Peaceful Protest as a Tool for Social Change

ACTIVITY INTRODUCTION: The Kenyan School House Campaign

This activity will introduce students to the background behind an active campaign. Campaigns are formed in many ways and come out of many circumstances Encourage them to think critically and consider creative ways the Kenyan Schoolhouse could move forward with fundraising and outreach

PREPARATION BEFORE THE ACTIVITY:

Have copies of the “Kenyan Schoolhouse Story” worksheet 7 4 (pg 205) printed or available online for students

ACTIVITY DURATION:

45 MINUTES

ACTIVITY OUTLINE:

1 Have copies of the “Kenyan Schoolhouse Story”

Read it out loud as a class

2 Start by discussing the circumstances behind this account How did these children end up in this situation? Revisit the 4 P’s that they learned about in Unit One. How do Policy, Prejudice, Profiting and Poverty play into these circumstances?

Encourage students to think critically What is the crux of the issue here? This is a firsthand account What did the activists do right? EX: Engaging and funding local groups, taking immediate action, etc.

What could they have done better?

3 Break students into groups and have them imagine they are in the same situation these activists were in What would their plan of action be? Who would they reach out to?

Explain to students that Kenyan Schoolhouse is still in action Show Geoffrey Speaks to Students at His Former School

ALTERNATIVE ACTION:

Establish a chapter of Operation Days Work at your school!

Today, you are the reporter. Use this interactive map by UNHCR and the IRC’s Top 10 Crises the World Can't Ignore list to investigate an active refugee situation

As a reporter, it is important to know all of the information before writing your story. We are going back to basics! Use this classic Who, What, When, Where, and Why outline to help guide you as you examine an active refugee situation

Do not stay within the constraints of the questions on this page, explore the resources you are using and write down anything you find interesting or important. That could include quotes, facts, stories, or observations, anything to make your report accurate and three-dimensional Use UN factsheets and situation updates from reputable sources to answer questions such as the following

Who? Develop your understanding of the population at risk in the refugee situation you are investigating

Who are the populations that have been forcibly displaced?

How many registered refugees are there? How about reported newly arrived individuals in need of international protection?

What populations are at risk? Who has mainly been affected?

What is the average demographic among the individuals affected? Are they mostly women and children? What is the average age?

Can you find any firsthand accounts or stories from people affected?

What? What is actively taking place?

How are these people being treated? Are they safe?

Are mechanisms in place to support them?

Has this situation gotten better or is it getting worse?

When? Understand the background of this situation

When did this situation begin?

Use timelines and background information to understand the history of this crisis in terms of numbers, events, and individuals affected.

Where?

Where are the individuals who have been displaced from originally? Where have they been displaced to?

Are they in refugee camps? What are the conditions like?

Why? Take your time understanding the full truth of what led up to this situation

What took place leading to this crisis?

What global events are contributing to the situation? What political issues?

Are discriminatory components at play?

How? How is this going to get better?

What government and nongovernmental organizations are involved in resolving this situation?

Who is supporting the forcibly displaced people? How?

**Before showing these videos in class or assigning them to students, issue a content warning These videos contain themes of physical and sexual violence, discussions of war, and other harsh themes Make sure your students know they are in a safe space and are aware of the mental health resources available to them**

Ask students to watch the following videos from the perspective of refugee children all over the world:

Child refugees - Democratic Republic of Congo

Hamze- Iraq

Yusra- Syria

Rubena- Myanmar

Ask them to reflect (either in class or independently) on the similarities and differences between these stories Regardless of the thousands of miles separating these situations, what are the common themes? The shared experiences?

Protests and marches are important, but so are our daily conversations, how we interact with our friends and family, what we talk about at the dinner table Think back to the opinion scale activity you did in class, choose an opinion you felt strongly about. This worksheet will help you develop your toolkit in expressing your claim.

Imagine yourself having a spirited discussion with someone who feels the absolute opposite from you about this issue how would they challenge your statements? Are you prepared with evidence to support your point of view?

Start by finding evidence that supports your claim Search reputable sources and keep these resources available to call on in your future discussions

FOR EXAMPLE: “I feel strongly that climate change is the number one threat to children worldwide”

-reputable source

-reputable source

-reputable source

Now, think of the top three counter arguments that someone might use against you in discussing this issue

Find resources from reputable sources that give you evidence to help counter these arguments

Argument one counter source:

Argument two counter source:

Argument three counter source:

It is important to not only understand your own view, but the other side of the issue as well. In researching the counter arguments, you may find yourself rethinking or redefining your opinion or claim That’s okay! Having all of the information helps us to have informed discussions centered on fact and truth that can help further human rights for all