# data[].attributes.body
Images lots of times mean more than words

# data[].attributes.body
With my two Chinese students, I use the Lim with audio translator. In most use simple images and phrases.

# data[].attributes.body
2.3 Activities - Countries of Origin & Reasons for Leaving

For students it is very useful to learn about the country of origin of migrant comrades, see photos, movies and videos. Erika's information is very interesting and I will propose it to my students.

# data[].attributes.body
Images lots of times mean more than words

# data[].attributes.body
I believe that Erika's activities are really precious.

# data[].attributes.body
Great ideas, I will keep them in mind for the lesson plan!

# data[].attributes.body
Thank you Erika for the great tips. All the activities presented are great and I hope I have an opportunity to try them out.

# data[].attributes.body
The activities presented by Erica were very interesting to introduce the phenomenon of migration. The knowledge on the geographical location of Siria and Afghanistan, the picture comparison between past and present are all activities that make students think and ask questions about what were the reasons why immigrants have had to leave their country of origin, who and what they have left,...

# data[].attributes.body
Erica, thank you!

# data[].attributes.body
Nice ideas. I think it is important for children to realise inaquality and social injustice worldwide, as well as the consequences of war.

# data[].attributes.body
A project with many educational activities which could include the main issues of the migrants' civilization to the past and the present (photos, videos, history books etc.) could support the understanding of the values and the every day ways of living in these countries. Also, a question would be adressed "Why you think these people were forced to leave their beloved countries and their homes?" The answers would be the beginning of a new activity which motivate the emotional reactions of the children

# data[].attributes.body
I think it's important to develop projects of law, Even Starting Simple Rules From the class and respect for people

# data[].attributes.body
I really find Erika's activities very interesting and useful and I will definitely try them with my students. While searching for other activities related to the topic, I found this resource: http://www.a-athinon.gr/?p=6017
and I chose http://www.freezepage.com/1451992032DEJLOZAKEK (Greek refugees in Aleppo)
in order to use it in class and show my students that history repeats itself and that what goes around comes around.

# data[].attributes.body
The activities presented by Erika were very interesting! Also an interesting idea would be to realize with students a school project about peace and war.

# data[].attributes.body
The activities presented are very interesting and have a great pedagogical richness! Thank you Erika!
It could also be an activity of contact with their music, gastronomy or other cultural themes. First we could do an online survey with the students about the culture and get to know the reality before the conflict.
After that, we could hear and then, sing and play a musical theme that reflected the daily lives of those populations before their departure in search of peace.

# data[].attributes.body
Erica's activity is very interesting and it help us to improve our activities.

# data[].attributes.body
Erica's activities are very interesting and helps students know more about their new peers.

# data[].attributes.body
Do you have any other ideas how to address the topics or origins and reasons for leaving with your students?
Erika's ideas are really interesting especially pic's comparison and the touristic plan organization.
First of all I would start from a brainstorming about the world "migrant". So we would discuss with the pupils about the many kinds of migrant, worker migrant, asylum seeker, refugee etc.
Then i will present some datas about the countries from which migrants come. Then students could start a wequest  for obtaining informations about these countries.
A good idea could be working on empathy. Each student could make a search about a country and then present it to the class as he was an embassador from that country.

# data[].attributes.body
ORIGINS AND REASONS FOR LEAVING
I have found Erika' activities simple but effective to introduce the phenomenon of migration.
In particular the activity to let students aware about the geographical position of Syria and Afghanistan in the world map.
Also interesting to let students compare photos, pictures  about both past and present of all the countries bombed.
It is important that students could reflect about possible migrants'  reasons to decide leaving their beautiful countries and often forced to do jobs not related to their degrees.

# data[].attributes.body
Erika's advice are very helpful. My idea is a role play: every student is a migrant with a story that he/she has to share giving details: like personal belongins during the journey, if they have relatives, what they left at home, feelings etc. Then it can be asked to students to pack their bags with the essential things and asked them: what is really important to you? What you can't give up?

# data[].attributes.body
Erika's suggestion are very interesting and video is very movingly.
When I was a child there was "war of the bays" that was cruel and long. Now people daily living with war immages and news. People are used to see and listen about that.
Working in a primary school I think that the only thing that I can do i to talk, to inform about human crimes.
Children (specially) must be
protected from cruelty seen and endured but nevertheless they must know the reality and learn to cohabitation and mutual respect.

# data[].attributes.body
I think Erika's suggestions are really important. A better understanding of the reasons for leaving and of the situations in the countries of origin of refugees, asylum seekers in my class can help the other students to overcome their social, religious background and accept the others, creating emphaty and effetcively contributing to raise awareness about the situation of newly arrived migrants.

# data[].attributes.body
I agree with Erica's suggestions. I think I would show my class the vídeo " If London Were War Torn Syria", and we would make a roleplay " What if it happened here, what would you do? What would you take with you? ". We also would read the poem "Take my coat"
You take some clothes, a book,
the love inside you  of people that you have to leave  behind you
you take a pair of shoes and a t-shirt
a photo of a memory
to keep it

And now that everything is gone
and you need hope to carry on

Take my coat
put my arms around you
t’will keep you warm
and my memory right beside you
take my coat
and remember whatever
you may face
you’ll have my embrace.

Courage, hope, love, determination
are things i’ve packed into
one of your pockets
just reach inside you’ll see you have nothing
to hide
and when you’re strength seems far
and gone
I hope my coat will make you strong
remember you’re much more than this
don’t hesitate to hold me…

Take my coat
put my arms around you
t’will keep you warm
and my memory right beside you
take my coat
and remember whatever
you may face
you’ll have my embrace.

# data[].attributes.attachment_link.title
Powerful Save The Children PSA Imagines If London Were War Torn Syria

# data[].attributes.attachment_link.description
London-based Save The Children just released this powerful PSA to raise awareness about the millions of children affected by the crisis in Syria. The PSA follows a young girl one second a day for one year, and imagines what the crisis in Syria would look like if it were to happen in the UK.

# data[].attributes.body
We developed a role play: "doing a bag" and explore some vídeos about refugee.

https://padlet.com/fiel_elisabete/fazeramochilaepartir9c

# data[].attributes.body
https://padlet.com/fiel_elisabete/fazeramochilaepartir9chttps://padlet.com/fiel_elisabete/fazeramochilaepartir9c

# data[].attributes.body
Talking with people that can describe the country before the war is very important, especially for Syria that was a country equivalent to any European and from some even better. There existed a multicultural society as normal as ours and this is something that our students need to know.
This fact in comparison to the tragedies of war, can make the students understand the consequences of war and how they can affect the lives of every day people.
This can culture sensitive, caring students that can make a difference in future societies

# data[].attributes.body
Erica suggests really interesting ways to address the issue of immigration. In my country some poeple (especially actors and directors) try to sensitize students and teachers by workshops like this: https://tinyurl.com/l5gdz6w. In my opinion we must mobilize our students emotionally at the beginning.

# data[].attributes.attachment_link.title
8 educational resources to better understand the refugee crisis

# data[].attributes.attachment_link.description
The world refugee crisis has led civil society to mobilise, and initiatives calling for greater support to refugees have multiplied across countries. But at the same time, there have been increasing demands, especially from schools on how to work on this issue, asking how to discuss it with young people, or with students.

# data[].attributes.body
I just loved the idea of being a tourist in one of these countries. Students understand better all these people share the same dreams and agonies for life and they used to have a life pretty much like ours.

# data[].attributes.body
ERIKA'S ACTIVITIES ARE VERY INTERESTING AND VERY THOUGHTFUL,  ME AND MY STUDENTS TRY TO AALOCATE ACTIVITIES FROM OTHER COUNTRIES IN ORDER TO BE INFORMED HOW THEY LIVE AND HOW THEY THINK ABOUT THE LIFE HERE. WE TRY TO GET OURSELVES IN THEIR POSSITION AS WE LIKE GREEK WE ARE WE WERE IMMIGRANTS THEN AND NOW ...

# data[].attributes.body
Erica's activities are very interesting and simple to apply into the classroom and helps students know more about their new peers.

# data[].attributes.body
Maybe try and find a way to contact a school in one of these countries and build bridges and find solutions for the students to communicate with each other and discover each other's countries. It's another way for them to understand that teenagers from these countries are no different than they are, that they can be friends and exchange information and ideas about their daily life.

# data[].attributes.body
What Erika has suggested is what I have also done with primary school children at Year 6. It works very well. I particulary like th eidea of invovling the students in constructive, well-expressed dialogue about e.g. the pros and cons of leaving a country.

# data[].attributes.body
Everything Erika said and suggested was useful. I absolutaly agree on the necessity of making our students feel involved in the lives and stories of migrants: they should become familiar with their world and become aware of what they were forced to leave, in order to survive or look for a better life. Getting to know somebody's story and see them not only as MIGRANTS but as people in  their different dimensions not only makes us aware of their situation, it also makes us empathic, and if we can feel how they feel, maybe we can give up all foolish ideas of barriers and walls to keep migrants away.

# data[].attributes.body
For Italian people, I think that the adaptation of some of these activities could be very interesting (even because somebody has already tried them...): http://www.diaridiviaggio.piemonte.it/wp-content/uploads/2013/07/Pubblicazione-Laboratori4.pdf

# data[].attributes.body
The idea of comparing past and present of countries affected by war inspired me very much. I suggest a quest using newspapers and other medias. The students should finally prepar a pptx or a prezi showing what they have understood inquiring together.

# data[].attributes.body
In this topic we should recommend the pupils to read books that about history, travel,  memory . We can watch  some travel and tourisity videos, dokumentaries from youtube. We can invite people who live and work  these countries. We can want to tell their experiences. Example The Kite Runner film. I would strongly recomended "JOURNEY" movie.

# data[].attributes.body
I accord with Erika about using images: comparing the same sites before and after a war make students feel closer to refugees understanding they were people like them, living a normal life until something changed. We can also propose some videos or brief extracts from newspapers.

# data[].attributes.body
I accord with Erika and their idea to find pictures of countries of yesterday and today, to capture interest in such important issues and arise awareness in the students.

# data[].attributes.body
I teach in a secondary school and I'm agree with Erika when she says that it is important to show students the migrants' own life in the past and at a current time is the ideal way to make students feel empathy for these people. Showing some pictures of  their countries of origin or just let them talk about their personal stories can arouse interest in such important issues and arise awareness in the students.

# data[].attributes.body
SOMETIME AN IMAGE SAYS MORE THEN HUNDRED WORD AND AN
ONLY ACTIONS CAN HELP MILION PERSON

# data[].attributes.body
This is a activity with special needs pupils.

# data[].attributes.body
The work explained by Erika was very interesting. I loved the idea of ​​trying to picture children of yesterday and today in the countries from which people flee. I beyond this, I would do some research on why people run away from their land, means of transport and travel conditions, the false news on social media by storm. After researching this information attiverei a group discussion and then I would build a path on the significant aspects of these trips.

# data[].attributes.body
2.3 Origins and reasons for leaving

It could be another useful idea to speak , for example with an Italian student who has travelled and lived in some of the countries now in war. Many young Italians have visited and studied in middle east cities to learn Arabic. The comparison between their past experience and the present reality could be really of great impact on the classes.

# data[].attributes.body
The activities presented by Erica are extremely appealing to me and I will definitely apply them in my classroom. Especially comparing pictures of countries from now and then, cultivates the empathy of pupils.
Below there are two useful links with activities addressing the matter of refugees to students. The first is derived from the "International Amnesty" and presents 8 educational resources with interactive activities, games etc. to better understand the refugee crisis. The second is derived from the "Choices program" presenting an interesting way to address such issues by "Teaching with the news". It provides online curriculum materials and lessons to connect the content of the classroom to the headlines in the news. For example: "Refugee stories:Mapping a crisis" which includes activities for students. Here the links:https://www.amnesty.org/en/latest/education/2015/10/8-educational-resources-to-better-understand-the-refugee-crisis/

http://www.choices.edu/resources/twtn/twtn-refugees.php

# data[].attributes.body
I really liked Erika's suggestions. Other possible activities may involve 1. a webquest (asking students to use a suggested sitography to find relevant information about immigration in the past and the present), 2. using a website like "I am a migrant" to make students aware of unique personal stories and tell them to the rest of the class (I am thinking about a group work in which each group selects a story and reports it to the rest of the class); 3. creating a poster to hang on the classroom wall which represents the refugees' journey route to Italy (adding pictures to highlight the dangers encountered by immigrants.

# data[].attributes.body
Parvana's Journey

by Deborah Ellis

In Parvana's Journey, the Taliban still control Afghanistan, but Kabul is in ruins. Parvana's father has just died, and her mother, sister, and brother could be anywhere in the country. Parvana knows she must find them. Despite her youth, Parvana sets out alone, masquerading as a boy. She soon meets other children who are victims of war -- an infant boy in a bombed-out vil ...more

# data[].attributes.body
I think images and movies are the most effective instruments to communicate feelings and emotions and to start a discussion about different themes.

# data[].attributes.body
I think that the activities to explain the reasons for leaving can let students feel a sense of emphaty.

# data[].attributes.body
I 've appreciated a lot the activities suggested in the video planned to
let our students know better our foreing guests and understand their reasons for leaving.Showing our students their countries of origin and their hometowns let them to appreciate the newly arrived migrants' culture and civilization.

# data[].attributes.body
What about showing the students the video of Malaki, translating what she says in order to let them understand what a child can feel like? Starting from that explaining them the reasons that force people to flee their country and let them imagine what they would feel like, without nothing, living in a totally different country where they don't understand the language and they are alone in the crowd?

# data[].attributes.body
I know my approach is pretty plain and old-fashioned. However, there are some many literary texts which explore the reasons for leaving one’s familiar environment. Have your students collect suitable excerpts from books – they need some time to do research on that, but they will surely find examples. Have them present their excerpt in class – their presentation should focus on the country/-ies the  story is set in, and they should reiterate/comment on the protagonists’ reasons for leaving their homes. This way you can make a collage of texts in class, and you can extract sets of similar reasons together with the students. After collecting those sets of reasons, let them compare these reasons with current statistical material and discuss the findings of this comparison in class. Maybe this approach is not as lively but in times when civilisation seems to feel apart a little world literature/heritage cannot hurt.

# data[].attributes.body
Working at this module with the images of chemical weapons effects on Syrian children it's almost impossible. It's 6th April 2017 it seems that civilization stopped

# data[].attributes.body
I visited "I AM SYRIA" website where teachers can find several resources to introduce the topic to pupils. (http://www.iamsyria.org/teachers-guide.html) Personaly I used some videos suggested there. We discussed a lot after watching them and then shared our emotions. But I would definitely use some of the ideas suggested by Erica in the video

# data[].attributes.body
What intrigues more when you visit a foreign country, especially relating to a very different culture, are the customs, traditions, way of fun, music, art. All items typically find great success in young people: you could start from this, compare, create parallels between the interests of young people in the host countries and those of young migrants. You may discover a lot of contact points, and so much to share but also learn a lot of what is unknown to us and that is part of a culture, civilization. Perhaps you would find that we are more alike than you might think ...

# data[].attributes.body
We read news paper articles.The topics we discuss or research are picked by the students themselves. This has led to many discussions about refugees.
We have discussed the reasons for my students leaving their homelands after they had been living in Germany for about six months. This is because they had to learn enough German to express themselves. The students from the war regions showed, before and after, pictures without being specifically asked to do so. They talked about where they came from enthusiastically. Many talked about the long treacherous journey and some about the greedy people who trafficked them into Europe.

The migrants from the Balkan countries, who have applied for asylum, do not talk about their homes or show pictures of their home towns. Many also do not talk about their journey to Germany. Some have talked about going from one country to the next applying for asylum.

One 13 year old girl, Albanian, has told the class that she was born in Greece, then went to Italy, France, Belgium, the Netherlands and is now in Germany. She speaks a little, French, Dutch, German and Arabic. She speaks Arabic better than German because her friends at school speak Arabic and she picks up languages quickly. Her mother and Father are 30 and they have never worked. The girl has six siblings. According to the girl her  parents left Albania when they were 18 and have been going from one European Community country to the next since then. The siblings were mostly born in different countries. This migration story made everyone sad, because the girl has no "home".

# data[].attributes.body
With Primary school students, I would try books and short videos. In this way students would feel more comfortable digesting the issues.

# data[].attributes.body
To investigate the living conditions of the refugees may be halpful to make students be aware of the situation.

# data[].attributes.body
The main aspect is to understand that refugees have an individual life story just like us. We must identify ourselves with them, with their lives, their countries, their tastes and human features. Any activity intended to create sympathy in our students will be useful for our purpose: activities involving stories, music, food, landscape or monuments will make us feel all members of the same human species.

# data[].attributes.body
I believe that a great method for introduce this argument should be that to make a debate and after good party, as bread's party, it do in my town.
http://www.neroenonsolo.it/

# data[].attributes.body
It's important understand and see the living conditions of migrants, their places to have awareness of the problem.

# data[].attributes.body
Understainding the way of life in the past and in the present of the refugee people is a good idea. Using the Internet the students can search for information and make presentations to share their findings.

# data[].attributes.body
I found those websites:

http://www.mixanitouxronou.gr/siria-fotografies-prin-ke-meta-ton-polemo-pou-dichnoun-tin-politistiki-katastrofi/

http://news247.gr/eidiseis/kosmos/news/5-xronia-polemos-sth-syria-270xil-nekroi-ekatommuria-prosfyges-kai-mia-xwra-ereipwmenh.3954729.html

http://www.huffingtonpost.gr/2016/08/26/okto-logoi-pou-den-teleionei-o-polemos-sti-syria_n_11722716.html

# data[].attributes.body
I found this website
http://www.migrantitorino.it/?p=16388
were we can download  the learning materials about school and migrants. It's very helpfull!!!

# data[].attributes.attachment_link.readable_text
UPM ha promosso ungruppo di lavoro per creare materiali didattici per organizzare nelle scuole incontri di sensibilizzazione sul tema rifugiati e titolari di protezione internazionale
Il percorso, ideato per la Secondaria di I e II grado, è stato sperimentato con successo nel gennaio 2011 all'istituto Umberto I di Torino (Classe Vb) ed è frutto del lavoro di operatori di UPM e, tra gli altri, di volontari di Amnesty International e dell'associazione Mosaico.

L'idea è di rendere disponibile on line i materiali dei percorsi didattici e di provvedere ogni anno al loro aggiornamento.

Tutti, sopratutto insegnati ed educatori interessati, possano scaricarli per usarli integralmente o in parte con gli alunni.

Per orientarsi rispetto alle situazioni e attività per cui sono stati pensati sia le schede di approfondimento che i video di cui sono composti i diversi materiali didattici vi consigliano di scaricare per prima la scheda
schema per percorsi
e quindi i diversi materiali che sono divisi in 4 parti:
LA PARTENZA UNA VOLTA IN ITALIA CONCLUSIONI
Una o due volte all'anno ci potranno invece essere formazioni specifiche per formatori (insegnati o educatori) per riflettere sull'uso e aggiornamento dei materiali organizzati da UPM assieme ad altre persone del Coordinamento Non solo asilo.

per avere informazioni su queste formazioni o per avere i video in una più alta definizione nonchè le cartine del mondo le mappe dei C.I.E. e C.A.R.A. e case occupate si può scrivere al seguente indirizzo e-mail:
reteregionale@nonsoloasilo.org

# data[].attributes.attachment_link.title
RIFUGIATI: PERCORSI DIDATTICI PER LE SCUOLE

# data[].attributes.attachment_link.description
UPM ha promosso ungruppo di lavoro per creare materiali didattici per organizzare nelle scuole incontri di sensibilizzazione sul tema rifugiati e titolari di protezione internazionale Il percorso, ideato per la Secondaria di I e II grado, è stato sperimentato con successo nel gennaio 2011 all'istituto Umberto I di Torino (Classe Vb) ed è frutto del lavoro di operatori di UPM e, tra gli altri, di volontari di Amnesty International e dell'associazione Mosaico.

# data[].attributes.body
I find the kind of approaching the migration phenomena and the problem of the refugees in the classroom illustrated by Erika very direct and impressive. The idea of showing photos, explaing the alimentation, the music and the linguistic aspect of the different countries are very interesting and motivating also for adults.

# data[].attributes.body
I teach in a secondary school and I'm agree with Erika when she says that it is important to show students the migrants' own life in the past and at a current time is the ideal way to make students feel empathy for these people. Showing some pictures of  their countries of origin or just let them talk about their personal stories can arouse interest in such important issues and arise awareness in the students.

# data[].attributes.body
Erica's activities are very interesting and simple to apply into the classroom. Are practice with Photos, interviwe

# data[].attributes.body
It's important to focus on migrants by selecting and treating differently each story or experience. Misery, poverty, danger, all these reasons must be discussed with them always by respecting their sensitivity and their susceptibility because they learned to be on the defensive. I found Erika's activities very very interesting and winning because it's a good opportunity to enlarge our knowledge on topics like: countries far from us, their geographic location, different habits and culture. Each of us to be a tourist who is discovering the previous Beauty of a "waste land". On the contrary I' m usually used to discuss in class about differences in cultures and invite students to create a small book to show habits, panoramas, cities and monuments of their native country.

# data[].attributes.body
The variety of ethnic groups in the school is a wealth of outstanding educational value, and the starting point for an inclusive education: the coexistence of   different customs, religions and cultures creates specific problems that drive to a continuous search for new and more effective methods of intervention. I love music and I play different musical instruments. I think that a strategy for an  inclusion could be the creation of a multiethnic school choir.

# data[].attributes.headline
Βασιλική Κρικώνη, Greece

# data[].attributes.subject
Βασιλική Κρικώνη, Greece

# data[].attributes.body
Erica has approach the themes in a great way. I really liked the idea of being a tourist and visit the country as if there is no war. If i would approach these themes in my class, i would insist to the reasons that forced these people to leave their countries. I want my students to have empathy and understand this option.

# data[].attributes.body
The activity proposed by Erika is very interesting and helps students know more about their new peers. In my class, there is a student from Sri Lanka. I found a book ( a simple tale) written in Sri Lanka language with Italian translation next to the way that Italian students could see and understand their new friend language and tradition.

# data[].attributes.body
As i mention before in my country there are not  migrants  who come ,but  only  those  who  leave  Albania for  a beter life.
My pupils  are about 8-9  years old  and i was thinking to discuss with  them about this subject with parallelism with migrants  birds .Now there is spring .so  which  are some of the birds  who migrate  and why .
related with the part why people migrate.

# data[].attributes.body
I teach the respect for other because every people are single and special

# data[].attributes.body
I totally agree with the comment by Pietro and Antonella, Italy because it's important to focus on singular migrant experience to show the individual side of migration. It makes students feel empathy with these people.

# data[].attributes.body
I agree with the comment by Pietro, Itlay because it's important to focus on singular migrant experience to show the individual side of migration. it makes students feel empathy with these people.

# data[].attributes.body
There are practical exercises, videos, photographs and also concepts to understand. Here are some of these concepts.
1. Expulsion
An act of a state authority with the intent and effect of ensuring the removal of persons against their will from the territory of that state.
2. Integration
Integration is the process by which migrants and refugees are accepted in society. Integration depends on finding a balance between respect for the original cultural values ​​and the identities of migrants and refugees and the creation of a sense of belonging to the newcomers (based on acceptance of the main values ​​and institutions of the host community or country) . The integration process concerns all aspects of life in a society, and both newcomers and the host community play important roles.
3. Migrant
The term migrant is usually used to describe someone who makes a decision free to go to another region or country, often to have better material or social conditions and improve prospects for themselves and their families. People also migrate for several other reasons.

# data[].attributes.body
I'd rather use literature in my classroom, especially fot the elementary school students, as storytelling by an actual immigrant can cause distress and anxiety. Literature is a safe environment where subjects of capital importance can be discussed and at the same time students can comprehend facts or events. For older students, internet and documentation through internet or thoroughly screwtinised sites are to be used so that they get a really good idea of the difficulties theses people face.

# data[].attributes.body
I totally agree with Erika when she says that showing students the migrants' own life in the past and at a current time is the ideal way to make students feel empathy for these people. Showing then&now pictures of their countries of origin or just let them talk about their personal stories can arouse interest in such important issues and arise awareness in the students.

# data[].attributes.body
I teach at a primary school and my students are very young. I think that telling personal stories to the other classmates is the best way to create empathy and understanding among themselves, especially if any refugee is part of the class. Everyone has a special story and sharing it is a good way to feel undestood by the others.