your basic needs met. You should not be disadvantaged so that you can't do many of the things other kids can do.

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.