Education as a Human Right

for an online or print newspaper OR script a mock segment for the nightly news

ALTERNATIVE OPTION to Running to Safety Part 1

If you feel your students will respond well to the idea of being journalists reporting on these situations, turn this into a longer-term project Instead of having them investigate the situation on their own, have them take on an active crisis as a team They will still complete Worksheet 7 1 (but as a group) then will take on different roles in becoming a nightly news team. EX: One student runs the camera, two are the anchors, one is the director, etc Teams will be expected to submit a two-minute segment (recorded) on the active situation they are investigating

ACTIVITY INTRODUCTION: Running to Safety Part 2

Following the first Running to Safety activity, this lesson will have students focus on the refugee and migrant crisis taking place in the United States

PREPARATION BEFORE THE ACTIVITY:

Familiarize yourself with the content of this video

Explore the resources available in the interactive map by the UNHCR

ACTIVITY DURATION: 40 - 45 MINUTES

ACTIVITY OUTLINE:

1 In the first lesson of this unit, students had the opportunity to be the reporters Now, ask them how much they hear about refugees and forcibly displaced populations here in the United States How is it talked about in mass media? What did they learn acting as reporters that they might not see reflected in their news networks?

2 Show Inside the Largest Refugee Camp on the U S -Mexico Border by VICE Asia

*Before showing this video in class or assigning it to students, issue a content warning. It contains difficult themes Make sure your students know they are in a safe space and are aware of the mental health resources available to them

3 Lead a discussion with your classroom about this video and the active situation taking place in the United States.

What circumstances are contributing to this crisis in the US?

What needs to change? What are the first steps in initiating that change?

4 Ask students to reflect on what they can do in their own communities to support forcibly displaced individuals