TEACHER’S GUIDE | GRADES 9-12 COMPLEX EMERGENCIES COMPLEX EMERGENCIES
TEACHER’S GUIDE | 2016–2017
GCC – CONCERN WORLDWIDE US:
Concern Worldwide is an international humanitarian organization committed to the relief, assistance and advancement of people in need in the least developed areas of the world. Founded in 1968, Concern Worldwide has more than 3,000 personnel in 29 countries around the globe working in emergency relief and development in the areas of health, education, HIV and AIDS, and livelihoods. GCC is the domestic educational program within Concern Worldwide, US, dedicated to inspiring youth to become active global citizens. Our program is designed to inform students about the multiple perspectives that define complex global issues. GCC does not promote one way of thinking, but emphasizes critical thinking, debate and analysis, and informed action. Through our resource materials and the year-long program, GCC has impacted thousands of teachers and students since its conception in 2001.
PROGRAM INTRODUCTION:
Thank you for participating in the Global Concerns Classroom (GCC) 2016–2017 year-long program on Complex Emergencies. The overall goal of the year-long program is to inspire US youth to take meaningful action on Complex Emergencies, for which this 5 lesson arc is preliminary and essential. Through the thought- provoking activities, students will have the opportunity to better understand the causes and impacts of humanitarian crises in our world, particularly as it affects the more vulnerable people in developing countries. The guide will be a useful tool to support students in their efforts to affect meaningful and lasting change in our ever-global world. This curriculum has been created for high school teachers and students to use in-class or out-of-class settings. It is meant to be flexible so that teachers can implement the lessons according to their own feasibility of subject matter and school schedules. There are opportunities for lessons to be expanded, for example, and the curriculum requires the use of the student workbook, which has ready-to-go student worksheets and activities for each lesson. The lessons are meant to be completed by February 2017, as it leads into the flagship GCC event – the Global Youth Summit – where students will put their knowledge of Complex Emergencies to the test in a competitive project with other participating students.
GCC | Complex Emergencies 1 WHY COMPLEX EMERGENCIES?
Humanitarian emergencies, in the form of natural disasters or human-made crises are a part of life. Today’s emergencies, however, are more complex and greater in number than ever before. Although many are a result of natural events, the causes and impact of the emergency are often affected by human activity. Climate change, population pressure, economic and political instability, inequalities that lead to poverty – these human- related causes exacerbate the frequencies and severity of humanitarian emergencies, leaving some populations more vulnerable than others. Devastating emergency situations capture significant international media coverage and as a result can have emotional impacts on young people around the world. Often, young people raise questions and concerns about these crises and teachers are challenged to provide a space and relevant information to address them. The GCC 2016-17 yearlong program provides teachers with age-appropriate resources that include engaging activities to bring the topic to their classrooms and after-school educational spaces.
SENSITIVITY NOTE:
Before discussing complex emergencies with young people, please consider the students in your class, school, and their families. Consider that some students may have a direct relationship to displacement and may themselves be affected a humanitarian emergency. Take a moment to inform them of the content of the lessons and ensure they are comfortable with the subject being addressed before commencing. Before beginning the lessons, be sure to address with students the importance of diverse messaging. These lessons come from Concern Worldwide US – a non-governmental organization with the aim to end extreme poverty. The perspectives within highlight those of Concern and may differ from other entities. Additionally, the images used within this curriculum may be sensitive in nature. Be sure to preview the images and videos used to make sure they are appropriate for your students. While attempts have been made include both positive and negative stories, it would behoove the learning of students for teachers to encourage messages of bravery, generosity, and kindness – all critical and part in parcel of complex emergencies.
GCC | Complex Emergencies 2 LEARNING STANDARDS
GLOBAL COMPETENCE MATRIX
Created by Council of Chief State School Officers and Asia Society Partnership for Global Learning, 2010.
DEFINITION L1 L2 L3 L4 L5
Students investigate the world INVESTIGATE THE • • • • • WORLD beyond their immediate environment
Students recognize their own and RECOGNIZE • • • • PERSPECTIVES others’ perspectives
Students communicate their ideas COMMUNICATE • • • • IDEAS effectively with diverse audiences
Students translate their ideas and TAKE ACTION findings into appropriate actions to • improve conditions
NATIONAL COUNCIL FOR SOCIAL STUDIES’ L1 L2 L3 L4 L5 NATIONAL CURRICULUM STANDARDS
Understand that global connections are rapidly accelerating across cultures and nations and can have both positive and negative effects on • • • nations and individuals.
Understand the solutions to global issues may involve individual decisions • • • and actions, but require national and international approaches.
Understand that individuals, organizations, nations, and international entities can work to increase positive effects of global connections, and • • • • address the negative impacts of global issues.
Analyze the causes and consequences of persistent, contemporary, and • • • • emerging global issues, and evaluate possible solutions.
Describe and evaluate the role of international and multinational • • • organizations in the global arena.
Identify concerns, issues, conflicts, and possible resolutions related to • • • • issues involving universal human rights.
GCC | Complex Emergencies 3 COMMON CORE READING STANDARDS FOR L1 L2 L3 L4 L5 LITERACY IN HISTORY/SOCIAL STUDIES
KEY IDEAS AND DETAILS 1. Cite specific textual evidence to support analysis of primary and secondary sources. 1 1 1 2. Determine the central ideas or information of primary or secondary 2 2 2 2 2 source; provide an accurate summary of how key events or ideas 3 3 3 develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CRAFT AND STRUCTURE 1. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic 1 1 1 1 1 aspects of history/social science. 2 2 2. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. 3
3. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
INTEGRATION OF KNOWLEDGE AND IDEAS Integrate quantitative or technical analysis (e.g., charts, research data) 1. 1 1 1 1 with qualitative analysis in print or digital text. 2 2 2 2. Assess the extent to which the reasoning and evidence in a text support the author's claims. 3 3
3. Compare and contrast treatments of the same topic in several primary and secondary sources.
GCC | Complex Emergencies 4 UNDERSTANDING EMERGENCIES
Lesson 1| Grades 9-12 | 50 minutes MATERIALS
Poster board/chart paper, markers/color pencils, Lesson 1 Worksheet 1 OVERVIEW DEFINITIONS GUIDE Humanitarian Emergencies Humanitarian crises, either in the form of natural disasters like floods result when a natural disaster, and earthquakes, or complex human-derived situations like armed human-made crisis, or a conflicts exhibit devastating human suffering as well as the capacity combination of both overwhelms of human resilience. In crises, it’s usually those who are the most the affected population’s ability to vulnerable who will experience the greatest loss. This lesson will let cope. Humanitarian Emergencies us explore various kinds of emergencies and basic definitions used can unfold gradually or strike by responding organizations and aid workers. suddenly. OBJECTIVES Natural Disasters refer to the effects of severe natural hazards, § Students will be able to define humanitarian emergencies. such as tsunamis, mudslides, floods, hurricanes, volcanic § Students will be able to critically examine diverse opinions eruptions and earthquakes. on humanitarian response. Human-Derived Crises refers to § Students will be able to consider vulnerability of populations the effects of human activities such in emergencies. as conflict, environmental damage or industrial accidents. INTRODUCTION ACTIVITY (5 MINUTES) Vulnerable Populations refers to § List recent examples of emergencies that students may be those people who are more at risk familiar with on the board (examples: Nepal earthquake, to endure humanitarian Syrian refugee crisis, hurricanes Katrina and Sandy, El Nino emergencies based on where and in eastern Africa). Write on the board or ask students, “What in what conditions they live. do these global events have in common? How are they Affected Population refers to different?” those who are directly impacted by the emergency. They are central § Have students think by themselves and get a few answers point of consideration when from a few students. planning a response. Often, they § Explain to students that all of these events are examples of are also the first-responders to the an emergency that require a humanitarian response. While crisis. some of them are natural disasters, others are human-made.
Lesson 1 | Understanding Emergencies 5 EVALUATION ACTIVITY ACTIVITY 1: THINK-PAIR-SHARE (20 MINUTES) Ask students to define below terms: 1. Give each pair of students a large piece of paper, markers or Humanitarian Emergency color pencils. Natural Disaster 2. Ask each pair to create a brainstorm cloud including words, Human-derived Crisis images, and phrases that come to mind when they think of the Vulnerable Populations events listed on the board. Affected Population 3. Here are some guiding questions to support their brainstorm: HOMEWORK/EXTENSION § Do humanitarian emergencies happen slowly, over time? Provide students a copy of Lesson § Are they always natural? Can you think of any that are 1 Worksheet 1 Human Barometer. human-derived? Ask students to read through each § Are all people equally vulnerable to emergencies? statement again and recall the 4. Ask pairs to share their brainstorm clouds or have all pairs place discussion from class. In the form their clouds on a classroom wall and do a gallery walking tour. of a journal entry, ask students to answer these questions: 5. When pairs are finished, have a few share with the class and then discuss together: 1. Where do our attitudes and opinions about disasters § What did you find to be common in the clouds? come from? § What were some things that stuck out? 2. Where do we get most of our § Did looking over others’ clouds make you think of anything information about else about humanitarian emergencies that you’d like to emergencies? share? 3. What is your role when an emergency strikes in your ACTIVITY 2: HUMAN BAROMETER (25 MINUTES) community? 4. What is your role when an 1. Ask students to stand in the middle of the room and clear a emergency occurs far away space so that they can move freely from one side of the room to from where you live? the other.
2. Use Lesson 1 Worksheet 1: Human Barometer Statements. Read the first statement and tell students that if they agree with it, they can move to the right side of the room. If they disagree, then they can move to the left side. And if they are uncertain, stay in the center.
3. Once students have decided where they stand, ask them to find a partner to discuss why they both agree on their opinions about the statement. Give them 2 minutes max to do so. Then ask students to partner up with someone whose opinion is different than theirs and discuss. Again, give them 2 minutes max.
4. Repeat the above for the other statements. See the provided ideas under each statement to enhance your discussion with students and to debrief each statement.
5. If time is available, complete the Homework/Extension Activity from the right side bar.
Lesson 1 | Understanding Emergencies 6 INDIVIDUALS IN CRISIS
Lesson 2 | Grades 9–12 | 50 Minutes MATERIALS Case Studies (5), Lesson 2 Worksheet 1 (Data Sheet and Map) and 2, poster board/chart OVERVIEW paper, markers/color pencils, Wi-Fi, projector, A/V More than 60 million people are displaced around the world due to violence, war, or persecution. That statistic can be overwhelming DEFINITIONS and can distract from the individual stories of people who leave Refugees their homes and the reasons they become refugees. In this lesson, are people who leave their countries to seek safety in we’ll investigate what it means to leave your home behind in times another country because of of crisis. violence from war or conflict or fear OBJECTIVES of persecution because of their race, religion, nationality, political < Students will be able to define displacement categories views, or membership in a social (refugees, IDPs, asylum seekers, and migrants). group. Refugees have rights under international law, and cannot be < Students will be able to empathize and understand forced to return to their country. perspectives, feelings, and experiences of others. Internally Displaced People < Students will be able to deepen their understanding of the (IDPs) are people who are forced Syrian conflict and challenges faced by displaced people. to leave their homes for similar reasons as a refugee, but IDPs INTRODUCTION ACTIVITY (5 MINUTES) move within their country. < Discuss as a class: what are some reasons you and your family Asylum Seekers are people who might move or leave your home? (Examples: changes in jobs, to have left their country, arrive in live closer to family, better school districts, etc.). another country, and apply to stay < Ask students to free write/journal on their own for 2 minutes: because of danger at home. what would force you or your family to leave your home? Governments and international (Examples: natural disaster, violence, gentrification, lack of organizations evaluate their resources, etc.). applications to see if they fit the criteria to be refugees. If approved, < Have students share answers with the group and list the main asylum seekers become registered ideas on the board. refugees and are allowed to stay in the new country.
Lesson 2 | Individuals in Crisis 7 DEFINITIONS (CONT.) ACTIVITY 1: MAPPING THE CRISIS Migrants are people who immigrate (20 MINUTES) to another country for reasons such Watch this video (https://youtu.be/0QPFn9hlMLw) from two as employment or education. They Duke University students called “What is a Refugee?” (4:42) do not face a direct threat of and then review the key definitions on the right (refugees, IDPs, persecution or violence, and are thus asylum seekers, and migrants). not protected by the same international laws as refugees. 1. In pairs or small groups, ask students study the Lesson 2, Worksheet 1 Refugee and IDP Data Sheet. Tell students to THE SYRIAN WAR & follow the directions to fill in the Map with the requested REFUGEE CRISIS details. Background on the Syrian war: Use the Syria Deeply site to explore ACTIVITY 2: CASE STUDIES (25 MINUTES) major figures and current news: http://www.newsdeeply.com/syria 1. Divide students into five groups and assign each group a Case Study (there are five total). Understanding the history of the Syrian war: VOX video called “Syria’s 2. Ask students to read (or watch) the case study, discuss in War: Who Is Fighting and Why”: groups, and fill in Lesson 2, Worksheet 2 Case Study https://youtu.be/NKb9GVU8bHE Table. As each story is different, there may not be enough Europe and Syria: Kurzgesagt information available to fill in all components of the table. video called “The European Refugee 3. Have each student group present on their case study by Crisis and Syria Explained”: highlighting the major points of each. https://youtu.be/RvOnXh3NN9w “Life on Hold”: 4. Place the completed tables from each case study on a wall in Al Jazeera’s your classroom and have students read through the details of interactive website featuring stories each. about Syrian refugees in Lebanon: http://lifeonhold.aljazeera.com
HOMEWORK/EXTENSION
Direct students to UNHCR Refugee Youth Poetry (http://bit.ly/2c2yT2L), a collection of poetry written by refugee students, and have them choose a poem or group of poems to read. What is each poem about? Who wrote the poem? What connections do students see between the poem that they read and what they have learned about the refugee crisis? Have students address questions in a class discussion or in a short written response as homework.
Lesson 2 | Individuals in Crisis 8 CAUSES AND CONSEQUENCES
Lesson 3 | Grades 9-12 | 50 minutes MATERIALS Country Profiles for Somalia, South Sudan, and Bangladesh, Worksheet 1, Wi-Fi, projector OVERVIEW screen/smart board, Each humanitarian emergency has varying causes and lead to EMERGENCY TREE diverse consequences. Some of the more immediate factors that COMPONENTS lead to an emergency and the direct results following can be obvious. But often, there are underlying reasons emergencies Trunk (Core Problem): The main occur, as well as unforeseen consequences that result. In this issue. It’s the largest visible piece lesson, we will have the opportunity to explore some of these. of the tree, but is only one piece of the conflict, as it comes from many OBJECTIVES roots. Roots (Causes): Underlying < Students will be able to identify root causes and reasons for the problem. Often consequences of emergencies. hard to see, although they keep the < Students will be able to connect present circumstances of conflict alive. affected populations with root causes of displacement Branches (Effects): < Students will be able to critically examine conflict and its Consequences or new conflicts consequences on individuals. that come from the core problem.
INTRODUCTION ACTIVITY (10 MINUTES) ADDITIONAL RESOURCES
< As a class, watch this video (2:06) by Concern Worldwide Somalia Humanitarian Needs about Syrian refugees living in informal settlements in Overview: http://reliefweb.int/report/somalia Lebanon: https://youtu.be/i7G7eVDLVJw /somalia-humanitarian-needs- < Discuss as a class using these questions: overview-2016 • What are the immediate needs of the people in the Article on Bangladesh by Concern video? Worldwide: “Pavement Dwellers: u Shelter, water, stove, blankets, winter clothes We are People Too” • What are the immediate causes of the obstacles http://www.concernusa.org/story/ faced by the people in the camp? pavement-dwellers-we-are-people- u Displacement too/
9 Lesson 3 | Causes and Consequences • What are some deeper causes to the circumstance of the people in the camp? ADDITIONAL RESOURCES u Conflict: political struggles in the home country (CONTINUED) • What are the immediate consequences of Videos from Concern Worldwide on displacement? South Sudan: u People have left behind their homes and no https://www.youtube.com/user/co longer have the resources to sustain themselves ncernworldwide/search?query=so on a regular basis, including managing basic uth+sudan needs HOMEWORK/EXTENSION • What might be some of the long-term consequences Learn about an emergency in the the people in the video may face? United States (e.g., Hurricane u Children out of school for years, inability to find Katrina, droughts in California, work, getting refugee status in a different country, Hurricane Sandy, elementary returning home, loss of cultural and national school shooting). identity Create an Emergency Tree for the < Explain that while the immediate problems and the results event. Compare and contrast the of the problem may be obvious, there are usually deeply tree with the one you created in rooted causes and long-term impacts on the lives of people class. What are some similarities? affected by complex emergencies. Differences? Answer the questions from Activity EMERGENCY TREE (30 MINUTES) ACTIVITY 1: in a journal format. If you feel comfortable, you can share with 1. Divide students into three groups. Assign each group to one of your teacher or classmates. these three countries: Somalia, South Sudan, and Bangladesh.
2. Provide each group with chart paper/poster board, markers/color pencils, Country Profile, and access to the internet.
3. Introduce students to the Emergency Tree as a tool to analyze crises. Use the gray bar on the right to explain the three major components: Trunk, Roots, and Branches.
4. Ask each student group to read the Country Profile they have been assigned. Using the chart paper/poster board and the art materials provided, ask students to draw out the Emergency Tree and fill in the various components.
5. When each group is finished, have them place their poster on a wall of the classroom and ask the groups to do a gallery walk. Give students about 5 minutes to take in the information from the other two groups’ work. At the end, allow for a questions and answers period.
ACTIVITY 2: REFLECTION (10 MINUTES)
1. In small mixed groups (different than groups from Activity 1), ask students to discuss and answer the questions on Lesson 3 Worksheet 1.
2. Come together as a group and debrief the activity by asking each group to report to the class about their discussion.
10 Lesson 3 | Causes and Consequences HUMANITARIAN RESPONSE
Lesson 4| Grades 9-12 | 50 minutes MATERIALS Country Profile on South Sudan, Emergency Photo, Lesson 4 Worksheets 1, 2, and 3, OVERVIEW posters/chart paper, markers/color pencils, etc. Wi-Fi, projector screen The number of people affected by a humanitarian crisis has almost DEFINITIONS GUIDE doubled in the last decade. In times of large emergencies, national governments may not have the resources needed to help its people Humanitarian Imperative: that find relief. In these cases, the humanitarian community made up of action should be taken to prevent small and large NGOs and INGOs step up to provide assistance. or alleviate human suffering arising Depending on the scale of the crisis at hand, there may be out of disaster or conflict, and that nothing should override this hundreds of organizations trying to assist millions of people. principle. Coordination and knowledge of the humanitarian systems are essential in ensuring a proper response to crises. Standards and Humanitarian Principles: All guidelines help organizations ensure the affected population is at humanitarian activities are guided the very center of the response. by four major principles: Humanity, Neutrality, Impartiality, and OBJECTIVES Independence. They are central to establishing and maintaining < Students will be able to understand the complexity of access to affected people, whether humanitarian response and the entities involved. in a natural disaster or a complex < Students will be able to gain insight on critical needs and emergency, such as armed conflict. obstacles humanitarian personnel face during emergencies. International Humanitarian Law: < Students will be able to critically examine humanitarian A set of rules which seek, for principles. humanitarian reasons, to limit the effects of armed conflict. It protects
people who are not (or are no longer) participating in the warfare. It also restricts the means and methods of warfare (e.g., chemical weapons).
Lesson 4 | Humanitarian Response 11
INTRODUCTION ACTIVITY (10 MINUTES) RESOURCES FOR < Together as a class, watch Concern Worldwide’s video (4:23) TEACHERS: from Bentiu UN camp in South Sudan (use the Country Profile The Sphere Project: on South Sudan from Lesson 3 to brief yourself and students http://www.spherehandbook.org/ on the political history if needed): https://youtu.be/7CETmXcPTIE UN OCHA on Humanitarian Principles: < Guide a short discussion with the class with these questions: https://docs.unocha.org/sites/dms • After people fled the violence and arrived at the US camps /Documents/OOM- in Bentiu, what were the critical needs of the people? humanitarianprinciples_eng_June1 • What are some of the major threats to people’s life and 2.pdf safety? ICRC on International Humanitarian • What are some of the challenges the humanitarian Law: workers identified in order to rebuild the camp? https://www.icrc.org/eng/assets/fi • Who were the major participants in the rebuilding of the les/other/what_is_ihl.pdf camp? EXTENSION ACTIVITY • What surprised you about the work of humanitarians from this video? See Lesson 4 Extension Activity on Personas and Scenarios. This activity takes approximately 15 ACTIVITY 1: GROUP RESEARCH PROJECT minutes and is useful to teach (25 MINUTES) students about the different kinds of people involved in a disaster or 1. Divide students into two groups and provide each group with a crisis. It supports students’ learning corresponding worksheet (1 and 2): of the complexity of a humanitarian • Group 1: The Sphere Project response. • Group 2: UN Office for the Coordination of Humanitarian Affairs (OCHA)
2. In their groups, ask students to follow the instructions on their worksheets and to work together to answer the questions listed at the end of each. Make sure each group has access to the internet to conduct online research. Advise students that it is their job to teach the other groups about their research findings through a creative poster and that they have 15 minutes total to do their research AND create their poster for presenting.
3. After providing 15 minutes to the groups for doing their research and creating their poster, come back together as a whole class. Give each group 5 minutes to present their research. You can have each group place the poster on a wall of the classroom for later perusal by the rest of the class.
Lesson 4 | Humanitarian Response 12
ACTIVITY 2: IMAGINE A RESPONSE (20 MINUTES)
1. Go to Emergency Photo. You can put this up on a smart board or projector screen for the whole class to see. If this is unavaiable, you can print a few copies to pass around class.
2. In pairs, ask students to examine the photo and discuss the following questions: • What do you see in the foreground? In the background? • What do you think is happening in the photo? • With your partner, write a short description to describe the photo.
3. Once each pair is finished writing their description, pull up the true description of the photo, available on the next page of the same worksheet as #4 (Emergency Photo Worksheet).
4. Hand out Lesson 4 Worksheet 3 Priority of Response. In their pairs, ask students to read the nine possible interventions an organization like Concern Worldwide would plan in the case of the emergency described in the photo. Have students rank the nine interventions in a diamond form: [1] [2] [3] [4] [5] [6] [7] [8] [9]
5. Ask a few pairs of students to share their ranking and their rationale with the class.
Lesson 4 | Humanitarian Response 13
EXTENSION ACTIVTY: PERSONAS AND SCENARIOS (15 MINUTES)
1. Provide each student with a slip of paper describing a persona. There are 34 personas provided. Please write and include your own if more are needed.
2. Ask each student to read the persona on their paper to themselves and then get in a horizontal line, standing shoulder to shoulder, with 20 steps of space in front of them.
3. Read the Activity Statements aloud one by one and ask students to take a step forward if the statement is true for their persona. You may choose to read fewer statements, depending on time.
4. At the end of the activity, some students will have taken all steps forward, some a few, and some none at all.
5. Debrief this activity by asking several students to read their personas aloud for others to hear.
6. Guide students’ discussion by leading with the following questions: • What did you notice about the various personas? • In a disaster or crisis, how can you decide who to assist first? • There are people in positions of power or those with resources you need, how can you identify them and use them to your advantage in a crisis? • What do you think would be the most challenging aspect of a humanitarian response knowing some of the personas involved? • How can you tailor your response to the various needs of all the people involved?
Activity Statements:
Statements to read aloud:
• You have the power to influence people in your community. • You eat at least 2 meals a day. • You receive (received) a primary school education. • You receive/received a secondary school education. • You receive gifts or new clothes on religious or national holidays. • You are listened to in extended family gatherings. • You can afford to meet your basic needs. • You can afford to meet a doctor and buy medicine when you are sick. • You can afford a place to live. • You are able to choose where you live as you can afford to buy a decent home. • You can afford to buy food for yourself and your family even if you are displaced by a disaster. • You can talk to community leaders about issues affecting your community.
Lession 4 | Extension Activity | Personas & Scenarios 14 • You drink clean water every day. • You have people nearby who care about you and protect you. • You are never short of food. • You are not afraid that people might hurt you. • You don’t have to do dangerous things in order to survive.
Activity Personas:
• A woman living in a village with no water supply. Armed men are in the area, close to the nearest well, who sometimes ask for favors for water or prevent access. • An 18-year-old girl who was abducted to be a sex slave during the recent war. Now you have a street stall and earn about $5 per day and have one young child. • An international staff member with Concern who lives in the country capital with the rest of the team in a house with a decent compound and works in the country office. • A male refugee from a neighboring country that is at war who is currently living rough on the streets of the city. You are there alone; your family didn’t survive the war and you have no job. • A newborn baby born to two loving and caring parents who have food security and shelter and who live in a poor but stable rural town. • A prostitute. You earn $15 per night. You get beaten and raped often. You are pregnant. • A male returnee, member of an ethnic minority, returning with your wife to the village where you lived as a farmer before your displacement. When you come back, you find that your land and house have been taken by others who refuse to give it back. You have lost the means to produce food for yourself and your wife. • A grandmother living in a rural town where you were displaced during the war that is located in a different tribal area than yours. All your family was killed and your land destroyed, so you don’t want to go back to your village because there is nothing left there for you. You don’t have enough to eat. • The head of a United Nations agency. • A rich community leader from the dominant ethnic group with a rich and influential family. • A 16-year-old orphaned, illiterate boy working in a diamond mine. You are “paid” with occasional food but not in cash. • An influential local government officer. You are able to afford everything you need. • A woman displaced from your village due to violent storms and a village fire who now lives in the forest. You have to forage for food and water and often go without. You are very scared. • A cleaner at the local UN peacekeeper base. Your salary is OK, and you can add to it by being a “special friend” to some of the peacekeepers. • A wife of a man with a job in the local mobile phone repair shop who earns just enough to cover food needs for you and your family. You have never been to school, and you were raised on a farm, the only child of loving parents. Your father is sick, with mounting medical bills, and expected to die soon.
Lession 4 | Extension Activity | Personas & Scenarios 15 • A female returnee coming back to your hometown alone with a UNHCR return package, but your house has been taken by others, and nobody will help you get it back. • A married man running a small food shop in a small town. You lost an arm in the war but you have a reasonable income. You have one wife and four children. • A physically disabled man from an ethnic minority who has mobility problems and lives in a village. You have no money or support and have to resort to begging. You are regularly beaten. • A farmer. Your fields are in a dangerous area, and you risk being killed or wounded if you go there. But if you don’t go, you and your family will go hungry. • A farmer. You live in a peaceful although remote village where you have lived all your life. You are a member of the dominant tribe. You know everyone well, and you are respected because you are literate and an “elder.” You have access to enough land and necessary agricultural inputs for food for the year. Your five family members help with the hard work. • A farmer. You live in a peaceful although remote village where you have lived all your life. You are a member of the dominant tribe. You know everyone well, and you are respected. You have forgotten many agricultural skills, and you and your villagers face severe shortage of seeds. The land of your village is of poor quality and disease has killed all the goats. • A 14-year-old female head of household looking after two younger sisters. You struggle to survive and make money any way you can, including prostitution. You are often beaten and are getting sick. • A man returning to his country after studying/working in Europe for the last ten years; you have a master’s degree and a healthy bank balance that you can use to invest in business. • A bored young man living in the local market town with no work for you or your friends. You earn some money by stealing and providing taxi rides on your motorbike. You have a drug habit and have good memories of the time in the war when you were powerful and important. • A local project staff person with Concern. Your salary is OK and is enough to meet the needs of you and your family. • A ten-year-old girl living in an orphanage. You are occasionally beaten. You sometimes don’t have enough to eat. • A handicapped man living in an amputee camp with a wife and three children. You survive by begging on the street in your wheelchair. • A Muslim man living in a slum in the capital city. Your family all disappeared during the war. You sometimes make money selling small items in the city center or participating in activities in your local mosque. • An orphaned boy being looked after by your uncle’s family. They do not treat you as they treat their own children and make you do the housework and other domestic work. While they feed you, send you to school, and provide you with a bed to sleep in, they do not like you being there and only look after you because they feel they have to. • An assistant nurse in the local health center. You are unmarried and young but well educated, and soon you will pass your exams to become a proper nurse. You live with your parents in the village, and you are one of the first people in your village to go through to secondary education.
Lession 4 | Extension Activity | Personas & Scenarios 16 • An elderly widow with four children who are all living in the city. You have land but not the strength to farm it. You are a member of the local woman’s group who help you to prepare the land and take in your harvest, and you participate in their activities. You are happy but you sometimes feel alone. • A member of the school management committee of your village. You have three children attending the school. You are regularly consulted on decisions about village development. You know the local education officer and the NGO staff who sometimes pass by your office. • An orphaned boy living rough on the street. You survive by stealing. You sleep under a bridge in the dry season, and in the rainy season you sometimes get a place on a verandah but often you are prevented from sleeping there. You and your fellow gang members are often beaten and moved on by the police. • A nomad, you wander the country with your four family members and your cows and goats. You recently lost more than half of your cows and a small number of goats to an illness you have never seen before, and you are worried that the remaining animals are not doing well. You are in an area where the local people distrust you.
Lession 4 | Extension Activity | Personas & Scenarios 17 COMMUNICATIONS IN CRISIS
Lesson 5 | Grades 9-12 | 50 minutes MATERIALS Lesson 5 Worksheet 1, 2, 3, Wi-Fi, computers or tablets for research, pens/pencils OVERVIEW DEFINITIONS GUIDE When disaster strikes, it is important for humanitarian organizations to have emergency staff on the ground reporting Dignity is the state of being from the emergency zone so they can capture the action in images inherently worthy of respect and and videos to incentivize the public to donate funds. While appeals ethical treatment. can be really important to raise the money needed for the Donor Appeal is a request response, there is an inherent struggle in the process: how to organizations make to their capture the sympathies and hearts of potential donors around the general audiences to encourage world with powerful images, while not breaking self-imposed rules donations. Appeals can be made of portraying survivors with dignity. In this lesson, we will have the through various communications opportunity to think critically about images in the media and how to channels, including emails and create an impact and dignified appeal. television ads, and will include photos and/or videos.
OBJECTIVES Colonial Stereotypes: In order to justify colonialism, colonizers < Students will be able to recognize needs for communications convinced themselves that the tools and technology for supporting relief efforts. people they were colonizing were < Students will be able to deepen their understanding of human lesser than them, that they dignity, especially in the humanitarian context. needed the colonizers to help < Students will be able to develop a critical perspective on media them improve their lives. One way messaging and portrayals of people in crises. they convinced themselves of their superiority was by INTRODUCTION ACTIVITY (10 MINUTES) developing stereotypes about different colonized groups: they < Provide students a copy of Lesson 5 Worksheet 1. All were dangerous; they were questions for this activity are available on the worksheet for untrustworthy; they were lazy; students to use to take notes and sort their ideas. they were helpless. This is < Write the following on the board: “How do you define dignity? something humanitarian and What words and images come to mind when you think about development workers must the concept of dignity?” remember to avoid in their work. < Give students time to think through the questions. You can pair up students if you think that would be more effective.
Lesson 5 | Making an Appeal 18 < Guide a discussion with students’ answers and use the definition on the right to assist. HOMEWORK/EXTENSION < Ask students to work individually to write a response to the Students explore a current following: describe what “human dignity” looks like during a humanitarian emergency in the news humanitarian emergency. by examining online articles. Have < Encourage students to share their response with the class. them determine for themselves how Guide further discussion by asking (these questions appear well the dignity of survivors is on Lesson 5 Worksheet 1 for students as well): portrayed in the news. They can explore the following questions in a • What are some common ideas or images we associate journal entry: Do you feel the media with human dignity during emergencies? profiles stories that maintain human • Are these the images of or stories we typically hear of dignity during disasters? Discuss why in the news after a disaster occurs? and why not using examples from your research. How do stories • Do you think the media does a good job of portraying published by international media survivors of humanitarian emergencies with dignity? compare to stories published by Why or why not? media in the affected country? Why < To continue with this activity, see the right gray bar for do you think that is? Homework/Extension ideas. Students can choose a donor appeal from their online or print research ACTIVITY 1: THINK-PAIR-SHARE that they feel could be improved. (15 MINUTES) They can write a letter to the organization’s communications or 1. Organize students into pairs and provide a copy of Lesson fundraising team that created the 5 Worksheet 2. Have each pair read the excerpt in the appeal stating their rationale for why worksheet called “Communicating Emergencies” and improvements need to be made. discuss using the questions provided on the worksheet.
2. Ask student pairs to share ideas with the class and discuss as a larger group.
ACTIVITY 2: APPEAL GUIDELINES (25 MINUTES)
1. Watch this video from the Dochas Code of Conduct about images and messages to introduce students to the guidelines Concern Worldwide uses for communications during emergencies (2:26): https://www.youtube.com/watch?v=R7axxlPq4IQ
2. Divide students into small groups of three or four. Provide each group with Lesson 5 Worksheet 3. The direction for the assignment are described within.
Lesson 5 | Making an Appeal 19 REFERENCES AND RESOURCES
ORGANIZATIONS American Red Cross CONCERN WORLDWIDE US http://www.redcross.org/mo2s Relief Web www.concernusa.org http://reliefweb.int/countries International Rescue Committee https://www.rescue.org http://gcc.concernusa.org International Federation of Red 355 Lexington Avenue Cross Red Crescent Societies Save the Children http://www.ifrc.org/en http://www.savethechildren.org 16th Floor New York, NY 10017 World Health Organization 212-557-8000 http://www.who.int/environmental_ STORIES AND CONTENT health_emergencies/complex_ 332 South Michigan Avenue emergencies/en Concern Worldwide US Suite 630 Impact Stories Chicago, IL 60604 United Nations High http://www.concernusa.org/our- 312-431-8400 Commissioner for Refugees impact/impact-stories/ en.unesco.org Concern Worldwide Ireland https://www.concern.net
This publication is intended to inform readers about the issue of complex emergencies and does not necessarily reflect the views of Concern Worldwide U.S., Inc. or Concern Worldwide on this issue. Concern Worldwide does not officially recommend or endorse any of these organizations. White Concern Worldwide U.S., Inc. is a New York not-for-profit corporation exempt from Federal income taxation under section 501(c) (3). Concern Worldwide U.S., Inc. supports projects carried out in the field by Concern Worldwide, registered in Ireland. Front Cover Photos: South Sudan, Concern Worldwide | Back Cover Photo: Lebanon, Concern Worldwide