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Moderator Guide MODERATOR GUIDE Their story unfolds WHAT TO TAKE WHEN FORCED TO FLEE? In this activity, participants put themselves in the position of a family who must flee their home. Through discussion, group work and reflection, they gain a deeper understanding of the plight of refugees and internally displaced people (IDPs). Participants are introduced to the refugee situation with an example from the Syrian crisis in the Middle East. The activities set out below requires around 45 minutes for completion and can be used with participants of a wide range of ages and abilities. This can alternatively provide the starting point for more in-depth activities, such as a simulation of the refugee experience. Links with a wide range of subjects and curriculum areas are also possible. AT THE END OF 2017, THERE WERE A TOTAL OF 68.5 MILLION PEOPLE DISPLACED AROUND THE WORLD, 52% OF WHOM WERE CHILDREN. THE GOAL IS TO: · Enable students to empathize with the plight of the millions of displaced people currently struggling to survive · Develop more understanding of the underlying issues and how the problems are being addressed by aid agencies · Develop empathy and discussion skills in a real life context BACKGROUND INFORMATION Millions of people have been forcibly displaced from almost 80,000 Syrian refugees.3 In Lebanon, on the their homes. This happens when their state authorities other hand, there are no formal camps, meaning that are unable or unwilling to protect them. One of the most refugees fleeing to there must live in informal settlements. common factors in this is armed conflict. This includes Sometimes people are able to find more permanent places civil war, generalized armed conflict and persecution on to settle, though these include unfinished buildings or the grounds of gender, ethnicity, nationality, social group, rented flats in poor conditions. political opinion and religion. Displacements are also caused by natural disasters, famine and development or Unfortunately, as this crisis continues the reality is that economic changes (for example mining or infrastructure shelters that are intended as temporary solutions can often projects). become longer term homes. In this video Ali, a 15 year old Syrian refugee, talks about his experience. There are many At the end of 2017, there were a total of 68.5m people children who have only ever known life as a refugee. You displaced around the world, 52% of whom were children.1 can read about their stories on the following link: http://www.medair.org/en/stories/?country=92&topics= When displaced people move into another country, they are classified as refugees. As such, their status is defined Humanitarian organizations are addressing the most and protected. The United Nations High Commissioner urgent needs of displaced people to help them survive and for Refugees (UNHCR) is the institution responsible for continue to live with dignity. Organizations like Medair, them. Displaced people who do not cross an international provide health care, food, water, sanitation, hygiene, recognized border and remain under the protection of infrastructure and shelter. their own government are classified as internally displaced people (IDPs). They are therefore not eligible for protection As the crisis is lasting for many years, aid agencies have under the same international system as refugees. This is had to go beyond finding temporary solutions to the why IDPs are some of the most vulnerable people in the emergency situation and create innovative solutions to world. Currently, there are twice as many IDPs as refugees. address the basic needs with more sustainable tools. For example, Medair is offering: Perhaps surprisingly, in 2017, only 14% of the world’s displaced people were accommodated in Europe. 85% • Cash assistance to help people pay for their rent or were hosted by low- and middle-income countries, with healthcare (http://relief.medair.org/en/countries/jordan/) many refugees staying relatively close to their home land. • GIS mapping which helps us identify informal refugee Displaced people always have the hope of returning home, settlements and share the data with other partners in also staying in the same region is usually easier because the humanitarian community, this enables us to provide of the language, religion and culture that can be similar. In more accurate response (http://relief.medair.org/en/ 2017, 57% of refugees came from just three countries: Syria, innovating-through-technology/) , Afghanistan and South Sudan.2 • Psychosocial support to give people a safe place to express themselves. For example using art therapy This activity is focusing on the Syrian crisis as it is the (This Video interview with Medair Mental Health biggest displacement crisis since World War Two. We hope Advisor) to illustrate the realities of the people who leave their homes and find themselves looking for a safe place to live, access to clean water, health care for themselves and their LEARNING OUTCOMES: family and support for the many different challenges they face on a daily basis. • To be able to identify and explain some issues relating to the life of forcibly displaced people When a person leaves their home, they need to find a safe • To use collaboration and discussion to suggest shelter. Many refugees live in UNHCR refugee camps, approaches to some challenges they face such as the Zaatari camp in Jordan, which accommodates 1 UNHCR (2018). Figure at a glance. Retrieved from http://www.unhcr.org 2 UNHCR (2018, June 20). Global trends, Forced displacement in 2017. Retrieved from http://www.unhcr.org 3 UNHCR. (2018, February 14). Zaatari Refugee Camp - Factsheet, February 2018. Retrieved from: http://reliefweb.int INTRODUCTION ACTIVITY = 15 MIN. ACTIVITY Share PowerPoint presentation and Khalid’s video. Organise the participants into families of five (optional sixth family member if needed). They will need to work together quickly, under a time pressure, to decide what to take with them. KEY QUESTIONS 1. What surprised the participants? 2. What questions would they ask Khalid if they met him? 3. What would they do if they were in the same position? RESOURCES POWER VIDEO POINT KHALID ROLE PLAY ACTIVITY = 10 MIN. ACTIVITY 1. Within groups, participants allocate roles as different members of the family. Each participant must think about what they personally need and how they can help the rest of the family. 2. Participants decide what they would like to carry with them, being sure to keep within their weight limit. Discussion should be encouraged, but time should be limited to four minutes because in reality, there is very little time for making decisions. KEY QUESTION 1. Have different groups made different selections? RESOURCES 1 SET OF 1 SET OF FAMILY ITEM CARDS TIMER CARDS PER GROUP PER GROUP EMERGENCY ACTIVITY = 10 MIN. Often there are no right or wrong choices to make when a family finds itself in those life-threatening situations. Participants will be faced with challenges via the emergency cards. These challenges include situations related to shelter, safe water, health care, safety and natural hasards. Please encourage the participants to think as if they were in the emergency situa- tion and look at all possible choices, assess the options and discuss about it. ACTIVITY 1. Each family receives a different emergency card. This will present a situation in which the family find themselves in. They need to work together as a family to try and solve the problem. 2. The family must decide on solutions to their problems. KEY QUESTIONS 1. Is there anything they have brought that will help? 2. Was there anything you wished you had? 3. What item was the most useful? 4. Can you describe what you found the most challenging in the situations? RESOURCES 1 SET EMERGENCY CARDS DISCUSSION ACTIVITY = 10 MIN. ACTIVITY Families should spend a couple of minutes reflecting on what they chose to bring with them, using a mind map to capture their thoughts and share with the group. KEY QUESTIONS 1. What do you think of when you hear the word refugee? Is this different from before? 2. How did you feel about making the choices? 3. How did your family make decisions? 4. What would you do next time? RESOURCES POSTER PENS TAKE PAPER ACTION TAKE ACTION Thank you for stepping into the life of young refugees fleeing the safety of their home. Today you experienced what those less fortunate experience. Your courage to challenge yourself and willingness to understand the plight of others is commendable. STEP 1 STEP 3 SET A GOAL DONATE Examples: CCP: 10-648-6 Account Holder : 87.-CHF Medair One emergency shelter kit for Ch. Croset 9 one family 1024 Ecublens Switzerland 22.-CHF Reference: 1545 Mattress and blanket for one person STEP 4 120.-CHF SHARE Kitchen set for five families Share your pictures and stories from your successful fundraiser. STEP 2 Email them to us: FUNDRAISE [email protected] Choose one of our ideas: - Run a 10km - Sponsored tech time out - Host a movie night - Give your birthday - Sell crafts DONATE.MEDAIR.ORG ...or create your own. ADDITIONAL RESOURCES Following this activity, you and the participants may wish to find out more about the problems facing refugees. The following links provide good starting points. The UNHCR website provides detailed The Medair website provides information and regularly updated information on about how it is working to improve the the emergencies with which it is helping. situation in Lebanon, Jordan, Syria and Iraq. http://www.unhcr.org/emergencies. The This includes stories and testimonials from website is a good source of recent and reliable those who have fled their homes, which statistics, with graphics that help people to may help your participants to gain a deeper understand the scale of the problems.
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