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1 hour lesson: 'How young people can create change'
- 2. 2 Learning Objectives To explore what the UN Convention of the Rights of the Children is and how it relates to our lives To explore how conflict can put Children’s Rights at risk To understand how the international community can create short and long term change To appreciate how young people can use their voices to create change To apply your new knowledge to your own campaign
- 3. 3 The Big Question... How can young people create big change in the world?
- 5. 5 Some of these “needs” are some of our key human rights! The first ever bill of children’s rights was written by Save the Children’s founder: the UN Convention on the Rights of the Child
- 6. 6
- 7. 7
- 8. 8 And this is a bigger issue; all over the world children’s safety is put at risk because of war
- 9. 9 Save the Children are on the ground here, helping to protect children in warzones and affected by war
- 10. 10 So what do children like Saja need?
- 11. 11 Longer term change: How so we get to the root of the problem and bring about long term change? Do we have a role?
- 12. 12 Campaigning is : 1) Using your voice to speak up for what you believe is right. 2) Acting together to influence key decision makers to bring about change.
- 13. 13 Young people are using their voices to create change - right now!
- 14. 14 And they won! 400,000 children campaigned for our government to fund education in emergencies. Nearly 100 MPs were contacted and took the children’s messages to government Children pressured government to put £330m into the Education Cannot Wait fund - they won! ECW funds education for vulnerable children in war torn countries Syria. Yemen, Chad & Ethiopia. Education Cannot Wait is the first global fund to prioritise education in humanitarian action.
- 15. 15 Protecting Children in War We think that every child should have the right to feel safe, even in war. We are going to target our local MP with our campaign, to take this message to the UK government
- 16. 16 Your MP is your voice in parliament Theresa May Prime Minister Your MP Boris Johnson, Foreign Office Penny Mordaunt, International Development
- 17. 17 Protecting Children in War Campaign Tweet your MP Postcard Video Poster Write an article Hold an event Photo stunt Poem eg. Haiku Hold an assembly Short play Write a song Flash mob! Artwork Meet your MP Write a letter
- 18. 18 We’re making progress on protecting children in war Young people have been campaigning to ensure life saving food and medicines get into Yemen, where there is a civil war and people. And people are taking notice! Save the Children campaigners gathered outside Parliament to demand action from the UK government on the Yemen blockade… …130 empty dinner plates were arranged on the ground to represent the number of children dying each day… …Many of these plates featured messages from British school children to the UK government. With young people’s voices joining this campaign, the UK government can no longer ignore this crisis and are being forced into action. Thanks to children like you!
- 20. 20 Reflection ● What have you learned today? ● What did you enjoy about it? ● What do you want to change in the world?
- 21. 21 Want to do more to help children in war? ●Take your campaign to your school or community! ●Learn more about Children’s Rights and how you can create change ●Campaigning ●Fundraising
- 23. 23 Join our movement of young campaigners standing up for children’s rights all over the world! https://www.youtube.com/watch?v=od0aLyXl-yI
- 24. 24 Join our movement of young campaigners standing up for children’s rights all over the world! https://vimeo.com/239646559
- 25. 25 Some messages from young people from across the UK... #playgroundsnotbattlegrounds #peace4all #boomgoesyoureducation #write4rights #leadersofthefuture #imvotingnext
- 26. 26 For teachers only: other children’s messages from all around the country
- 27. 27 Short term change: What can be done immediately to meet Saja’s needs? Do we have a role? FOOD, NUTRITION & LIVELIHOODS WATER, SANITATION, HYGIENE SHELTER EDUCATION HEALTH CHILD PROTECTION
Editor's Notes
- Have this question on the board as children arrive at lesson, when settled, pose the question to be considered throughout the lesson. Today we are here to discuss the rights of children around the world and why they’re important . The refugee crisis in the Middle East represents the single biggest movement of people since the second world war. The war in Syria has now entered it’s 6th year - making it longer than WW2 - and shows no signs of stopping. Currently, 65 million people are displaced because of conflict. That’s like everyone in England having to leave their homes, their schools, their families being torn apart, because of bombing. It’s easy to feel powerless in the face of such conflict. However, this lesson I want you to keep this question in your mind, because we are going to think about what we can do, as young people, to change the world for the better. - To get the most out of the session, we are going to need to work as a team, and there might be some information you haven’t heard about in school before, and it might feel a little different to some of our other lessons Q. How best can we work as a group so that we all feel safe and respected? Hands up - let’s draw up a class charter of how we will will act respectfully towards one another throughout this discussion. This could be displayed on the wall for future reference and include statements concerning behaviour and conduct, relationships, responsibilities, participation, protection,etc. Eg. Keeping to time, Be kind to one another, it’s fine to disagree but do it nicely, respect each other’s views, etc.
- “We’re now going to take this back to the UK, and examine some basic things you need and use every day” Teacher poses the following suggestions, students run to one side of the class or the other, dependent on whether they believe the statement includes a ‘need’ or a ‘want’ e.g: NB. Variation in an assembly - stand up / raise your hand if they think it’s a need. McDonald’s chips Access to wifi Have my own opinion which is listened to and taken seriously (eg. does that mean I can say what I want?) Going to school Going to the hospital if I’m sick Look through UNCRC list and consider which are the best to grapple with. Notes to teachers on how to address this discussion. They are indivisible - what one person sees as essential might not be essential to another. One side of the classroom is if this is something we “need”. The other if this is something we “want”. Those in bold are our fundamental human rights. ((Ability to change the world)) The class should then discuss which of these ideas we should keep (the ‘needs’), and which we should discard (the ‘wants’) . The aim is to get the class thinking about the distinction between ‘rights’ and ‘things they want’
- Teacher spends 2 minutes talking through the UNCRC poster. These needs are actually more than that, actually a right. Outline information (feel free to adapt/simplify this for your class as you see fit) Every child and young person has rights, no matter who they are or where they live. The world’s first declaration on children’s rights was written by Save the Children’s founder, Eglantyne Jebb, in 1923. She recognised that children are different to adults, and it was just as important to develop and stand up for their rights around the world, whatever situation they were in (regardless of their colour, race, gender, sexuality, or where they were born). Jebb's Declaration of the Rights of the Child formed the basis for the United Nations Convention on the Rights of the Child (UNCRC), an statement that sets out rights for all children. Nearly every government in the world has promised to protect, respect and fulfil these rights, yet every day they are still violated Everything Save the Children delivers in terms of it’s programme work involves fighting to protect and uphold these rights for children, eg. we work in schools to allow every child the right to education. On the next slide / handout we are going to look at these rights... Extension: (2 minutes) Children around the world still face poverty, disease, discrimination and exploitation every day. Many are out of sch ool, used as cheap labour or recruited into armed forces. Millions face danger as refugees and many have been separated from their parents. Some ways in which children’s rights are currently being violated around the world: There are many ways in which children’s rights can be violated. These are just a few examples. 1 in 3 children under five has not had their birth registered, meaning they don’t have an officiall name or nationality. Almost half of all child deaths before the age of five are the result of malnutrition. In half the countries where records exist, more than 80% of children aged 2–14 have experienced violent discipline. About a third of women aged 20 to 24 were married before the age of 18. Child labour affects 168 million children and around half are involved in hazardous work. More information: http://www.savethechildren.org.uk/about-us/what-we-do/child-rights / Video about Standing up for Children’s rights: https://www.youtube.com/watch?v=2BK4l3BamG4
- Ask the students to spend 2 minutes reading through the Rights cards / Handout poster. Then ask them to suggest which they think are the ‘most important’ (the aim being to help them understand that they are all important, and are interlinked) Extension task - groups of no more than 4 Exercise in critical thinking and debate. This could be done in pairs, in small groups, or a few examples at the front of the class, with all learners observing. Cut out your UNCRC rights cards and put them in a bag. Two learners have to pick a Rights card out of the bag ; they will have picked different cards. They then have to persuade their partner that their right is more important than the other. Conclusion: All rights are important for children to live safely and happily. Question to the class: What are the reasons that children might not have these rights?? ...To then lead into - we’re going to think about a major reason that compromises children's rights across the world: war
- However, when a war occurs, all of the really important rights we have just discussed are jeopardised / put at risk. Saja is one such child affected by conflict: show them Saja’s case study and ask them to write down: What’s going on in the video? How does that make you feel? Which of Saja’s rights are being violated? What rights is Save the Children is helping her to enjoy? e.g. right to play, have friends, education https://vimeo.com/191782687 Use 0:14 - 1:12 See Saja case study for more information. Speaker note: Provide relevant personal story if you have any Objective of this slide/story is to convey how children are affected by conflict, and how it jeopardises their rights.
- You’ve just heard about Saja’s story; one example of a child who has been affected by conflict and how this impacts her rights. However conflicts are occurring all over the world today… Do you know any wars happening in the world today? This map shows all the places in the world where there was violent conflict in 2016. Every country in red or orange there is a very low state of peace. Are there any countries there that surprise you? (NB. There are lots of different kinds of wars; WW2 - war doesn’t necessarily happen between countries; it can be a civil war where people are fighting one another within a country, a war which affects only a small part of a country (eg. Ukraine), Wars can be Religious, Racial, because of Money, Borders, over Natural Resources, because people want a new government, because democracy isn’t working how people think it should.) However impact on children is pretty much the same - children are always the victims. Some statistics for the students: Right now, 65 million people have had to leave their homes because of conflict. That’s the number of people in the UK - it’s like the whole of the UK having to leave their home because they were in danger and feared for their lives. In fact, every minute, 24 people have to leave their home because of conflict. Imagine that. In this 1 hour lesson, can you work out how many people have had to leave their homes because of war? Map source: https://assets.weforum.org/editor/1_stdulatot77m79Xep9TUzd-BZo87C2ZwCaQyV8r1s.jpg Interactive map measuring changes in conflict over the last 10 years: http://visionofhumanity.org/indexes/global-peace-index/ Time = approx 2 minutes
- Right now Save the Children are responding to 13 conflicts across 12 countries (we’re responding to two in Myanmar). They are: Myanmar Iraq Syria Yemen Afghanistan South Sudan DRC Nigeria Niger Mali Philippines Ukraine
- Question to the class: So what can we do to help children like Saja in war zones? Expect answers like - stop bombing her, give her access to school, give her food, give her water. If time, learners to work out which are short term, and long term? Arrange answers under 2 headings: 'short term' / 'longer term'. Alternative phrasing: What can we do to help? (We = the global community).
- Draw the tree of change on the board / interactive whiteboard Ask the class “What do children like Saja need?” Put the SHORT term things in the LEAVES, eg. food, water, shelter, healthcare, education, + PROTECTION (“We’ve talked about one of these before when we looked at Save the Children’s child friendly spaces) Ask the class “What can we do to STOP children being bombed in the first place” Expect answers like “Stop the bombing” / “Stop the war” / “Don’t bomb civilians / children”. Write this in the ROOTS of the tree, as they help us get to the root of the problem and bring about long term change. Listen to the children’s suggestions, we want to steer them towards the elements that make up ‘campaigning’ At this point move onto next slide; “we’re going to think about what we can do to stop the bombing of children” Desmond Tutu quote: “Give a man a fish and feed him for a day. Teach a man to fish and feed him for a lifetime”!
- Give the students these definitions - or ask for some suggestions about what they think campaigning is before giving the definitions dependent on prior knowledge/understanding Notes: Charities like Save the Children do lots of campaigning to fight for the rights of children like Saja around the world. ((However we can’t campaign without fundraising, so raising money for charity is still really important in creating long term change.)) *NB. It is a key part of creating that longer term change but also creating change in future.
- You might think that young people can’t create change, but we’re going to show you that young people are using their voices to create change right now (worksheet). Indeed, in the General Election this year, it was thought that the mass turnout of young voters influenced the outcome of the election. It was the highest number of 18-25 year olds to vote since the 1997 election 20 years ago. http://vimeo.com/154096501 - Use 03.22-05.45 OR SEE VIDEO LINK Students to answer these questions whilst watching the video. One grop to think about each question, and all groups to think about what makes this a successful campaign. Then spend 2 minutes after the video asking the class for answers to the questions: What problem are they trying to address? Who has the power to create the change? How many children are involved? What have they done to make this a creative campaign? What do you think makes this a successful campaign? (Answers we want to prompt are: Identifying who has the power to make the change, acting as a movement, using their voice creatively to make their message stand out, the fact that they are children standing up for other children’s rights around the world.) Additional teacher notes on this campaign - why was it successful? 1.Makes sense – children speaking out about children’s issues (that education is important for all children) in an education setting – adds real value 2.Led and OWNED by children (sixth former presenters) thus more powerful 3.Successful! Campaigned for UK govt to put £330m into Education Cannot Wait fund. Nearly 100 MPs contacted and succeeded in pressuring govt to put money into pot badly needed for refugee education.
- Question to students: (To think about in pairs/small groups/on their own as teacher sees fit) “What do you think made this campaign successful?” Teacher to have some key answers which will be referred to later in the session: 1) Identified the person in power who could make the change - the MP - who would then take this message to the PM 2) Acted as a movement - 500,000 students taking part 3) Used their voices creatively to make their message stand out - backpacks 4) Young people speaking out for young people Education Cannot Wait is the first global fund to prioritise education in humanitarian action. In 2017, Education Cannot Wait is funding quality education for an estimated 2 million vulnerable children in Syria, Yemen, Chad & Ethiopia. All programs focus on reaching girls, improving protection of the most vulnerable, and improving both teacher capacity and community engagement. See here for more information about its work. http://www.educationcannotwait.org/the-fund/
- We know young people can use their voices to create change We have thought about some key ingredients for a successful campaign Now let’s try a campaign out for ourselves! The students are going to create a mini-campaign of their own, focussed on protecting children in war targeting their local MP. The next slide will explain briefly why targeting your local MP with your messages and petition is a good idea when campaigning.
- Teacher note: you may feel that your students have a good grip on this area already and therefore might not need to cover this in great detail Question: Ask the students if they know what their MP does and who they are Answer: Your MP - Member of Parliament, works for you to raise your needs, questions, issues with key people in government e.g. the Prime Minister or The Foreign Secretary (You know they work for you because the website to find who your local MP is = theyworkforyou.com) :) They are your voice in parliament - they represent you and your community. What do they think their MP does all day? (Present some answers) What do they do for you? Who in their community might they listen to? Reading list: Add guide to MP / Parliament Shown above are: Boris Johnson - Foreign Secretary Theresa May - Prime Minister Priti Patel - Secretary of State for International Development (Head of DfID) (On who has the power: Who is the most powerful person in the UK? Why?)
- This activity will take up the majority of the rest of the lesson - What do your learners want to communicate to their MP about why they think it’s important to Protect Children in War. The slide shows a range of suggested activities so you can tailor the lesson dependent on how much time is left at this point. You can choose which activity best suits your class. FOR ALL ACTIVITIES: Learners to return to your criteria for a successful campaign: As a movement / Using your voice creatively / YP 4 YP / Targeting decision makers In pairs or threes, come up with a powerful message to send to your MP about why every child should have the right feel safe, even in war. Consider: What did you find interesting you about what you’ve learned so far? How did you feel when hearing about Saja’s life? How does it make you feel? Why do you think it’s important? How could you connect pupils in the UK with the lives of pupils in poorer countries? What do you want to tell the decision maker? Below are a series of quick, simple activities as example campaigning actions if you have 5-10 minutes. Give students a choice of activities if they have time: NB. One person in the group should have the task of researching your MP - who are they, which party do they represent, what’s their email address, address and twitter handle. What kind of approach might appeal to them? Use this website and put in your school’s postcode to find your MP: https://www.theyworkforyou.com/mps/ INDIVIDUAL / PAIRED ACTIVITY 1 - Tweet + Image Split the class into groups of 2-3. Half to compose a tweet to send to their MP - how can you communicate the importance of this issue in 140 characters and a hashtag. Half the class to draw a picture, postcard or poster on why they think it’s important to protect children in war. Put the images with the tweet that best corresponds to the image. Look up your local MP here: https://www.theyworkforyou.com/mps/ Find their twitter handle and tweet them - INSERT RELEVANT LINK TO PCIW / STC IF NECESSARY INDIVIDUAL / PAIRED ACTIVITY 2 - Create a postcard. Write a letter, poem, rap, song on the back about why it’s important to protect children in war. INDIVIDUAL / PAIRED ACTIVITY 3 - Children’s Rights Bunting Every child gets their own StC bunting flag, see template here: https://drive.google.com/drive/folders/0B7bx6ksnjdyMdk95SjhocUdxczA On the undecorated side, write or draw “Why do you think it’s important to protect children in war” Connect them with piece of string and ask them to create bunting to hang up around the classroom, corridor, or around the school. OR send directly to your MP, with a cover letter. One group of children can write the covering letter, or teacher can. GROUP ACTIVITY - Group photo Print out the poster here: https://docs.google.com/document/d/1XCF4GLY1-tLyjboY2ZMVcWR9R5O3HIeDbYbo_ypCpdw/edit Ask all children to write or draw their message around the edge of the poster - why is this message important to them. Take a class photo with them holding the poster. Email, tweet or send it to their MP as a poster or postcard. Speaker note: When this task is complete, you may suggest that the teacher could send them to their local MP or to Save the Children (during pilot/testing phase)
- *130 Children statistic is accurate as of November 2017 “people are taking notice” link - http://www.itv.com/news/2017-11-28/boris-johnson-yemen-facing-human-catastrophe-of-biblical-proportions/ See here and the ‘Yemen Information Sheet’ for more information on the blockade in Yemen: http://time.com/5028795/saudi-arabia-yemen-famine-blockade/ https://www.facebook.com/ajplusenglish/videos/1084833524991487/
- If you agree with this statement, you can come up to the front of the class and sign your name (petition included in the worksheets/handouts pack). Take a picture at the end of the children holding a sign and the petition They will then have to think about their own individual response to this message - “WHY do they think it’s important that every child has the right to feel safe, even in war” End here. If you have more time, take another lesson to explore how your learners can create an individual response to this statement
- Plenary - 2-5 minutes depending on time Children fill in their ‘Charlie Brown’ (Save the Children Logo) by answering the questions on the board - then either share with each other in pairs or small groups, or the teacher could ask for example answers from the class At end of lesson: Give Charlie Browns in to the teacher Teacher take photos of all the Charlie Browns and send to StC (during pilot/testing). Idea: StC to send them a piece of string and ask them to create bunting to hang up around the classroom, corridor, or around the school. Thus, children using the classroom in future can see what they’ve learned, and how other children in their school have learned with StC how to change the world :) OR send them to your MP? “Why do you think it’s important to protect children in war”.
- Chance to galvanise children to go away taking action on behalf of other children: Take your campaign to your school or community! Encourage children to share their findings about children’s rights issues with their classmates and wider school community Fundraising - get involved in Den Day or Christmas Jumper day. (Contact us at Save the Children for more information)
- Adolescents from Latin America and the Caribbean present their proposals and demands to the States within the framework of "Every Last Girl" global campaign. They asked the authorities to be heard, to be taken into account in the decisions that affect them and especially the respect and promotion of their rights.
- Password: 2030
- Ask the students the following question: What can we do immediately to meet Saja’s needs?? (looking for answers such as ‘with food’, ‘shelter’, ‘a safe place’, ‘medical care’) Ask question to the class, “Do we have a role in any of that?” Listen to their answers. Teacher might suggest that the British public and government help by donating money to emergency appeals through charities like Save the Children Do we think that these are long term solutions? Prompt - look at the ‘shelter’ picture? Do we think that this is a long term solution? Then lead into longer term change on next slide. Option 1: bring in items to represent each of the humanitarian areas, eg. peanut butter - high calorific food, book - education, sports bottle - water, teddy bear - child protection. Have them on each desk / bring them out of the bag to prompt responses to the question “how might we be able to help”? Option 2: Split class into small groups. Each has an envelope with 2 images representing each area, eg. Food is both peanut butter, and a pound sign - to allow families to eat, and to allow them to choose what they want to buy. Groups have 30 seconds to think about which area of humanitarian work this relates to, and HOW. Teacher then recaps, using notes below if necessary. Below are the ways in which Save the Children helps children like Saja who are affected by conflict, if you’d like more detail. Food security and livelihoods (food baskets, cash transfers - means families can buy what they feel they need to buy), livelihoods - vocational training, eg. hairdressers, carpenters, mechanics - PREVENTING & Nutrition - children who are malnourished - ready to use therapeutic foods, work with pregnant and lactating women to teach them about breast feeding - TREATING Water, sanitation and hygiene - physically providng access to clean water. trucking water in, fixing, fixing wells/water points, chlorination tablets sanitation - building latrines, ensure IDP camps there are places peopel can shower - M/F, hygiene, preparing food, handwahsing Shelter and NFIs (non food items) - physically providing a space, tents, tarpaulins, poles, pots and pans (leave in the middle of the night, left with nothing, basics) Education - Things like supporting existing schools, providing schools kits with physical things like stationery, books, blackboards, etc, teacher training, setting up Temporary Learning spaces etc Health - supporting health services, vaccinations, mobile health teams to remote areas Child protection - case management and referrals, ensuring they get the support they need, CFSs, safe spaces, family tracing and reunification