Empowering Global Citizens

on this discussion, the teacher lists three themes/reasons. For each theme,

the class is divided into different groups, and the teacher addresses pus/7

(reasons people leave) and pull (reasons people are attracted to other coun—

tries) factors.

 

Group 1: Case of Environmental and PoliticalFaetors ‘3 ‘

 

Resources to Activity
Draw From S d
' tu ents can
' http://www.unhcr.

org/48ce32c54html
° http://www.

watch a clip from
the list given.

youtube com/ ’ Students also read

watch?V=Lpqu3B2ac8
(This tells the story of a

a narrative of a
young refugee to
understand some

of the hardships
that young refu—

twelve—yeapold refugee
from Kenya.)
° http://wwwlostboysfilrn.

com/learnhtml (This gees face and the

reasons that the
concerns the film Lost Y

Boys ofSudan—see the became refugees.
. . (See UNHCR
educational study guide
Education
and classroom lessons.)
Materials
Catalogue.)

 

 

 

Discussion and

Research

' Who is a refugee/
climate refugee?l5

° What are the fac—
tors that caused
them to leave?

° What happened
after the earth—
quake in Haiti?
Did people
move? Where to?
What were the
challenges associ—
ated with this?

 

15 The teacher should be careful to avoid creating confusion between being a refugee and be—

ing a climate/environmental refugee.

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