MESSAGE TO LEADERS-SECONDARY
MESSAGE TO LEADERS -The final workshop aims to encourage to reflect on the past nine workshops and act in reaction to what they have learned. By encouraging and enabling the children to act we are fostering a sense of active citizenship as opposed to passive ignorance.
YOU WILL NEED
Demonstrate engagement with the workshops by composing and sending a message to leaders
Consider the part they can play in global justice
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
Watch and discuss: Powerful letter by Syrian refugee and activist Muzoon | UNICEF
Watch Minahil and Natasha's Video
Discussion: Having built a better understanding of the lives of migrant and refugee children living in Ireland, discuss the issues the students believe need to be raised with your government or world leaders. Think in terms of children's rights and whether children on the move are adequately protected and cared for both during their move and once they reach their destination. Think about the welcome these young people receive in Ireland, are there ways in which Ireland can be more welcoming.
Direct the children to write a letter to their local TD, Minister for Justice Charles Flanagan TD, or Taoiseach Leo Varadkar 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
Ask the leaders what they are doing specifically on the issie
Children share their letters with the class and post to local TD’s.
Take a picture of the children posting the letters. If internet policy and parental permission allow, post to Twitter along with copies of the letters the children wrote tagging the politicians.
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.