Children in Conflict
Syrian Children Speak Out
Social Sciences - Year 9 &10
Achievement Objectives - Level 4 &5
Learning Intentions
Students will gain knowledge and skills to:
By completing these activities Students will:
− Understand that people move between places
− Explore a current conflict situation
and how this has consequences for the people
− Consider some reasons for refugee flows and
and places
their impact on everyday lives
− Understand how people define and seek
− Relate their own lives to children in a different
human rights
context
− Develop an understanding of the United
Nations Convention on the Rights of a Child
and how children’s rights are directly affected
by conflict.
UNICEF NZ - September 2013
Introduction to the Conflict in Syria
In 2010 and early 2011 ‘Arab Spring’ demonstrations swept through many parts of the Middle East. In Syria protests demanding greater political freedoms
for the people broke out. The Syrian Government reacted with violent crackdowns on Syrian civilians. A conflict that began as a peaceful protest against the
oppressive government now rages on in to the 3rd year and shows no sign of abating. Retaliations have been going on between both sides.
Civil War
Government
Led by prseident
Bashar al-Assad
Opposition
Free Syrian
Army
Thousands of innocent people including women and children are being affected. Their lives are completely disrupted as they are forced to leave their
homes in order to escape the fighting and search for safety.
More than 100,000 civilians have been killed, including thousands of children. The cost of destruction exceeds $80bn and the fighting is far from done.
For more information and of the conflict so far see: http://www.bbc.co.uk/news/world-middle-east-21797661
UNICEF NZ - September 2013
Turkey
464,000 refugees
Iraq
172,000 refugees
Lebanon
720,000 refugees
Jordan
520,000 refugees
Total: 2 Million Refugees 97% are hosted in neighbouring countries
Nearly half a million of whom are children, this figure is expected to
rise to 3.45 million by the end 2013.
Another 4.25 million displaced people still trapped inside Syria
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UNICEF’s
UNICEF’s role
The United Nations Children’s Fund (UNICEF) are totally impartial, our mandate is to focus on helping mothers, children and their families regardless of
‘which side’ they are on. The spreading conflict and the deteriorating security situation make the task of reaching all children in need extremely difficult.
Over recent months, UNICEF and its partners have managed to substantially increase their reach into different parts of the country, including those in areas
under opposition control. We are committed to providing essential services to meet the basic needs of children. These include:
• Water and Sanitation - Providing safe drinking water. Installing permanent latrines, bathing facilities, and mobile wash units.
• Health, Immunisations and Nutrition - Children are being screened for malnutrition. Children are more susceptible to disease in refugee camps.
Large scale immunization campaigns are underway to protect children from measles and polio.
• Education, Psychosocial support and Child protection - This support is essential to help children deal with the trauma they have experienced or
may be continuing to experience. Play, art, education and counselling sessions in a safe environment are designed to help children return to a sense
of normality.
Our efforts to help and save the lives of children are making a difference. However the sad news is we are seriously running out of money. We remain
almost 80 per cent under funded; this means we will be unable to keep some of our essential and lifesaving services going if we don’t receive funding soon.
A very real example of this, is the Za’atari camp in Jordan which hosts 140,000 refugees; over half of them children. We deliver 3.5 million litres of water a
day. Without funding this will have to stop in June 2013.
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Viewing and Comprehension Activity
Video:
out’’
Video: ‘Syrian children speak out
This video shares the voices of a group of Syrian children in a refugee camp in Lebanon (approx. 11 minutes). These children are among the 1.2 million
refugees who have been forced from their homes due to the prolonged and violent conflict, http://www.youtube.com/watch?v=jyscRA5CY68
Teacher’s note: Before sharing this video with your students use the following discussion prompts to provide some guidance around key ideas to take note
of whilst watching the video.
Points to think about before watching the video
What is the landscape like?
What is the weather like, what can you tell about the conditions?
What is the physical state of the children, what do you notice?
What is the shelter like, what is it made of?
Watch ‘Syrian Children Speak Out’
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Activities
1. Post Viewing Discussion
Whose perspective on the Syrian conflict is shared in the video?
From watching the children, did anything surprise you, or can you share something new you learned?
What do you notice about the clothing of the children? What do think of their clothing in relation to the conditions?
What are some of the reasons the children gave for leaving? How did they escape?
Can you recall some of the problems the children have living in the camp?
Have these children been affected by what they have lived through? Can you identify any signs of trauma or fear?
2. Small Group Discussion
Teacher note: Encourage the students to break down the big ideas, and think more deeply. For example, push factor = conflict, too broad and abstract.
Break conflict down into more concrete terms. Fear of fighting, fear of being killed, homes bombed or shot at, neighbourhood being destroyed, lack of
resources; food, water, medicine.
Split the class into 3 groups and give each group one of the following tasks:
• Identify ‘Push’ and ‘Pull’ factors - Consider why these refugee families and children have left their home and country. What are the factors that
have pushed them to leave and what are the factors that have been pulled them to the refugee camp in Lebanon?
• Haves and Don’t Haves – What do these children have in the refugee camps and what is missing? Think beyond just material possessions.
• Similarities and Differences – What are some of the ways in which these kids are the same as you or different to you?
Allow 10mins for each group to discuss and record their ideas on a large sheet of paper.
Ask each group to nominate one or two students to report back to the class.
UNICEF NZ - September 2013
3. Rights of Children
The conflict in Syria is taking a terrible toll on Syrian children and denying them their basic rights. By watching the video ‘Syrian Children Speak Out’,
and listening to the voices of the Syrian children in a refugee camp, we can gain an insight in to how deeply the conflict is affecting Syrian children.
In this activity we take a closer look at the United Nations Convention on the Rights of the Child (UNCROC), and determine how the conflict is
affecting the basic Rights of Syrian children.
UNCROC
In 1989 world leaders at the United Nations decided that Children need a special convention on human rights, just for them. The United Nations
Convention on the Rights of a Child (UNCROC) is made up of 54 ‘articles’ which aims to promote the equal worth of every child regardless of race,
colour, gender, language, religion, country or ability. It reflects the unique position of children, who must often rely on others, like parents or
governments, to meet their needs to reach their full potential. All United Nations member states, except for the United States and Somalia, have
ratified the Convention. The UNCROC was ratified by New Zealand in 1993.
Teacher’s note: Print the UNCROC poster from the UNICEF NZ website http://www.unicef.org.nz/store/doc/UNICEF_CRC_A3.pdf
Or order a class set of UNCROC pamphlets from the UNICEF NZ website. This activity can be completed individually, in pairs, or small groups. It is
designed to be a discussion activity encouraging students to identify how conflict negatively impacts on children’s rights.
Children’s rights are not ‘nice to have’, they are essential to the healthy development and wellbeing of children.
Take a look at the UNCROC. Read over articles 1 – 42, and identify which rights are being affected by the conflict.
Discuss with a partner, or a small group, which rights you believe are being affected by the conflict. Share your opinion on whether you think it is
important, or not, that the children of Syria should have their rights met.
Read the article, ‘Generation of Syrian Children at Risk as conflict enters Third Year – UNICEF’. Identify and discuss the ways in which UNICEF is
helping to support children to access their basic rights and needs.
UNICEF NZ - September 2013
Additional Activities:
1 Imagine that you could ask the children in the video some questions, what would you ask them to find out more about their situation? Create 5
questions of your own.
2 Find out how organisations such as UNICEF, are helping children in the crisis. Read the following article,
‘Generation of Syrian Children at Risk as Conflict Enters Third Year’
Is there a way New Zealanders can help?
3 Although the conflict in Syria rages on, there is hardly a mention of it in our news. Come up with some ways to inform the public about the Syrian
crisis – the devastating impact it is having on children, and ways ordinary New Zealanders can help children affected by the conflict in Syria or in
neighbouring countries.
Extra for Experts:
Develop a concrete plan on informing a target
sector of the public on the Syrian crisis, how it
is affecting children, how agencies like UNICEF
are providing help to children caught up in the
violence, and how ordinary New Zealanders
can help the situation.
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Answers
1. Post Viewing Discussion
Whose perspective on the Syrian conflict is shared in the video?
The video is from the perspective of refugee children who have fled Syria.
From watching the children, did anything surprise you, or can you share something new you learned?
Students own answers but should relate to the video.
What do you notice about the clothing of the children? What do you think of their clothing in relation to the conditions?
Students own answers but should include reference to the following;
Lots of layers of sweatshirts/jerseys
Not many woolly hats
Not many warm jackets
The children are not dressed that warmly considering there is snow down to low levels close to the camp and a cold wind blowing.
What are some of the reasons the children gave for leaving? How did they escape?
Their home being attacked/shot at.
Homes in their neighbourhood being bombed.
Their own homes being bombed.
Running out of ‘everything’.
They escaped by hiding in a car, on a bus.
Can you recall some of the problems the children have living in the camp?
Answers could include:
Not enough blankets, being cold, a cold wind blowing, some need medicine, a lot of rubbish around, the play area is frozen mud.
UNICEF NZ - September 2013
Have these children been affected by what they have lived through? Can you identify any signs of trauma or fear?
Answers could include:
Fear of going outside
Bad dreams
The children seem quiet and still, very little boisterous playing
Some children clutching their hands while they talk about their experiences.
They say they are worried that the war might come to the refugee camp.
Small Group Discussion
Identify ‘Push’ and ‘Pull’ factors - Consider why these refugee families and children have left their home and country. What are the factors that have
pushed them to leave and what are the factors that have been pulled them to the refugee camp in Lebanon?
Answers could include the following, and should relate as closely to the video as possible.
Push
Conflict
• Violent fighting going on in suburban
neighbourhoods.
• Homes being attacked, shot at, bombed.
• Very real fear of being killed.
• Necessities running out, such as food,
water, fuel, hygiene products.
• Unable to go to school
• Unable to work
Pull
Search for safety.
• A place to shelter.
• Searching for food and water.
• A place to live away from the violence.
• Protection of children.
• Search for medicine.
• Search for help by international
agencies, as these agencies usually assist
refugee camps.
Haves and Don’t Haves – What do these children have in the refugee camps and what is missing? Think beyond just material possessions.
Answers could include the following, and should relate as closely to the video as possible.
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Haves
•
•
•
•
•
Shelter
Clothing
Food
They are alive
A break from the on-going
war.
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Don’t Have
• Shelter is quite poor, made of plastic sheets, and scrap
materials.
• Food is not plentiful, a mother talks about when the
children are hungry.
• Clothing is not warm enough, not many children had
jackets or woolly hats or gloves.
• Blankets, not enough to go around.
• Medicines
• They miss their old homes and friends.
• They have to live away from family members, not
many men visible.
• Lack of independence and self-sufficiency, relying on
charitable support.
• Electricity, there doesn’t appear to be electricity or
electrical products.
• A clean space to play, the frozen ground will turn to
mud.
Similarities and Differences – What are some of the ways in which these kids are the same as you or different to you?
Answers could include the following, and should relate as closely to the video as possible.
Similarities
Children/young people
Have dreams for the future
Worry about their family and friends
Enjoy playing, hanging out with their friends
Differences
Have lived through violent conflict.
Forced to flee homes and now refugees
A different nationality.
Speak a different language.
Unable to go to school
2. Rights of Children
The conflict is harming directly, or indirectly, a high number of children’s rights stated in the United Nations Convention on the Rights of the Child.
However some of the more obvious rights directly affected include.
• Article 6 – All children have the right to life.
• Article 9 – Children should not be separated from their parents.
• Article 12 – All children have the right to a say on matters that are important to them and have their opinions taken into account.
• Article 19 – All children have the right to be protected from violence, abuse and neglect.
• Article 22 – Children who come into a country as refugees should have the same rights as children born in that country.
• Article 24 – All children have the right to good quality healthcare, clean water, nutritious food, and a clean environment.
• Article 28 & 29 – All children have the right to an education, and a quality education that will develop them to their fullest potential.
• Article 38 – Children in war zones need special protection, and children under the age of 15 years should not be actively involved in conflict.
UNICEF NZ - September 2013
Additional Activities:
1 Imagine that you could ask the children in the video some questions; what would you ask them to find out more about their situation? Create 5
questions of your own.
For example:
• Where do you get your food from?
• Do you have money, if so where does it come from?
• Have you left family members behind, and if yes why?
UNICEF NZ - September 2013
UNICEF NZ Child Rights Resource written by:
Jacqui Southey and Kathy Fleming
For more information contact [email protected]