Introduction
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Somalia
factfile:
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Somalia is a semi-arid region with frequent droughts.
- Since 1991, when the dictator Mohammed Siad
Barre was ousted, Somalia has been without an
effective government.
- The country is heavily dependent on foreign
aid. Civil war has become a way of life.
- Somalia has not agreed to abide by the UN Convention
on the Rights of the Child.
See also:
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Teacher explains importance of UN Convention rethe rights
of the child in protecting children in conflict zones.
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Activity
Relating the rights of the child to the situation
in Somalia
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Whole
class:
Read
'The Somali ballad' (First of
all... we are the Somali children)
Focus
on feelings. Ask the students to look at each paragraph
in turn and to consider the feelings this boy must have
experienced eg. paragraph1: gratitude for help given;
grief for loss of father; concern for mother, etc.
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Pair
work:
Give students a copy of the UN Convention on the Rights
of the Child and a copy of the last section of the ballad.
Ask students to consider which rights are being denied/violated.
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For
further discussion
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Students
share their views |
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The
ballad appeals to the international community for help.
Who makes up the international community? What could be
done to raise awareness and/or bring about change? |
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Extension activities
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Divide
students into groups of four or five. |
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Extract from 'The Somali ballad'
We are lost and astray
Articles 7, 8, 9
and 10
We cannot read or write
Articles 28, 29
The civil wars have damaged us
Articles 38, 39
We are hungry and thirsty
Article 27
We are surrounded by disasters
Article 6
victims of unkind treatment.
Articles 20, 22 and
38
We appeal to the International community
who look after and advocate human rights
look and see the aggression
Article 22
acknowledge all the disasters.
Article 22
If you do not help us, our future will be
lost
Articles 1, 3 and
6
and our existence will be at an end.
Articles 1, 3 and
6
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Ask
groups to consider 'The Somali ballad' carefully and to
write key feelings expressed in the ballad at the side
of their scripts. |
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Groups
should then devise a still image based on a key moment
in this story or a still image which is a composite image
of sections of the text. |
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Students
should consider the use of posture, gesture, grouping,
different body levels and shapes in their work. |
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Each
group shares its still image with the whole class. |
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Reflect
on process and learning
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Curriculum links (11-14 years)
Citizenship
Knowledge
and understanding
路 the legal and human rights underpinning society
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the work of community-based, national and international voluntary
groups
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the significance of the media in society
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the world as a global community (including the role of the
UN)
Skills
of enquiry and communication
路 think about topical political, spiritual, moral, social
and cultural issues, problems and events
路 justify orally and in writing a personal opinion about such
issue, problems or event
路 contribute to group and exploratory class discussions
Skills
of participation
路 use imagination to consider other people's experiences
路
reflect on the process of participating
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