Citizenship - What's it all about?

What are our identities and communities?

What rights should all children have?

How does local democracy work?

What is crime?

How can we make a difference in our communities?

How does the political system work in the UK?

How does the media affect us?

What is the law and how is it changed?

How can citizens bring about change?

Why was the struggle for the vote important today?

What can we do about global problems?

How is the UK governed?

Are people treated equally in UK society?

Why do people move around the world?

How can we manage money well?

Can digital democracy increase political participation?

How can young people play an active role in democracy?

How does the UK still play a meaningful role in the international community?

Citizenship

Y9 Citizenship

Key Stage 3

Year 9

UK and wider world

THEME

UNIT

In this lesson, we will explore the reasons why people migrate from one country to another. We will learn to define key terminology in relation to migration such as asylum seeker, refugee and internally displaced persons.

Why do people migrate?

﻿Hi, I'm Mr. Humphrys. Come and welcome to lesson one of six exploring the issue of why people move around the world. In this topic we will explore the issue of migration, why people migrate and the consequences of migration on people and communities. In today's lesson we will explore three key questions. Why do people migrate? What are the different types of movement around the world? And where are the sources of migration? For today's lesson you are going to need kind of some paper. At least one pen, you might want to grab another one in case you want to colour these for the assessment. And probably a quiet place to work. So, if you need to go and get any of these things, please pause the video now to make sure you can do that. So, task one for today is to think about what migration means to you. So, kind of what I would like you to do is list all the words, phrases and ideas that you can think of when you hear the term migration. So, what comes to mind straight away when you hear that term, migration? You may wish to pause the video now, so you can take a few seconds to do this. So, you may have got some of the ideas I have, you may have something slightly different and that's okay. Kind of right now, it's just kind of what you think and what your personal experience is of migration. So when I hear migration these things come to my mind. So the first thing, what comes to my mind, is the idea of movement. People moving from one place to another. I also think, perhaps, of reasons why people might move or migrate. So we've got the idea of jobs and we've got family and we've got new opportunities. But we also have, kind of some reasons why people are forced to leave their, kind of, where they live or their usual place of residence. Such as, war. Kind of emotions might come in to mind when you think of migration. So they might have how badly they're suffering and that links to war quite well. We have the idea of happiness because you might be moving for a happy reason or when you do move, you will be happy because you will be back with family or you'll have a new job or a new opportunity. You might be fearful of this move. You might not know what's coming, so you might feel a bit unknown. So, kind of in it's simplest form, migration simply means the movement of a person from where they usually live, mkay? And this is provided by the United Nations who are an international organisation who, kind of, get different countries to work together to overcome global problems and you might want to pause the video for a minute and just make a note of that definition of migration. Okay, so, moving on to task two. We're going to explore this question of why do people move in a little bit more detail. And what I would like to do is Mindmap all the reasons you can think of to explain why people may move from one place to another. So, pause this video now and jot down any ideas that you can think of. So, you may have some of my ideas, you may have some of your own ideas. If you'd like to, you can jot down, kind of, any of my ideas you've not got into your own notes and onto your mindmap. So, you might have had employment. So you might move for a job. You might move for family. So if your family have, kind of, left you in a country and they've moved somewhere else can mean you might move there too. You might move for education. So, you might move to experience a new style of education or maybe a different stage of education. So, it's quite a call for people to move from one country to another to access, kind of, a kind of university. Or it might be because of war, so you're forced to leave. You might leave because of a natural disaster or natural disasters or it might be because of political unrest. Now, we can categorise these kind of reasons into two different types. So, we've got what I called push factors and we've got what I called pull factors. Now, push factors are those factors which encourage or force citizens to leave a country and pull factors are those things which encourage or attract migrants to a country. You may want, you may wish to add those definitions to your notes if you've not come across them before. What our next task is going to allow you to explore these ideas in a little bit more detail. So, attached to this lesson is a worksheet and what, kind of, on the worksheet are some speech bubbles. And what I would like you to do is note down which speech bubble is a push factor and which speech bubble is a pull factor, mkay? And you can either just write the lesson or the letters or you can write the, kind of, the factor being described. And writing the factor being described might be a little bit more useful for your longterm notes. So, pause this video now, read the worksheet attached to the lesson. And for each of the people, identify a push or pull factor. And you can record your answers in a little table. Okay, so, for a pull factor you should've identified the issue or factor of education. The factor of employment. The factor of family and the factor of life change. People just want to experience something new. For push factors, you should have identified war and natural disaster and political unrest. So, when the, kind of, when the people ruling the country either, kind of, breakdown or they kind of disagree with what people want and that might lead to, kind of, rioting or kind of unrest on the streets. Or persecution. Now, persecution is something which happens, kind of, along the targeted for a particular element of who you are. So, you might face religious persecution or you might face political persecution. You might face race or ethnic persecution. Okay, so for the next part of the lesson we are going to look at what are the different types of movement around the world. So, we've already established that kind of migration is leaving the place you usually live to go somewhere else. But unfortunately, it isn't that simple. And there are different types of migration and when you move for a certain reason, you are labelled with a certain term, okay? We're going to explore those terms in the next half of the lesson. The terms we are going to look at and the reasons we're going to look at moving are the following: We're going to look at economic migrant, we're going to look at retirement, we're going to look at education, we are going to look at refugee and asylum seekers and we're going to look at internally displaced persons. So, an economic migrant is simply someone who moves because of employment. So, they have gotten a job and, kind of, this new job is in a different country or maybe a different part of the country. So, that is an economic migrant. The second one we're going to explore is an idea of, kind of retirement. So, people move when they retire. So retirement is when you come to the end of your working life and you no longer have to go to work and people decide to move when they're retired for all sorts of reasons. It could be because they've been in the same place since they started their working life and they want to collect some experiences, to kind of see parts of the world they've not seen before, they might want to reduce their cost of living, so they might go on to somewhere it's cheaper. They might want to experience a different kind of climate, they might want some sun or some colder weather. There are lots of different reasons why people decide to move when they are retired. For the third one, it's for education, mkay? So, this is quite common when you kind of go to university. People often move countries to go in, kind of, to a different types of university or because maybe that university has got a better reputation than some universities in, kind of, their own country. Or because they wanted to do something that's not on offer. And in the UK, we call these students international students. What we also have, kind of, migrations or just kind of leaving the place where you usually live because of reasons completely beyond your control and kind of, you're kind of forced to leave for your safety. And kind of these fall into two different categories. So we've got asylum seekers and refugees. And although there is often, kind of, a little confusion about what these two terms mean and they're often, kind of, used to mean the same thing, but it actually means something slightly different. Both of the refugee and asylum seeker move because they are either escaping war or persecution, so being mistreated because of their religion, their critical belief, their ethnicity, their race, their nationality, et cetera. But each of the have a different legal, kind of, categorization and we're going to explore that in a bit more detail in the next part of the lesson. So, the final category of migrant is those who are internally displaced persons. And an internally displaced person is someone who is forced to move kind of from their home to somewhere else within the same country. So, their internal, their inside the same place. It might be that they moved from the south of the country to the north of the country or from east to west or perhaps to a neighbouring state, but they stay withinside the country and withinside the, uh, withinside they kind of go in control. So, the next part of the lesson is we're going to see how much of that you remember. And all you have to do is, I'm going to give you some questions and you just have to say out loud option one or option 2, mkay? So, which of the following defines somebody who moves because they are retired? Option one, somebody who is forced to leave their home due to fear of persecution or option two, Somebody who freely decides to leave their usual country of residence after their working life finishes. So, I'll give you three seconds to say option one or option two and then I'll tell you the answer. Hopefully you said option two, 'cause that is kind of someone who decides to leave their country after they have finished working. Okay, question two, which of the following defines somebody who moves in search of new job opportunities? Option one, asylum seeker or option two, economic migrant. Remember, all you're doing is saying which option you think it is. Hopefully you said option two. An economic migrant. Okay, next one. Which of the following is a reason why somebody becomes a refugee? Option one, they face mistreatment due to political beliefs or option two, they want a new job. Hopefully you said option one, they face mistreatment due to their political beliefs. Finally, which of the following describes an internally displaced person? Option one, they face mistreatment due to religion so they leave the country or option two, they face civil war so move to a peaceful neighbouring state within the country. Again, hopefully you said option two. Okay, so after that activity I just want to check that you understand and can define these three different types of migrants. Refugees, asylum seekers and internally displaced persons, mkay? And we're going to use the definitions provided by an organisation called the United Nations and the United Nations are a kind of collection of countries who work together to try and overcome kind of global issues. So they provide a definition of asylum seeker as somebody who is forced to move across international borders because they are victims of war and/or persecution. They have not been given legal recognition by a government. So, their kind of presence hasn't been acknowledged yet by the country they are moving to. And you might want to pause the clip now just to write down that definition to add to your notes. The next one is a refugee and the refugee is the same as an asylum seeker up to, though up to the reason why they are moving, okay? So, they're moving for the same reason, because war or persecution. However, they have received recognition. They have been given a legal status by a government. So they have a status to remain typically in that country. Okay? And this is really important because it effects how you can live in a country, what you can do, what you can't do, kind of, what support you might get by the state. It's really important that we recognise the difference between an asylum seeker and a refugee. Often, it's not recognised and they're used interchangeably, but that isn't actually correct. And, kind of again, you might want to pause the clip just to note down the definition. And finally, we're going to look at internally displaced persons, mkay? And kind of, these are people who are forced to leave their usual place of residence because they are kind of victims of war or persecution, but they do not leave the country. They do not cross an international border, they stay within the same state or, kind of, country. So, we're now going to look at the source of migration. And source just simply means where something originates, where something comes from. So, if we're looking at it in terms of migration, then we're going to explore where migrants come from. Now, migrations is a global phenomenon. Migrants come from all corners of the world, so you might be a migrant going from Italy to France. You might be a migrant going from the UK to India. You might be a migrant going from Canada to South America. Migration happens all around the world. However, there are some key countries in key areas of the world which are really important to consider when we're looking at asylum seekers. So, this data is provided by the United Nations and they, kind of, put all the statistics together and found that at the end of 2019, 79.5 million people were forcibly displaced. So they were forced to leave where they usually live. And if you have a look at the graph, you can see that this trend has been going up for the past number of years. We've also got, kind of, on the other side some kind of key breakdowns. So we've got 26 million refugees, we've got 45.7 million internally displaced people and 4.2 million asylum seekers. That's a lot of people on the move. We've also got some more statistics. And I'm just going to draw your attention to the top source countries. So we've got Syria, Venezuela, Afghanistan, South Sudan and Myanmar. And these are the top source countries for asylum seekers and refugees due to a range of issues which are happening within those countries. We've got war, we've got political unrest, we've got persecution, we've got lots of things going on there. And over the course of the next few lessons we will have a look at some of those issues in a bit more detail. Kind of another interesting statistic, kind of, I think is really to point out is that the fact that 85% of asylum seekers are hosted in developing countries. Now, sometimes when, kind of when we look at the media, we get the idea that there's a lot of migrants, a lot of refugees, a lot of asylum seekers, you know, kind of in the developed world. Well, actually, most of them are hosted in the developing world and in developing countries. Only 15% are outside the developing countries. And the final bit of data we're going to look at today is this map from Amnesty International, who are human rights pressure group and they've also pulled together some data. And I think, kind of, some different ideas we get is kind of Bangladesh. So, kind of, Bangladesh is next to Myanmar and if you remember, kind of, Myanmar was a, kind of in top five for refugees. So, just to see how much of those statistics you remember and, kind of, statistics can be really important if you are writing, maybe, I don't know, like an extended piece of writing because they act a really good source of evidence and they can be used to exemplify and support your points you're making. So, it's really worthwhile trying to remember some key ideas. So, for this task, what are you to do is pause, kind of, is pause the video now and have a go answering the following questions. How many people were displaced in 2019? What were the top three source countries for asylum seekers and refugees? And what percentage of asylum seekers and refugees were hosted in non-developing countries? So hopefully you got these answers. You got for questions number one, 79.5 million. For question number two, hopefully you got Syria, Venezuela and Afghanistan. And for question number three, hopefully you got 15%. So, that brings today's lesson to an end. Hopefully you now feel that you are able to do these three things. You can explain why people migrate, you can define the different types of movement around the world and you can give examples of sources of migration. Hopefully you enjoyed the lesson and you'll come back again, kind of the next one, but please do ensure that you complete the quiz at the end of the lesson to assess your knowledge of, kind of, what you're learning and I thank you very much.

In this lesson, we will explore the emerging number of migrants who are moving around the world as a result of the impact of climate change. You will learn about how different countries around the world respond to this issue.

What is the relationship between climate change and migration?

﻿Hi and welcome back to this unit on migration. Today will be your second lesson, where we will explore the relationship between climate change and why people move around the world. So for today's lesson, you will need to grab your notes that you made last time, you will need some paper, you'll need a pen and you might want to get a different coloured pen as well, for when we do some self-assessment and checking our work. Okay, so in the lesson today, we will explore three things. We will look at what climate change is, so what's the science behind climate change, we will look at who is moving due to climate change so we will introduce some new key terms and some new definitions and we will have a look at how climate change is impacting migration around the world by looking at two different places. So, in the first part of the lesson, we will explore the question about what is climate change. Now, you've probably heard climate change a lot and you have probably read about it, you've watched it on the news, you might studied it in school, or you might've come across it in another Oak lesson. Climate change, in its most simplest kind of definition, is basically a long-term change in the world's weather and science suggests that there is a direct impact between human activity and the warming of the planet. So the things humans are doing to the planet are making the world warmer. Okay and for example, our over-reliance on fossil fuels, so the way we use fossil fuels too much. And when we use these fuels, they release gases and these gases trap heat from the sun and lead to the planet getting hotter. And by the end of the century, it's thought that we will be at least three degrees warmer. And although warmer temperatures might seem appealing, so you're outside thinking, well, you know, I could quite a longer summer, it's not going to be that great, okay? 'Cause the warming of the planet is going to have far reaching and negative consequences, for example, sea levels are going to rise, ice is going to melt and floods are going to get worse and it's going to get hotter but too hot. So what I would like you to do is have a think about what I've just said and just jot the answers down to these questions as quickly as you can, okay? So think back to what I've said and answer the following questions. What is climate change? What are the impacts of climate change? What is the relationship between fossil fuels and climate change? And what is the projected temperature rise for the Earth by the end of the century? And you might want to write them in full sentences so when you come back to look at them later on, you'll know what they mean. So pause this video now and complete your task. Okay, so hopefully that was no problem and you have got the following answers. Number one is long-term changes to the weather. Number two floods, higher temperature, ice caps are melting and rising sea levels. Burning fossil fuels will release gases that trap heat, kind of from the sun, so things like CO2. And three degrees warmer. Okay, so the next part of the lesson is going to explore the question of who is moving due to climate change. Now last lesson, you were introduced to some definitions to help you define different types of migrants. So we looked at asylum seeker, refugee, internally displaced people. So what do we use to define someone who moves because of climate? Now in a lot of the media and in some things you read, you might come across the term climate change refugee. However, that that term isn't yet a part of international law, it's not part of government policy. Instead, the phrase used to define someone who moves because of climate change is persons displaced in the context of disasters and climate change. And this is somebody who is forced to move due to the impact of environmental degradation, so damage and/or natural disasters. Now you might want to add that definition to your notes you're making for today's lesson. So you might want to pause the video now and just jot down that definition. So despite an idea that this term, climate change refugee, doesn't exist, there have been calls for the term to be used and we're going to look at a little case study, okay? And we're going to look at the case study of a man called Ioane Teitiota. And Ioane Teitiota could have been the world's first climate change refugee. So, he lives on an island near New Zealand and his life was basically in threat because of the sea and the sea is basically rising and it's taken over his island. And so the threat of the sea level rise and it was the basis for his four long battle to become the world's first recognised climate change refugee. But courts in New Zealand rejected the claim and he was deported back to his island to live there again. And he says that the decision to do that has put him in danger and he claims that he is the same as people who are fighting in war he's afraid of dying, he's just like them because he's concerned about the ocean is just going to gradually get more and more aggressive towards his island and eventually, it is going to overcome it and take it away. So, do you think that we should use the term climate change refugee and do you think Ioane Teitiota should have been granted the status of a climate change refugee? So if you think back to the last lesson, we looked at the term refugee and what it means. Do you think that we need to now expand that definition to include people fleeing from climate change? And I just want you to write a little summary of your opinion into your notes now. So you might want to pause this video now and just take a couple of minutes just to have some ideas. So my opinion is that I think he should have been granted the status of a climate change refugee because I think this term should now be used in international law and it should have been granted to him. This is because those currently defined as refugee, Ioane is kind of leaving where he usually lived due to the fears around his safety and ultimately his life, okay? And his home and country are being destroyed by the sea, just like in a refugees' case, their country might be being destroyed by war. By granting him refugee status, he would be able to receive long-term protection for him and his family. Now it might be that you've disagreed and you say, well, actually, no, I think the term refugee should stay as it is and perhaps what we need to come up with something else for people escaping from climate change and that's fine. However, back in January 2020, this case went to the United Nations. So the United Nations are an international government organisation, bringing the governments of the world together to try and overcome problems and they made a ruling that in the future, countries do need to take account of climate change when they are considering deportation of asylum seekers, because climate change is becoming a really kind of global issue, which countries need to understand and recognise, okay? So it's been called a global precedent, this ruling. Basically something what sets the standard for future. And this is because, I'm just going to read the bit in pink, "Climate change represented a serious threat to the right to life and therefore decision-makers need to take this into account when examining the challenges to deportation." So it will be interesting to see what happens in the future and in more cases like this. So when you're watching the news, you're looking out for these things, try and keep up to date with what's happening and if we do get the world's first climate change refugee. Okay, so for the third part of the lesson, we are going to have a look at some examples of where climate change does impact migration around the world. And what I'm going to ask you to do is compare and contrasting the effects, so the what happens and the responses to climate change by two different countries. How are they similar and how are they different? And the information you learnt at the beginning of the lesson about what climate change will be very useful in this task. Okay, so you're going to watch two clips and compare and contrast the effects and responses to climate change by the two countries. Now I'm going to suggest that you lay it out in a table like this, so you can do a little kind of quadrant. Are you going to have similar effects of climate change in both countries, different effects of climate change in both countries, similar responses to climate change and differing responses? Now, if you want to write it out another way, you can do but you're going to need to leave this video and access the worksheet along with the lesson and the clips, you'll find embedded on the worksheet, okay? So you need to watch Clip 1 and you'll need to watch that at least four minutes, 55 in order to be able to complete the activity. So you might want to jot that down, down on the side of your paper and you need to watch Clip 2 which you'll need to watch until 5:16. And then if you come back, we will go through the answers then. So pause the video now to complete that task. Okay, hopefully you found those videos interesting and it developed your knowledge of the topic. So when I watched them, so they looked at two places, Fairbourne which is in Wales and kind of Bangladesh and in both countries and kind of both places, the rising sea levels were the major effect, okay? And this is basically meaning that people are going to have to lose their home and leave where they live. But this affected the countries in different ways and this is mainly due to their level of development, okay? So in Bangladesh, the effect has been more widespread and not only is it causing people to leave their homes, but it's having a lot of serious health concerns, it's damaging crops, it's taking away employment and it's affecting the water supply. And it means all the places, so it's kind of surrounding where this is worse, have become dangerous overcrowded because people are moving, people migrating from next to the sea and the rivers, to the cities, away from the water. In both places, both Bangladesh and Fairbourne, things are being put in place to try and stop it. So like defences are being put up, et cetera. But again, both of them are going to approach the situation in a very different way due to their level of development. So in Bangladesh, the response is more immediate, it needs to happen now because of the floods and the yearly damage and upset the rising levels of water cause. Whereas in Fairbourne, it's not immediate, it's in the future. So there's some long-term planning going on. So climate change needs a long-term response and it really does need a global-ish, a global kind of power to stop it and prevent its effects. So the United Nations do have climate change conferences and the next one is in Glasgow in 2021 on the 1st to the 12th of November. So if you've enjoyed the lesson and you found it interesting, you might want to keep you keep your eye on that for that, to develop your knowledge a little bit further. So that really brings us to an end today. Hopefully you have now got a further idea of what climate change is. You hopefully can now define and get the definition of people moving because of climate change. And you can also kind of look and see how climate change affects different places around the world and how different countries responding to the issue. Okay, so hopefully you've enjoyed today's lesson and you feel like you have furthered your knowledge on the topic. Please make sure you complete the exit quiz after you've finished, so you can assess what you've learnt and hopefully I will see you again for the next lesson on this topic. Thank you very much. Have a good day.

In this lesson, we will explore the war in Syria, the origins of the war and the extent to which the rights of children are being enjoyed or denied.

Is the conflict in Syria a children's rights issue?

﻿Hi, and welcome to lesson three. And today, we are going to continue learning about kind of why people move around the world. And we're going to look at the conflict in Syria, and whether the conflict in Syria is a children's rights issue and what that means, for people moving around the world, on the issue of migration. Okay, so before we start the lesson, we're just going to take a minute to kind of think about what the lesson is going to be about. So we're going to be talking about war today, for some people, that might be a sensitive issue. It might be that you've got personal experience of it. So just take a minute to think about if you are able to complete the lesson and if you are, brilliant, kind of not, kind of please do kind of exit it now. Or you might want to make sure kind of you're with someone who you can get some support from if you need it, kind of like draw on during the lesson. Okay, so for today's lesson, you might want to grab your notes kind of from last time, you need a pen and some paper and a different coloured pen to maybe do some self assessment and make sure you're somewhere quiet, so you can focus on the lesson. If you need to kind of, you need to grab any equipment or if you need to move, pause the video and do that. Okay, so we are going to look at three things in today's lesson. We're going to look at what the Syrian conflict is, so we're going to get some background and kind of make sure you understand why it started. We are going to look at children's rights and how they link to Syria and the topic of migration. And then we're going to explore the question of are, kind of, are the children of Syria having their rights protected? So kind of the first part of the lesson, we're just going to get some background information on the Syrian conflict. So what is the Syrian conflict? So there are a range of reasons why the conflict in Syria began. It's a very complicated kind of issue and there were lots of kind of issues that come together to make the conflict even worse kind of than it already is. But kind of, you can trace the conflict back to March, 2011, kind of when the citizens of Syria, inspired by events elsewhere in the Middle East, I'm going to call the Arab Spring and the Arab Spring is when kind of some countries in the Middle East started to protest about a government and the way the government is treating them. And this happened in Syria, and the people began to protest about the way they were being treated by the government. Kind of, Syria is led by a man called Bashar al-Assad and those who oppose his rule want a more democratic and rights respecting country. So kind of they believe that their rights are not being respected in the country. And there are claims that Assad's government restrict the rights of citizens, so he just didn't allow them to enjoy the rights that they should have, so for example kind of taking part in the democratic process and expressing their opinions, et cetera. And kind of, kind of all the time, the conflict was started off, has now morphed into something called a civil war. And a civil war is a war or conflict between people within a country, okay, so it's kind of, so it's civil. Many cities have been destroyed and many people have lost their lives and as it spread all over Syria, and then other people, other outside influences have got involved in the conflict, and so have a number of extremist groups. And it's impossible to know how many people have lost their lives, but United Nations, um, placed a figure somewhere in excess of 400,000, and the United nation estimate that those who are being displaced by the conflict is around 6 million. So if we think back to lesson one, we know that kind of Syria is kind of a source country for kind of migrants. We know it's the highest source country for migrants at the moment, and that's because of the war. And the conflict is still ongoing, even today. So what we have to do is think about what I just said, and see if you can answer the following questions. So the conflict in Syria began in? So can, so can you finish it off. And the conflict began in response to? Can you kind of finish that of? Syria is run by? The initial conflict has developed into a what? And the conflict is still what? So just finish those parts using the information you have just learned. So, please pause the video now to complete your task. Okay, so hopefully you've got these answers. The conflict in Syria began in 2011. The conflict began in response to protests about the government. Kind of Syria, is run by Bashar al-Assad. The, kind of, initial conflict has developed into a civil war. And the conflict is still ongoing in Syria. Okay, so the next bit of the lesson, we are going to explore, what are children's rights? Now, a right at its most simplest level, is something which, something which somebody is entitled to. So, something kind of somebody should have. Um, and there are many sets of rights, which kind of exist, and these are often protected by law. Now, if you've not come across the idea of rights before, in your Citizenship lessons, um, you may want to go and have a look at the different curriculum available kind of on the old website and, and, um, just kind of, and just kind of get some basic ideas about what rights mean. But, for the purposes of this lesson, if you're okay with, you're okay with understanding a right is something that someone entitles to, then you will be okay. And children have their own set of rights. Okay, so there's a piece of legislation, that give children their own sets of rights, and this is called the United Nations Convention on the Rights of the Child or the UNCRC as is sometimes known as, and this gives children 54 different rights. So, what I'm going to do is I'm going to show you some rights. So kind of, so kind of some things that kind of children should be entitled to, and what I want you to do is if you think that right would be denied, so kind of, it's kind of stopped by or restricted by, or because of war, I want you to jot them down in a list. Okay, so those which are directly denied or restricted by or because of war. Write a list as I go through. Okay, and you can pause the video, whenever you need to, if you want to copy it down. So, right number one, the right to life. Is the right to life directly denied or taken away because of war? Okay, is the right to not be separated from your parents, denied, taken away because of war? Is drug abuse, so to be free from drug abuse, to live a life free of drug abuse, denied or directly impacted by war? Well, kind of about the right to health, is that denied or restricted because of war? The juvenile justice system, so, having a special way within the justice system, so within the law, a kind of legal system to deal with children, is that denied or restricted directly because of war? And the right to an education? Is that one denied or restricted because of war? Children having knowledge of their rights, so does the kind of informing of children of their rights, is that denied or restricted because of war? The right to an adequate standard of living, so housing, food, et cetera, so kind of having money to live, having a, you know, a decent amount food, is that denied or restricted because of war? The right to access information from the media, is that one denied or restricted by war? Okay, so if you've not quite finished, so you need to go back and kind of look at them, kind of just kind of rewind the video. If you have, here are some answers. So directly restricted and denied rights, so, so we're thinking about ones what are directly impacted because of war. The right to life, so kind of obviously, your life can be taken away if you are caught up in war. Or kind of some countries illegally use child soldiers, and if they, you know, kind of get their life taken away because they're fighting, then that kind of denies their right to life? Separation from parents, so if you lose your parents, either because they die because of war or you get separated, and that is restricting that. The right to health, so hospitals might, might be destroyed or they might be kind of, kind of, kind of, kind of their capacity might be heavily reduced. The right to education, so again, schools could be destroyed, kind of teachers could be kind of taken away from teaching. The right to an adequate standard of living, so again, houses, food sources are all, could potentially all be destroyed during war. The right to access information for media, again, so if your country's infrastructure, so the things, which allow your country to function are damaged, so your kind of, kind of electricity, TV channels, et cetera, all might restrict your access to information from the media. So what's the link then, between war on migration? So, can you think back to lesson one? Can you remember the definition of a push factor? So hopefully, you got, it's so kind of hopefully, can you gotten, something which forces someone to leave their place of usual residence. Okay and war, I hope you would agree is indeed a push factor and access and enjoyment of basic rights kind of, kind of is a factor, which forces people to leave their usual country of residence. So war forces people to migrate, okay, kind of, whether that be across borders or within borders, war forces people to move to try and escape the damage and destruction of war, and the moment they leave, they become internally displaced asylum seekers or refugees. Now this depends on where they're going, if they're granted permission, et cetera, so all the things you looked at in lesson one. Due to Syrian conflict, a number of surrounding countries of Turkey and Jordan, so if you're not sure where Syria is on the map, I don't know, have a look at a map and just, and just have a look, so kind of Turkey and Jordan, are kind of bordering countries, and these have accepted kind of Syrian citizens as asylum seekers, and many have kind of been granted refugee status. So they've been given legal permission to stay in the country. Kind of, however, as you can probably imagine, it's quite difficult to support these, support these kind of, kind of refugees and asylum seekers, because of the sheer number, because of how damaging a war is. So kind of some refugees live within the local communities, so kind of, sort of housed in kind of housing, they kind of go, the children get to go to school, kind of, can people get jobs. And sadly though, that isn't possible for everyone, sheerly because there are too many kind of refugees trying to escape the war. Non-government or kind of organisations like charities, like, you know, Oxfam, Save the Children and Red Cross, so organisations, which are not working for the government, an intergovernmental organisation, so people like the United nations have tried to work together with kind of governments to create temporary and permanent accommodation for those who need it, so those seeking asylum, those who are refugees and those who become internally displaced. So they might end up at a refugee camp, and here are some examples of refugee camps in Jordan, and you can see kind of from picture, kind of its sheer size. It's just huge, they live in tents. But you know, they try and have as normal life as possible, you know, they've got some shops, the people are chatting, they got some bikes. So, so they do try to replicate life as normal as it can, but obviously I'm sure, you can imagine, it's going to be quite difficult to do that. So, we're now going to explore the third, um, kind of question we have today, and that is, to what extent, are kind of the rights of children, kind of child refugees protected by the UNCRC? So the United Nations Convention on the Rights of Children, Child. So, what I'm going to ask you to do, is I'm going to ask you to access the worksheets found within the lesson, so you're going to have to exit, exit, exit the video and kind of follow the instructions. I'm kind of giving you access to the worksheet. On the worksheet, you will find a list, or two lists of some evidence, okay? And this evidence is to do with kind of things put in place to support, kind of, kind, the Syrian, the children, who are leaving Sylvia and have been granted refugee status. And the question you are trying to answer is to what extent can the rights of the child, child refugee be protected by the UNCRC, okay? So let's have a look, kind of, kind of look at an example. So this is a piece of information on the worksheet, okay? Um Ashraf's family come together to break their fast by sharing a meal in their tent in Jordan. Kind of remarks, it is unlike Syria, but all that matters is that we are together and safe. Okay? So by being able to come together and share a meal, and break their fast, kind of in a tent, is that, giving the right, or is that denying a right, okay? So on the one hand, you can say, well, that's protecting their rights because it's allowing them to meet their basic needs, okay? Then, because they're getting food, and they're being with their family. Well, you might also say, well kind of, it depends actually, because how much of the family has made it out of Syria, okay, so it's, however, they can only be together as a family, if they all made it out of Syria as a family, and you have to decide, kind of, kind of using, using the other piece of information, if the rights of children are protected by the UNCRC or not. Okay? So you're going to need to pause the video now, access the worksheet and complete the task. Okay, so hopefully your sheet looks a little bit like my sheet, which is kind of there. You could have done a mind map or you could have done it in any way that you wanted to. So let's go through some answers, okay, so. You got told that kind of education is difficult to access, Okay, and only a very small proportion of children go to school and many schools have been destroyed in Syria. Suppose, kind of so in that regard, kind of education, isn't being protected, and their rights aren't being protected because they're not allowed this access to education, which is a right given to children by the UNCRC, as we discussed before. And often, kind of language barrier is an issue, okay, so different languages they use in different schools. And this means children cannot quite understand lessons that they're being taught. The standard of living is often low, this is due to the lack of suitable structures and poor infrastructure. Okay, so you might say that the right to protection, the right for an adequate standard of living is not being protected, but then on the flip side, kind of improvements are being made all the time, refugee camps being developed, houses are being found, kind of, kind of for communities. So it's a little bit of both. But basic needs are being met, maybe donations allow for food to be brought, washing and hygiene facilities are available, so people are able to look after their basic needs, the right to kind of, basic needs are being met, because they can go shopping to buy some food. And they do have the facilities to wash and, you know, kind of make sure they keep clean, which is really important. However, again, on the flip side, some of the, kind of, some of the facilities are very, very poor, they're overcrowded, some things like toilets, for example, are shared by a lot of people and kind of sometimes, they're not as clean as they perhaps could be. Kind of separation is problematic, camps are vast areas, and it's not always possible to place families together. So if you remember from the picture before, you, kind of, we, we looked up how big camps are, and obviously families can only be put where there's space, and that might mean there's a lasting kind of distance between families because they're not being kept together. It also is possible that kind of, kind of, sort of, the family might get, kind of get one at a camp while kind of other members of the family might be taken to a different kind of accommodation elsewhere. So although, you know, they're getting their need and their right for shelter, it's not always, it's not always the idea that kind of families are kept together. Often children and parents are kind of kept together where possible. Kind of however, it can happen because, you know, kind of, when it's possible children and families put together. And of course, the families have to leave Syria, as well, together to be kind of put together. But health needs are being met because there is access to health care and there is a continual programme of training to improve basic hygiene awareness. So, so there are doctors, there are nurses, so the access to health is being met. However it is, it does need improvement, more, more kind of more investment needs to be made to build the amount of hospitals and medical staff available to children and refugees. Access to information is going to be difficult, so that right isn't always met, because sometimes it's impossible to meet. For example, there's going to be a lack of electricity, so kind of, kind of infrastructure, and again, it might be a language barrier, you know, if you get a newspaper, it might not be printed in the right language, et cetera. So, kind of overall then, what do we think? To what extent, are the rights of child refugees protected by the UNCRC? Do you think, you know, kind of those child refugees fleeing from the war in Syria, are having their rights protected or not? Now, you don't need to write this down, but you kind of if you want to, you can kind of, you can kind of do a little summary paragraph, but there's no need to, just have a think and kind of say, well, yes or no. So that brings the lesson to an end, okay, and hopefully, you can now give some, some more information about Syrian conflict, which perhaps you couldn't do before the lesson. You can now have some idea about what children's rights are, and how children's rights are linked to Syria and migration. And you can also, also explain with some evidence about if children's rights are being protected, during the Syrian conflict or not. So, then that brings today's lesson to an end. I hope you learned some kind of new information. Please don't forget to do the quiz after you exit, exit the lesson. And I thank you very much, have a good day and hopefully kind of see you again for the next one.

In this lesson, we will explore the international and national frameworks implemented to support migrant communities around the world. It will also illustrate ways in which we can support migrant communities.

What support is available for migrants?

In this lesson, we will explore the UK Government's existing attitude to immigration and we will develop an insight into the UK's immigration regulations. We will also  consider arguments for and against the controlling of immigration.

Should migration be controlled?

In this lesson, we will explore the different types of effects migration has on immigrant and emigrant communities. We will explore social reasons, economic reasons and political reasons.

How does migration affect communities?

﻿Hi, and welcome to lesson six of six of this topic on why do people move around the world. Today we are going to look at the effect of migration on communities. So for the lesson today, you'll need your notes from previous lessons you need some paper, a pen, possibly a different coloured pen to self assess your work. And, also you need a quiet place, to sit and complete the lesson. If you need to get any equipment, or you need to move, please go and do that now. And pause the video. Okay, so in today's lesson, we're going to look at three things. We're going to look at the way migrants are distributed around the UK. So where the migrant populations live over in the UK, we are going to look at the effects of migration on different UK communities. And we're going to look at the effects of migration on migrant home communities. So where migrants are emigrating from. So as the word migrant is going to be really important in today's lesson, we're just going to make sure you can remember what it means. Okay, so can you have a think and remember what migrant means? Hopefully, you've got this definition and well done if you did, and don't worry if not. Somebody who has left where they usually live and crossed an international or internal state border. So, basically, someone who's moved from where they usually live, okay. And the UN Migration Agency basically gives us this definition and says that it doesn't matter if their legal status, whether their movement is voluntary or involuntary, what the causes may be or what the length of stay is, if you've left where you live, to go somewhere else for any amount of time, you are classed as a migrant. So, in 2018, people born outside of the UK, made up an estimated 14% of the UK's population or, 9.3 million people. And we're going to understand a little bit more by using some graphs, okay? So, in citizenship, using sources such as graphs is a very important skill to develop. Because it means that you're able to further your understanding of key ideas. So let's have a look at this graph. This graph tracks the foreign born population, so those born outside of the UK, who have then come to migrate to the UK between 2004 and 2018. And the light blue is the EU migrants and the dark blue are the non-EU migrants. So, your first task is to have a look at the graph and see what two observations, what two things from this graph, can you understand about the UK's foreign-born population. Okay, and it can be anything at all. So it could be the size of the populations, It could be the split between non-EU and EU, could be specific numbers, it could be trends so what's a pattern or where it peaks so when is it at its highest. Okay, so you probably need to pause the video and just note down two observations, two sentences from what you understand about this graph about the UK's foreign born population. So, we've got data from 2014. And some of the observations you might make are the non-EU population has always been bigger than the EU population. So those outside of the EU are more likely to come to the UK. The foreign born population has has been increasing. So you can look at the graph and see it's getting bigger and bigger each year. And 2017 and 18, the peak years for foreign born populations. And then very little change between 2017 and 2018. Okay, so here's another graph. And this is to show EU born and non-EU born migrants who were residing, so living in different UK regions. Okay, so we've got all the different UK regions, we've got in the dark blue, we've got EU born. And then in the lighter blue, we've got non-EU born. And then we've got UK born, so people who are moving around the UK. So all we're focusing on are the two. I mean, the first two, the EU born and the non EU-born. So again, from from this graph, can you state highest, can you state a region with the highest number of migrants in the UK? Can you state the region with the lowest number of migrants in the UK? And what is the percentage of EU and non EU born migrants in your region? So think about where you live, what the percentage is. Okay, so again, probably pause the video and just note down those numbers. So hopefully, you've got London as being the highest. Northeast being the lowest, and then whatever your area is. So I'm from the Northwest, so I got 7% for EU and 6% for Non-EU. Hopefully you managed to do that, okay. And the final one, and the final task to do with graphs is, we're going to have a look at this graph and see what was the most popular reason for non-EU migrants to migrate to the UK? And what was the most popular reason for EU migrants to migrate to the UK? So the top of the graph is EU, so the lighter blue. On the bottom, the other graph, the darker blue, is non-EU. Okay, so non-EU migration is family and EU migration is employment. So now we've got a better understanding of where migrants are found in the UK. We're now going to have a look at the effects of migration into UK communities. So, what impact does migration into the UK have on different UK communities? Okay, and you can look at effects in a number of different ways. And I'm sure you do this in subjects like history and geography. I'm going to group the effects into economic, social and political. Okay, and your task is to have to think about all the stuff you've learned in the previous lessons. And think about any effects which might fall under the categories of both. Okay, so effects can be positive or negative. And some effects might cross over more than one category. To help think back to last lesson and the arguments for and against controlling immigration, and you can use them to support your ideas. Okay, so what are the effects of migration into UK communities? And if you're not too sure what those words mean, economic is to do with money and finance. So how do things to do with money and finance impact and link to migration? Social to do with society and how people relate and mix to each other. How might that impact migration? On politics, are things to do with government, okay, and things that government is doing or introducing. How might that lead to migration? So if you think you can come up with some of the ideas, fabulous! You can pause the video and get on with that. If you think, oh, maybe I'm not too sure, I don't really know, you can keep watching. And I'm going to give you a list to help. Okay, so, here's a list of effects migration has on UK communities, okay? Your job is to think about which of the three categories they belong to. So political, social, or economic, okay. So pause the video and note down these in the correct category. Okay, I suggest a table, but it's up to you. Okay, so let's have a look at some feedback. So economic impacts or effects. So you might have migrants fill employment gaps. So if there is a gap in employment, the migrants could come and fill that, okay. And we might also have the idea that some migrants come to the UK as they are unable to find work at home, so in their home country. And this may mean that they are prepared to work for less money than non migrants, and therefore could be favoured for jobs by some employers. Okay, I'm going to unpack that a bit more a bit later on in the lesson. Taxes, okay. So when migrants work they contribute towards a tax system and these taxes pay for things. To be included in society and invest in and build up public services like schools and military and roads and other things our tax money goes. In services, some migrants might need additional support to access public services, e.g. language interpreters, that help them access healthcare and education, and this will require additional resources, okay. So what about the social? So we've got migrants might introduce new cultural activities into their community. So this may make the community more diverse e.g. food, music, cinema and literature. So if you have come from a different country, you might have your own types of food, or music, or your own kind of cinema, and books and things like that which you might share with the people around you to make that community more diverse. Okay, so I can think about food. So if we walk on a standard High Street in the UK, think about how many different cuisines are there. And this is only possible because of migration, okay. If communities are mixing together, then it means that we become more understanding. And we develop things like tolerance and respect. And we can learn from each other. And this makes us more informed and cohesive community. And again services can cross over from economic and social because of the impact they might have on the services. But then they also can, migrants can also help support services by working in them. So for example, the NHS has a lot of migrant workers in it. And that has been such a great help to support the NHS too. And finally, political. So migrants may bring some new ideas, and this could influence UK politics. So for example, if they stand for an election in a local area, this may make the area better. There's often a lot of debate in politics about migration and immigration, and this could encourage you to support or not support a political party, depending on their reasoning. Might encourage political activism. So it might encourage people to go out and say, well actually we don't agree with this and we want change. So you become an active citizen, or it might make the government think about policies they need to introduce to help tackle issues migrants face. So for example, if children come unaccompanied by an adult, what happens then, how do they get looked after? How do they receive the support that they need? Okay, so now we've looked at some of the effects. We are going to look at some case studies and see how these effects actually play out in UK society. So, what I would like you to do is access a worksheet attached to the lesson. And I'm going to ask you to read the case studies and watch task five, clips or videos, and then explain how each of them exemplify one of the effects you looked at in the previous activity. And you're going to write a paragraph to summarise your thinking. So, the INTERAct Project shows how migration can affect UK communities because, So how does a particular project show how migration affects the UK communities? So when you read the information about that, that will become clearer. Fruit picking and NHS jobs shows how migration can affect UK communities because, Again, when you watch the clips, you will be able to think about what issues are raised in that. And the Horizons Festival shows how migration can affect UK communities because, Again, once you read that, you will be able to talk about how it affects UK communities. So pause the video, exit the video, go into the worksheets and have a go at that task. So pause the video now to have a go at the task. Okay, so well done for having a go at that. Hopefully you found it can be interesting to see how these things play out in wider UK society, and you might live in a community where you can see the effects of this yourself and you might notice some other effects. So, the INTERAct Project shows how migration can affect UK communities because, it may allow for different groups of people to come together who might not normally do so. By coming together with different groups our understanding of diversity develops and the values of tolerance and respect grow between different groups. So because we have migrants, and because we have a project like the INTERAct Project, we develop our understanding of tolerance and respect. Okay, fruit picking and NHS jobs show how migration can affect UK communities because it highlights how some industries and sectors rely on migrant workers. So you too have seen how fruit picking and different jobs in the NHS are really supported by migrant workers and migrant workers come to the UK to do these jobs and without them, some industries like this would really struggle to function. And, however some people argue that well, migrant workers come in and do the jobs but that might stop UK people doing them. And, we saw this a little bit with COVID and fruit picking when their farmers asked a lot of UK people to come and help out and many did. But because of the nature of work, it was quite difficult for a lot of people. So migrant workers come in fill a gap where there is one emerging to allow industries to flourish. And the Horizon Festival shows how migration can affect UK communities because it highlights the skills and talents of migrants. Okay, so again, this festival showed what migrants and what migration can bring to the UK in terms of talents, in terms of skills and how these can be passed on to the UK community, migrant or non migrant. Okay, so, I'm going to show you a number of headlines. And what I would like to do is have a think about what links all the headlines together. So in 2017, nearly 580,000 highly educated Poles lived in another EU country, which is the highest total among the 28 EU member states. According to a report on the brain drain by the European Committee of the Regions. Ghana gets tough on brain drain. Brain drain is becoming a cause for concern in India. Philippines enacts law to reverse brain drain. French brain drain worse than imagined. So maybe pause the video, and just take a couple of seconds or a minute to have a think about what links all those headlines, what is the main theme of those headlines? Okay, so hopefully you've gotten the idea of brain drain. Okay, now what might brain drain mean? Have you got any idea? If not, don't worry, we're going to look at that in a second. But what we're going to focus on in this part of the lesson are the effects of migration on migrant home communities. So we've looked at a lot of the effect or the impact of the effects of migration on communities migrants go to. So, you know this idea of immigration if they move there permanently. But what about what where they come from? What about the home communities? What effect does it have on them? Okay, now, you might have already got the idea that this is actually called brain drain. Okay, so brain drain, or sometimes it's called human capital flight. And this is the emigration of highly trained or qualified people from a particular country. Now, you might want to have a look at that. And you might want to note that down into your notes, so you've got it for future reference. And this concept I feel really highlights a two way effects of migration and the impact it can have on emigrating countries. Because the effects of migration aren't just one way. And we'll have a little look at this in real life, on Nigeria. I'm going to ask you to access the worksheet, I'm going to ask you to watch the clip about brain drain in Nigeria, it's about the health service in Nigeria, and produce a because, but, so, paragraph, okay, in response to the question below. Exploiting the effects of brain drain in Nigeria, your response will consider the effects on the individual and country and therefore you'll highlight both positive and negative effects. So your one paragraph will highlight the positive and negatives of this, okay? And you'll use the words 'because', 'but' and 'so' to connect the paragraph together. Now I have an example of one about Poland, okay. Obviously yours would be about Nigeria, but, you know, there will be some similarities. So the brain drain affects Poland because it means educated and skilled Polish people leave Poland and work elsewhere. This leaves Poland with a smaller population and less people to fill jobs. This means a country could have potentially less taxes and therefore less money to invest in the country. So basically that because paragraph is looking at the effects of brain drain Okay, what is brain drain doing to Poland? But the the opportunities brought by leaving Poland could be beneficial for Polish people, because it allows them to experience a different country and develop their skills outside of Poland. She then goes on to say, well actually this could be beneficial because, and then so, although the brain drain could have a negative impact on the country as a whole, it could bring the number of benefits for individuals, long term, Polish people could return to Poland and use their new skills and further education in the country. Okay, so what are the overall effects of the issue? So, have a go at writing a because, but, so, paragraph in response to the question, explain the effects of brain drain on Nigeria. Pause this video now, to do that. Okay, so you might have got something like this. It might be a bit different and that's okay if it is, don't worry. The brain drain affects Nigeria because many qualified medical staff, e.g. doctors and nurses, are leaving the country to work abroad. This means that there is a shortage of medical staff in Nigerian hospitals. But this is beneficial for individual medical staff, as it may allow them to develop their knowledge and skills and experience in a new country. So although the brain drain is having a negative impact on the country as a whole, it could bring a number of benefits for the individual. Long term, however, it may encourage the Nigerian government to invest further in the health system to encourage those who have trained in Nigeria to stay. Furthermore, Nigerian medical staff may develop their knowledge and skills abroad, but then return to Nigeria to help improve the system. Okay, so if you like anything I've got in there that you've not got in yours, can your get your pen and just add it to it. And so, that's it, that brings the lesson to the end. Hopefully, you can now state where migrants are found within the UK. You can categorise the effects of migration on different communities, you can look at the social, political and economic effects, and you can recognise effects of migration on migrant home communities, like brain drain, you can talk about Nigeria, talk about Poland, et cetera. So not only does that bring the lesson to the end, it also brings the whole unit to the end. And so hopefully you looked all six lessons. And all these lesson titles are familiar. And you really furthered your understanding and knowledge of the issue of migration. And you have a bit of a better idea about why people move around the world. Okay, I very much enjoyed teaching the unit. And I hope you've enjoyed it too. And please make sure you carry on learning with Oak, and do some other citizenship modules too. So now you have completed the lesson. Please don't forget to complete the quiz to assess your learning from today's lesson, and also because it is the last lesson of the topic. Please do ask your parent or carer to tweet us any work that you would like to share on the unit, the Twitter handle is @OakNational and the hashtag is #LearnwithOak And then we can see all the great things that you've been doing. And I thank you.

Unit Overview: Why do people move around the world?

National Curriculum

Unit Question

Lessons: