1. Lesson 2: The Backpack of the Refugee (For Secondary Students)

2. Learning Objectives Knowledge: Attitude: Skill:
(1) Understand the background of Syria Crisis and Refugee Crisis in Europe
(2) Understand the needs and difficulties of child
refugees through first-person perspective
Attitude:
(3) Cultivate empathy
(4) Respect the rights of others
Skill:
(5) Decision making
(6) Listen to others and express opinions
(7) Communication and collaboration skills

3. Lesson Plan

4. Overview on Global Refugees
Understand the background of Syria Crisis and Refugee Crisis in Europe (5 minutes)
Notes for Teacher
It is estimated that over 30 million children are being forced to leave their homeland along with their families to escape from war, violence and persecution. Some of them are internally displaced within their country of origin, while some of them have to seek for asylum in another host country. Their futures remain unclear for either way, but this might be their only chance for hope and safety.
In 2015, more than a million refugees reached Europe by land or by sea. Some of them might have landed successfully by taking rickety boats across the Mediterranean Sea, but some of them were also drown. Day and night, they need to walk more than a hundred kilometers on foot to reach a safe place. Nevertheless, not all of them are welcomed by the locals, as, on one hand, the refugees might not adapt to local life; on the other hand, they might bring along huge economic burden.
Currently, UNICEF and 120 humanitarian organizations are working to help the refugees and to ensure that refugees can access to basic needs. At the same time, they have also issued a joint appeal urging the world to raise their voices and call for an end to the Syria crisis and to the suffering endured by millions of civilians.
© UNICEF/UN012725/Georgiev
Overview on Global Refugees
Around 21.3 million refugees globally
Half of refugees are children

5. Syria Crisis
As of 2016, the Syria crisis has been going on for five years
Nearly 4.8 million Syrians fled to other countries and received a refugee status, where half of them are children
Notes for Teacher
Since 2011, the Syrian public’s dissatisfaction with the government has been gradually increasing, especially in Middle East countries like Tunisia, Egypt, Yemen, Bahrain and Libya. The idea to overthrow the government has been spreading like wildfire. In March 2011, a revolution named Arab Spring broke out in Syria. A group of youngsters in Daraa was arrested for drawing graffiti on the school wall, spreading anti-government messages. The police cleared out demonstrators, who requested to release the students, by opening fire. This caused casualties and further intensified people’s revolt. The president Bashar al-Assad, who originally promised to reform, violently repressed the protest immediately. Since then, the force of the opposition groups started to fight against the force of president Bashar al-Assad, and officially marked the start of Syrian civil war.
Over the years, the civil war came to a deadlock and gradually transformed into an international political tussle. Russia and Iran supported president Bashar al-Assad by providing assistance to the army; while Turkey, Saudi Arabia, the United States, Britain and France supported the Sunni, which belongs to the anti-government force. Since both parties are supported by different countries, neither of them can win and the civil war continues, which means people in Syria are the one who hurt the most.
According to the United Nations, both forces of the government and rebels committed war crimes that violating human rights. As of August 2015, the war has killed more than 250,000 people, and more than 7 million people are internally displaced in Syria. Nearly 4.8 million Syrians fled to foreign countries and received a refugee status, where half of them are children. More than 80 percent of Syrian children have been harmed by the country's conflict, living in poverty, working instead of going to school, marrying young to survive.
© UNICEF/UN013175/Al-Issa
> 80% of Syrian children have been harmed by the country's conflict, living in poverty, working instead of going to school, marrying young to survive

6. Refugee Crisis in Europe
Notes for Teacher
Since the neighboring countries of Syria also face many difficulties such as poverty and lack of school vacancy etc., some Syrian refugees flee to Europe and look for a suitable living environment. Apart from Syria, many people from Afghanistan and Iraq also reach Europe to search for safety. According to the International Organization for Migration (IOM), from January 2015 to May 2016, around 1.2 million people travelled across the Mediterranean Sea to reach Europe.
© UNICEF/UNI197516/Gilbertson VII Photo
From January 2015 to May 2016, around 1.2 million people travelled across the Mediterranean Sea to reach Europe

7. Refugee – Main Route to Europe
Thinking：
How do the refugees get to Germany?
What will happen in the journey?
Notes for Teacher
Picture 1:© UNICEF/UNI197516/Gilbertson VII Phot
On 30 September, volunteers on the shore wave to and encourage arriving refugee s – one of whom is one holding high a life buoy – as they approach land in a large inflatable boat, near the village of Skala Eressos, on the island of Lesbos, in the North Aegean region. The Aegean Sea (part of the Mediterranean Sea) is now becoming especially rough as the first winter storms begin. As a result of dehydration and the cold, many refugees were seasick, with some conditions life-threatening.
Picture 2:© UNICEF/UNI197669/Gilbertson VII Photo
On 4 October 2015 in the former Yugoslav Republic of Macedonia, refugees primarily from the Syrian Arab Republic, Afghanistan and Iraq prepare to disembark a train arriving at Tabanovce close to the border with Serbia.
Picture 3:UNICEF/UNI197316/Smithies
On 14th September 2015 refugees continued to cross into Hungary along a railway line from Serbia. At 4.30pm, this border crossing was closed and reinforced with police and military. The first family to arrive after the border closed is told that they will not be able to cross from Serbia into Hungary. They then walked a further 2 km (approx.) to an official entry point at Röszke.

8. If I were a Child Refugee…
Imagine that you live in a war stricken countermand are forced to flee to another country…
You only have 8 minutes to pack up the things that you need. What would you take with you?
Activity 1: If I were a Child Refugee (20 minutes)
Objective:
Through the ranking activity, students:
Experience decision making in what they would take when fleeing to other countries
Be encouraged to analyze the basic needs that child refugees are lack of
Resources: PowerPoint, My Packing Cards (Attachment 1), Worksheet: If I were a Child Refugee (Attachment 2)
Rundown (Part 1):
1. Ask Students:
“Imagine that you live in a country having a war, are forced to suddenly flee to another country NOW! You only have 8 minutes to pack up the things that you need. What would you take with you?”
2. Divide students into 6 groups, each group has 5 – 6 students. Distribute a set of My Packing Cards (Attachment 1) to each group.

9. Activity 1: If I were a Child Refugee (Part 1)
Rundown (Part 1):
3. Group Discussion: Each group can only choose 9 of the 12 items from the My Packing Cards. Discuss within the group and rank the cards according to their level of importance. Record the choices and reasons in the Worksheet: If I were a Child Refugee (Attachment 2).
4. Group Sharing: Teacher invites 2 – 3 groups to share their decision and their reason with the class:
The 3 cards ranked most important
The 3 cards that they choose not to take
Each group can choose 9 of the 12 items from the My Packing Cards. Discuss within the group and rank the cards according to their level of importance.
Record your choices and associated reasons in the Worksheet: If I were a Child Refugee

10. If I were a Child Refugee…
The fastest way to reach Europe is by a dangerous boat journey. The boat is full now and you can only take 3 most important items, other items have to be thrown away. You may need to spend 2 weeks, 1 month or even longer period of time in fleeing…
Do you think the 3 items that you choose can fulfil your basic needs?
Activity 1: If I were a Child Refugee  
Rundown (Part 2):
5. Teacher sets a new scene to each group of students and now they can only take 3 items:
“The fastest way to reach Europe is by a dangerous boat journey. The boat is full now and you can only take 3 most important items, other items have to be thrown away. You may need to spend 2 weeks, 1 month or an even longer period of time in fleeing. Do you think the 3 items that you choose can fulfil your basic needs”

11. Activity 1: If I were a Child Refugee (Part 2)
If you can only take 3 items, what basic needs you’re forced to give up? And how is it affected your living?
Please elaborate according to the 4 types of children’s rights
Rights to Survival
(E.g. Is there enough food to eat?)
Rights to Protection
(E.g. Can receive adequate care?)
Activity 1: If I were a Child Refugee
Rundown (Part 2):
6. Group Discussion:
Each group discusses the following questions, and records them in Worksheet: If I were a Child Refugee (Attachment 2). Teacher can also distribute Student Handouts p.4 to students as discussion material.
How do you define “basic need”?
(Suggested Answer) Basic need is the essential element for human survival, growth and development. It is also a kind of right.
If you can only take 3 items, what basic needs you’re forced to give up? And how does it affect your living? Please elaborate according to the 4 types of child rights (right to survival, right to protection, right to development and right to participation).
(Suggested Answer) See Lesson 2: The Backpack of the Refugee P.3
7. Group Sharing: Teacher invites 2 – 3 groups to share their opinions.
8. Debrief: Teacher explains that it is common for the boats used by refugees to be crowded and overloaded, forcing them to take things that are essential or important to them. Then, teacher shows 2 photos of the actual backpack of refugee children (refer to next page and PowerPoint) to students for facilitate better understanding on the child refugees and their needs.
Curriculum Linkage: Liberal Studies:
Apart from child-right perspective, students can apply the concepts learnt in Liberal Studies (e.g. Quality of Life, Personal Development and Maslow’s Hierarchy of Needs) for develop multi-perspectives thinking.
Rights to Development
(E.g. Can receive age-appropriated education?)
Rights to Participation
(E.g. Can access to information?)

12. Activity 2: Observe photos - The REAL backpack of Child Refugee (10 minutes)
Omran (6 yrs old)
From: Syria
Activity 2: Observe photos - The REAL backpack of Child Refugee (10 minutes)
Objective:
Through observing the real backpacks’ photos of child refugees, students:
Understand what items are important for child refugees
Reflect on the needs, rights and difficulties of child refugees
Resources: PowerPoint
Rundown:
1. Teacher invites students to observe 2 photos of backpacks belonging to child refugees and compare them with the items chosen by students in Activity 1: If I were a Child Refugee:
Analyze the similarities and differences between the backpacks of real child refugees and the items chosen by you?
How are the actual backpacks of real child refugees different from your imagination ? (Free answer from students)
2. Teacher categorizes the items in the backpacks and invites students to guess their usage: (Suggested Answer) See Lesson 2: The Backpack of the Refugee p. 5
3. Ask Students:
Do you think the items of child refugees can fulfil the needs as a child? (Free answer from students)
4. Teacher further discusses about the rights and needs of child refugees that are usually neglected when fleeing
Photo Background:
Omran is on his way to Germany with his parents. His parents plan to travel through forests to
avoid detection, they made sure to pack bandages for cuts.
In his backpack:
1 pair of pants, 1 shirt
A syringe for emergencies, bandages, medicine
Marshmallows, a food tin
Soap, tooth brush and tooth paste
Tyler Jump / IRC
Source：International Rescue Committee

13. Activity 2: Observe photos - The REAL backpack of Child Refugee
Iqbal (17 yrs old)
From: Afghanistan
In his backpack:
1 pair of pants, 1shirt, 1 pair of shoes and socks, shampoo and hair gel, toothbrush and tooth paste, face whitening cream, comb, nail clipper
Bandages, medicine
Money
Smart phone and back-up phone, SIM cards for Afghanistan, Iran and Turkey
Activity 2: Observe photos - The REAL backpack of Child Refugee
Photo Background:
Iqbal left Afghanistan with a backpack only. He had traveled hundreds of miles and dodged bullets
to escape from northern Afghanistan and fleeing to Iran, then traveling by foot to Turkey. He is in
Lesbos of Greece, he does not sure where to go. Although he is on fleeing, he still pays attention to appearance. “I want my skin to be white and hair to be spiked – I don’t want them to know I’m a refugee. I think that someone will spot me and call the police because I’m illegal.”
Tyler Jump / IRC
Source：International Rescue Committee

14. Can they fulfil the children’s needs？
Thinking：
Why have they chosen to bring these items?
Tyler Jump / IRC
Activity 2: Observe photos - The REAL backpack of Child Refugee
Other Teaching Tips: Empathy
Students may feel surprise and curious on the items like mobile phones, hair gel and whitening cream. Teacher can help students to put into others’ shoes by asking:” If you’re refugee, why you need to take….?” as opening. Through this type of questioning, it helps students to think from the perspectives of refugees and they’ll figure out why refugees need to take these things by themselves.
Thinking：
Can these items fulfil the needs of a child?
Tyler Jump / IRC

15. Child Rights under threat
All children, including the displaced ones, entitles protection from the Convention on the Rights of the Child (CRC). However, due to the persisting conflicts, the rights of child refugees have been deprived.
Notes for Teacher
Rights to survival: Bear physical and psychological trauma
Many child refugees have witnessed or experienced armed conflicts. These conflicts do not only threaten children’s lives, but also brings them psychological trauma. Some of the interviewed children can still recall the sounds of gunfire and their fear at the moment they heard it
Rights to protection :Separated from parents
In order to escape from war and reach a safe place, many refugees try to cross the border several times. Children might be separated from parents on their way. This makes child refugees become even more isolated.
© UNICEF/UN013175/Al-Issa
© UNICEF/UN011178/Georgiev
Rights to survival
Bear physical and psychological trauma
Rights to protection
Separated from parents

16. Child Rights under threat
Notes for Teacher
Rights to development
Many child refugees also lose their learning opportunities when they flee from the war. Even if they arrive safely at the host countries, they might not be able to pick up their learning progress. By the end of 2015, nearly half of the child refugees in the top 5 hosts cannot go back to school.
Rights to development: Lack of play
The right to play of children is always being ignored in fleeing. Most of the refugees will only bring a few items, and toys are rarely on the list. Child refugees who drop out from schools will also lost the opportunity to play with other children who are also at the same-age.
© UNICEF/UNI199865/Georgiev
© UNICEF/UNI199875/Georgiev
Rights to development
Drop out from school
Rights to development
Right to play

17. Child Rights under threat
Rights to development
Child labour
Notes for Teacher
Rights to development: child labour
Many child refugees have to work as child labours due to their families’ financial problems. This affects their learning and development.
© UNICEF/UN013168/Herwig
Mesh‘al (16 yrs old): "I was in the 7th grade back in Syria and bombing happened. We came to Jordan. I must be in the 10th grade now but I didn't study, I worked to support my family. If I go to school there will be no one to support them. When I was little I wanted to become a teacher but now, if I go to school, I will go back 6th grade. I became old now. It's not going to work.”

18. Unite for Children Hong Kong Committee for UNICEF
7/F, SUP Tower, King’s Road, Hong Kong
Tel:
© Hong Kong Committee for UNICEF
June 2017
Cover Photo © UNICEF/UN012725/Georgiev