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The Causes and Effects of HomelessnessSee Page 6 for information on the causes and effects of homelessness.• Divide the class into groups of four and distribute Cárta Oibre 2B to each group. The children willread and discuss each story and decide whether it illustrates a cause of homelessness or its effects onthose who are out of home.Encourage the children to avoid blaming people when considering the reasonswhy people become homeless.Solutions to Cárta Oibre 2BCauses of homelessness: Numbers 1, 3, 4, 6, 13, 14, 16Effects of homelessness: Numbers 2, 5, 7, 8, 9, 10, 11, 12, 15• When the children have completed the activity, discuss each story with them with the help of thefollowing questions: - How did the person in the story feel?- What do they need in order to improve their situation?- Which are the long-term and short-term effects of homelessness?- How did the stories make you feel?- Have you ever judged/bullied someone in a similar situation?• Explain to the children that people who are without a home prefer to be called ‘out of home’ ratherthan ‘homeless’.• Compile two lists on the blackboard – a list of the causes and a list of the effects of homelessness.Draw the children’s attention to the fact that some of the effects of homelessness are also causes andvice versa, (e.g. poverty).• Divide the class into groups of three. Cut out each story from Cárta Oibre 2B and give two or three ofthe stories to each group, depending on the size of the class. Invite each group to plan and perform arole-play that portrays the story. Encourage the groups to focus on the emotions felt by the people inthe story.• Alternatively, facilitate a class T.V. or radio programme on homelessness. The children could use whatthey have learned about the causes and effects of homelessness as material for their show.• Invite the children to write a diary extract from a day in the life of one of the people in the stories.Encourage the children to read their extract to the rest of the class.• Invite the children to imagine that they are a brother or sister of the 14-year-old who ran away fromhome. They will then write a letter to the runaway explaining how they feel about the loss of theirsibling. Encourage the children to read their letter to the rest of the class.22