Theme 1:
Why do people
migrate?
ACTIVITIES
1. Why do people migrate?
2. Would you leave home?
3. What is poverty and
development?
4. What are the Millennium
Development Goals?
Theme 1: Worksheets
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
7
Activity 1. Why do people migrate?
Aims (PowerPoint slide 1)
 To introduce definitions of migration, persecution and asylum.
 To examine the reasons which cause people to migrate.
 To introduce push and pull factors.
Total Timing 45 minutes or one hour, with extension activity
Timing
Activity
Starter
10 minutes
Present the question: Why might someone leave home?
(PowerPoint slide 2)
Materials
PowerPoint
slide 2:
Starter question
Ask students to call out some reasons and write these on the board.
Educator tip
Encourage students to think of family and friends who may have moved away
to another country and their reasons.
Ask students if they know the term that is used to describe when someone leaves their
home to go to a new place.
Explain that the term is migration and the people that move are migrants (PowerPoint
slide 3). As people have different reasons for migrating, there are different types of
migration.
PowerPoint
slide 3:
Definitions of
migration and
migrants
Explain that through this activity students will learn about why people migrate.
Educator tip
When explaining the term migration there may be some confusion about tourism.
Clarify that migration is generally used when people go to a new place to settle or live
in the longer term and where they create significant ties to the new place.
Film 1: Why do people migrate?
Before watching the film:
30 minutes
 Introduce film 1 explaining that it includes the real stories of five migrants who
describe why they had to leave home.
 Hand out worksheet 1.
 Ask students while watching the film to note down what reasons each of the people in
the film give for migrating. Ask students to also note any terms they are unfamiliar
with (PowerPoint slide 4).
Watch film 1: Why do people migrate (PowerPoint slide 4). Alternatively you can use
worksheet 2 and select a student to read the transcript.
After watching the film, discuss the following questions (PowerPoint slide 5):




How did you feel while watching the film?
Was there anything you found surprising?
What reasons do the people in the film give about why they migrated?
Were there any terms mentioned that you are unfamiliar with? For example Sajwaa
mentioned she left Iraq because of persecution. Priyanga mentions the asylum
process. What do you think these terms mean?
Refer to PowerPoint slide 6 for the definitions.
Please also note the definition of a refugee.
 At the end of the film Priyanga asks: What would make you leave your home and go
to a different country? How would you respond
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Worksheet 1:
Film 1 exercise
PowerPoint slide 4:
Points to consider
while watching the
film
Film 1: Why do
people migrate
or worksheet 2 (film
1 transcript)
PowerPoint
slide 5:
Discussion
points after watching
film 1
PowerPoint
slide 6:
Definitions of
persecution and
seeking asylum
8
Activity 1. Why do people migrate?
Timing
Activity
Review questions (PowerPoint slide 7)
5 minutes
15 minutes
 What is migration?
 What reasons may people have for migrating?
 What is persecution?
Materials
PowerPoint
slide 7:
Review questions
Optional extension activity: Push and pull factors
Hand out the ‘Reasons to migrate cards’ (worksheet 3)
Worksheet 3:
Ask students in pairs to:
Reasons to
migrate cards
 Add additional reasons for migration to the blank cards.
 Write down what the missing words are that match the images.
Feedback to the rest of the group.
 The missing words include: 2. War/Conflict and 5. earthquake.
 Additional reasons may include persecution and unemployment.
 Remind students of the migrant stories in film 1: Sajwaa left Iraq because of
persecution and Ines left Portugal because of unemployment.
Explain that reasons which make people move away from somewhere are called push
factors and reasons which may attract people to a new place are called pull factors
(PowerPoint slide 8).
Ask students which images on worksheet 3 may represent push factors and which pull
factors.
Push factors include conflict, lack of access to food, political climate, earthquake, flood,
cyclone, poverty, unemployment, persecution. Pull factors include to seek safety, to
seek a better life and to find a better job.
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
PowerPoint
slide 8:
Definition of push
and pull factors
9
Activity 2. Would you leave home?
Aims (PowerPoint slide 1)
 To consider the decision to leave home from a migrant’s perspective.
 To learn more about the reasons that cause people to migrate.
 To consider the affects of migration on people and communities.
Total Timing 40 minutes
Timing
Activity
Starter
5 minutes
Present the question: What do you like about the place where you live? (PowerPoint
slide 2)
Materials
PowerPoint
slide 2:
Starter question
Ask students to call out things they like and write these on the board.
Ask students what they think it would be like if these things were taken away. What
would they do? Where might they go?
Explain that this activity is about what might make them leave home.
Would you leave home role play
30 minutes
Explain that students will take part in a role playing activity. They will all be given a role
and asked to make decisions about whether they would leave home based on various
news bulletins.
Hand out one role card per student from worksheet 4, and allow students time to read
and understood their role.
Select one student as the journalist and provide them with worksheet 5, which includes
instructions about their role.
This activity requires
a spacious room that
students can easily
move around in.
Worksheet 4:
role play cards
(cut out roles,
one per student)
Select one of the news bulletins from worksheet 5 to focus the activity on.
Select one area in the room that represents home, another area that represents the rest
of the country and a third area that represents the rest of the world.
Worksheet 5: News
bulletin
After students have understood their roles, read through the following instructions
before the start of the activity (PowerPoint slide 3):
 Everyone should start in the area of the room that represents home.
 The journalist will read out news about the changing situation in your country.
 As the situation changes, decide whether you want to stay at home, move to another
part of the same country or move to another country.
Be prepared to justify your choice. Remember to make decisions based on the
character from your role card.
PowerPoint
slide 3:
Instructions
Ask the journalist to read the first part of the news bulletin and allow students time to
move around before reading the next part.
During the activity ask students:
 Why did you make this choice? Was it easy to decide?
 What do you think you will need to consider about your journey and new home?
 How might your decision affect your community?
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
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Activity 2. Would you leave home?
Timing
Activity
Review points (PowerPoint slide 4)
5 minutes
 Deciding to leave home is a difficult decision.
 People who decide to migrate have to consider many different factors based on their
situation.
 Migration can have positive as well as negative affects on people individually and their
communities.
Materials
PowerPoint
slide 4:
Review points
Take action on migration!
Place students into groups and handout worksheet 9. Encourage students to work in
groups to build on their learning by taking action on migration.
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
11
Activity 3. What is poverty and development?
Aims (PowerPoint slide 1)
 To define poverty
 To define development
 To consider the links between poverty and development
Total Timing 35 minutes
Educator tip
This activity is most suitable for young people aged 16 years old or over.
Timing
Activity
Materials
Defining poverty
15 minutes
Write up on the board the word ‘poverty’ and ask students what they think this means.
Write up ideas on the board. Ask students to work in groups to write a definition of
poverty.
Ask students to use the words on the board and the images on
PowerPoint slide 2 to help create a definition.
Ask the groups to feedback their definitions.
Present two definitions of poverty (PowerPoint slide 3) and compare these to students’
definitions.
 Income poverty can be defined living on less than $1.25 a day.
(Source: World Bank: www.worldbank.org/)
PowerPoint
slide 2:
Images of poverty
PowerPoint
slide 3:
Definitions of poverty
 Human poverty can be defined as a short life, a lack of basic education and a lack of
access to resources such as transport, housing, electricity, water and so on.
(Source: United Nations Development Programme
http://hdr.undp.org/en/statistics/indices/hpi/)
One definition is based on income whereas the other definition is based on other factors
such as healthcare, education, shelter and so on.
Defining development
15 minutes
Write up on the board ‘development’ and repeat the same activity as with poverty,
asking students to define development.
Present the images of development to help in creating a definition
(PowerPoint slide 4).
PowerPoint
slide 4:
Images of
development
Ask students to think about the links between poverty and development as part of this
activity.
After groups have fed back their definitions of development,
present a definition of development and compare this to students’ definitions
(PowerPoint slide 5).
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
PowerPoint
slide 5:
Definition of
development
12
Activity 3. What is poverty and development?
Timing
Activity
Materials
Development is a process through which countries change over time. It can be defined
in different ways. The International Federation of Red Cross and Red Crescent
Societies defines development as the process by which communities, families and
individuals grow stronger, can enjoy fuller and more productive lives and become less
vulnerable.
(Source: www.ifrc.org/docs/pubs/who/policies/developmentpolicyen.pdf)
The United Nations have developed a way of measuring development by looking at
three basic factors which include life expectancy, or the average age people live to,
education and income.
(Source: Human Development Index http://hdr.undp.org/en/statistics/hdi/)
Review questions (PowerPoint slide 6)
5 minutes
 How can we define poverty?
 How can we define development?
 What are the links between poverty and development?
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
PowerPoint
slide 6:
Review questions
13
Activity 4. What are the Millennium Development Goals?
Aims (PowerPoint slide 1)
 To learn about the Millennium Development Goals
 To consider the links between migration and development
Total Timing 55 minutes, or one hour and ten minutes with extension activity
Educator tip
This activity is most suitable for young people aged 16 years old or over.
Timing
Activity
Development factors group exercise
20 minutes
Explain to students that through this activity they will work together to think of what the
priorities are for global development.
Split the group into teams of eight people.
Hand out one set of development factors per group (worksheet 6) and a different
country profile per group (worksheet 7).
Inform the groups that they have 15 minutes to complete the following tasks
(PowerPoint slide 2 and worksheet 6):
 Discuss what is happening in your country around each of the eight factors.
 Allocate one development factor to each person in your group. Each person will act as
a leader from their country and represent their country’s interests at global
development talks.
Global development talks group exercise
20 minutes
Now ask students to sit with other representatives of the same development factor from
other countries. For example all education representatives should sit together, all health
representatives should sit together and so on.
Materials
Worksheet 6:
Development factors
(one handout per
group)
Worksheet 7:
Country profiles (cut
out and provide a
different country
profile per group)
PowerPoint slide 2:
Development factors
and
group exercise
PowerPoint slide 3:
Global development
talks group exercise
Tell the students that they are representing their countries at global development talks.
Inform groups that they have 15 minutes to agree one change they will make relating to
their factor that will contribute towards development (PowerPoint slide 3). Encourage
students to draw on the situation in their countries for the discussion.
Defining the Millennium Development Goals
10 minutes
Ask each group to feedback their one change and write these up on the board. There
should be eight changes listed in total.
Explain to the students that in September 2000, the United Nations Millennium
Declaration was made. This brought together the largest gathering of world leaders in
history (189 countries) and they agreed eight goals to tackle poverty. These were called
the Millennium Development Goals and are known the MDGs. These are a set of
targets to reduce extreme poverty by all the nations that were present committing to a
global partnership. The target for the achievement of the goals is 2015 (PowerPoint
slide 4).
Hand out worksheet 8. Ask students how are the millennium development goals similar
or different to the changes they proposed?
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
PowerPoint
slide 4:
The Millennium
Development Goals
Worksheet 8:
The Millennium
Development Goals
14
Activity 4. What are the Millennium Development Goals?
Timing
Activity
Review questions (PowerPoint slide 5)
5 minutes
 What are the millennium development goals?
 Can you name the eight millennium development goals?
Optional extension: How is migration linked to development?
Ask students in groups to compare the reasons for migration (worksheet 3) with the
millennium development goals (worksheet 8).
15 minutes
Materials
PowerPoint
slide 5:
Review questions
Worksheet 3:
Reasons to
migrate cards
Students can discuss the following questions (PowerPoint slide 6):
 How is migration linked with the MDGs?
 Which of the MDGs tackle problems faced by migrants?
 How might migration help countries achieve the MDGs?
Feedback to the rest of the group.
Ways in which migration can help achieve the MDGs include that some people may
migrate to overcome poverty and improve their lives.
Worksheet 8:
The millennium
development goals
PowerPoint
slide 6:
How is migration
linked to
development?
Take action on poverty and the MDGs!
Place students into groups and handout worksheet 10. Encourage students to work
in groups to build on their learning by taking action.
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
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Activity 1: Why do people migrate?
Worksheet 1: Film 1 exercise
Activity 5: Who are migrants?
While watching the film, use this worksheet to:
 Note down the reason each person in the film gives for migrating
 Note any new words
Name
Reasons for migrating
New words
Sajwaa
Shakeeb
Alain
Ines
Priyanga
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
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Activity 1: Why do people migrate?
Worksheet 2: Film 1 transcript
Why do people migrate?
“Would you leave your home if it
would save your life?”
“Would you leave if another
country offered a better life for your
family?”
“Would you leave your home if you
were being persecuted?”
“Would you move to another
country if you couldn’t find work?”
“Would you leave everything
behind, all your friends, all your
family, all your belongings,
everything you played with,
everything that you grew up with?”
Activity 5: Who are migrants?
(Sajwaa) “I left Iraq in 2006 with my three
children due to the escalated situation back
there. There was a civil war in Iraq and due to
my background and my husband’s, we were
subject to persecution and threats by different
parties”.
(Shakeeb) “I left India in search of more
experience and because I wanted to get more
exposure in my job; I wanted to learn about
different cuisine and I had always heard about
Europe; that there’s more work and better
working environments, more job security and
that people are more accepting of people from
other parts of the world”.
(Alain) “I left Congo because of political
problems. In our country especially things are
not going well; people are starving every day,
students are not going to school, there’s no
freedom, you can’t even express yourself and I
thought that if I went back to that country I
would die, or maybe be persecuted”.
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
(Ines) “My name is Ines, I come from Portugal, and
I came to the UK because of work. At the time it
was not as bad as it is now, but I still couldn’t find
any sort of work for two years. For some time I was
doing temporary jobs and these started to become
fewer and fewer until I had nothing”.
(Priyanga) “I came here simply for a better life. My
parents and I, we left Sri Lanka when I was twelve
years old, and we had to flee the country because
civil war had broken loose, and the lives of both my
parents were in danger. When we came to the UK
it was the year 2000 and several locations –
asylum applications – were originally rejected and
we had to keep putting in fresh claims”.
“What is it that would make you leave your own
home, what is it that would make you leave
everything you have, all your friends, all your
family, everything that you own and go to a
different country?”
17
Activity 1: Why do people migrate?
Worksheet 3: Reasons to migrate cards
 Add additional reasons for migration to the blank cards
Activity 4: What are the Millennium Development Goals?
 Write down what the picture with the missing words represents
1. To seek safety
2.
…………………………………
3. Lack of access to food
4. Political climate
5.
…………………………………
6. To seek a better life
7. Flood
8. Cyclone
9. Poverty
10. To find a better job
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
…………………………………
Add a reason
…………………………………
Add a reason
18
Worksheet 4: Would you leave home role play cards
Activity 2: Would you leave home?
An elderly man or woman
A doctor
A young man or woman
You have a lot of difficulty with walking and
receive a lot of help and support with every day
activities from your neighbours.
You are the only doctor in your community and
run a very busy clinic. You have a brother who
lives in a neighbouring country, who has been
encouraging you to go and live with him.
You are a student. You think that a good
education is your key to a better future and
have heard that there are good universities
abroad. However your parents are in poor
health and you are hesitant to leave them
behind.
A farmer
A teacher
A mother or father with
two young children
You have a small farm and sell your crops to
your community to make a living. You don’t earn
much money from this and struggle to get by.
You are a teacher in the local primary school and
have lived in the area for a number of years. You
know the parents and children from the school
very well and are a respected member of the
community.
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
You are a single parent with two nursery age
children. You do not have any relatives in the
area and struggle to survive as you are unable
to work.
19
Worksheet 5: News bulletin
Activity 2: Would you leave home?
You are a journalist for a newspaper. Your role is to read out one of the news bulletins below to
the rest of the group. The rest of the group will take on different characters in the community.
They will be asked to make decisions about whether or not to leave home, based on the news.
 Select one of the two news bulletins below
 Before the activity take time to read and understand the news
 During the activity read each part of the news bulletin separately.
Allow time for students to decide whether or not they will leave home,
based on what they have heard, before you move on to the next part.
News bulletin 1: Conflict
Part 1
Part 2
Part 3
There has been on-going fighting between two groups in
the community. Although fighting remains localized, there
have been increasing outbreaks of violence in recent
weeks. People are afraid and are staying indoors as much
as possible. Some people have temporarily moved to other
parts of the country to stay with family or friends.
Fighting is becoming increasingly widespread. The army
has been sent on to the streets to keep order. The
authorities have advised civilians against going to certain
parts of the country. Some hospitals and schools have
closed down due to staff shortages, as doctors and
teachers are moving away to other parts of the country
where it is safer.
In recent weeks the unrest seems to be under control and
gradually more people are venturing outside. The
marketplace last weekend was busier than it’s been for
months. Some people who moved away are gradually
returning home. However others feel the situation remains
unsafe. Last night there was a large explosion in the capital
and the causes of this are still unclear.
Part 1
Part 2
Part 3
People living in our small farming village are facing
increasing poverty. Economic instability as well as crop
failure year after year has hit the community hard. Other
than farming, there are very few jobs. Many young people
are moving away to find jobs elsewhere. Several of the
people who have found work aboard are writing home that
they are making more money than they would at home.
The economy of the country is undergoing a prolonged
downturn and many fear the situation will not improve in
the short term. Basic goods are becoming increasingly
expensive. The future looks bleak as many young people
and skilled professionals move away in search of better
fortunes elsewhere, often leaving behind young children
and the elderly. Some people from the village who have
found work abroad are sending money back and this is
providing vital support to their families.
After months of hardship, the first signs of economic recovery
are on the horizon. Where shops a few months ago were all
closed in the main square, new businesses are appearing.
Some people who made money aboard and have now
returned home. They have invested in a new college, the
graduates of which it is hoped will bring new life to the village.
News bulletin 2: Poverty
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
20
Worksheet 6: Development factors
Complete the following tasks in your group
 Discuss what is happening in your country around each
of the eight factors.
Activity 4: What are the Millennium Development Goals?
 Allocate one development factor to each person in your group.
Each person will act as a leader from their country and represent their
country’s interests at global development talks.
Development factors
Maternal and child health
Education
Food and water
HIV and AIDS
International relations
Economy
Environment
Gender
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
21
Worksheet 7: Country profiles
Activity 4: What are the Millennium Development Goals?
Country 1
Country 2
Education
All children can access primary education.
Education
About 90 per cent of children can access primary education.
Maternal and child health
A very low number, four out of every 1000 children born, die
before the age of five. Seven women die in childbirth of
every 100,000 births.
Maternal and child health
About 20 out of every 1000 children born, die before the
age of five. About 100 women die in childbirth of every
100,000 births.
Economy
There are very few people living on less than $1.25 per day.
Economy
About seven per cent of the population is living on less than
$1.25 per day.
Environment
The country has rich biodiversity and low pollution.
Gender
Girls are as likely as boys to access primary education.
Women are as likely as men to be in employment.
International relations
The country donates about $4 billion every year to support
development in other countries.
Food and water
Most people have access to safe drinking water. Very few
children under the age of five are underweight.
HIV and AIDS
4000 people are living with HIV.
Environment
The country has rich biodiversity. There is high pollution
and rapid deforestation.
Gender
Girls are less likely than boys to access primary education.
Women are also less likely than men to be in employment.
International relations
The country receives about $400 million from other
countries to support development.
Food and water
About 80 per cent of people have access to safe drinking
water. Very few children under the age of five are
underweight.
HIV and AIDS
600,000 people are living with HIV.
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Disclaimer: The country profiles are fictional and are not intended to be representative of any one specific country.
Country 3
Education
About 80 per cent of children can access primary
education.
Maternal and child health
200 out of every 1000 children born, die before the age of
five. About 900 women die in childbirth of every 100,000
births.
Economy
About 40 per cent of the population is living on less than
$1.25 per day.
Environment
The country has low biodiversity and high pollution.
Gender
Girls are much less likely than boys to access primary
education. Women are much less likely than men to be in
employment.
International relations
The country receives about $900 million from other
countries to support development.
Food and water
About half the population of the country have access to
safe drinking water. One in three children under the age
of five are underweight.
HIV and AIDS
80,000 people are living with HIV.
22
Worksheet 7: Country profiles
Activity 4: What are the Millennium Development Goals?
Country 4
Country 5
Education
All children can access primary education.
Education
Most children can access primary education.
Maternal and child health
A very low number, five out of every 1000 children born, die
before the age of five. Two women die in childbirth of every
100,000 births.
Maternal and child health
20 out of every 1000 children born, die before the
age of five. Forty women die in childbirth of every 100,000
births.
Economy
There are very few people living on less than $1.25 per day.
Economy
One in ten people are living on less than $1.25 per day.
Environment
The country has rich biodiversity. Rapid development is
damaging the environment.
Environment
The country has rich biodiversity. Rapid development
however is damaging the environment. There is very high
pollution.
Gender
Girls are slightly likely than boys to access primary
education. Women are slightly less likely than men to be in
employment.
International relations
The country donates about $500 thousand to support
development in other countries.
Food and water
Most people have access to safe drinking water. Very few
children under the age of five are underweight.
HIV and AIDS
8000 people are living with HIV.
Gender
Girls are less likely than boys to access primary education.
Women are also less likely than men to be in employment.
International relations
The country receives about $1 billion from other countries to
support its development. The country also donates about
$25 billion to support development in other countries.
Food and water
About 80 per cent of the population have access to safe
drinking water. About one in ten children under the age of
five are underweight.
HIV and AIDS
740,000 people are living with HIV.
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
Disclaimer: The country profiles are fictional and are not intended to be representative of any one specific country.
Country 6
Education
All children can access primary education.
Maternal and child health
15 out of every 1000 children born, die before the age of
five. Forty women die in childbirth of every 100,000 births.
Economy
One in ten people are living on less than $1.25 per day.
Environment
The country has rich biodiversity and low pollution. There
is high deforestation.
Gender
Girls are less likely than boys to access education.
Women are also less likely than men to be in
employment.
International relations
The country receives about $700 million from other
countries to support its development.
Food and water
70 per cent of the population have access to safe drinking
water. One in five children under the age of five are
underweight.
HIV and AIDS
2000 people are living with HIV.
23
Worksheet 8: The millennium development goals
Activity 4: What are the Millennium Development Goals?
The UN Millennium Declaration was made in September 2000. This represented the largest gathering of world leaders in history.
They adopted the Millennium Development Goals. These are a set of targets to reduce extreme poverty by 2015.
The Millennium Development Goals
1.
To eradicate
extreme
poverty and
hunger.
2.
To achieve
universal
primary
education
3.
To promote
gender
equality and
empower
women.
4.
To reduce
child
mortality.
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
5.
To improve
maternal
health.
6.
To combat
HIV/AIDS,
Malaria
and other
diseases.
7.
To ensure
environmental
sustainability.
8.
To develop
a global
partnership for
development
24
Worksheet 9: Take action on migration!
Take action!
Inspire me!
Inspire me!
 Research the history of migration in your
Home Sweet Home drama
Lost and found
What did they do?
What did they do?
 A group of young people invited a refugee, Nicky, to
speak about her experiences and feelings of leaving home
and travelling to a new life in a new place.
 A group of young people, some with migrant
backgrounds, used a photo booth in the middle of a
busy street. They took photos of themselves
holding up cards with words of things, people and
places they would miss if they had to leave home.
family, community or country.
Create a display to raise awareness of
how migration has shaped your history.
 Think about what you would be lost
without if you had to leave home and
what positive things you think you would
find in your new home. This could be
things, people, places or memories.
Make a creative display to raise
awareness of migration.
 Watch the Positive Images film 1:
 Used what they learnt to created a powerful drama with
songs and imagery exploring how it feels as a refugee
arriving in a different country.
 They performed the drama at a local festival in front of
500 people.
What did they say?
 They then took photos of positive things they had
found in their homes. They encouraged passers by
to join in.
The photos were displayed at a local festival to raise
awareness about migration.
“The group created a story of hope, strength and courage. It
was beyond brilliant!” Nicky
Why do people migrate? or research
stories of other people who have migrated.
Create an imaginary diary, story, song or
play to raise awareness about their
experiences.
Julian Hamilton
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
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Worksheet 10: Take action on poverty and the MDGs!
Take action!
 Research how your country or the
Inspire me!
 Research poverty and development in
Creative banner on development
European Union is helping to achieve this
your own country or the European Union.
What did they do?
Millennium Development Goals (MDGs).
How is poverty and development defined
Select one of the MDGs and find out what
and measured? How does your country
progress has been made in one or two
compare to other countries? Select one
different countries. Use what you have
aspect of development and find out what
learnt to raise awareness to other young
different organisations are doing to support
A group of young people from Glasgow University’s Student
Action for Refugees (STAR) engaged young people from
refugee backgrounds in creative activities to produce a wall
display exploring development issues.
The young people delivered a large textile print banner creative
workshop with fourteen young people from refugee
backgrounds.
people about the MDGs and encourage
development. Use what you have learnt to
them to contribute towards achievement of
raise awareness to other young people and
the MDGs.
encourage them to support development.
Useful links:
www.un.org/millenniumgoals/
http://ec.europa.eu/europeaid/what/milleniumdevelopment-goals/index_en.htm
Useful links:
http://hdr.undp.org/en/countries/
http://ec.europa.eu/social/main.jsp?
catId=751&langId=en
www.ifrc.org/en/what-we-do/health/water-andsanitation/un-millennium-development-goals/
Positive Images Toolkit. Educator’s guide – Theme 1: Why do people migrate?
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