From Scared To Safe
Resource Pack
Thank you for signing up to take part in Project Paddington’s
From Scared To Safe competition as part of your school or
group.
This pack is designed to help your children and young people
think about what it means to be a refugee. It also has some
ideas on different art and creative writing projects that could
help them in the From Scared To Safe competition.
Please be aware that not all resources are suitable for younger
children. We have tried to indicate where there is more adult
content but it is your responsibility to check resources before
giving them to children.
All the money raised from From Scared To Safe will go to
Samara’s Aid Appeal through registered charity Feed The
Hungry (charity number 1112955).
Samara’s Aid Appeal is opening a new hospital in Syria. It will
start with a small A&E, a small intensive care department, an
operating room and about 30-40 beds. There isn’t really any
paediatric care provision in this area. The money raised
through From Scared To Safe will be spent on expanding the
hospital to provide paediatric facilities, neonatal care,
gynaecology and other services. As we are all volunteers, the
money raised through From Scared To Safe will all be spent on
the new hospital.
We are children helping children.
Whilst we have done our best to ensure all website links have been checked and are suitable, Project
Paddington is not responsible for content on any of the website links used in this pack.
Contents
This pack is in two parts. The first section has
resources on ‘From Scared To Safe’. The second section
has some general resources about refugees.
Part One: From Scared To Safe
From Scared To Safe: Art
Refugee Artwork
The Power of Art
Paper Boats
From Scared To Safe: Creative Writing
Refugee Writings
Improving Your Writing
Acrostic Poem
Part Two: Understanding Refugees
Links to Schools of Sanctuary
Refugees in Lesvos
Geography: Rita Ora case study
Geography: Impact of refugee crisis
Science: Healthy Eating and Refugees
Refugee Recipes
PE / Outdoor Pursuits: How far do refugees have to
walk?
Economics: The Economics of Migration
Religious and Humanitarian Responses to Refugees and
Migration
Sunday School session for Younger Children
Refugees and Travellers in the Bible
Youthwork session
Refugee Crisis in Pictures: Iraq
Geography / Maths
Geography: Oppositional Study
From Scared to Safe:
Art
Can art change the way you view the world?
Can it change how you feel about places, people and things?
Can you describe through a piece of art how you are feeling?
Can you understand better how someone else feels if they try
and draw it for you?
In your From Scared to Safe artwork, you need to be able to
show your feelings to someone else.
Have a look at how other artists have shown being scared or
safe in their art.
Showing Fear
Edvard Munch: The Scream
http://www.edvardmunch.org/the-scream.jsp
Guardian article showing modern interpretations of fear in art
(Please be aware – some content unsuitable for younger
children. Adult vetting required.)
http://www.theguardian.com/artanddesign/guardianwitnessblog/gallery/2014/may/01/keep-calm-and-get-creative-yourbest-artworks-about-fear
Feeling safe
What about feeling safe in art? How does an artist show a
feeling of home? Can you be safe but not feel safe? What makes
you feel safe?
Refugee Artwork
The Refugee Art Project
http://therefugeeartproject.com/home/
This Australian-based project has galleries on themes such as
exile and surviving detention.
The Zaatari Project
https://joelartista.com/syrian-refugees-the-zaatari-projectjordan/
Art with Syrian refugees: The Zaatari Project.
Exile Voices
https://maptia.com/reza/stories/exile-voices
11-15 year old Syrian refugees taking photos to show their
story.
Castle Art
http://www.telegraph.co.uk/women/womenslife/11771591/Iraq-refugee-camp-Painting-has-changed-thelives-of-Syrian-girls.html
Article from 31st July 2015 about a project to paint Saddam
Hussein’s former prison.
The Power of Art
The following link shows artists responses to the death
of Aylan Kurdi. This link has graphic content. You are
advised to make a judgement decision as to whether
this is suitable for your children and young people.
https://www.buzzfeed.com/ryanhatesthis/humanitywashedashore?utm_term=.twOp6rYR2G#.pvAw7KrDW5
What impact do you think these images had?
Ai Weiwei
Ai Weiwei is creating a documentary about the refugee
crisis.
http://uk.reuters.com/article/us-europe-migrantsaiweiwei-idUKKCN0XP1AP
He has also posed as Aylan Kurdi on a beach.
http://www.theguardian.com/artanddesign/2016/feb/
01/ai-weiwei-poses-as-drowned-syrian-infant-refugeein-haunting-photo
What difference do you think his art makes?
Consider Bert O Donoghue’s paper boats installation on
the following page.
Does this make a difference? How could the impact of
art be greater? What would make a difference to the
lives of refugees?
Paper Boats
Find out about Bern O Donoghue’s paper boats installation
designed to challenge people about the refugee crisis.
https://www.facebook.com/Refugees-Crossing977304788956231/photos_stream
http://www.theguardian.com/world/2015/sep/11/they-needand-deserve-our-help-introducing-the-refugee-crossing-artproject
Can you make a paper boat? There are some instructions on the
next page or you can design your own.
Can you put a message on your boat? What message would you
like to give to refugees who have to make difficult, and often
dangerous, journeys to safety?
The boats will float on water. Can they hold a Lego brick
without sinking? How much weight can they hold? Do they
float better if they are covered in wax crayon or not? What if
you make them from card? Experiment with making different
boats. Which one can hold the most weight?
Can you use one of these paper boats in your From Scared To
Safe artwork? Could you create a background for it? How
would you show a ‘safe’ boat? What about a ‘scared’ one?
Making Paper Boats
With thanks to Christians and Sheffield Schools
(CaSS) and Patch of Puddles
(http://www.patchofpuddles.co.uk/).
First, cover one side of a piece of A4
paper in wax crayon.
Fold it in half with the
patterned side on the inside.
With the ‘open’ edge at the
bottom, fold the corners down
to meet in the middle. We
found it helped to ‘quarter’
the sheet lightly first, so we
knew where to fold to.
Fold one bottom ‘lip’
upwards.
And fold the little corners
that overhang the triangles
over the back.
Turn it over and fold the
other lip upward too
Open the shape up into a ‘hat’
and fold it down in the other
direction so that the corners
which were at each end are
now together. It will look like
this (you will have to provide
your own finger).
Fold the corner at the bottom of the new diamond up to lie flat.
Effectively you open up the shape into a square.
Turn it over and do the same
As before, open it up from the
bottom and flatten it in the
opposite direction
The two upper corners will
be loose, almost like a
pistachio shell. Grasp them
and pull gently apart. The
boat will open up in front of
you
From Scared to Safe:
Creative Writing
Can a story or a poem change the way you view the world? Can
something have an impact even though it is made up?
Can a story or a poem change how you feel about places, people
and things?
Describing Fear in Writing
How does being afraid affect your senses?
What did you see that made you afraid?
What would you hear? Your heart beating?
Would you feel a lump in your throat? Butterflies in your
stomach?
Does food taste the same if you feel scared? Do you feel like
eating if you’re afraid?
Describing Home in Writing
How does feeling ‘at home’ and safe affect your senses?
Can you describe the difference between a warm, safe home
and a cold, wet, unsafe one?
What smells and tastes remind you of home?
Refugee writings
http://www.theguardian.com/books/2015/sep/16/poe
ts-speak-out-for-refugeesPlease use your discretion when discussing this article.
The first video (JJ Bola ‘Curb Call’) to be suitable for
the primary age range. The second poem will be more
understood by the secondary age range. Some of this
poetry is definitely unsuitable for younger children. In
particular, the link to ‘Home’ by Warsan Shire. It is a
brilliant piece, but has graphic adult content. Please
use your discretion.
Refugee writings from Upscribe and from the refugee
children we are in contact with will be added as
updates to this resource pack as soon as we have them.
Improving Your Writing
With thanks to Hilton Primary Academy
The refugee boy is sad
weeping
mournful
morose
heartbroken
bitter
The refugee boy is weeping.
The refugee boy is mournful.
The refugee boy is heartbroken.
The refugee boy is morose.
The refugee boy is bitter.
The refugee boy is melancholy.
melancholy
In your groups decide who will be...
• The chooser – you will decide which word the group will
research.
•
The researcher – you will type the word into the online
thesaurus.
• The writers (there might be one or two) – you will write
down three or four synonyms to match each word.
Words to look up:
Sad
Lonely
Hungry
Journey
War
Help
Scared
Safe
Acrostic
poem
R
E
F
U
G
E
E
The following lessons are designed to
help children and young people
understand what it means to be a
refugee. They are not specific to ‘From
Scared To Safe’.
We work with Schools of Sanctuary
(part of City of Sanctuary). If you are
working for a school, please take a look
at their website and consider becoming
a School of Sancutuary.
https://schools.cityofsanctuary.org/
This is the link to their free resource
pack (with activities for all ages)
https://schools.cityofsanctuary.org/wpcontent/uploads/sites/2/2014/02/schools-of-sanctuarypack_National_printer-friendly-version.pdf
Refugees in Lesvos
https://www.truetube.co.uk/film/god-boat
What does it mean to be a refugee in Lesvos?
We would advise the first 2 minutes and 15 seconds are
suitable for primary and the entire video for
secondary, but please do watch it yourself first and
make a decision based on the children and young
people you work with.
Geography
Rita Ora case study
Understanding the opportunities and problems around
migration.
With thanks to Hilton Primary Academy.
Rita Ora
Who is she?
What do you already know?
Watch the video:
https://www.youtube.com/watch?v=pGAkXoUVoZs
Rita and her family fled war-torn Kosovo and came to London
when Rita was one year old. Their early years were those of
refugees struggling to survive in a new culture.
Rita’s family faced prejudice and brutal repression at home in
Pristina so they sneaked their young family – Rita, her elder
sister Elena and younger brother Don – out of their apartment
block and found refuge in London. They spoke no English at
the time.
• Rita has opened up about moving to the UK as a refugee
when her family escaped Kosovo before war broke out.
• Rita admitted her family were "lucky" to get on the last
flight out of Pristina before the airport closed:
“We were lucky to get out. The airport was closing down
and they weren't letting anyone leave by that stage. We
were the last flight out. It was really scary for them."
• However, their arrival in the country was extremely
difficult when the singer - then just a year old - and her
sister were sent to a children's home while their status
was assessed.
• Rita was in the home for a few months while her parents
battled to get her out, and she described Besnik and Vera
Sahatciu as the "strongest people" she knows.
• She previously revealed: "I never realised how much they
had to sacrifice. I think my parents are the strongest
people I've ever known. They made a life all over again,
from scratch."
In your books can you make an information map about Rita?
Now, can you apply the information to create a paragraph
about what it would be like to be a refugee.
If I was a refugee…
Now, let’s evaluate, can you see the other side? Why would
having to leave be a good thing? What positive feelings might
they have? Excitement? New possibilities?
Can you write another paragraph: “On the other hand…”
Geography
With thanks to Sheffield and Christian Schools (CaSS)
Look at the before and after pictures of Syria on this Guardian
article from January 2014.
http://www.theguardian.com/world/2014/jan/26/syriaheritage-in-ruins-before-and-after-pictures
The above article is now over one year old. As explained in the
article below (dated 31/12/15), the total deaths on Syria from
this conflict are now more than 260,000.
http://www.independent.co.uk/news/world/middleeast/syria-civil-war-assad-isis-civilian-death-up-to-55000-killed2015-monitor-observatory-a6792251.html
How long do you think it will take for the country to stabilise
and become a safe place to live?
When do you think refugees will be able to return?
Look at this article, entitled ‘Chaos on Greek islands as refugee
registration system favours Syrians’ (dated 21/11/15)
http://www.theguardian.com/world/2015/nov/21/chaosgreek-islands-three-tier-refugee-registration-system-syrialesbos
What pressures are placed on small countries, such as Lesbos,
by large amounts of refugees? Is it fair to place such pressures
on small countries? How do you think the problem should be
handled?
Jordan has taken a huge number of refugees. Read the
Jordanian minister’s response here:
http://www.euronews.com/2015/11/11/exclusive-kingabdullah-ii-on-syrian-refugees-in-jordan-and-the-islamic-state/
Science
With thanks to Hilton Primary Academy
Science: The children will be focusing on a balanced diet and
will lead up to making educational videos to teach people
about the type of food we could send to refugee families to help
keep them healthy.
Key Skill:
 Identify that humans need the right types and amounts of
nutrition and they cannot make their own food, get
nutrition from what they eat.
There are many resources about healthy eating available free
to use on http://www.nhs.uk/Change4Life/Pages/healthyeating.aspx
How easy do you think it is to eat healthily as a refugee?
Click on the following link to find out how the cooking gets
done in Iraq, Egypt, Gaza and Yemen:
http://www.bbc.co.uk/news/world-middle-east-29687876
Refugee Recipes
The World Food Programme runs a ‘cash
and vouchers’ scheme that allows refugees
to buy the things they need to cook their
own traditional dishes. Below are some of
the recipes used by refugees, with thanks
to the WFP.
You can find out more about Voucherchef by visiting
http://www. wfp.org/cash-and-vouchers
1) Mix all ingredients with hot water and let them sit for 15
minutes.
2) Scoop round pieces of falafel paste using a spoon...
or use this special falafel-making tool (so much better!)
3) Pour oil in a frying pan and wait until it is hot.
4) Place the falafel pieces in the frying pan.
5) Et Voila! The falafels are ready.
Chef's tip: Serve falafels with some hummus!
1) For the kubbeh crust, soak the bulgur wheat in half a litre
of water for two hours, then drain the water.
2) Remove excess water by squeezing the bulgur using two
hands. Add half a kilogramme of ground meat with some salt
and pepper seasoning. Place in a food processor and process to
a smooth paste.
3) For the kubbeh stuffing, fry the rest of the ground meat
with the finely chopped onions. Add salt, pepper, allspice and
pomegranate molasses. Once cooked add the pomegranate
seeds.
4) Take an egg sized amount of the crust mixture and form
into a ball. Form a hole in the ball to make space for the filling.
Add filling and pinch the top to seal the ball. Shape the ball
into an egg shape.
5) Fry the ball ten minutes until golden brown.
6) Enjoy the dish with your family :)
1) Place the whole chicken in a deep pot. Top it with the
cloves, laurel leaves, one whole onion, black pepper, red
pepper and cinnamon.
(Photo:Justasdelish.com)
2) Add water and boil the chicken. When fully cooked, tear the
chicken into little pieces and save the broth.
3) Now for the sauce - chop onion, red pepper and green pepper
into little pieces and mix them with olive oil in a separate pot
for about five minutes then add half a kilo of grated tomatoes
and let it simmer for another five minutes.
4) Add half of the chicken pieces to the sauce in the stew pot.
Once mixed in with the sauce, add a dash of special kabsa spice
along with the chicken broth.
5) Add one kilo of rinsed rice to the mix and leave it on the
stove until the rice is fully cooked.
6) Then add the rest of the chicken and dinner is ready!
For more recipes like this and to find out more about the
World Food Programme please follow this link:
http://www.wfp.org/cash-and-vouchers/voucherchef-recipesfield
PE / Outdoor Pursuits
With thanks to Christians and Sheffield Schools (CaSS)
Look at Map One and Map Two on the back pages of this pack.
How far do you think refugees will have to walk?
Measure out 100 metres and time how long it takes to walk it.
How long do you think their walking journey will take?
Could a child walk that far?
Could an adult walk that far carrying everything they need?
How might you prepare if you had to walk a long distance?
Do you think refugees fleeing their homes will have everything
they need?
What vital needs might you run out of?
See how far you can walk in five minutes.
Try it again carrying the item you brought for What Would
You Take? Did it get in your way?
Try it once more carrying your school bag. Was it harder?
Could you make the journey?
Economics
With thanks to Christians and Sheffield Schools (CaSS)
Look at the economics of migration.
What is a refugee?
What are the pros of accepting refugees into your country?
What are the cons?
What is an economic migrant?
What are the pros of accepting economic migrants?
What are the cons?
Is it overall beneficial or detrimental for countries to accept
refugees? What about economic migrants?
Watch @holliepoetry reading ‘Mathematics’.
https://www.youtube.com/watch?v=IRkvmsn0e4c
WARNING! Teachers need to vet whether this is appropriate
content for their setting as she does swear.
Look at the responses from Lesbos and Jordan:
http://www.theguardian.com/world/2015/nov/21/chaosgreek-islands-three-tier-refugee-registration-system-syrialesbos
http://www.euronews.com/2015/11/11/exclusive-kingabdullah-ii-on-syrian-refugees-in-jordan-and-the-islamic-state/
Look at the before and after pictures of Syria on this Guardian
article from January 2014. What are the economic effects of
war? http://www.theguardian.com/world/2014/jan/26/syriaheritage-in-ruins-before-and-after-pictures
Religious and
Humanitarian
responses to refugees
and migration
With thanks to Christians and Sheffield Schools (CaSS)
Christianity:
Matthew 22:36-40
36
“Teacher,” he asked, “which is the greatest commandment in the Law?”
Jesus answered, “‘Love the Lord your God with all your heart, with all
your soul, and with all your mind.’ 38 This is the greatest and the most
important commandment. 39 The second most important commandment is
like it: ‘Love your neighbour as you love yourself.’ 40 The whole Law of
37
Moses and the teachings of the prophets depend on these two
commandments.”
Exodus 22:21
“Do not mistreat or oppress a foreigner; remember that you were
foreigners in Egypt.”
21
How does Jesus’ teaching fit with Project Paddington’s
strapline: ‘children helping children’?
Islam:
What are the difficulties for any Muslims wanting to practise
their religion as they flee their country and spend time on the
road?
Humanitarian Response:
What might a humanist response to the migrant/refugee crisis
be?
How much is religion a reason for migration? What other
factors are at work?
Prayer:
What might refugees or migrants pray?
Sunday School
Session for younger
children
Read the story of the wise men going to Herod, the wise
men visiting Jesus and then Jesus fleeing to Egypt. This
story is available is several children’s versions of the
Bible. It can be found in Matthew 2.
Alternatively, you can see it here made out of Lego:
http://www.bricktestament.com/the_life_of_jesus/jesus_
is_born_02/mt02_01-02.html
(As this session is aimed at younger children, I would
recommend finishing the story here:
http://www.bricktestament.com/the_life_of_jesus/jesus_
is_born_02/mt02_14.html)
Can you act out what happened?
Jesus had to leave where he was living because it was not
safe. The angry King Herod was jealous and wanted to
hurt him.
Children and their families around the world sometimes
have to leave their homes because it is not safe. People
who have to leave their home because it is not safe to stay
are called refugees. Jesus, Mary and Joseph were all
refugees.
How do you think Mary and Joseph felt having to leave so
suddenly?
What can we do to help make friends with refugees who
come to live near us?
Refugees
and
travellers in the Bible
With thanks to Christians and Sheffield Schools (CaSS)
There are many accounts of refugees in the Bible and stories of
migration.
 The nation of Israel begins with Abraham, who is called to
leave his home and move to somewhere new. (Genesis 12)
- How old was Abraham when he had to leave? (v4)
- What promises did God make to Abram? (v3-4)
- How do you think Abram felt leaving his home
country?
- Abram’s father Terah had tried to get to Canaan before.
Read what happened in Genesis 11:31. Why do you
think this happened?
- Was Abram always treated kindly as a refugee?
- How do you behave towards refugees and foreigners
near you?
 The whole nation of Israel was subjected to slavery and
had to leave Egypt under Moses. The first Passover details
how the Israelites had to eat standing up, ready to leave.
(Exodus 12:11)
- Why do you think the Israelites were asked to eat the
Passover this way?
- How do you think the Israelites felt leaving Egypt and
going back to their homeland?
 Christians and Jews are called upon not to forget about
foreigners living amongst them. (Exodus 22:21, Exodus
23:9, Lev 19:33 and many more)
- Why do you think this teaching comes up so often?
- What are the dangers if Christians forget this?
 The three wise men left their country seeking the new
king. Their actions cause Jesus and his family to flee
Bethlehem(Matthew 2)
- Were the wise men refugees? Why / Why not?
- Who got the message from God that they had to flee?
(v13)
- How do you think Mary felt on this journey?
- How about Joseph?
 Exodus is a key word in the Bible and is the name of the
second book of the Bible. What does it mean?
Suggested reading: This retelling of
the nativity focuses on Mary and
Joseph’s search for refuge. GBP £5
from the sale of each book goes
directly to War Child.
Youthwork session
With thanks to Joel Toombs (Joel is a writer
and youthworker and Director of Artist
Development for Resound Media.)
1. ‘Refuge-opoly’
Play Monopoly using the following rules. Discuss the
similarities to the Refugee crisis as you play.
a) The main difference is that ALL the properties ALREADY
belong to the Bank and have a hotel or several houses on
them already. If you land on a property you must pay the
rent owed.
b) The only properties you can buy are the first six you come
to (ie. the cheapest ones)
c) The aim really is to roll two 6’s. If you do you can choose a
street to go and live on (eg. Mayfair) and don’t have to pay
rent. PLUS you may collect any rent from other players
landing there.
d) If you run out of money so you can’t pay rent you must go
to jail (“Refugee Camp”). The only way to get out is to
roll three 6’s (in which case you can choose a street to live
on as before) or pay £1000 to continue round the board as
before.
e) Players may collect £200 for passing GO and Community
Chest and Chance cards still apply (as much as they can
under the new rules)
f) Play continues until every player either has a home or is
in jail (“Refugee Camp”)
Key Point 1
Explain that it is similar to this for refugees. If they return
home they may be killed. Most end up in refugee camps in a
country near their own. Some lucky ones make it to a country
that offers them asylum and they can stay there as a citizen.
Ask what IS a refugee?
What would we expect from others/other countries if the UK
was bombed and invaded and we had to flee abroad?
2. Desert Island Discs
Radio 4 has a regular feature where celebrities are asked if
they were stranded on a desert island what eight records
would they love to have with them – and one luxury item. Ask
the young people to write down what they would ideally have
with them (if escape from the island was somehow absolutely
impossible)
a) 3 albums?
b) 2 books?
c) 2 survival tools?
d) 1 luxury item?
e) 1 crate of a favourite snack?
Explain that often refugees have to flee at very short notice
and cannot take anything with them except what they can
physically carry. Ask them to look at their lists above in pairs
and discuss what ONE item they would take if they had to flee
their own home tonight! (ie. Not much planning time)
Key Point 2
The people are normal everyday people from their countries –
doctors, teachers, children just like you and so on… they
mostly have solid houses like ours, with gardens and streets
with cars, electricity – TVs and mobile phones. What do they
think a refugee looks like? Is it just the images from TV – or
can they imagine what their lives were like before things got
dangerous in their home countries? If possible have some
photos showing cities like Damascus. Google ‘Photos of Kabul
in the 1960’s – print or display for the young people to look at
– maybe even as they arrive for the session.
3. Project Paddington
Show the video and give the following stats out on slips of
paper to the young people in pairs. Ask them
a) to discuss how well we have dealt with the refugee crisis
and
b) what we should have done and what we should do in the
future to respond better.
4. The Personal Angle
Ask them how they would feel if THEY had to leave their home
in the UK, fearing for their lives? How would they feel if they
had to go and live in another country that didn’t speak English
and they didn’t know anyone and had to hope the country
would give them a home and let them find work? Or what
about if they had to spend the next 6 years in a refugee camp in
France or Germany living in a tent made out of whatever they
could find and only had the clothes they were wearing and
didn’t have electricity or running water?
Ask them for at least one adjective each to describe how they
might feel… (they could each write these down)
5. Close
Now ask them to write a prayer. They could include or make it
about any of the following people aspects:
 Our Government making good choices about our policy on
the refugee crisis.
 Our own attitudes to refugees and about the situation
 Refugees and Asylum seekers not yet accepted for asylum
in European countries
 Refugees in the refugee camps
 Those left behind in their home countries
 ISIS and other groups perpetrating violence and fear
Ask them to read out their prayers if they feel comfortable to
do that.
Notes for adding Christian content:
1. Ask if anyone knows any verses or stories from the Bible
that might help us decide how to respond to a crisis like
this – both in our own hearts and outwardly through our
actions? (eg. Love your neighbour, the good Samaritan
etc)
2. Discuss the story surrounding Jesus birth – AFTER the
nativity story what happened? (Matthew 2:13-18) Can
you think of any similarities between Jesus’ situation and
the refugee situation now?
Refugee Crisis in
pictures: Iraq
With thanks to Samara’s Aid Appeal
The photos on the following pages were taken on the morning
of Sunday 3rd January in Zaweita camp outside Dohuk,
Northern Iraq. These families fled when IS attacked their
towns and villages killing people who wouldn't convert to
their radical form of Islam, and enslaving women and girls who
they have trafficked and raped.
Now these people are faced with the bitter reality of trying to
survive the winter in leaking and collapsing tents in sub-zero
temperatures. They don't have enough fuel for their heaters,
and when the snow melts the floors of their tents are wet.
Children are still wearing sandals or Crocs in this snow, some
people have no socks to wear with their shoes and others have
no waterproofs or overcoats.
Dohuk is a high altitude area in the Kurdistan Region of Iraq
where hundreds of thousands of internally displaced people
(IDP) and refugees are sheltering. It has the highest number of
IDP's living in camps (nearly 167,000) and the highest number
living in unfinished buildings (nearly 67,000) in Iraq. Many of
these structures have no windows or doors or have walls
missing. It is as cold inside as outside. There are hundreds of
thousands of others who are also in desperate need, and the UN
states there are nearly 22 million in need of humanitarian
assistance across Iraq and Syria.
Samara’s Aid Appeal will receive some of the money raised by
What Would You Take? You can find out more by visiting
www.samarasaidappeal.org
All photos are © Samara’s Aid Appeal.
These photos were taken on New Year’s Eve in an IDP
(Internally Displaced People) camp outside Dohuk, N Iraq
where they have had a mixture of snow and sleet over the last
few days.
Families with young children, toddlers and babies are fighting
for survival in this quagmire and many have no coats or proper
shoes. Many families have no money to buy Kerosene for their
heaters and there are still families living in unfinished
buildings/structures with no windows or doors, some missing
walls, without heaters.
Geography / Maths
With thanks to Sheffield and Christian Schools (CaSS)
Look at Map One and Map Two on the back pages of this pack.
Can you find:
Syria
Iraq
Turkey
Afghanistan
Jordan
Lebanon
Saudi Arabia?
Which of these countries are creating refugees?
Which of these countries are taking in refugees?
Why are people on the move?
Which countries do migrants want to go to and why?
Can you work out the journey that refugees are trying to
make? What obstacles will they face?
Use the scale and both maps. How far is the distance between
Syria and Germany? What about Iraq and the UK?
Is this the way refugees are likely to travel in a straight line?
Why not?
How far do you think refugees coming from Syria to the UK
will have travelled?
Geography
Oppositional Study
With thanks to Hilton Primary Academy
We are learning where refugees come from and where they are
going to. But also why they are leaving, so we can make
educational videos to show people how they can help the
children.
Look at Map One and Map Two at the back of this pack.
A lot of refugees are trying to leave Syria, which is in _______
Can you remember which continent?
They are leaving and trying to get to Europe.
Which countries are they trying to reach in Europe?
Why are they leaving?
Sadly, there is a lot of fighting and war in Syria, so it’s
dangerous for many people who live there. People have
unfortunately lost their homes and members of their families.
Therefore, a lot of them have made the decision to leave their
homes and take a dangerous journey over many hundreds of
miles to a place that is safe from fighting.
• The war in Syria shows no signs of ending.
• For millions of Syrians, their first place of safety was a
neighbouring country – like Lebanon, Jordan, Turkey,
Egypt and Iraq. However, they are not able to work and
aid is starting to run out.
• Children are missing out on their education.
• For Syrians, the idea that they could seek safety in a
country offering the combination of safety, work
prospects and education was worth the risk.
Why would they come here?
• Clean water and food.
• It’s a place to keep themselves and their family safe.
• Children can be given an education.
Refugee Boy
Watch the video.. https://vimeo.com/62566976
Making new friends.
Missing his real family.
It isn’t safe for children and parents.
Soldiers shooting bullets around them.
Fear from living in a war zone.
People want peace.
Hatred and war.
Different, unfamiliar food.
New family to stay with.
Going to school to get an education.
Animals running around that aren’t just pets.
The sounds and smell of home.
Map One
World Map used with thanks to http://www.world-maps.co.uk by Tourizm Maps © 2003
Map Two
World Map used with thanks
maps.co.uk by Tourizm Maps © 2003
to
http://www.world-