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 JOURNEY- PRIMARY 

 #UPROOTED 

JOURNEY - Discover the reasons for migration and the impacts it can have on young children. Through engaging with this workshop, the children will ‘walk in someone else’s shoes’ and begin to understand the choices and issues involved in migration.   

JOURNEY
 

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

 

Each child is to bring an object of importance for them

Pack your bag worksheet (download)

Download Theme Guidance - JOURNEY

BACKGROUND RESOURCES 

LEARNING OBJECTIVES

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

  2. Understand the impacts migration has on children

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

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 

CURRICULUM CONNECTIONS

ACTIVITY

Introduction:

  1. Show - the above video "Mustafa goes for a Walk" to the class.

  2. Discuss - Why was bringing the toys from home important to Mustafa? 

  3. Hand out - several index cards per person, ask students to write one item on each card - 

    1. What would you bring from home, if you had to leave Ireland, possibly for a very long time                        - It can be anything people, things, pets, toys, food, photos.

    2.  What items will you need to bring on your journey?

                - Think, clothes, medicine, survival equipment,  phone, charger, coats, blankets, food, money,                                   passport, water.

 

4. Ask students - 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 to share what they have left in their stack. 

Development for 5th/6th Class  

Divide the class in to 5 groups of family units.  They will discuss and negotiate with each other the items that will be brought on the journey. 

1. Mother, Grandmother, 16 year old daughter, 10 year old boy, 5 year old girl, 3 year old toddler. 

Extension: Why are they missing their father?  (the father could be fighting or could have died) 

2. Mother, Grandmother, Grandfather, Aunt, 5 year old girl, 3 month old baby. 

Extension: How will you cope with the grandfather in a wheelchair?

3. Mother, Father, 16 year old son, 12 year old boy, 11 year old girl, 9 year old boy. 

Extension: How will you cope when the mother is pregnant?

4. Father, Uncle, 16 year old boy, 10 year old boy, 12 year old boy

Extension: Why is it just men traveling? (Men often leave first to prevent being conscripted to fight.)

5. 17 year old girl, 16 year old boy, 15 year old boy, 14 year old boy, 12 year old boy

Extension: Why are they missing their father and a mother? (Father could be at war, mother could be caring for elderly parents or parents could be working in the city and children could be joining them)

Closure

If they are comfortable, children share their diary entries and feedback  

 

Discussion Points  

 

Action 

Ask students to take a card home and A. Discuss the workshop and card with their family/friends§.  B. (If appropriate) post a photo of the card online with "What would you take with you if you were #Uprooted from your 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.

Closure