Positive Images educator’s guide: a resource on migration ... · > Return to the toolkit resource...
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toolkit Positive Images educator’s guide: a resource on migration and development
Transcript of Positive Images educator’s guide: a resource on migration ... · > Return to the toolkit resource...
toolkit
Positive Images educator’s guide:a resource on migration and development
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2
Contents
Positive Images Toolkit. Educator’s guide – Contents
page 3Introduction
page 4How to usethe educator’s guide
page 5What do I need to consider?
page 6Definitions
ACTIVITIES
page 7Theme 1:Why do people migrate?
page 8-91.Why do people migrate?
page 10-112. Would you leave home?
page 12-133. What is poverty and development?
page 14-154. What are the Millennium Development Goals?
page 16-26Theme 1: Worksheets
page 27Theme 2:Who are migrants?
page 28-305. Who are migrants?
page 31-37Theme 2: Worksheets
page 38Theme 3:Migrationpatterns and journeys
page 396. Where do migrants come from and go?
page 40-417. What do people face on their journeys?
page 42-438. How does it feel to be in a new country?
page 44-51Theme 3: Worksheets
page 52Theme 4:Positive Images
page 53-549. How are migrants portrayed in the media?
page 55-5610. Positive Images
page 57-63Theme 4: Worksheets
page 64ACTION PLANNING WORKSHEETS
page 651. Creating an action project aim
page 662. Creating an action plan
page 673. Choosing an activity
page 684. Finding information
page 695. Creating a time schedule
page 706. Strengths audit
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3Positive Images Toolkit. Educator’s guide – Introduction
IntroductionThe educator’s guide is a set of ten educational activities for teachers, youth workers and other educators to teach young people about migration and development. The activities are most suitable for young people, aged 12 and over.
By the end of the activities young people should:> Have enhanced knowledge of the humanitarian aspect of migration.> Have greater awareness of development and the Millennium Development Goals (MDGs).> Have a greater understanding of migration.> Be able to recognise different points of view on migration in the media. > Be better able to relate issues of migration and development to themselves and their communities. > Be empowered to take action on migration and development.
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4Positive Images Toolkit. Educator’s guide – How to use the educator’s guide
The Positive Images educator’s guide is the core component of the Positive Images toolkit package. It includes ten educational activities based around the following themes:
1. Why do people migrate?2. Who are migrants?3. Migration patterns and journeys4. Positive images
Each theme consists of up to four educational activities, each activity lasting about one hour. Activities can be taught in a sequence, gradually progressing into more in depth explorations of the issues.
Activities can also be delivered on their own or in combination with other activities, depending on students’ needs.
The educator’s guide includes guidance to support young people in taking action. These are practical activities that young people can do related to migration or development that enable them through their community to make a difference to global issues. Taking action should be preceded by learning about migration and development. Educators can use activities in this resource to facilitate learning and then enable young people to take action independently or with an educator’s support, depending on the age and ability of the students.
The take action worksheets at the end of each theme in the educator’s guide include suggestions for actions. The inspire me! sections of the worksheets include real life case studies of actions that young people have taken. They aim to inspire young people and spark ideas of what they could do. The action planning worksheets at the end of the educator’s guide is a set of six steps that can support young people to plan their action projects.
The Positive Images toolkit includes the following additional resources, that accompany the educator’s guide:
1. Four films. Each film is no more than four minutes long. They are provided to help bring the issues to life, with people’s real experiences of migration. The films are linked to the activities in the educator’s guide, with one film per theme. Prompts of where and how to use the films can be found in each activity. The worksheets in the educator’s guide include transcripts of each film to assist if audio-visual equipment is not available.
2. PowerPoint slides. These accompany each activity and are structured to support each step of the activity. Prompts of where and how to use the PowerPoint slides can be found in each activity.
How to use the educator’s guide
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5Positive Images Toolkit. Educator’s guide – What do I need to consider?
What do I need to consider?Creating a safe environment Discussing migration can lead to lively debates. The educator can help to create a safe environment for young people to express their opinions and test their ideas. It is also important that an environment is created where everyone feels comfortable to work as part of the group.
You can do this by creating a group contract with the students at the start of the activities. You can support young people to develop a set of ground rules on how they want to work together and create a comfortable working environment for everyone. If discussion falters or becomes too lively you can draw students back to these rules. Below is an example of a set of rules.
Example ground rules:> Participation is the key and makes things more interesting!> Everyone has the right to express their opinion and ask questions.> We will own our feelings and be sensitive to those of others.> Everyone agrees to respect others talking, asking questions and expressing their opinion.> If we do not agree with what someone has said, we can challenge this in a respectful and constructive way. > We agree to challenge the behaviour, not the person.
Awareness of migrant children in the groupThink about whether any of your students are likely to be affected by the topics in the activities. If this may be an issue, talk with the students about the activity content beforehand. They can be given the opportunity not to be present as well as the opportunity to prepare to talk about their experience if they would like to.
Be sensitive to the needs of all in the group before introducing a discussion. Remember that migrant children may have experienced trauma in their home country and they may have seen members of their family injured, killed or arrested. Such events cannot easily be discussed in classroom settings.
Migrant children may not want to talk about their circumstances because they might feel it could affect their chances of staying in the country, it’s too traumatic or because they do not want to feel different from other children.
Making sure migrant children feel secure, while raising awareness of the circumstances that have brought them to this country is vital. Popular misconceptions should be challenged to enable all the young people to develop as positive global humanitarian citizens. Ensure that the activities chosen are sensitive to the needs of migrant children whilst still addressing the issues.
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6Positive Images Toolkit. Educator’s guide – Definitions
DefinitionsThe following definitions are provided for the educator’s reference. Young people have the opportunity to explore definitions through individual activities. Some definitions have been deliberately simplified for a young audience.
An asylum seeker is someone who has left their home country and applied for recognition as a refugee in another country and is waiting for a decision on their application.(Source: Adapted from a definition cited in the UNESCO glossary on migration www.unesco.org/shs/migration/glossary).
Development is a process through which countries change over time. It can be defined in different ways. The International Federation of Red Cross and Red Crescent Societies defines development as the process by which communities, families and individuals grow stronger, can enjoy fuller and more productive lives and become less vulnerable. (Source: www.ifrc.org/docs/pubs/who/policies/developmentpolicyen.pdf) The United Nations have developed a way of measuring development by looking at three basic factors which include life expectancy, or the average age people live to, education and income. (Source: Human Development Index http://hdr.undp.org/en/statistics/hdi/)
A developed country can be defined as a country that has a relatively high level of development, based on various factors.
A developing country can be defined as a country that has a relatively low level of development, based on various factors.
Emigration is the act of leaving one’s own country to settle permanently in another.
Forced migration refers to the movements of refugees and internally displaced people (those displaced by conflicts) as well as people displaced by natural or environmental disasters, chemical or nuclear disasters, famine, or development projects. (Source: Definition promoted by the International Association for the Study of Forced Migration (IASFM) and cited on Forced Migration Online www.forcedmigration.org/whatisfm.htm).
Immigration is the action of coming to live in the long term in a foreign country.
Irregular migrant is someone who does not hold the required legal status or travel documents to enter or remain in a country.
Labour migrant is someone who migrates for the purposes of employment. The term economic migration is sometimes used interchangeably with labour migration. However economic migration is broader and can encompass migration for the purposes of improving quality of life in social and economic terms.
Migrants are people who leave or flee their home to go to new places to seek opportunities or safer and better prospects. The term migrant therefore is broad and can include asylum seekers, refugees, internally displaced people, migrant workers and irregular migrants. (Source: International Federation of Red Cross and Red Crescent Societies (2009) Policy on Migration www.ifrc.org/Docs/pubs/who/policies/migration-policy-en.pdf).
Migration is the movement of people from one place to another. Migration can happen within the same country or between countries. The term migration is different to tourism, as migration is generally used when people go to a new place to settle or live in the longer term and when they create significant ties to the new place. (Source: Adapted from a definition of migration cited in UNESCO Glossary www.unesco.org).
Migrant worker. A person who is in paid employment in a country where they are not a national. (Source: Adapted from a definition cited in Art. 2 (1), International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families, 1990, www.un.org/documents/ga/res/45/a45r158.htm)
Millennium development goals. In September 2000, the United Nations Millennium Declaration was made. This brought together the largest gathering of world leaders in history (189 countries) and they agreed eight goals to tackle poverty. These were called the Millennium Development Goals and are known the MDGs. These are a set of targets to reduce extreme poverty by all the nations that were present committing to a global partnership. The target for the achievement of the goals is 2015. (Source: www.un.org/millenniumgoals/).
Persecution is when someone is treated badly because of who they are. It may be because of their race, religion, nationality, because they belong to a particular social group or their political opinion.
Poverty can be defined in many different ways. Income poverty can be defined living on less than $1.25 a day. (Source: World Bank: www.worldbank.org/)
Human poverty can be defined as a short life, a lack of basic education and a lack of access to resources such as transport, housing, electricity, water and so on.(Source: United Nations Development Programme http://hdr.undp.org/en/statistics/indices/hpi/)
Push and pull factors: Push factors are things that make people want to leave their homes and pull factors are things that attract them to new places.
A refugee is a person who has left their home country because they are afraid of being persecuted. As a result they cannot seek protection from their home country. (Source: Adapted from the definition in the 1951 Refugee Convention www.unhcr.org).
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Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate? 7
Theme 1:Why do people migrate?
ACTIVITIES
1. Why do people migrate?
2. Would you leave home?
3. What is poverty and development?
4. What are the Millennium Development Goals?
Theme 1: Worksheets
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
8
Act
ivit
y 1
. W
hy
do
pe
ople
mig
rate
?
Aim
s (P
ow
erP
oin
t sl
ide
1)>
To
intr
oduc
e de
finiti
ons
of m
igra
tion,
per
secu
tion
and
asyl
um.
> T
o ex
amin
e th
e re
ason
s w
hich
cau
se p
eopl
e to
mig
rate
.>
To
intr
oduc
e pu
sh a
nd p
ull f
acto
rs.
Tota
l Tim
ing
45
min
utes
or
one
hour
, with
ext
ensi
on a
ctiv
ity
Po
siti
ve I
ma
ge
s To
olk
it.
Ed
uc
ato
r’s
gu
ide
– T
he
me
1:
Wh
y d
o p
eo
ple
mig
rate
?
30 m
inut
esW
ork
shee
t 1:
Fi
lm 1
exe
rcis
e P
ow
erP
oin
t sl
ide
4: P
oint
s to
con
side
r w
hile
w
atch
ing
the
film
Film
1: W
hy d
o pe
ople
mig
rate
or
wo
rksh
eet
2 (fi
lm 1
tran
scrip
t)
Po
wer
Po
int
slid
e 5:
D
iscu
ssio
n po
ints
afte
r w
atch
ing
film
1
Po
wer
Po
int
slid
e 6:
D
efini
tions
of
pers
ecut
ion
and
seek
ing
asyl
um
Film
1: W
hy d
o p
eop
le m
igra
te?
Bef
ore
wat
chin
g th
e fil
m:
> I
ntro
duce
film
1 e
xpla
inin
g th
at it
incl
udes
the
real
sto
ries
of
fiv
e m
igra
nts
who
des
crib
e w
hy th
ey h
ad to
leav
e ho
me.
>
Han
d ou
t wo
rksh
eet
1.
> A
sk s
tude
nts
whi
le w
atch
ing
the
film
to n
ote
dow
n w
hat r
easo
ns e
ach
of
the
peop
le in
the
film
giv
e fo
r m
igra
ting.
Ask
stu
dent
s to
als
o no
te a
ny
te
rms
they
are
unf
amilia
r w
ith (P
ow
erP
oin
t sl
ide
4).
Wat
ch f
ilm 1
: Why
do
peop
le m
igra
te (P
ow
erP
oin
t sl
ide
4). A
ltern
ativ
ely
you
can
use
wo
rksh
eet
2 an
d se
lect
a s
tude
nt to
read
the
tran
scrip
t.
Afte
r w
atch
ing
the
film
, dis
cuss
the
follo
win
g qu
estio
ns (P
ow
erP
oin
t sl
ide
5):
> H
ow d
id y
ou fe
el w
hile
wat
chin
g th
e fil
m?
W
as th
ere
anyt
hing
you
foun
d su
rpris
ing?
>
Wha
t rea
sons
do
the
peop
le in
the
film
giv
e ab
out w
hy th
ey m
igra
ted?
>
Wer
e th
ere
any
term
s m
entio
ned
that
you
are
unf
amilia
r w
ith?
For
exam
ple
Saj
waa
men
tione
d sh
e le
ft Ira
q be
caus
e of
per
secu
tio
n. P
riyan
ga m
entio
ns
th
e as
ylum
pro
cess
. Wha
t do
you
thin
k th
ese
term
s m
ean?
Ref
er to
Po
wer
Po
int
slid
e 6
for
the
defin
ition
s.
Ple
ase
also
not
e th
e de
finiti
on o
f a r
efug
ee.
> A
t the
end
of t
he fi
lm P
riyan
ga a
sks:
Wha
t wou
ld m
ake
you
leav
e yo
ur
hom
e an
d go
to a
diff
eren
t co
untr
y? H
ow w
ould
you
resp
ond?
Sta
rter
Pre
sent
the
ques
tion:
Why
mig
ht s
omeo
ne le
ave
hom
e? (P
ow
erP
oin
t sl
ide
2)
Ask
stu
dent
s to
cal
l out
som
e re
ason
s an
d w
rite
thes
e on
the
boar
d.
Ed
ucat
or
tip
Enc
oura
ge s
tude
nts
to th
ink
of fa
mily
and
frie
nds
who
may
hav
e m
oved
aw
ay
to a
noth
er c
ount
ry a
nd th
eir
reas
ons.
Ask
stu
dent
s if
they
kno
w th
e te
rm th
at is
use
d to
des
crib
e w
hen
som
eone
le
aves
thei
r ho
me
to g
o to
a n
ew p
lace
. E
xpla
in th
at th
e te
rm is
mig
rati
on
and
the
peop
le th
at m
ove
are
mig
rant
s (P
ow
erP
oin
t sl
ide
3). A
s pe
ople
hav
e di
ffere
nt re
ason
s fo
r m
igra
ting,
ther
e ar
e di
ffere
nt ty
pes
of m
igra
tion.
E
xpla
in th
at th
roug
h th
is a
ctiv
ity s
tude
nts
will
lear
n ab
out w
hy p
eopl
e m
igra
te.
Ed
ucat
or
tip
Whe
n ex
plai
ning
the
term
mig
ratio
n th
ere
may
be
som
e co
nfus
ion
abou
t to
uris
m. C
larif
y th
at m
igra
tion
is g
ener
ally
use
d w
hen
peop
le g
o to
a n
ew p
lace
to
set
tle o
r liv
e in
the
long
er te
rm a
nd w
here
they
cre
ate
sign
ifica
nt ti
es to
the
new
pla
ce.
Po
wer
Po
int
slid
e 2:
Sta
rter
que
stio
n
Po
wer
Po
int
slid
e 3:
Defi
nitio
ns o
f m
igra
tion
and
mig
rant
s
10 m
inut
es
Tim
ing
Act
ivit
yM
ater
ials
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
9P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 1
: W
hy
do
pe
op
le m
igra
te?
15 m
inut
esW
ork
shee
t 3:
R
easo
ns to
mig
rate
car
ds
Po
wer
Po
int
slid
e 8:
Defi
nitio
n of
pus
h an
d pu
ll fa
ctor
s
Op
tio
nal e
xten
sio
n ac
tivi
ty: P
ush
and
pul
l fac
tors
Han
d ou
t the
‘Rea
sons
to m
igra
te c
ards
’ (w
ork
shee
t 3)
Ask
stu
dent
s in
pai
rs to
: >
Add
add
ition
al re
ason
s fo
r m
igra
tion
to th
e bl
ank
card
s.
> W
rite
dow
n w
hat t
he m
issi
ng w
ords
are
that
mat
ch th
e im
ages
.
Feed
back
to th
e re
st o
f the
gro
up.
> T
he m
issi
ng w
ords
incl
ude:
2. W
ar/C
onfli
ct a
nd 5
. ear
thqu
ake.
> A
dditi
onal
reas
ons
may
incl
ude
pers
ecut
ion
and
unem
ploy
men
t.
Rem
ind
stud
ents
of t
he m
igra
nt s
torie
s in
film
1: S
ajw
aa le
ft Ira
q be
caus
e of
pers
ecut
ion
and
Ines
left
Por
tuga
l bec
ause
of u
nem
ploy
men
t.
Exp
lain
that
reas
ons
whi
ch m
ake
peop
le m
ove
away
from
som
ewhe
re a
re
calle
d p
ush
fact
ors
and
reas
ons
whi
ch m
ay a
ttra
ct p
eopl
e to
a n
ew p
lace
are
ca
lled
pul
l fac
tors
(Po
wer
Po
int
slid
e 8)
. A
sk s
tude
nts
whi
ch im
ages
on
wo
rksh
eet
3 m
ay re
pres
ent p
ush
fact
ors
and
whi
ch p
ull f
acto
rs.
Pus
h fa
ctor
s in
clud
e co
nflic
t, la
ck o
f acc
ess
to fo
od, p
oliti
cal c
limat
e,
eart
hqua
ke, fl
ood,
cyc
lone
, pov
erty
, une
mpl
oym
ent,
pers
ecut
ion.
Pul
l fac
tors
in
clud
e to
see
k sa
fety
, to
seek
a b
ette
r lif
e an
d to
find
a b
ette
r jo
b.
Act
ivit
y 1
. W
hy
do
pe
ople
mig
rate
?
Tim
ing
Rev
iew
que
stio
ns (P
ow
erP
oin
t sl
ide
7)
> W
hat i
s m
igra
tion?
> W
hat r
easo
ns m
ay p
eopl
e ha
ve fo
r m
igra
ting?
> W
hat i
s pe
rsec
utio
n?
Po
wer
Po
int
slid
e 7:
Rev
iew
que
stio
ns5
min
utes
Act
ivit
yM
ater
ials
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
10P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 1
: W
hy
do
pe
op
le m
igra
te?
Tim
ing
Act
ivit
yM
ater
ials
Act
ivit
y 2.
Wo
uld
yo
u le
ave
hom
e?
Aim
s (P
ow
erP
oin
t sl
ide
1)
> T
o co
nsid
er th
e de
cisi
on to
leav
e ho
me
from
a m
igra
nt’s
per
spec
tive.
> T
o le
arn
mor
e ab
out t
he re
ason
s th
at c
ause
peo
ple
to m
igra
te.
> T
o co
nsid
er th
e af
fect
s of
mig
ratio
n on
peo
ple
and
com
mun
ities
.
Tota
l Tim
ing
40
min
utes
5 m
inut
es
Sta
rter
Pre
sent
the
ques
tion:
Wha
t do
you
like
abou
t the
pla
ce w
here
you
live
? (P
ow
erP
oin
t sl
ide
2)A
sk s
tude
nts
to c
all o
ut th
ings
they
like
and
writ
e th
ese
on th
e bo
ard.
Ask
stu
dent
s w
hat t
hey
thin
k it
wou
ld b
e lik
e if
thes
e th
ings
wer
e ta
ken
away
. W
hat w
ould
they
do?
Whe
re m
ight
they
go?
Exp
lain
that
this
act
ivity
is a
bout
wha
t mig
ht m
ake
them
leav
e ho
me.
Po
wer
Po
int
slid
e 2:
Sta
rter
que
stio
n
30 m
inut
esTh
is a
ctiv
ity
requ
ires
a sp
acio
us ro
om
that
stu
dent
s ca
n ea
sily
mov
e ar
ound
in.
Wo
rksh
eet
4:
role
pla
y ca
rds
(cut
out
role
s,
one
per
stud
ent)
Wo
rksh
eet
5:
New
s bu
lletin
P
ow
erP
oin
t sl
ide
3:
Inst
ruct
ions
Wo
uld
yo
u le
ave
hom
e ro
le p
lay
Exp
lain
that
stu
dent
s w
ill ta
ke p
art i
n a
role
pla
ying
act
ivity
. The
y w
ill al
l be
give
n a
role
and
ask
ed to
mak
e de
cisi
ons
abou
t whe
ther
they
wou
ld le
ave
hom
e ba
sed
on v
ario
us n
ews
bulle
tins.
Han
d ou
t one
role
car
d pe
r st
uden
t fro
m w
ork
shee
t 4,
and
allo
w s
tude
nts
time
to re
ad a
nd u
nder
stoo
d th
eir
role
. S
elec
t one
stu
dent
as
the
jour
nalis
t and
pro
vide
them
with
wo
rksh
eet
5, w
hich
in
clud
es in
stru
ctio
ns a
bout
thei
r ro
le.
Sel
ect o
ne o
f the
new
s bu
lletin
s fro
m w
ork
shee
t 5
to fo
cus
the
activ
ity o
n.
Sel
ect o
ne a
rea
in th
e ro
om th
at re
pres
ents
hom
e, a
noth
er a
rea
that
repr
esen
ts
the
rest
of t
he c
ount
ry a
nd a
third
are
a th
at re
pres
ents
the
rest
of t
he w
orld
.
Afte
r st
uden
ts h
ave
unde
rsto
od th
eir
role
s, re
ad th
roug
h th
e fo
llow
ing
inst
ruct
ions
bef
ore
the
star
t of t
he a
ctiv
ity (P
ow
erP
oin
t sl
ide
3):
> E
very
one
shou
ld s
tart
in th
e ar
ea o
f the
room
that
repr
esen
ts h
ome.
> T
he jo
urna
list w
ill re
ad o
ut n
ews
abou
t the
cha
ngin
g si
tuat
ion
in y
our
coun
try.
> A
s th
e si
tuat
ion
chan
ges,
dec
ide
whe
ther
you
wan
t to
stay
at h
ome,
mov
e to
anot
her
part
of t
he s
ame
coun
try
or m
ove
to a
noth
er c
ount
ry.
B
e pr
epar
ed to
just
ify y
our
choi
ce. R
emem
ber
to m
ake
deci
sion
s ba
sed
on
th
e ch
arac
ter
from
you
r ro
le c
ard.
Ask
the
jour
nalis
t to
read
the
first
par
t of t
he n
ews
bulle
tin a
nd a
llow
stu
dent
s tim
e to
mov
e ar
ound
bef
ore
read
ing
the
next
par
t.
Dur
ing
the
activ
ity a
sk s
tude
nts:
>
Why
did
you
mak
e th
is c
hoic
e? W
as it
eas
y to
dec
ide?
> W
hat d
o yo
u th
ink
you
will
need
to c
onsi
der
abou
t you
r jo
urne
y
and
new
hom
e?
> H
ow m
ight
you
r de
cisi
on a
ffect
you
r co
mm
unity
?
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
Po
siti
ve I
ma
ge
s To
olk
it.
Ed
uc
ato
r’s
gu
ide
– T
he
me
1:
Wh
y d
o p
eo
ple
mig
rate
?11
Act
ivit
y 2.
Wo
uld
yo
u le
ave
hom
e?
Tim
ing
Act
ivit
yM
ater
ials
5 m
inut
es
Rev
iew
po
ints
(Po
wer
Po
int
slid
e 4)
> D
ecid
ing
to le
ave
hom
e is
a d
ifficu
lt de
cisi
on.
> P
eopl
e w
ho d
ecid
e to
mig
rate
hav
e to
con
side
r m
any
diffe
rent
fact
ors
base
d
on
thei
r si
tuat
ion.
> M
igra
tion
can
have
pos
itive
as
wel
l as
nega
tive
affe
cts
on p
eopl
e in
divi
dual
ly
an
d th
eir
com
mun
ities
.
Po
wer
Po
int
slid
e 4:
Rev
iew
poi
nts
Take
act
ion
on
mig
rati
on!
Pla
ce s
tude
nts
into
gro
ups
and
hand
out w
ork
shee
t 9.
Enc
oura
ge s
tude
nts
to
wor
k in
gro
ups
to b
uild
on
thei
r le
arni
ng b
y ta
king
act
ion
on m
igra
tion.
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
Po
siti
ve I
ma
ge
s To
olk
it.
Ed
uc
ato
r’s
gu
ide
– T
he
me
1:
Wh
y d
o p
eo
ple
mig
rate
?12
Tim
ing
Act
ivit
yM
ater
ials
15 m
inut
es
Def
inin
g p
ove
rty
Writ
e up
on
the
boar
d th
e w
ord
‘po
vert
y’ a
nd a
sk s
tude
nts
wha
t the
y th
ink
this
m
eans
. Writ
e up
idea
s on
the
boar
d. A
sk s
tude
nts
to w
ork
in g
roup
s to
writ
e a
defin
ition
of p
over
ty.
Ask
stu
dent
s to
use
the
wor
ds o
n th
e bo
ard
and
the
imag
es o
n P
ow
erP
oin
t sl
ide
2 to
hel
p cr
eate
a d
efini
tion.
A
sk th
e gr
oups
to fe
edba
ck th
eir
defin
ition
s.P
rese
nt tw
o de
finiti
ons
of p
over
ty (P
ow
erP
oin
t sl
ide
3) a
nd c
ompa
re th
ese
to
stud
ents
’ defi
nitio
ns.
> I
nco
me
po
vert
y ca
n be
defi
ned
livin
g on
less
than
$1.
25 a
day
.
(Sou
rce:
Wor
ld B
ank:
ww
w.w
orld
bank
.org
/)
> H
uman
po
vert
y ca
n be
defi
ned
as a
sho
rt li
fe, a
lack
of b
asic
edu
catio
n an
d
a
lack
of a
cces
s to
reso
urce
s su
ch a
s tr
ansp
ort,
hous
ing,
ele
ctric
ity, w
ater
and
so o
n.
(Sou
rce:
Uni
ted
Nat
ions
Dev
elop
men
t Pro
gram
me
http
://h
dr.u
ndp.
org/
en/s
tatis
tics/
indi
ces/
hpi/)
O
ne d
efini
tion
is b
ased
on
inco
me
whe
reas
the
othe
r de
finiti
on is
bas
ed o
n ot
her
fact
ors
such
as
heal
thca
re, e
duca
tion,
she
lter
and
so o
n.
Po
wer
Po
int
slid
e 2:
Im
ages
of p
over
ty
Po
wer
Po
int
slid
e 3:
D
efini
tions
of
pove
rty
15 m
inut
esP
ow
erP
oin
t sl
ide
4:
Imag
es o
f de
velo
pmen
t P
ow
erP
oin
t sl
ide
5:
Defi
nitio
n of
de
velo
pmen
t
Defi
ning
dev
elo
pm
ent
Writ
e up
on
the
boar
d ‘d
evel
op
men
t’ a
nd re
peat
the
sam
e ac
tivity
as
with
po
vert
y, a
skin
g st
uden
ts to
defi
ne d
evel
opm
ent.
P
rese
nt th
e im
ages
of d
evel
opm
ent t
o he
lp in
cre
atin
g a
defin
ition
(P
ow
erP
oin
t sl
ide
4).
Ask
stu
dent
s to
thin
k ab
out t
he li
nks
betw
een
pove
rty
and
deve
lopm
ent a
s pa
rt
of th
is a
ctiv
ity.
Afte
r gr
oups
hav
e fe
d ba
ck th
eir
defin
ition
s of
dev
elop
men
t, pr
esen
t a d
efini
tion
of d
evel
opm
ent a
nd c
ompa
re th
is to
stu
dent
s’ d
efini
tions
(P
ow
erP
oin
t sl
ide
5).
Act
ivit
y 3
. W
hat
is p
ove
rty
and d
eve
lopm
ent?
Ed
ucat
or
tip
Th
is a
ctiv
ity is
mos
t sui
tabl
e fo
r yo
ung
peop
le a
ged
16 y
ears
old
or
over
.
Aim
s (P
ow
erP
oin
t sl
ide
1)
> T
o de
fine
pove
rty
> T
o de
fine
deve
lopm
ent
> T
o co
nsid
er th
e lin
ks b
etw
een
pove
rty
and
deve
lopm
ent
Tota
l Tim
ing
35
min
utes
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
13P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 1
: W
hy
do
pe
op
le m
igra
te?
Act
ivit
y 3
. W
hat
is p
ove
rty
and d
eve
lopm
ent?
Tim
ing
Act
ivit
yM
ater
ials
Dev
elo
pm
ent
is a
pro
cess
thro
ugh
whi
ch c
ount
ries
chan
ge o
ver
time.
It c
an
be d
efine
d in
diff
eren
t way
s. T
he In
tern
atio
nal F
eder
atio
n of
Red
Cro
ss a
nd R
ed
Cre
scen
t Soc
ietie
s de
fines
dev
elop
men
t as
the
proc
ess
by w
hich
com
mun
ities
, fa
milie
s an
d in
divi
dual
s gr
ow s
tron
ger,
can
enjo
y fu
ller
and
mor
e pr
oduc
tive
lives
an
d be
com
e le
ss v
ulne
rabl
e.(S
ourc
e: w
ww
.ifrc
.org
/doc
s/pu
bs/w
ho/p
olic
ies/
deve
lopm
entp
olic
yen.
pdf)
The
Uni
ted
Nat
ions
hav
e de
velo
ped
a w
ay o
f mea
surin
g de
velo
pmen
t by
look
ing
at th
ree
basi
c fa
ctor
s w
hich
incl
ude
life
expe
ctan
cy, o
r th
e av
erag
e ag
e pe
ople
live
to, e
duca
tion
and
inco
me.
(Sou
rce:
Hum
an D
evel
opm
ent I
ndex
htt
p://
hdr.u
ndp.
org/
en/s
tatis
tics/
hdi/)
5 m
inut
esP
ow
erP
oin
t sl
ide
6:
Rev
iew
qu
estio
ns
Rev
iew
que
stio
ns (P
ow
erP
oin
t sl
ide
6)
> H
ow c
an w
e de
fine
pove
rty?
> H
ow c
an w
e de
fine
deve
lopm
ent?
> W
hat a
re th
e lin
ks b
etw
een
pove
rty
and
deve
lopm
ent?
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
14P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 1
: W
hy
do
pe
op
le m
igra
te?
Act
ivit
y 4
. W
hat
are
the
Mille
nniu
m D
eve
lopm
ent
Goals
?
Tim
ing
Act
ivit
yM
ater
ials
20 m
inut
es
Dev
elo
pm
ent
fact
ors
gro
up e
xerc
ise
Exp
lain
to s
tude
nts
that
thro
ugh
this
act
ivity
they
will
wor
k to
geth
er to
thin
k of
w
hat t
he p
riorit
ies
are
for
glob
al d
evel
opm
ent.
Spl
it th
e gr
oup
into
team
s of
eig
ht p
eopl
e.
Han
d ou
t one
set
of d
evel
opm
ent f
acto
rs p
er g
roup
(wo
rksh
eet
6) a
nd a
di
ffere
nt c
ount
ry p
rofil
e pe
r gr
oup
(wo
rksh
eet
7).
Info
rm th
e gr
oups
that
they
hav
e 15
min
utes
to c
ompl
ete
the
follo
win
g ta
sks
(Po
wer
Po
int
slid
e 2
and
wo
rksh
eet
6):
> D
iscu
ss w
hat i
s ha
ppen
ing
in y
our
coun
try
arou
nd e
ach
of th
e ei
ght f
acto
rs.
> A
lloca
te o
ne d
evel
opm
ent f
acto
r to
eac
h pe
rson
in y
our
grou
p. E
ach
pers
on
w
ill ac
t as
a le
ader
from
thei
r co
untr
y an
d re
pres
ent t
heir
coun
try’
s in
tere
sts
at g
loba
l dev
elop
men
t tal
ks.
Wo
rksh
eet
6:
Dev
elop
men
t fa
ctor
s (o
ne
hand
out p
er
grou
p)
Wo
rksh
eet
7:
Cou
ntry
pro
files
(c
ut o
ut a
nd
prov
ide
a di
ffere
nt
coun
try
profi
le p
er
grou
p)
Po
wer
Po
int
slid
e 2:
D
evel
opm
ent
fact
ors
and
grou
p ex
erci
se
20 m
inut
esP
ow
erP
oin
t sl
ide
3: G
loba
l de
velo
pmen
t ta
lks
grou
p ex
erci
se
Glo
bal
dev
elo
pm
ent
talk
s g
roup
exe
rcis
e N
ow a
sk s
tude
nts
to s
it w
ith o
ther
repr
esen
tativ
es o
f the
sam
e de
velo
pmen
t fa
ctor
from
oth
er c
ount
ries.
For
exa
mpl
e al
l edu
catio
n re
pres
enta
tives
sho
uld
sit
toge
ther
, all
heal
th re
pres
enta
tives
sho
uld
sit t
oget
her
and
so o
n.
Tell
the
stud
ents
that
they
are
repr
esen
ting
thei
r cou
ntrie
s at
glo
bal d
evel
opm
ent
talk
s. In
form
gro
ups
that
they
hav
e 15
min
utes
to a
gree
one
cha
nge
they
w
ill m
ake
rela
ting
to th
eir
fact
or th
at w
ill co
ntrib
ute
tow
ards
dev
elop
men
t (P
ow
erP
oin
t sl
ide
3). E
ncou
rage
stu
dent
s to
dra
w o
n th
e si
tuat
ion
in th
eir
coun
trie
s fo
r th
e di
scus
sion
.
Ed
ucat
or
tip
Th
is a
ctiv
ity is
mos
t sui
tabl
e fo
r yo
ung
peop
le a
ged
16 y
ears
old
or
over
.
Aim
s (P
ow
erP
oin
t sl
ide
1)
> T
o le
arn
abou
t the
Mille
nniu
m D
evel
opm
ent G
oals
> T
o co
nsid
er th
e lin
ks b
etw
een
mig
ratio
n an
d de
velo
pmen
t
Tota
l Tim
ing
55
min
utes
, or
one
hour
and
ten
min
utes
with
ext
ensi
on a
ctiv
ity
10 m
inut
esP
ow
erP
oin
t sl
ide
4: T
he
Mille
nniu
m
Dev
elop
men
t G
oals
W
ork
shee
t 8:
Th
e M
illenn
ium
D
evel
opm
ent
Goa
ls
Defi
ning
the
Mill
enni
um D
evel
op
men
t G
oal
s A
sk e
ach
grou
p to
feed
back
thei
r on
e ch
ange
and
writ
e th
ese
up o
n th
e bo
ard.
Th
ere
shou
ld b
e ei
ght c
hang
es li
sted
in to
tal.
Exp
lain
to th
e st
uden
ts th
at in
Sep
tem
ber
2000
, the
Uni
ted
Nat
ions
Mille
nniu
m
Dec
lara
tion
was
mad
e. T
his
brou
ght t
oget
her
the
larg
est g
athe
ring
of w
orld
le
ader
s in
his
tory
(189
cou
ntrie
s) a
nd th
ey a
gree
d ei
ght g
oals
to ta
ckle
pov
erty
. Th
ese
wer
e ca
lled
the
Mill
enni
um D
evel
op
men
t G
oal
s an
d ar
e kn
own
the
MD
Gs.
The
se a
re a
set
of t
arge
ts to
redu
ce e
xtre
me
pove
rty
by a
ll th
e na
tions
that
wer
e pr
esen
t com
mitt
ing
to a
glo
bal p
artn
ersh
ip. T
he ta
rget
for
the
achi
evem
ent o
f the
goa
ls is
201
5 (P
ow
erP
oin
t sl
ide
4).
Han
d ou
t wo
rksh
eet
8. A
sk s
tude
nts
how
are
the
mille
nniu
m d
evel
opm
ent
goal
s si
mila
r or
diff
eren
t to
the
chan
ges
they
pro
pose
d?
14
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
15P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 1
: W
hy
do
pe
op
le m
igra
te?
Act
ivit
y 4
. W
hat
are
the
Mille
nniu
m D
eve
lopm
ent
Goals
?
Tim
ing
Act
ivit
yM
ater
ials
5 m
inut
es
Rev
iew
que
stio
ns (P
ow
erP
oin
t sl
ide
5)
> W
hat a
re th
e m
illenn
ium
dev
elop
men
t goa
ls?
> C
an y
ou n
ame
the
eigh
t mille
nniu
m d
evel
opm
ent g
oals
?
Po
wer
Po
int
slid
e 5:
Rev
iew
qu
estio
ns
15 m
inut
esW
ork
shee
t 3:
Rea
sons
to
mig
rate
car
ds
Wo
rksh
eet
8:
The
mille
nniu
m
deve
lopm
ent
goal
s P
ow
erP
oin
t sl
ide
6: H
ow is
m
igra
tion
linke
d to
dev
elop
men
t?
Op
tio
nal e
xten
sio
n: H
ow
is m
igra
tio
n lin
ked
to
dev
elo
pm
ent?
Ask
stu
dent
s in
gro
ups
to c
ompa
re th
e re
ason
s fo
r m
igra
tion
(wo
rksh
eet
3)
with
the
mille
nniu
m d
evel
opm
ent g
oals
(wo
rksh
eet
8).
Stu
dent
s ca
n di
scus
s th
e fo
llow
ing
ques
tions
(Po
wer
Po
int
slid
e 6)
: >
How
is m
igra
tion
linke
d w
ith th
e M
DG
s?>
Whi
ch o
f the
MD
Gs
tack
le p
robl
ems
face
d by
mig
rant
s?>
How
mig
ht m
igra
tion
help
cou
ntrie
s ac
hiev
e th
e M
DG
s?
Feed
back
to th
e re
st o
f the
gro
up.
Way
s in
whi
ch m
igra
tion
can
help
ach
ieve
the
MD
Gs
incl
ude
that
som
e pe
ople
m
ay m
igra
te to
ove
rcom
e po
vert
y an
d im
prov
e th
eir
lives
.
Take
act
ion
on
po
vert
y an
d t
he M
DG
s!
Pla
ce s
tude
nts
into
gro
ups
and
hand
out w
ork
shee
t 10
. Enc
oura
ge s
tude
nts
to
wor
k in
gro
ups
to b
uild
on
thei
r le
arni
ng b
y ta
king
act
ion.
15
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??
16Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 1: Film 1 exercise
While watching the film, use this worksheet to: > Note down the reason each person in the film gives for migrating> Note any new words
Name
Sajwaa
Shakeeb
Alain
Ines
Priyanga
New wordsReasons for migrating
Activity 1: Why do people migrate?
Activity 5: Who are migrants?
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17Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 2: Film 1 transcript Activity 1: Why do people migrate?
Activity 5: Who are migrants?
Why do people migrate?
“Would you leave your home if it would save your life?”
“Would you leave if another country offered a better life for your family?”
“Would you leave your home if you were being persecuted?”
“Would you move to another country if you couldn’t find work?”
“Would you leave everything behind, all your friends, all your family, all your belongings, everything you played with, everything that you grew up with?”
(Sajwaa) “I left Iraq in 2006 with my three children due to the escalated situation back there. There was a civil war in Iraq and due to my background and my husband’s, we were subject to persecution and threats by different parties”.
(Shakeeb) “I left India in search of more experience and because I wanted to get more exposure in my job; I wanted to learn about different cuisine and I had always heard about Europe; that there’s more work and better working environments, more job security and that people are more accepting of people from other parts of the world”.
(Alain) “I left Congo because of political problems. In our country especially things are not going well; people are starving every day, students are not going to school, there’s no freedom, you can’t even express yourself and I thought that if I went back to that country I would die, or maybe be persecuted”.
(Ines) “My name is Ines, I come from Portugal, and I came to the UK because of work. At the time it was not as bad as it is now, but I still couldn’t find any sort of work for two years. For some time I was doing temporary jobs and these started to become fewer and fewer until I had nothing”.
(Priyanga) “I came here simply for a better life. My parents and I, we left Sri Lanka when I was twelve years old, and we had to flee the country because civil war had broken loose, and the lives of both my parents were in danger. When we came to the UK it was the year 2000 and several locations – asylum applications – were originally rejected and we had to keep putting in fresh claims”.
“What is it that would make you leave your own home, what is it that would make you leave everything you have, all your friends, all your family, everything that you own and go to a different country?”
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18
> Add additional reasons for migration to the blank cards > Write down what the picture with the missing words represents
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 3: Reasons to migrate cards
1. To seek safety 2. 3. Lack of access to food 4. Political climateA
ngel
ine
Sum
enda
p/C
anad
ian
Red
Cro
ss
Ant
hony
Teu
n Vo
eten
(IC
RC
)
Jose
Cen
don
(IFR
C)
Pav
el C
ugin
i (IC
RC
)
5. 6. To seek a better life 7. Flood 8. Cyclone
Cru
z R
oja
Chi
lena
IFR
C
Ric
ci S
hryo
ck/In
tern
atio
nal F
eder
atio
n of
R
ed C
ross
and
Red
Cre
scen
t Soc
ietie
s
IFR
C
9. Poverty 10. To find a better jobAdd a reason Add a reason
IFR
C
Gem
unu
Am
aras
ingh
e (B
RC
S)
Activity 1: Why do people migrate?
Activity 4: What are the Millennium Development Goals?
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19Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 4: Would you leave home role play cards
An elderly man or woman
You have a lot of difficulty with walking and receive a lot of help and support with every day activities from your neighbours.
A doctor
You are the only doctor in your community and run a very busy clinic. You have a brother who lives in a neighbouring country, who has been encouraging you to go and live with him.
A young man or woman
You are a student. You think that a good education is your key to a better future and have heard that there are good universities abroad. However your parents are in poor health and you are hesitant to leave them behind.
A farmer
You have a small farm and sell your crops to your community to make a living. You don’t earn much money from this and struggle to get by.
A teacher
You are a teacher in the local primary school and have lived in the area for a number of years. You know the parents and children from the school very well and are a respected member of the community.
A mother or father with two young children
You are a single parent with two nursery age children. You do not have any relatives in the area and struggle to survive as you are unable to work.
Activity 2: Would you leave home?
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20Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 5: News bulletin
You are a journalist for a newspaper. Your role is to read out one of the news bulletins below to the rest of the group. The rest of the group will take on different characters in the community. They will be asked to make decisions about whether or not to leave home, based on the news.
> Select one of the two news bulletins below> Before the activity take time to read and understand the news> During the activity read each part of the news bulletin separately. Allow time for students to decide whether or not they will leave home, based on what they have heard, before you move on to the next part.
News bulletin 1: Conflict
Part 1 There has been on-going fighting between two groups in the community. Although fighting remains localized, there have been increasing outbreaks of violence in recent weeks. People are afraid and are staying indoors as much as possible. Some people have temporarily moved to other parts of the country to stay with family or friends.
Part 2 Fighting is becoming increasingly widespread. The army has been sent on to the streets to keep order. The authorities have advised civilians against going to certain parts of the country. Some hospitals and schools have closed down due to staff shortages, as doctors and teachers are moving away to other parts of the country where it is safer.
Part 3 In recent weeks the unrest seems to be under control and gradually more people are venturing outside. The marketplace last weekend was busier than it’s been for months. Some people who moved away are gradually returning home. However others feel the situation remains unsafe. Last night there was a large explosion in the capital and the causes of this are still unclear.
News bulletin 2: Poverty
Part 1People living in our small farming village are facing increasing poverty. Economic instability as well as crop failure year after year has hit the community hard. Other than farming, there are very few jobs. Many young people are moving away to find jobs elsewhere. Several of the people who have found work aboard are writing home that they are making more money than they would at home.
Part 2 The economy of the country is undergoing a prolonged downturn and many fear the situation will not improve in the short term. Basic goods are becoming increasingly expensive. The future looks bleak as many young people and skilled professionals move away in search of better fortunes elsewhere, often leaving behind young children and the elderly. Some people from the village who have found work abroad are sending money back and this is providing vital support to their families.
Part 3 After months of hardship, the first signs of economic recovery are on the horizon. Where shops a few months ago were all closed in the main square, new businesses are appearing. Some people who made money aboard and have now returned home. They have invested in a new college, the graduates of which it is hoped will bring new life to the village.
Activity 2: Would you leave home?
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21Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 6: Development factors
Complete the following tasks in your group> Discuss what is happening in your country around each of the eight factors.
> Allocate one development factor to each person in your group. Each person will act as a leader from their country and represent their country’s interests at global development talks.
Maternal and child health Education Food and water HIV and AIDS
International relations Economy Environment Gender
Development factors
Activity 4: What are the Millennium Development Goals?
Dan
iel C
ima,
Am
eric
an R
ed C
ross
Maj
da S
habb
ir/IF
CR
Arn
e H
odal
ic, S
love
nian
Red
Cro
ssA
mal
ia S
oem
antr
i/IFR
C
Yosh
i Shi
miz
u/IF
RC
Mel
Tol
nay/
Aus
tral
ian
Red
Cro
ss
Jenn
y M
atth
ews/
Brit
ish
Red
Cro
ssIF
RC
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22Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 7: Country profiles
Disclaimer: The country profiles are fictional and are not intended to be representative of any one specific country.
Country 1
Education All children can access primary education. Maternal and child health A very low number, four out of every 1000 children born, die before the age of five. Seven women die in childbirth of every 100,000 births. Economy There are very few people living on less than $1.25 per day. Environment The country has rich biodiversity and low pollution.
Gender Girls are as likely as boys to access primary education. Women are as likely as men to be in employment.
International relations The country donates about $4 billion every year to support development in other countries. Food and water Most people have access to safe drinking water. Very few children under the age of five are underweight. HIV and AIDS 4000 people are living with HIV.
Country 2
Education About 90 per cent of children can access primary education. Maternal and child health About 20 out of every 1000 children born, die before the age of five. About 100 women die in childbirth of every 100,000 births. Economy About seven per cent of the population is living on less than $1.25 per day. Environment The country has rich biodiversity. There is high pollution and rapid deforestation. Gender Girls are less likely than boys to access primary education. Women are also less likely than men to be in employment.
International relations The country receives about $400 million from other countries to support development. Food and water About 80 per cent of people have access to safe drinking water. Very few children under the age of five are underweight. HIV and AIDS 600,000 people are living with HIV.
Country 3
Education About 80 per cent of children can access primary education. Maternal and child health 200 out of every 1000 children born, die before the age of five. About 900 women die in childbirth of every 100,000 births. Economy About 40 per cent of the population is living on less than $1.25 per day. Environment The country has low biodiversity and high pollution. Gender Girls are much less likely than boys to access primary education. Women are much less likely than men to be in employment.
International relations The country receives about $900 million from other countries to support development. Food and water About half the population of the country have access to safe drinking water. One in three children under the age of five are underweight. HIV and AIDS 80,000 people are living with HIV.
Activity 4: What are the Millennium Development Goals?
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23Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 7: Country profiles
Disclaimer: The country profiles are fictional and are not intended to be representative of any one specific country.
Country 4
Education All children can access primary education. Maternal and child health A very low number, five out of every 1000 children born, die before the age of five. Two women die in childbirth of every 100,000 births. Economy There are very few people living on less than $1.25 per day. Environment The country has rich biodiversity. Rapid development is damaging the environment. Gender Girls are slightly likely than boys to access primary education. Women are slightly less likely than men to be in employment.
International relations The country donates about $500 thousand to support development in other countries. Food and water Most people have access to safe drinking water. Very few children under the age of five are underweight. HIV and AIDS 8000 people are living with HIV.
Country 5
Education Most children can access primary education. Maternal and child health 20 out of every 1000 children born, die before the age of five. Forty women die in childbirth of every 100,000 births. Economy One in ten people are living on less than $1.25 per day. Environment The country has rich biodiversity. Rapid development however is damaging the environment. There is very high pollution. Gender Girls are less likely than boys to access primary education. Women are also less likely than men to be in employment.
International relations The country receives about $1 billion from other countries to support its development. The country also donates about $25 billion to support development in other countries. Food and water About 80 per cent of the population have access to safe drinking water. About one in ten children under the age of five are underweight. HIV and AIDS 740,000 people are living with HIV.
Country 6
Education All children can access primary education. Maternal and child health 15 out of every 1000 children born, die before the age of five. Forty women die in childbirth of every 100,000 births. Economy One in ten people are living on less than $1.25 per day. Environment The country has rich biodiversity and low pollution. There is high deforestation. Gender Girls are less likely than boys to access education. Women are also less likely than men to be in employment.
International relations The country receives about $700 million from other countries to support its development. Food and water 70 per cent of the population have access to safe drinking water. One in five children under the age of five are underweight. HIV and AIDS 2000 people are living with HIV.
Activity 4: What are the Millennium Development Goals?
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24Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 8: The millennium development goals
The UN Millennium Declaration was made in September 2000. This represented the largest gathering of world leaders in history. They adopted the Millennium Development Goals. These are a set of targets to reduce extreme poverty by 2015.
Activity 4: What are the Millennium Development Goals?
The Millennium Development Goals
1.To eradicateextremepoverty andhunger.
2.To achieveuniversalprimaryeducation.
3.To promotegenderequality andempowerwomen.
4.To reducechildmortality.
5.To improvematernalhealth.
6.To combatHIV/AIDS,Malariaand otherdiseases.
7.To ensureenvironmentalsustainability.
8.To developa globalpartnership fordevelopment.
IFR
C
Arn
e H
odal
ic, S
love
nian
Red
Cro
ss
IFR
C
Ola
v S
altb
ones
, Nor
weg
ian
Red
Cro
ss
Dan
iel C
ima,
Am
erci
an R
ed C
ross
IFR
C
Yosh
i Shi
miz
u, IF
RC
IFR
C
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25Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 9: Take action on migration!
Take action!
> Research the history of migration in your family, community or country. Create a display to raise awareness of how migration has shaped your history.
> Think about what you would be lost without if you had to leave home and what positive things you think you would find in your new home. This could be things, people, places or memories. Make a creative display to raise awareness of migration.
> Watch the Positive Images film 1: Why do people migrate? or research stories of other people who have migrated. Create an imaginary diary, story, song or play to raise awareness about their experiences.
Inspire me! Lost and found
What did they do?
> A group of young people, some with migrant backgrounds, used a photo booth in the middle of a busy street. They took photos of themselves holding up cards with words of things, people and places they would miss if they had to leave home.
> They then took photos of positive things they had found in their homes. They encouraged passers by to join in.
The photos were displayed at a local festival to raise awareness about migration.
Inspire me!
Home Sweet Home drama
What did they do?
> A group of young people invited a refugee, Nicky, to speak about her experiences and feelings of leaving home and travelling to a new life in a new place.
> Used what they learnt to created a powerful drama with songs and imagery exploring how it feels as a refugee arriving in a different country.
> They performed the drama at a local festival in front of 500 people.
What did they say?
“The group created a story of hope, strength and courage. It was beyond brilliant!” Nicky
Julia
n H
amilt
on
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26Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 10: Take action on poverty and the MDGs!
Take action!
> Research how your country or the European Union is helping to achieve this Millennium Development Goals (MDGs). Select one of the MDGs and find out what progress has been made in one or two different countries. Use what you have learnt to raise awareness to other young people about the MDGs and encourage them to contribute towards achievement of the MDGs. Useful links: www.un.org/millenniumgoals/ http://ec.europa.eu/europeaid/what/millenium- development-goals/index_en.htm
> Research poverty and development in your own country or the European Union. How is poverty and development defined and measured? How does your country compare to other countries? Select one aspect of development and find out what different organisations are doing to support development. Use what you have learnt to raise awareness to other young people and encourage them to support development.
Useful links: http://hdr.undp.org/en/countries/ http://ec.europa.eu/social/main.jsp?catId=751&langId=en www.ifrc.org/en/what-we-do/health/water-and-sanitation/un-millennium-development-goals/
Inspire me!
Creative banner on development
What did they do?
A group of young people from Glasgow University’s Student Action for Refugees (STAR) engaged young people from refugee backgrounds in creative activities to produce a wall display exploring development issues. The young people delivered a large textile print banner creative workshop with fourteen young people from refugee backgrounds.
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27Positive Images Toolkit. Educator’s guide – Theme 2: Who are migrants?
Theme 2:Who are migrants?
ACTIVITIES
5. Who are migrants?
Theme 2: Worksheets
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
28P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 2
: W
ho
are
mig
ran
ts?
Act
ivit
y 5
. W
ho
are
mig
rants
?
Aim
s (P
ow
erP
oin
t sl
ide
1)
> T
o un
ders
tand
the
mea
ning
of t
he te
rms
refu
gee,
asy
lum
see
ker
and
mig
rant
wor
ker.
> T
o le
arn
mor
e ab
out w
ho m
igra
nts
are.
Tota
l Tim
ing
One
hou
r an
d te
n m
inut
es, o
r on
e ho
ur a
nd 3
0 m
inut
es w
ith th
e ex
tens
ion
activ
ity
Und
erst
and
ing
mig
rant
ter
ms
Ed
ucat
or
tip
: Yo
u co
uld
star
t with
the
star
ter
activ
ity fr
om a
ctiv
ity 1
, if s
tude
nts
are
not f
amilia
r w
ith th
e te
rms
mig
ratio
n an
d m
igra
nts.
H
ando
ut o
ne c
opy
of w
ork
shee
t 11
to e
ach
stud
ent.
A
sk s
tude
nts
to m
atch
the
term
s to
the
defin
ition
s.
As
a gr
oup
go th
roug
h th
e co
rrec
t defi
nitio
ns fo
r ea
ch te
rm. T
he c
orre
ct
mat
ches
are
: 1b,
2c
and
3a (P
ow
erP
oin
t sl
ide
2).
As
a gr
oup
disc
uss
the
follo
win
g (P
ow
erP
oin
t sl
ide
3):
> H
ave
you
hear
d th
ese
term
s be
fore
? >
Wha
t do
you
know
abo
ut th
ese?
> W
here
hav
e yo
u se
en th
ese
term
s us
ed?
Exp
lain
that
as
som
etim
es p
eopl
e w
ho m
igra
te h
ave
less
pro
tect
ion
whe
n th
ey
are
outs
ide
thei
r ho
me
coun
try,
ther
e ar
e sp
ecia
l int
erna
tiona
l law
s pr
otec
ting
mig
rant
s. ‘R
efug
ee’ a
nd ‘m
igra
nt w
orke
r’ a
re te
rms
that
des
crib
e so
meo
ne’s
le
gal s
ituat
ion
whe
n th
ey a
re o
utsi
de th
eir
hom
e co
untr
y.
Wo
rksh
eet
11:
Mig
rant
defi
nitio
ns
(one
cop
y pe
r st
uden
t)
Po
wer
Po
int
slid
e 2:
M
igra
nt te
rms
Po
wer
Po
int
slid
e 3:
M
igra
nt te
rm
ques
tions
10 m
inut
es
Tim
ing
Act
ivit
yM
ater
ials
Film
1: W
hy d
o p
eop
le m
igra
te?
Info
rm s
tude
nts
that
they
will
wat
ch a
sho
rt fi
lm w
here
peo
ple
expl
ain
why
they
m
igra
ted.
H
and
out a
cop
y of
wo
rksh
eet
12 to
eac
h st
uden
t. A
sk s
tude
nts
whi
le
wat
chin
g th
e fil
m to
com
plet
e th
e ‘re
ason
s fo
r m
igra
ting’
and
‘leg
al s
ituat
ion’
pa
rt o
f the
wor
kshe
et fo
r ea
ch p
erso
n.
Wat
ch f
ilm 1
. Alte
rnat
ivel
y yo
u ca
n as
k on
e of
the
stud
ents
to re
ad o
ut th
e fil
m
1 tr
ansc
ript,
wor
kshe
et 2
. E
duc
ato
r ti
p:
If yo
u ha
ve a
lread
y w
atch
ed f
ilm 1
with
the
stud
ents
, sim
ple
ask
stud
ents
to
use
thei
r an
swer
s fro
m w
ork
shee
t 1.
The
y ca
n th
en c
ompl
ete
the
‘lega
l si
tuat
ion’
par
t for
this
act
ivity
.
Wo
rksh
eet
12:
Film
exe
rcis
e, o
ne
copy
per
stu
dent
Fi
lm 1
: Why
do
peop
le m
igra
te?
or
wo
rksh
eet
2: F
ilm
1 tr
ansc
ript
10 m
inut
es
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
29P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 2
: W
ho
are
mig
ran
ts?
Act
ivit
y 5
. W
ho
are
mig
rants
?
Tim
ing
Act
ivit
yM
ater
ials
10 m
inut
es
Film
2: W
ho a
re m
igra
nts?
N
ow te
ll st
uden
ts th
at th
ey w
ill w
atch
a s
econ
d fil
m. T
he p
eopl
e in
the
film
de
scrib
e th
eir
lega
l situ
atio
n.
Ask
stu
dent
s w
hile
wat
chin
g th
e fil
m to
che
ck if
the
lega
l situ
atio
n th
ey w
rote
in
the
prev
ious
act
ivity
was
cor
rect
. W
atch
film
2. A
ltern
ativ
ely
you
can
ask
a st
uden
t to
read
out
sto
ries
from
film
2,
wo
rksh
eet
13.
Che
ck th
e an
swer
s as
a g
roup
. Th
e co
rrec
t ans
wer
s ar
e: S
ajw
aa is
a re
fuge
e, S
hake
eb is
a m
igra
nt w
orke
r, In
es is
a m
igra
nt w
orke
r, P
riyan
ga is
a re
fuge
e, G
lend
a is
a m
igra
nt w
orke
r an
d E
brah
im is
an
asyl
um s
eeke
r.
Film
2: W
ho
are
mig
rant
s or
w
ork
shee
t 13
: fil
m 2
tran
scrip
t
30 m
inut
esO
ne la
rge
shee
t of
pape
r pe
r gr
oup,
fo
r st
uden
ts to
dr
aw a
per
son’
s ou
tline
P
enci
ls a
nd p
ens
Po
wer
Po
int
slid
e 4:
Cre
atin
g a
profi
le a
ctiv
ity
inst
ruct
ions
W
ork
shee
ts 2
an
d 1
3, o
ne p
er
grou
p P
ow
erP
oin
t sl
ide
5: W
ords
Cre
atin
g a
pro
file
Pla
ce s
tude
nts
into
gro
ups
and
tell
them
that
they
will
crea
te a
pro
file
of o
ne o
f th
e pe
ople
from
the
two
film
s.
Ask
stu
dent
s to
com
plet
e th
e fo
llow
ing
(Po
wer
Po
int
slid
e 4)
:>
Dra
w a
n ou
tline
of y
our
chos
en p
erso
n on
a la
rge
piec
e of
pap
er.
> I
llust
rate
who
the
pers
on is
. >
On
the
insi
de o
f the
pro
file,
writ
e or
dra
w w
hat t
he p
erso
n m
ight
be
feel
ing
or
th
inki
ng a
bout
thei
r si
tuat
ion.
>
On
the
outs
ide
writ
e or
dra
w a
bout
the
situ
atio
n th
e pe
rson
face
s in
the
outs
ide
wor
ld, i
n th
eir
hom
e co
untr
y an
d in
thei
r ne
w c
ount
ry. F
or e
xam
ple
thin
k ab
out t
he th
ings
that
mad
e th
e pe
rson
leav
e th
eir
coun
try
and
thei
r
cu
rren
t leg
al s
ituat
ion.
Enc
oura
ge s
tude
nts
to il
lust
rate
bot
h po
sitiv
e an
d ne
gativ
e th
ings
.
Stu
dent
can
refe
r to
the
film
tran
scrip
ts (w
ork
shee
ts 2
and
13)
. The
y ca
n al
so
use
the
wor
ds o
n P
ow
erP
oin
t sl
ide
5, w
hich
are
from
the
film
s fo
r in
spira
tion.
Fina
lly a
sk s
tude
nts
to s
tick
thei
r pr
ofile
s on
the
wal
l aro
und
the
clas
s an
d sh
are
thes
e w
ith o
ther
stu
dent
s.
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
30P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 2
: W
ho
are
mig
ran
ts?
Act
ivit
y 5
. W
ho
are
mig
rants
?
Tim
ing
Act
ivit
yM
ater
ials
5 m
inut
esR
evie
w q
uest
ions
(Po
wer
Po
int
slid
e 6)
:
> H
ow c
an w
e de
fine
a re
fuge
e, a
n as
ylum
see
ker
and
a m
igra
nt w
orke
r?
> W
hat d
o th
ese
term
s m
ean?
Why
are
they
impo
rtan
t?>
Did
you
lear
n an
ythi
ng n
ew a
bout
who
mig
rant
s ar
e?
S
hare
this
with
the
grou
p.
Po
wer
Po
int
slid
e 6:
Rev
iew
qu
estio
ns
20 m
inut
esW
ork
shee
t 14
: A
poe
m b
y W
ondi
mu
Mek
onne
n P
ow
erP
oin
t sl
ide
7: P
oem
qu
estio
ns
Ext
ensi
on
acti
vity
: A p
oem
R
ead
the
poem
by
Won
dim
u M
ekon
nen
with
the
grou
p (w
ork
shee
t 14
).
Ask
stu
dent
s to
dis
cuss
the
follo
win
g qu
estio
ns (P
ow
erP
oin
t sl
ide
7):
> W
hat d
oes
the
auth
or th
ink
abou
t who
he
is?
H
ow d
oes
he fe
el h
e is
see
n by
oth
ers?
> H
ow d
oes
he fe
el th
at b
eing
an
asyl
um s
eeke
r af
fect
s hi
s id
entit
y?>
Wha
t tho
ught
s an
d fe
elin
gs d
oes
the
auth
or e
xpre
ss?
H
ave
you
ever
felt
that
way
? W
hen
did
you
feel
this
way
?>
How
doe
s th
is p
oem
hel
p yo
u to
und
erst
and
wha
t it m
ight
feel
lik
e to
be
a m
igra
nt?
Ho
mew
ork
acti
vity
Wo
rksh
eet
15:
Mig
rant
law
sH
om
ewo
rk a
ctiv
ity:
Mig
rant
law
s R
efer
to w
ork
shee
t 15
, whi
ch in
clud
es a
n ac
tivity
on
rese
arch
ing
inte
rnat
iona
l la
ws
prot
ectin
g m
igra
nts.
Take
act
ion
on
mig
rati
on!
Pla
ce s
tude
nts
in g
roup
s an
d ha
nd o
ut w
ork
shee
t 16
. Enc
oura
ge s
tude
nts
to
wor
k in
gro
ups
to b
uild
on
thei
r le
arni
ng b
y ta
king
act
ion.
> Return to the toolkit resource menu
31Positive Images Toolkit. Educator’s guide – Theme 2: Who are migrants?
Worksheet 11: Migrant definitions
Disclaimer: The definitions have been simplified for a young audience and are not intended as a reflection of the exact legal terms.
Term
Refugee
Asylum seeker
Migrant worker
Definition
a. A person who is in paid employment in a country where they are not a national.
b. A person who has left their home country because they are afraid of being persecuted or badly treated because of their race, religion, nationality, because they belong to a particular social group, or because of their political opinion. As a result they cannot seek protection from their home country.
c. A person who has left their country and has applied for recognition as a refugee in another country, and is awaiting a decision on their application.
Match each term to the correct definition
Activity 5: Who are migrants?
> Return to the toolkit resource menu
32Positive Images Toolkit. Educator’s guide – Theme 2: Who are migrants?
Worksheet 12: Film 2 exercise
While watching the film, use this worksheet to: > Note down the reason each person in the film gives for migrating> Note any new words
Reasons for migrating
New words
Activity 5: Who are migrants?
Name
Sajwaa
Shakeeb
Alain
Name
Ines
Priyanga
Glenda
Ebrahim
To find a better job and to support her family
Left home because of persecution
Reasons for migrating
> Return to the toolkit resource menu
33Positive Images Toolkit. Educator’s guide – Theme 2: Who are migrants?
Worksheet 13: Film 2 transcript Activity 5: Who are migrants?
Who are migrants? (Glenda) “I’m not an asylum seeker, I’m a migrant worker, I came here for work legally”.
(Sajwaa) “I’m not an economic migrant, I’m a refugee. The government has agreed to let me stay legally in the country because I was persecuted in my country”.
(Ebrahim) “I’m not a refugee but I’m an asylum seeker which means the government hasn’t decided whether to accept me as a refugee or not”.
(Priyanga) “I’m a refugee”.
(Shakeeb) “I’m a migrant worker”.
“An asylum seeker is just a status, but beyond an asylum seeker there’s a person”.
(Glenda) “I’m a nurse, I’m a Filipino, I’m a hard worker, and I am very good and very friendly”.
(Sajwaa) “I’m a teacher, I’m a mother of three. All three of my children study, and I am your neighbour”.
(Ines) “I am a woman. Like every woman in the world I am a daughter, a sister, a mother, worker. I’m resilient, I’m passionate and I smile when I’m nervous!”
> Return to the toolkit resource menu
34Positive Images Toolkit. Educator’s guide – Theme 2: Who are migrants?
Worksheet 14: A poem by Wondimu Mekonnen
I am an asylum seeker, On the run from bondage; Unwelcome ‘trouble maker’, Undesirable package. In the homeland a rebellion, In the host-land a nuisance; Gone down to my oblivion, Hanging out in suspense. I am an illegal entity, Nobody cares to know; Stripped of liberty, Pushed aside taboo low; Wasted talent lost wisdom, Barred by an invisible wall, Restricted freedom Dehumanised soul In an asylum seeker’s Ghetto, Facing up the reality, Surviving incognito; Concealing my identity.
Activity 5: Who are migrants?
> Return to the toolkit resource menu
35Positive Images Toolkit. Educator’s guide – Theme 2: Who are migrants?
1951 Geneva Convention on Refugeeswww.unhcr.org
International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Familieswww.ohchr.org
Select one of the two laws below that seek to protect migrants. Research this law, answering the questions below. Present your findings to the rest of the group.
Activity 5: Who are migrants?
Questions
> What does this law say about protecting migrants?
> How is this law being applied in practice?
> What is the effect of this law on people who migrate and their communities?
> What else could be done to protect people who migrate?
Worksheet 15: Migrant laws
> Return to the toolkit resource menu
36Positive Images Toolkit. Educator’s guide – Theme 2: Who are migrants?
Worksheet 16: Take action on migration!
Take action!
> Celebrate World Refugee Day and International Migrants Day. The United Nations has designated special days each year to celebrate and raise awareness of global issues. UN World Refugee Day is on 20 June each year and International Migrants Day on 18 December each year. Get involved in community events to celebrate and raise awareness of the unique experiences and contributions of refugees and migrants to your community.
Useful links: www.un.org/en/events/refugeeday/ www.un.org/en/events/migrantsday/
> Arrange for a migrant or a charity supporting migrants to deliver a talk in your school or youth group. Contact a local charity in your area supporting people who have migrated and ask them to deliver a talk and share stories, to help raise awareness of migration.
Inspire me!
Creative print making
What did they do?
> A youth group invited a young person who was an asylum seeker to share her story with them of seeking refuge and the truth of the hardships she faced.
> The young people then, supported by a local artist, used print making techniques to illustrate what they learnt from the story. Young people based the images they created on a one word response to their new understanding of seeking asylum.
> The images were displayed in a touring exhibition of local libraries in the surrounding area.
What did the artist say?
“This project has given young people the valuable opportunity to expand their understanding of what it is really like to seek asylum and why some people need refuge. This work has enabled the young people to formulate and express their views on what is a complex topic from a standpoint of accurate knowledge”, (artist Tim Smith).
> Return to the toolkit resource menu
37Positive Images Toolkit. Educator’s guide – Theme 2: Who are migrants?
Worksheet 16: Take action on migration!
Inspire me!
Fashion parade
What did they do?
> A youth group created costumes with a 1950s theme, reflecting the date that the 1951 Refugee Convention was created.
> The clothes used fabrics from different countries and reflected key messages from the Refugee Convention.
> They performed a fashion show parade in central London to celebrate World Refugee Day.
Inspire me!
Local action, global issue
What did they do?
> A group of young people worked together to create a short message and an image promoting acceptance and understanding towards migrants.
> They uploaded the message and image to their Face book profile and sent it to their friends on International Migrants Day on 18 December. It reached 10,000 people!
What did they say?
“I spread a message of tolerance towards migrants through Face book to let young people know about our campaign” (young volunteer).
> Return to the toolkit resource menu
38Positive Images Toolkit. Educator’s guide – Theme 3: Migration patterns and journeys
Theme 3:Migration patterns and journeys
ACTIVITIES
6. Where do migrants come from and go?
7. What do people face on their journeys?
8. How does it feel to be in a new country?
Theme 3: Worksheets
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
39P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 3
: M
igra
tio
n p
att
ern
s a
nd
jo
urn
eys
Act
ivit
y 6
. W
he
re d
o m
igra
nts
com
e f
rom
and g
o?
Aim
(Po
wer
Po
int
slid
e 1)
>
To
cons
ider
som
e fa
cts
abou
t mig
ratio
n pa
tter
ns.
Tota
l Tim
ing
30
min
utes
Pla
ce s
tude
nts
into
team
s an
d ha
nd o
ut o
ne q
uiz
shee
t per
team
(wo
rksh
eet
17).
R
ead
out t
he q
uest
ions
(Po
wer
Po
int
slid
e 2)
and
allo
w e
noug
h tim
e fo
r te
ams
to d
iscu
ss th
e an
swer
s am
ong
them
selv
es.
Use
the
answ
er s
heet
for
educ
ator
s (w
ork
shee
t 18
) and
Po
wer
Po
int
slid
e 3
to e
licit
resp
onse
s fro
m th
e st
uden
ts. A
sk th
e te
ams
to m
ark
thei
r qu
izze
s.
Sel
ect t
he w
inni
ng te
am a
nd a
war
d th
em th
e pr
ize.
Fina
lly a
sk s
tude
nts
if th
ere
was
any
thin
g th
ey fo
und
surp
risin
g ab
out t
he q
uiz
answ
ers
and
why
?
Wo
rksh
eet
17:
Qui
z fo
r st
uden
ts
Po
wer
Po
int
slid
e 2:
Qui
z
Po
wer
Po
int
slid
e 3:
Qui
z an
swer
s
30 m
inut
es
Tim
ing
Act
ivit
yM
ater
ials
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
40P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 3
: M
igra
tio
n p
att
ern
s a
nd
jo
urn
eys
Intr
oduc
e fil
m 3
: Mig
rant
jour
neys
or
wo
rksh
eet
19.
Rem
ind
stud
ents
that
ther
e ar
e 21
4 m
illion
peo
ple
on th
e m
ove
wor
ldw
ide.
In
form
stu
dent
s th
at th
ey w
ill he
ar s
torie
s fro
m fi
ve m
igra
nts
of th
eir
jour
neys
an
d th
e si
tuat
ion
they
face
d w
hen
they
arr
ived
in a
new
cou
ntry
.
Ask
stu
dent
s to
con
side
r th
e fo
llow
ing
ques
tions
whi
le w
atch
ing
the
film
(P
ow
erP
oin
t sl
ide
2):
> W
here
are
the
peop
le in
the
film
s fro
m?
> W
hat s
ituat
ion
do th
ey fa
ce o
n th
eir
jour
neys
?>
Wha
t situ
atio
n do
they
face
in th
eir
new
cou
ntry
?>
Whi
ch p
eopl
e in
the
film
s fa
ced
diffi
cult
jour
neys
?
Why
do
you
thin
k th
is is
?>
Wha
t pos
itive
thin
gs d
o pe
ople
exp
ress
abo
ut th
eir
jour
neys
or th
eir
arriv
al in
thei
r de
stin
atio
n?
Afte
r th
e fil
m, f
eed
back
to th
e re
st o
f the
gro
up.
Exp
lore
how
Saj
waa
and
Ebr
ahim
hav
e di
fficu
lt jo
urne
ys. T
his
may
refle
ct h
ow
dang
erou
s th
e si
tuat
ion
was
they
wer
e fle
eing
from
and
how
muc
h ris
k th
ey
wer
e w
illing
to ta
ke to
get
aw
ay. Y
ou m
ay li
ke to
refle
ct b
ack
on th
e re
ason
s to
m
igra
te in
act
ivit
y 1
or w
atch
film
1: W
hy d
o pe
ople
mig
rate
?
Ask
stu
dent
s to
refle
ct o
n th
e fin
al p
oint
by
Ines
abo
ut h
ow th
roug
h he
r ow
n ex
perie
nces
, she
cha
nged
her
per
spec
tive
abou
t mig
ratio
n. A
sk s
tude
nts
if th
ey
have
cha
nged
any
thin
g ab
out h
ow th
ey th
ink
abou
t mig
ratio
n th
roug
h w
hat
they
hav
e le
arnt
.
Film
3: M
igra
nt
jour
neys
or
wo
rksh
eet
19:
film
3 tr
ansc
ript.
Po
wer
Po
int
slid
e 2:
Film
3
ques
tions
W
ork
shee
t 23
: Ta
ke a
ctio
n on
m
igra
tion
jour
neys
20 m
inut
es
Tim
ing
Act
ivit
yM
ater
ials
Act
ivit
y 7
. W
hat
do
pe
ople
face
on t
heir
journ
eys
?
Aim
s (P
ow
erP
oin
t sl
ide
1)
> T
o le
arn
abou
t the
situ
atio
n pe
ople
face
dur
ing
thei
r jo
urne
ys.
> T
o co
nsid
er d
ange
rs fa
ced
by p
eopl
e on
jour
neys
by
sea.
> T
o le
arn
abou
t the
exp
erie
nce
of a
rriv
ing
in a
new
pla
ce.
Tota
l Tim
ing
45
min
utes
or
one
hour
, with
ext
ensi
on a
ctiv
ity
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
41P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 3
: M
igra
tio
n p
att
ern
s a
nd
jo
urn
eys
Op
tio
nal e
xten
sio
n: J
our
neys
by
sea
pho
to a
ctiv
ity
Pla
ce s
tude
nts
into
gro
ups
and
hand
out
one
cop
y of
wo
rksh
eet
20
to e
ach
grou
p.
Ask
stu
dent
s to
exa
min
e th
e im
ages
and
com
e up
with
a li
st o
f que
stio
ns th
at
coul
d he
lp th
em u
nder
stan
d w
hat i
s go
ing
on. T
hey
shou
ld th
en a
ttem
pt to
an
swer
thei
r qu
estio
ns.
Alte
rnat
ivel
y, a
sk s
tude
nts
to d
iscu
ss (P
ow
erP
oin
t sl
ide
3):
> W
ho a
re th
e pe
ople
in th
e ph
otos
?>
Whe
re m
ight
they
hav
e co
me
from
?>
How
did
they
get
ther
e?>
Wha
t may
hav
e ha
ppen
ed?
> W
hat c
lues
do
the
imag
es g
ive
us a
bout
the
cond
ition
s
they
hav
e be
en th
roug
h be
fore
reac
hing
the
beac
h?>
Wha
t do
you
thin
k th
eir
lives
may
hav
e be
en li
ke b
efor
e? E
ach
grou
p sh
ould
sha
re th
eir
answ
ers
to o
ne o
f the
que
stio
ns, u
ntil
all t
he
grou
ps h
ave
fed
back
and
all
the
ques
tions
hav
e be
en a
nsw
ered
.
Wo
rksh
eet
20:
Pho
to a
ctiv
ity
(one
cop
y pe
r gr
oup)
Po
wer
Po
int
slid
e 3:
Pho
to
activ
ity q
uest
ions
25 m
inut
es
Tim
ing
Act
ivit
yM
ater
ials
Act
ivit
y 7
. W
hat
do
pe
ople
face
on t
heir
journ
eys
?
Fod
e C
amar
a’s
sto
ry
Rea
d Fo
de C
amar
a’s
stor
y w
ith th
e gr
oup
(wo
rksh
eet
21).
Dis
cuss
with
the
stud
ents
:>
Doe
s Fo
de’s
sto
ry h
elp
you
answ
er th
e qu
estio
ns y
ou m
ay
ha
ve b
een
unsu
re o
f fro
m th
e la
st a
ctiv
ity?
> W
as th
ere
anyt
hing
that
sur
pris
ed y
ou a
bout
the
way
the
peop
le h
ave
tr
avel
ed to
ano
ther
cou
ntry
and
the
risks
they
hav
e ta
ken?
In
trod
uce
the
idea
of j
ourn
eys
by s
ea. T
ell s
tude
nts
that
mor
e th
an 3
,000
peo
ple
are
belie
ved
to h
ave
drow
ned
betw
een
1997
and
200
5 in
the
Str
aits
of G
ibra
ltar
whi
le tr
ying
to e
nter
Eur
ope
on m
akes
hift
boat
s.
Wo
rksh
eet
21:
Fode
Cam
ara’
s st
ory
10 m
inut
es
Rev
iew
que
stio
ns (P
ow
erP
oin
t sl
ide
4)
> W
hat s
ituat
ions
do
peop
le fa
ce th
eir
jour
neys
? >
Not
all
peop
le h
ave
diffi
cult
jour
neys
. But
why
mig
ht p
eopl
e
som
etim
es ta
ke b
ig r
isks
to g
et a
way
from
thei
r co
untr
y?
> S
hare
one
new
thin
g w
ith th
e gr
oup
abou
t you
r re
spon
se to
this
act
ivity
.
It m
ay b
e so
met
hing
new
you
hav
e le
arnt
or
som
ethi
ng y
ou fe
el.
Take
act
ion
on
mig
rati
on
jour
neys
! E
ncou
rage
stu
dent
s to
bui
ld o
n th
eir
lear
ning
thro
ugh
the
take
act
ion
activ
ities
(w
ork
shee
t 23
).
5 m
inut
es
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
42P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 3
: M
igra
tio
n p
att
ern
s a
nd
jo
urn
eys
Sta
rter
Ask
stu
dent
s to
thin
k of
a ti
me
whe
n th
ey a
rriv
ed s
omew
here
new
. Wha
t w
orrie
s di
d th
ey h
ave?
Wha
t exp
ecta
tions
? W
hat h
elpe
d th
em o
verc
ome
thei
r co
ncer
ns?
Exp
lain
that
whe
n pe
ople
who
hav
e m
igra
ted
first
arr
ive
in a
new
cou
ntry
, the
y fa
ce a
new
situ
atio
n.
The
follo
win
g ac
tivity
aim
s to
sho
w w
hat i
t mig
ht b
e lik
e fo
r so
meo
ne w
ho h
as
arriv
ed in
a n
ew c
ount
ry.
5 m
inut
es
Tim
ing
Act
ivit
yM
ater
ials
Act
ivit
y 8
. H
ow
do
es
it f
eel to
be in a
new
countr
y?
Aim
s (P
ow
erP
oin
t sl
ide
1)
> T
o co
nsid
er w
hat s
ituat
ions
peo
ple
may
face
whe
n th
ey n
ewly
arr
ive
in a
cou
ntry
. >
To
cons
ider
how
diffi
culti
es fo
r pe
ople
who
hav
e ne
wly
arr
ived
can
be
over
com
e.
Tota
l Tim
ing
50
min
utes
Cre
dit:
Bas
ed o
n an
act
ivity
by
Ref
ugee
Act
ion.
Act
ivit
y se
t up
Han
d ou
t a c
opy
of w
ork
shee
t 22
to e
ach
stud
ent.
A
sk s
tude
nts
to re
ad a
ll si
x ch
arac
ter
desc
riptio
ns. T
hen
ask
stud
ents
to
choo
se a
cha
ract
er w
hose
role
they
will
take
on
and
take
a s
ticky
labe
l for
thei
r ch
arac
ter.
Rea
d th
roug
h th
e ac
tivity
inst
ruct
ions
(Po
wer
Po
int
slid
e 2)
: Fo
rm a
line
at o
ne e
nd o
f the
room
. Yo
u w
ill he
ar s
ome
stat
emen
ts a
nd y
ou s
houl
d st
ep fo
rwar
d or
sta
y in
the
sam
e pl
ace,
dep
endi
ng o
n ho
w c
onfid
ent y
ou th
ink
your
cha
ract
er w
ould
feel
in
resp
onse
to th
e st
atem
ent.
You
shou
ld re
spon
d in
cha
ract
er a
s fo
llow
s:>
Con
fiden
t: m
ove
two
step
s fo
rwar
d.>
A li
ttle
bit
or n
ot s
ure:
mov
e on
e st
ep fo
rwar
d.>
Not
con
fiden
t: do
n’t m
ove.
Wo
rksh
eet
22: C
hara
cter
de
scrip
tions
, one
w
orks
heet
per
st
uden
t O
ne s
ticky
labe
l pe
r st
uden
t. E
ach
labe
l with
the
nam
e of
one
of
the
char
acte
rs
from
wor
kshe
et
22. E
very
stu
dent
sh
ould
hav
e a
char
acte
r an
d so
me
stud
ents
ca
n be
the
sam
e ch
arac
ter.
Po
wer
Po
int
slid
e 2:
Act
ivity
in
stru
ctio
ns
10 m
inut
es
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
43P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 3
: M
igra
tio
n p
att
ern
s a
nd
jo
urn
eys
Tim
ing
Act
ivit
yM
ater
ials
Act
ivit
y
Rea
d th
e st
atem
ents
bel
ow to
the
grou
p an
d as
k st
uden
ts to
re
spon
d to
eac
h st
atem
ent.
H
ow c
onfid
ent w
ould
you
be
to:
> A
sk s
omeo
ne fo
r he
lp b
ecau
se y
ou d
on’t
know
you
r w
ay a
roun
d.>
Ans
wer
a q
uest
ion
abou
t whe
re y
ou a
re fr
om.
> W
ear
diffe
rent
clo
thes
to o
ther
s.>
Tel
l som
eone
you
are
bei
ng b
ullie
d.>
Exp
ress
you
r vi
ews
in c
lass
.>
Lea
rn a
new
lang
uage
.>
Be
arou
nd p
eopl
e fro
m d
iffer
ent c
ultu
res.
Afte
r re
adin
g th
e st
atem
ents
, ask
stu
dent
s (P
ow
erP
oin
t sl
ide
3):
> W
hich
situ
atio
ns w
ere
you
mor
e co
nfide
nt a
bout
?>
Whi
ch s
ituat
ions
wer
e yo
u le
ss c
onfid
ent a
bout
?>
How
do
you
feel
abo
ut w
here
you
are
?>
How
cou
ld y
ou h
elp
each
oth
er to
gai
n co
nfide
nce?
This
act
ivity
re
quire
s a
spac
ious
room
th
at s
tude
nts
can
easi
ly m
ove
arou
nd in
. P
ow
erP
oin
t sl
ide
3: A
ctiv
ity
ques
tions
10 m
inut
es
Act
ivit
y 8
. H
ow
do
es
it f
eel to
be in a
new
countr
y?
Rev
iew
que
stio
ns (P
ow
erP
oin
t sl
ide
4)
> W
hat s
ituat
ion
mig
ht p
eopl
e fa
ce w
hen
they
new
ly a
rriv
e in
a c
ount
ry?
> H
ow c
an d
ifficu
lties
be
over
com
e?
Th
ink
of w
hat t
he p
erso
n co
uld
do a
nd w
hat o
ther
s co
uld
do to
hel
p.
Take
act
ion
on
mig
rati
on
jour
neys
! E
ncou
rage
stu
dent
s to
bui
ld o
n th
eir
lear
ning
thro
ugh
the
take
act
ion
activ
ities
(w
ork
shee
t 23
).
Po
wer
Po
int
slid
e 4:
Rev
iew
qu
estio
ns5
min
utes
> Return to the toolkit resource menu
44Positive Images Toolkit. Educator’s guide – Theme 3: Migration patterns and journeys
Worksheet 17: Quiz for Students
1. What proportion of the world’s population are migrants?
55% 10% 3%
2. What proportion of Europe’s population are migrants?
52.3% 8.7% 24.1%
3. How many refugees are there in the world?
11 million 100 million 1 billion
4. Where do most refugees in the world come from?
Somalia Afghanistan China
5. Where do most of the world’s refugees live?
In the United In Europe In neighbouring States of America countries
6. Which of these countries hosts the largest number of refugees worldwide?
Australia Pakistan Germany
7. Answer true or false to the following statements
a. Richer countries host most of the world’s refugees
b. In the last ten years, the number of asylum applications in Europe has increased
c. One in three migrants in Europe are from other European countries
d. The amount of money that migrants worldwide send home is more than the amount of money countries donate to development.
Score out of 10:
Activity 6: Where do migrants come from and go?
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45Positive Images Toolkit. Educator’s guide – Theme 3: Migration patterns and journeys
Worksheet 18: Answer sheet for educators
1. 3 per cent of the world’s population are migrants, or 214 million people of a total world population of 6.8 billion (World Migration Report, IOM 2010 http://publications.iom.int/bookstore/free/WMR_2010_ENGLISH.pdf)
2. 8.7 per cent of Europe’s population are migrants (World Migration Report, IOM 2010 http://publications.iom.int/bookstore/free/WMR_2010_ENGLISH.pdf)
3. There were 11 million refugees in the world in 2010 (Global Trends 2010, UNHCR www.unhcr.org/4dfa11499.html)
4. Most refuges come from Afghanistan (3 million). Iraqis are the second largest refugee group, with 1.7 million people. Afghan and Iraqi refugees account fornearly half of the world’s refugees(Global Trends 2010, UNHCR www.unhcr.org/4dfa11499.html)
5. In neighbouring countries. Three quarters or 75 per cent of the world’srefugees live in neighbouring countries (Global Trends 2010, UNHCR www.unhcr.org/4dfa11499.html).
6. Pakistan hosted the largest number of refugees worldwide (1.9 million) in 2010, followed by the Islamic Republic of Iran (1.1 million) and the Syrian Arab Republic (1 million), (Global Trends 2010, UNHCR www.unhcr.org/4dfa11499.html).
7. a. False. 80 per cent of refugees are in developing countries Global Trends 2010, UNHCR www.unhcr.org/4dfa11499.html). b. False. The numbers have fallen in the last ten years (UNHCR 2010, www.unhcr.org/4d8c622c9.html) c. True (UNHCR 2010, www.unhcr.org/4d8c622c9.html) d. True. The money that migrants send back home, which is called remittances, to developing countries is three times as much ($325 billion) as the money donated to developing countries in foreign aid. This demonstrates the importance of migration for development (World Migration Report, IOM 2010 http://publications.iom.int/bookstore/free/WMR_2010_ENGLISH.pdf)
Activity 6: Where do migrants come from and go?
> Return to the toolkit resource menu
46Positive Images Toolkit. Educator’s guide – Theme 3: Migration patterns and journeys
Worksheet 19: Film 3 transcript Activity 7: What do people face on their journeys?
Migrant Journeys
“Given the opportunity I don’t think that anyone would want leave their country.”
“It was terrible to leave my family behind.”
“The best part is just to be in a secure country where people are free to say what they want to say.”
(Sajwaa) “We had to leave Iraq without telling anyone. During the journey, on the road to the Syrian-Iraqi border there was an American tank in front of our car. First of all the soldier on that tank waved a red flag, so we stopped. And then, after a while, the same soldier raised an orange flag. This orange flag should logically be interpreted as get ready, just like the traffic lights, but the driver who was driving the car started going forward. That was a really life threatening move because at that minute the tank opposite us started shooting towards our car”.
(Ebrahim) “I’m Iranian-Kurdish. I had political problems in my country and one day I had to leave the country very urgently. We spoke to the driver and then we had to go to the back of the lorry. There was a space in the middle so we went in so that it looked like we disappeared, no one could see us if they opened the door. Sometimes the lorry stopped and the driver said “I want to have a rest” and then he’d sleep for about ten hours and then we’d start moving again. But when I came out from the lorry I didn’t know where I was. I asked the driver, he said “it’s the UK”. I just wanted to go somewhere safe, I couldn’t even speak English, I was very hungry, I hadn’t slept for about four or five days”.
(Glenda) “I left the Philippines in January 2002 and we were in a group, about fourteen of us. When we reached Paris I said to my friend “Can you pinch me?” I couldn’t believe I was there!”
(Rex) “I was really nervous because my English wasn’t good at the time so communication was a bit of a problem when I first got here. Before my wife arrived I used to eat fish and chips!”
(Priyanga) “It was very hard to make friends at the start. They wouldn’t talk to you because you were different and if they were seen talking to you they would be different and they were conscious about that”.
(Ines) “I don’t know if you know but in Portugal there are also a lot of migrants. We create an opinion when we are in our own country, looking at migrants, but coming here you can imagine that my perspective changed a lot. I can see and understand the reasons why people do it and how fragile those people are, simply because they are not in the place that works the way they know it. They can’t see people they know every day. Now when I go to Portugal, whereas before I had huge prejudice towards the migrants there, now I look at them and I just wish them the best luck”.
> Return to the toolkit resource menu
47Positive Images Toolkit. Educator’s guide – Theme 3: Migration patterns and journeys
Worksheet 20: Photo activity
Discuss in your groups:
> Who are the people in the photos?> Where might they have come from?> How did they get there?> What may have happened?> What clues do the images give us about the conditions they have been through before reaching the beach?> What do you think their lives may have been like before?
The British Red Cross would like to thank Arturo Rodriguez for kindly allowing us to use his photographs in this education resource. The photos must only be used in conjunction with this resource.
Activity 7: What do people face on their journeys?
> Return to the toolkit resource menu
48Positive Images Toolkit. Educator’s guide – Theme 3: Migration patterns and journeys
Worksheet 21: Fode Camara’s story
Fode Camara is a 41 year old father of three from Guinea-Bissau in Africa. He travelled by sea from Africa on a Patera, a small, open fishing boat across 100 kilometres to Spain’s Canary Islands to flee from poverty and war.
“We set off at five in the morning and by seven that evening we were in Spain,” he recalls.
It is estimated that 1,200 migrants died at sea between November 2005 and April 2006 trying to reach Spain from Africa.
On land, Red Cross volunteers provided water and hot food, medical care, blankets, hygiene kits, clothes and free telephone calls.
“These people are not criminals,” says Jaime Bará Viñas of the Spanish Red Cross.“Many of them are just youngsters looking for a better future.”
Fode Camara has learnt Spanish since he arrived at the Canary Islands and would like to work to give his family, which he hasn’t seen for seven years, a better life. However he is not allowed to work as he is not legally a citizen in Spain and he cannot afford to return to his home country. The government cannot return Fode to Guinea-Bassau as Spain does not have an agreement with them on returning migrants. He is stuck in a very difficult situation.
Simplified from ‘Deadly passage’, an article by Alex Wynter published in 2006 in the Magazine of the International Red Cross and Red Crescent. http://www.redcross.int/EN/mag/magazine2006_2/12-14.html
Activity 7: What do people face on their journeys?
Juan
Med
ina
> Return to the toolkit resource menu
49
Worksheet 22: Character descriptions
Julio
You are 15 years old and you have grown up in a small village in this country and have many family and friends nearby. You and your family have lived in the area for most of your life. Your parents are both successful in their jobs and last year your family could afford to move into a larger home. You are doing well at school and you get on well with the teachers.
You particularly enjoy playing sport and you are part of the local football team. You have never travelled to another country. One of your friends recently moved to Canada with his family and has invited you to visit him.
Melissa
You are 17 years old. Your parents are from India and they moved to this country when you were two years old. You do not have many memories of India. You sometimes visit India with your parents which you enjoy. However you don’t feel the same attachment to India as your parents, as you have spent most of your life in this country. You live in an area of town where there are many families from different countries and cultures. The shops sell food and clothes from many different parts of the world. You are doing well at school and have many friends. Most of your friends and children in your school are from diverse cultures.
Sarah
You are 16 years old and you are from this country, although you have only lived here for part of your life. Your father works for an international company so you and your family have lived in different countries over the years. You can speak several languages. You have many friends from different countries. You enjoy making friends with people from different parts of the world. You have been going to a school in your neighbourhood for many years, where your brother and sister also go. You are good at school although you find it a little boring.
Max
You are 14 years old and have come here with your family from Poland a few months ago. Life in Poland was hard as your father could not find a job for many years and it was difficult to afford the basics to live.
Your father came here first and after he found work you were able to join him. Both your parents work hard. You joined a local school in the middle of the school year and have been finding it hard as its quite different to your school in Poland. You are taking extra classes to learn the language as well. You’ve made new friends but you sense that some of the other children in the school are hostile towards you, although you’re not sure why.
Eliza
You are 11 years old and arrived here with your mother 6 months ago. In your home country, Sudan, you helped your family with farming. Your mother took you away because there was a civil war in your country. You don’t know what’s happened to the rest of your family. Your mother seems very anxious about whether or not you can stay in this new country. You hope you can stay. You didn’t speak the language in your new country when you arrived but you’ve been trying hard to learn. You love going to school although you are still finding it hard to communicate in another language. You have made friends with some other girls from Sudan in your neighbourhood.
Abdul
You are 16 years old and arrived here with your older brother two years ago. It took you a year to travel here from Afghanistan and it was a very difficult journey. Your father is a doctor and he paid people to take you to safety. You don’t know what’s happened to him. You travelled through different countries to get here and you’re good at picking up new languages. You also easily get along with people from different countries and you quickly fit in. You enjoy going to a local youth group where you can meet other people your age from different cultures and do various activities together such as cooking and traditional dancing. As you’ missed a year of school, you are struggling a little at school. Your aspiration is some day to be a doctor like your father and to work in countries that have been affected by war.
Positive Images Toolkit. Educator’s guide – Theme 3: Migration patterns and journeys
Activity 8: How does it feel to be in a new country?
> Return to the toolkit resource menu
50Positive Images Toolkit. Educator’s guide – Theme 3: Migration patterns and journeys
Worksheet 23: Take action on migration journeys!
Take action!
> Research migration journeys to your country or area. You can use facts as well as people’s stories of migration. Create an interactive exhibition for students to experience what the journey and arrival in a new country might be like for people who migrate.
> Research stories of people who have migrated to your country or area and create a piece of art expressing your response to their stories. For example select one of the stories from film 3: migrant journeys. Think of one word to describe your thoughts or feeling in response to the story. Create a piece of artwork based on this word and exhibit this in your school to raise awareness to other young people about migrant journeys.
> Meet students in your school or youth group who are speakers of other languages or are from other countries. Work together on a creative display celebrating cultural diversity.
Inspire me!
Life in a different country
What did they do?
> A group of young people from the Young Saheliya youth group gathered stories of people’s migration to Scotland.
> They worked with a visual artist to create an artistic response to what they learnt.
> They exhibited their work at a multi-cultural event at North Edinburgh Arts.
What did they say?
“I now know more about why people migrate and what they go through in their own countries”, (young person).
“I thought it was amazing to learn about migration as I knew nothing about it! I thought it was really fun to do the art. I really enjoyed telling people about what we had learned and to write their stories on the wall“, (young person).
> Return to the toolkit resource menu
51Positive Images Toolkit. Educator’s guide – Theme 3: Migration patterns and journeys
Worksheet 23: Take action on migration journeys!
Inspire me!
Journey through a conflict zone
What did they do?
> After learning about migrant journeys, a group of young people created an interactive exhibition in their school. The exhibition enabled other students to experience what it might feel like to be forced to flee your home during a conflict.
> The exhibition included art work, films and games created by young people.
> Visitors to the exhibition had to go through a prison cell, pack their bags in one minute, complete forms in a foreign language and go through border control.
What did they say?
“The students were really excited to share what they had learnt with the rest of the school” (teacher).
Inspire me!
Welcome wall
What did they do?
> A group of young people met with other students in their school who were foreign language speakers and were learning the local language. They talked with the students to learn about their nationalities and languages.
> The students then worked together to produce word panels of the word ‘Welcome’ in each of the languages represented in the school.
> They created a large wall display in the main assembly hall.
> Return to the toolkit resource menu
52Positive Images Toolkit. Educator’s guide – Theme 4: Positive Images
Theme 4:Positive Images
ACTIVITIES
9. How are migrants portrayed in the media?
10. Positive Images
Theme 4: Worksheets
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
53P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 4
: P
osi
tive
Im
ag
es
Act
ivit
y 9
. H
ow
are
mig
rants
port
raye
d in t
he m
edia
?
Aim
s (P
ow
erP
oin
t sl
ide
1)
> T
o ex
plor
e ho
w m
igra
tion
is p
ortr
ayed
in th
e m
edia
> T
o le
arn
to re
cogn
ise
diffe
rent
poi
nts
of v
iew
in th
e m
edia
.
Tota
l Tim
ing
One
hou
r.C
redi
t: P
art o
f thi
s ac
tivity
is b
ased
on
an a
ctiv
ity fr
om th
e N
ot J
ust N
umbe
rs T
oolk
it (U
NH
CR
and
IOM
ww
w.u
nhcr
.org
/pag
es/4
b740
9436
.htm
l)
Tim
ing
Act
ivit
yM
ater
ials
Sta
rter
P
rese
nt th
e se
nten
ce b
elow
(Po
wer
Po
int
slid
e 2)
: Ill
egal
mig
ratio
n fro
m N
orth
Afri
ca to
Ital
y re
achi
ng c
risis
leve
ls.
Ask
stu
dent
s:>
Whe
re m
ay th
is in
form
atio
n ha
ve c
ome
from
? >
How
doe
s it
mak
e yo
u fe
el a
bout
mig
ratio
n?>
Do
you
thin
k th
is in
form
atio
n is
true
? W
hy o
r w
hy n
ot?
Exp
lain
to s
tude
nts
that
thro
ugh
this
act
ivity
they
will
lear
n to
reco
gnis
e di
ffere
nt
poin
ts o
f vie
w o
n m
igra
tion
in th
e m
edia
Po
wer
Po
int
slid
e 2:
Sta
rter
5 m
inut
es
Med
ia p
hoto
act
ivit
y P
lace
stu
dent
s in
to s
mal
l gro
ups.
H
and
out w
ork
shee
t 24
, whi
ch c
an a
lso
be p
rese
nted
on
Po
wer
Po
int
slid
e 3.
Als
o ha
nd o
ut o
ne s
tate
men
t fro
m w
ork
shee
t 25
pe
r gr
oup.
R
ead
out t
he a
ctiv
ity in
stru
ctio
ns (P
ow
erP
oin
t sl
ide
4):
The
phot
ogra
ph s
how
s m
igra
nts
arriv
ing
in L
ampe
dusa
, an
isla
nd in
Ital
y.
In y
our
grou
ps, i
mag
ine
you
are
a jo
urna
list w
ritin
g fo
r a
new
spap
er.
> W
rite
a ne
ws
head
line
and
a sh
ort p
hoto
cap
tion
to m
atch
the
phot
o.
> W
rite
your
hea
dlin
e an
d ca
ptio
n ba
sed
on th
e vi
ew o
f you
r jo
urna
list.
> D
o no
t sha
re y
our
jour
nalis
t’s v
iew
with
oth
er g
roup
s.
Wo
rksh
eet
24: M
edia
pho
to
activ
ity a
nd
Po
wer
Po
int
slid
e 3.
W
ork
shee
t 25
: Jou
rnal
ist
pers
pect
ives
, on
e pe
r gr
oup.
S
ome
grou
ps m
ay
have
the
sam
e in
form
atio
n.
Po
wer
Po
int
slid
e 4:
Med
ia
activ
ity in
stru
ctio
ns
15 m
inut
es
Gro
up d
iscu
ssio
n A
sk g
roup
s to
pre
sent
thei
r ne
ws
head
line
and
capt
ion
to th
e re
st
of th
e st
uden
ts.
Ask
oth
er g
roup
s to
gue
ss w
hat t
hey
thin
k th
e vi
ew o
f the
jour
nalis
t is.
H
ow c
ould
they
tell?
20 m
inut
es
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
54P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 4
: P
osi
tive
Im
ag
es
Tim
ing
Act
ivit
yM
ater
ials
Act
ivit
y 9
. H
ow
are
mig
rants
port
raye
d in t
he m
edia
?
New
s he
adlin
es a
ctiv
ity
Pla
ce s
tude
nts
back
into
thei
r gr
oups
. H
and
out a
cop
y of
wo
rksh
eet
26 to
eac
h gr
oup.
Exp
lain
that
the
wor
kshe
et
incl
udes
real
hea
dlin
es a
bout
mig
rant
s ar
rivin
g in
Lam
pedu
sa, I
taly.
A
sk s
tude
nts
to re
ad th
e he
adlin
es a
nd d
ecid
e w
hat v
iew
they
thin
k th
e jo
urna
list t
hat w
rote
eac
h he
adlin
e m
ay h
ave
(Po
wer
Po
int
slid
e 5)
. S
tude
nts
shou
ld b
e ab
le to
exp
lain
thei
r ch
oice
s.
Feed
back
on
the
answ
ers
with
all
the
stud
ents
.
Wo
rksh
eet
26:
New
s he
adlin
es
Po
wer
Po
int
slid
e 5:
Jou
rnal
ist
pers
pect
ives
15 m
inut
es
Rev
iew
que
stio
ns (P
ow
erP
oin
t sl
ide
6):
> W
here
may
som
e of
our
opi
nion
s, o
r th
e op
inio
ns o
f peo
ple
arou
nd u
s,
ab
out m
igra
tion
com
e fro
m?
> I
s w
hat w
e re
ad in
the
med
ia a
lway
s tr
ue?
Why
or
why
not
?>
How
can
we
ensu
re w
e ge
t mor
e ac
cura
te in
form
atio
n?
Take
act
ion
on
po
siti
ve im
ages
! E
ncou
rage
stu
dent
s to
bui
ld o
n th
eir
lear
ning
thro
ugh
the
take
act
ion
activ
ities
(w
ork
shee
t 29
).
Po
wer
Po
int
slid
e 6:
Rev
iew
qu
estio
ns5
min
utes
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
55P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 4
: P
osi
tive
Im
ag
es
Act
ivit
y 1
0. P
osi
tive
Im
ages
Aim
s (P
ow
erP
oin
t sl
ide
1)
> T
o co
nsid
er p
ositi
ve c
ontr
ibut
ions
of p
eopl
e w
ho m
igra
te to
thei
r ne
w c
omm
uniti
es.
> T
o co
nsid
er y
our
futu
re d
ream
s an
d to
cre
ate
a lis
t of a
ctio
ns to
cha
nge
thin
gs fo
r th
e be
tter
for
ever
yone
.
Tota
l Tim
ing
One
hou
r.
Tim
ing
Act
ivit
yM
ater
ials
Sta
rter
A
sk s
tude
nts
to th
ink
of h
ow o
ther
cul
ture
s m
ay h
ave
influ
ence
d th
eir
coun
try.
E
xam
ples
may
incl
ude
food
, cel
ebra
tions
, spo
rts,
dan
ce a
nd m
usic
.E
xpla
in th
at p
eopl
e fro
m d
iffer
ent c
ount
ries
brin
g ne
w id
eas
and
way
s of
life
and
th
at o
ver
time
thes
e ar
e ad
opte
d as
a p
art o
f eve
ryda
y lif
e.
Exp
lain
that
this
act
ivity
will
cons
ider
con
trib
utio
ns m
ade
to th
eir
new
co
mm
uniti
es b
y pe
ople
who
hav
e m
igra
ted.
5 m
inut
es
Intr
od
ucin
g f
ilm 4
and
dis
cuss
ion
que
stio
ns
Intr
oduc
e fil
m 4
. Exp
lain
that
the
film
has
two
part
s. T
he fi
rst p
art h
as p
eopl
e ex
pres
sing
neg
ativ
e op
inio
ns a
bout
mig
rant
s. T
he s
econ
d pa
rt s
how
s so
me
peop
le w
ho h
ave
mig
rate
d re
spon
ding
to th
is a
nd s
how
ing
how
they
hav
e m
ade
posi
tive
cont
ribut
ions
to th
eir
new
com
mun
ity.
Ed
ucat
or
tip
: The
film
con
tain
s so
me
anta
goni
stic
lang
uage
at t
he s
tart
. Yo
u m
ay li
ke to
pro
vide
som
e co
ntex
t bef
ore
wat
chin
g th
e fil
m to
hel
p st
uden
ts
unde
rsta
nd w
hy p
eopl
e m
ay e
xpre
ss th
ese
view
s. F
or e
xam
ple
you
coul
d ru
n ac
tivi
ty 9
, whi
ch e
xplo
res
the
med
ia’s
influ
ence
on
peop
le’s
opi
nion
s on
m
igra
tion.
Enc
oura
ge s
tude
nts
to th
ink
abou
t the
follo
win
g qu
estio
ns w
hile
they
are
w
atch
ing
the
film
(Po
wer
Po
int
slid
e 2)
:>
Whe
re d
o yo
u th
ink
som
e of
the
nega
tive
opin
ions
exp
ress
ed a
t the
be
ginn
ing
of th
e fil
m m
ay h
ave
com
e fro
m?
> H
ow d
o th
e pe
ople
in th
e se
cond
par
t of t
he fi
lm re
spon
d to
thes
e
stat
emen
ts?
>
Wha
t pos
itive
way
s do
peo
ple
say
that
they
hav
e co
ntrib
uted
to
thei
r ne
w c
omm
uniti
es?
> H
ow d
o yo
u fe
el a
bout
the
issu
es r
aise
d in
the
film
?
Po
wer
Po
int
slid
e 2:
Film
4
ques
tions
10 m
inut
es
> R
etur
n to
the
to
olk
it r
eso
urce
men
u
56P
osi
tive
Im
ag
es
Too
lkit
. E
du
ca
tor’
s g
uid
e –
Th
em
e 4
: P
osi
tive
Im
ag
es
Tim
ing
Act
ivit
yM
ater
ials
Act
ivit
y 1
0. P
osi
tive
Im
ages
Film
4: P
ositi
ve
Imag
es. F
ilm
cont
ains
mul
tiple
la
ngua
ges.
Cho
ose
subt
itles
in y
our
lang
uage
bef
ore
you
star
t. W
ork
shee
t 27
: Fi
lm 4
tran
scrip
t
15 m
inut
es
Our
fut
ure
dre
ams
Pla
ce s
tude
nts
into
gro
ups
and
hand
out w
ork
shee
t 28
. R
ead
out t
he a
ctiv
ity in
stru
ctio
ns (P
ow
erP
oin
t sl
ide
3):
The
imag
es s
how
you
ng a
sylu
m s
eeke
rs li
ving
in th
e U
nite
d K
ingd
om
expr
essi
ng w
hat t
heir
futu
re d
ream
s ar
e.
Use
the
imag
es to
dis
cuss
in y
our
grou
ps:
> W
hat t
alen
ts d
o yo
u th
ink
the
youn
g pe
ople
hav
e?
> W
hat j
obs
do y
ou th
ink
they
wou
ld li
ke to
do
in th
e fu
ture
?
How
do
you
thin
k th
ey c
ould
hel
p th
eir
com
mun
ities
?
> T
hink
abo
ut y
our
tale
nts.
How
cou
ld th
ese
help
you
find
a jo
b an
d he
lp y
our
com
mun
ity in
the
futu
re?
> W
hat c
an y
ou fi
nd in
com
mon
with
the
youn
g pe
ople
in th
e im
ages
?
Fina
lly s
tude
nts
can
com
plet
e th
e fo
llow
ing
activ
ity (P
ow
erP
oin
t sl
ide
4):
> I
n yo
ur g
roup
s, w
rite
one
actio
n yo
u w
ill ta
ke in
you
r sch
ool o
r you
th g
roup
to
ch
ange
thin
gs fo
r th
e be
tter
for
ever
yone
in th
e fu
ture
. >
Col
lect
the
actio
ns fr
om e
ach
grou
p to
geth
er. E
nsur
e ev
eryo
ne a
gree
s on
your
list
of a
ctio
ns. D
ispl
ay th
e ac
tions
som
ewhe
re fo
r ev
eryo
ne to
see
and
rem
embe
r.
Take
act
ion
on
po
siti
ve im
ages
! E
ncou
rage
stu
dent
s to
bui
ld o
n th
eir
lear
ning
thro
ugh
the
take
act
ion
activ
ities
(w
ork
shee
t 29
).
Wo
rksh
eet
28: F
utur
e dr
eam
s P
ow
erP
oin
t sl
ide
3: F
utur
e dr
eam
s qu
estio
ns
Po
wer
Po
int
slid
e 4:
Our
futu
re
drea
ms
activ
ity
30 m
inut
es
Film
4: P
osi
tive
Imag
es
Wat
ch f
ilm 4
or
read
the
film
tran
scrip
t fro
m w
ork
shee
t 27
. Fe
edba
ck a
s a
grou
p af
ter
the
film
, usi
ng th
e qu
estio
ns o
nP
ow
erP
oin
t sl
ide
2.
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57
57Worksheet 24: Media photo activity
Positive Images Toolkit. Educator’s guide – Theme 4: Positive Images
Activity 9: How are migrants portrayed in the media?
Cre
dit:
Tom
asso
Del
la L
onga
, Ita
lian
Red
Cro
ss
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58Positive Images Toolkit. Educator’s guide – Theme 4: Positive Images
Worksheet 25: Journalist perspectives
You are a journalist who thinks migration is bad for your country and its economy.
You are a journalist with a humanitarian view of migration. You are concerned about the needs of migrants, particularly the most vulnerable such as children.
You are a journalist who thinks migration is beneficial for your country. You think migration is good for the economy and for society.
You are a journalist with a factual and informed view. You use research and draw on different sources of information.
Activity 9: How are migrants portrayed in the media?
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59Positive Images Toolkit. Educator’s guide – Theme 4: Positive Images
Worksheet 26: News Headlines
Illegal migration from North Africa to Italy reaching crisis levels
Source: CNN, April 2011 http://articles.cnn.com/2011-04-06/world/tunisia.italy.migrants_1_lampedusa-italian-island-italian-coast-guard?_s=PM:WORLD
25 found dead in boat carrying refugees off Italy coast
Source: CNN April 2011 http://edition.cnn.com/2011/WORLD/europe/08/01/italy.boat.bodies/index.html
Lampedusa migrant numbers prompt United Nations crisis warning
Source: Guardian 2011 www.guardian.co.uk/world/2011/mar/21/lampedusa-migrant-italy
EU fear of north African migrants ‘overblown’Source: EU Observer 2011 http://euobserver.com/22/31973
Thousands of migrants swamp Lampedusa Source: Euronews 2011 www.euronews.net/2011/03/15/thousands-of-migrants-swamp-lampedusa/
Minorities continue to flee Libya to Tunisia and Lampedusa Source: Malta Independent Online 2011 www.independent.com.mt/news.asp?newsitemid=124576
The tiny Italian fishing island which now has MORE migrants fleeing Tunisia and Libya than inhabitantsSource: Mail Online 2011 www.dailymail.co.uk/news/article-1371204/Lampedusa-MORE-migrants-fleeing-Tunisia-Libya-inhabitants.html
Italy’s Lampedusa island hit by migrant crisis
Source: BBC 2011 www.bbc.co.uk/news/world-europe-12816340
840 refugees arrive in Lampedusa, 117 women 28 children
Source: AGI News 2011 www.agi.it/english-version/italy/elenco-notizie/201106222217-cro-ren1110-840_refugees_arrive_in_lampedusa_117_women_28_children
EU should act to avert humanitarian crisis
Source: Africa News 2011
Seaborne immigrant invasion racks holiday island of Lampedusa
Source: Times Online 2008
Refugees Fleeing Libya Feared Dead At Sea Source: Sky News 2011 http://news.sky.com/home/world-news/article/15967538
Activity 9: How are migrants portrayed in the media?
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60Positive Images Toolkit. Educator’s guide – Theme 4: Positive Images
Worksheet 27: Film 4 transcript Activity 10: Positive Images
Positive Images
“If you come here you’re going to need to get a job, support yourself, contribute!”
“Why is it Europe’s responsibility to care for all the immigrants?”
“I’ve read in the papers that there are loads of illegal immigrants.”
“Crime is rising in my country. Today I read in the paper that immigrants are responsible.”
“Why don’t you integrate and adopt our culture when you come here?”
(Sajwaa) “Migrants can contribute to the society. I am a mother of three, I am a teacher, and I work for Neighbourhood Watch to secure a safer and cleaner place where I live”.
(Priyanga) “Most migrants who come from their respective countries are qualified professionals anyway”.
(Shakeeb) “I’m a trained professional.I’m a chef”.
(Rex) “I’m working as a nurse now”.
(Ebrahim) “I’m a student, I study business and I also work as a volunteer, as a peer befriender for the Red Cross, and I also work for the refugee council as a volunteer”.
(Glenda) “I am recruited by an agency because the UK advertise their need for nurses because they have a shortage of professionals like me”.
(Shakeeb) “I work hard, I pay my taxes, I contribute to society”. “Hopefully once my status has been sorted I’m looking forward to going to university or college to finish my education and achieve my dreams”.
(Ines) “Immigrants definitely bring a lot of benefit, cultural benefit, educational benefit, definitely economical benefit”.
(Priyanga) “My future aspirations are to do my masters at the local tropical school of medicine to specialise in parasitology and to go overseas to developing countries and work in developing countries, hopefully, to improve people’s lives and save people’s lives”.
(Ines) “These people should be respected for the bravery of going abroad, speaking another language, having to do a job that they haven’t trained for all their lives. Having to come abroad means that these people change their ways, the lifeplan they’ve had since childhood is a different one now”.
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61Positive Images Toolkit. Educator’s guide – Theme 4: Positive Images
Worksheet 28: Future dreams Activity 10: Positive Images
Bec
ky D
unca
n
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62Positive Images Toolkit. Educator’s guide – Theme 4: Positive Images
Worksheet 29: Take action on positive images!
Take action!
> Find out about positive influences of other cultures in your country. Create a piece of artwork in response to your learning and display this in your school or local community.
> Create a presentation based on your learning about migration. Help to raise awareness of migration by delivering this to younger students in your school or a nearby school. Work together on a creative activity in response to your learning.
> Work with your local radio station to create a radio programme about the positive aspects of cultural diversity in your community. Present the programme for World Refugee Day or International Migrants Day.
Inspire me!
Positive influences
What did they do?
> Students in three schools in Tameside learnt about migration and the positive contributions that migrants can make, using activities from the Positive Images toolkit.
> Students considered how different cultures influence each other, by looking at how art from Uganda in Africa influenced Brazilian art.
> Young people produced pottery pieces in response to their learning, with the support of a professional artist, Adrian Holt. The works were displayed at a community gallery.
What did they say? “I really enjoyed it! I produced a piece of pottery about how cultures influence each other”, (young participant).
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63Positive Images Toolkit. Educator’s guide – Theme 4: Positive Images
Worksheet 29: Take action on positive images!
Inspire me!
Do we need labels?
What did they do? > A group of young people organised a multicultural celebration event in their school, called ‘One Holyrood, Many Cultures’.
> Students ran interactive and creative workshops for younger students in their school.
> They created a wall display in the shape of a parrot, where students could write on the feathers their answer to the question ‘should people have labels and why?’ The parrot challenged the analogy that a parrot only repeats what it hears.
What did they say?
“It made me realize that people base their assumptions on refugees on very little knowledge,”(young participant).
Inspire me!
Community Radio
What did they do?
> Young people worked with a community radio station to design, plan and record a radio show to celebrate World Refugee Day.
> They interviewed the public and people from refugee backgrounds in the community and they learnt about monologue writing and interviewing.
> The show was broadcast for World Refugee Day.
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Positive Images Toolkit. Educator’s guide – Action planning worksheets 64
Action planning worksheets
ACTION PLANNING WORKSHEETS
1. Creating an action project aim
2. Creating an action plan
3. Choosing an activity
4. Finding information
5. Creating a time schedule
6. Strengths audit
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65Positive Images Toolkit. Educator’s guide – Action planning worksheets
Action planning worksheet 1: Creating an action project aim
Part A
> On the outline of the tree, label the trunk with an issue related to migration.
(Think about what you have learnt to help with this. Issues could for example include poverty, dangers faced on migrant journeys, arrival in a new country, media representations of migration).
> Write some of the causes of the issue in the roots of the tree. > Write some of the effects or consequences in the branches of the tree.
Part B
> Turn each of the causes and consequences of the issue into a positive solution. Write these on the tree. > Turn the initial issue into an aim, or something that will be resolved. (When thinking of solutions, be as realistic and focused as possible. This will form the basis of your action, so try to think of solutions based on what you have available in your group and your immediate environment).
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66Positive Images Toolkit. Educator’s guide – Action planning worksheets
Action planning worksheet 2: Creating an action plan
1. What is the aim of your action project? (Use your problem tree to help).
2. What activities will you do to achieve this aim? (Look at the solutions from your problem tree to help. If you have more than one idea for an activity, you can use action planning worksheet 3 to help you decide which activity to do.)
3. What risks or challenges might you face?What can you do to reduce these?
4. What resources do you need for your activities (e.g. people, materials, equipment, costs)?
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67
67
Positive Images Toolkit. Educator’s guide – Action planning worksheets
Action planning worksheet 3: Choosing an activity
> Use this worksheet to help you choose the activity you could do. > If an agreement can’t be reached in your group, try voting. > You could also present your ideas to other groups and ask for their feedback.
Mark each 1-5 where 1 is low and 5 is high.
1.
2.
3.
4.
How much will it help you to achieve your aim?
How important is it to you?
Is it fun to do?
Is it achievable in the available time?
Is it achievable with the available resources? (people, costs)
How risky is it?
Total(out of 30)
Activity name
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Positive Images Toolkit. Educator’s guide – Action planning worksheets
Action planning worksheet 4: Finding Information
You can use this worksheet to help you think about what information you need for your project and to use this as a basis for research.
What do we know already?
What do we need to know?
What resources should we use (books, internet)
Who can help us? Who should do the research and by when?
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Time (days/weeks/months)
Positive Images Toolkit. Educator’s guide – Action planning worksheets
Action planning worksheet 5: Creating a time schedule
Use this worksheet to help you plan deadlines for your action as well as decide who will do what. You can also use the strengths audit (worksheet 6) to help you decide who should do what.
Activity name Who is responsible for the activity?
Resources1 2 3 4 5 6
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70Positive Images Toolkit. Educator’s guide – Action planning worksheets
Action planning worksheet 6: Strengths audit
> This worksheet will help you think about what strengths everyone in your team has. It can help you decide what role each person in your team could have. > You can add other skills that have not been included.
> For each skill, everyone in the team should write or draw where they fit on the line, depending on how confident they feel.> Delegate roles based on skills.
Skills
Presenting(Leading a school assembly or facilitating a workshop for a different group)
Acting A different skill to presenting as some people are fine on a stage if they are playing someone else! Good for drama or film projects)
Motivating(Inspiring others and vital for helping to get the project completed. Can be used as a back up person for each task to help the others fulfill their roles).
Planning and Organising(Mapping out the project, delegating roles, involving others to make the project happen).
Technical(Photography, filming, PowerPoint presentations, music, graphic design, animation).
Researching(finding information from books and the internet).
Artistic(animation, art, displays and exhibitions).
Not very confident Very confident
Not very confident Very confident
Not very confident Very confident
Not very confident Very confident
Not very confident Very confident
Not very confident Very confident
Not very confident Very confident
This project is primarily funded by the European Union
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71Positive Images Toolkit. Educator’s guide – Acknowledgements
AcknowledgementsThe Positive Images toolkit is the culmination of three years work. Many of the activities in the toolkit have been developed, tested and adapted by staff and volunteers working with Red Cross National Societies across Europe. Red Cross National Societies that have contributed to the creation of this resource include the Austrian Youth, Belgium, British, Bulgarian, Cyprus, Danish, Hellenic, Irish, Latvian, Malta, Netherlands, Portuguese, Romanian and Swedish Red Cross National Societies.
The Positive Images toolkit has been produced as part of the Positive Images project. This was an EC funded project, running between 2009 and 2011 and led by the British Red Cross. It aimed to promote positive attitudes among young people towards vulnerable migrants, raise awareness of development issues and enable exchange of learning across the EU.
Published October 2011.
British Red Cross 44 Moorfields London EC2Y 9AL Tel 0844 871 1111 Fax 020 7562 2000 redcross.org.uk The British Red Cross Society, incorporated by Royal Charter 1908, is a charity registered in England and Wales (220949) and Scotland (SC037738)
