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Refugees and Asylum SeekersIt isimportant to be particularly sensitive to the experiences and emotions of the internationalchildren in your class when deciding about undertaking this section of the unit.• Before distributing Cárta Oibre 5C to the children, elicit from them what they think each of the termsasylum seeker, refugee and internally displaced people may mean. The work card may be completedas a whole-class or individual reading activity. If completed as an individual activity, allow plenty oftime for discussion on the children’s responses to the questions.• Invite the children to consider the following:- How would it feel to go and live in another country when you don’t have any idea about where youwill live, go to school, how to speak the language, etc?Poverty and HomelessnessPoverty is at the root of homelessness both nationally and globally:• 1.2 billion people in the world live on less than $1 per day• 90,000 or 8% of all children in Ireland live below the poverty line• Allow the children to work in pairs or larger groups while completing Cárta Oibre 5D and as before,allow plenty of opportunity for discussion on the issues raised during the activity to ensure that thechildren understand them fully.• Divide the children into groups and assign one of the effects of poverty to each group, to prepare andperform a drama based on the information given on the second part of Cárta Oibre 5D.• Alternatively, set up a role-play of a UN meeting where government officials and citizens of countriesin the developing world are invited to address homelessness and poverty in their country.Make Poverty History• Invite the children to suggest ways in which they can help to eliminate poverty and homelessness inthe developing world. Encourage them to consider the causes of homelessness listed earlier in theunit and how they might play a role in these causes, e.g. reducing the paper they use and recycling itafterwards would be a way to tackle deforestation. Resource Sheet 5A has plenty of suggestions fortackling poverty as a class.It is important to seek parental consent prior to embarkingon Step Five of Resource Sheet 2A.Invite the children to examine the appliances, furniture, clothing and food theyhave at home and to write a list of the countries in which they were made orgrown. Encourage the children to tell their parents about fairtrade and to suggestbuying fairtrade products for home.58
Aonad 1Cárta Oibre 5AAinm1. Write a caption for each of the photographs below:1 23 4© Concern© Concern© Dieter Telemans/Panos Pictures© Piers Benetar/Panos Pictures© Concern5 6© Concern59
Page 1 and 2: noplace likehomeA RESOURCE ON HOMEL
Page 3 and 4: Unit 1-final 14/08/2007 17:28 Page
Page 20 and 21: Defining HomelessnessFocus Ireland
Page 22 and 23: Building Empathy• Distribute Reso
Page 24 and 25: Facts and Figures• Between 5,000
Page 26 and 27: Aonad 1Cárta Oibre 2BAinmCauses an
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Page 30 and 31: Aonad 1Resource Sheet 2BAn Extract
Page 32 and 33: Aonad 1Resource Sheet 2DOverview of
Page 34 and 35: Understanding Children’s Rights
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Page 44 and 45: AonadUnderstanding HousingENGLISHGA
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Page 48 and 49: Aonad 1Cárta Oibre 4BAinmLíon na
Page 50 and 51: AonadGlobal HomelessnessENGLISHSCIE
Page 54 and 55: Aonad 1Cárta Oibre 5A2. Match the
Page 56 and 57: Aonad 1Cárta Oibre 5CAinmRefugees
Page 58 and 59: Aonad 1Resource Sheet 5AMake Povert
Page 60 and 61: Homelessness - Past, Present and Fu
Page 62 and 63: Aonad 1Cárta Oibre 6BAinmUse Cárt
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Page 66 and 67: • Were they surprised to hear tha
Page 68 and 69: Aonad 1Cárta Oibre 7BAinmNews Repo
Page 70 and 71: AonadFinding the Way HomeAidhmENGLI
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Page 74 and 75: Aonad 1Resource Sheet 8AFocus Irela
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Page 82 and 83: Subject Strand Strand Unit Resource
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Page 88 and 89: Curaclam na Bunscoile: Aonad 2Stran
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Curaclam na Bunscoile: Aonad 5Stran
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Curaclam na Bunscoile: Aonad 5SPHES
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Curaclam na Bunscoile: Aonad 6Engli
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Curaclam na Bunscoile: Aonad 6Geogr
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Curaclam na Bunscoile: Aonad 7Engli
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Curaclam na Bunscoile: Aonad 8Gaeil
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