global lines module 3

Global Lines Teaching Resource

Module ThreeWho’s helping victims of crisis?

redcross.org.uk/globallines | 2

Global Lines Module Three Contents

Module ThreeContents

3.1.0 Activity one - Countries affected by crisis Requires: Photo packs 2 and 3 from Module 1 (1.2.1 and 1.3.1)

Peters Projection World Map from Module 2

3.2.0 Activity two - Responding to crises and assessing humanitarian needs3.2.1 Poster – can be downloaded and displayed on an interactive whiteboard.3.2.2 Information cards – to be printed and handed out.3.2.3 Priority Chart – can be projected onto an interactive whiteboard.

Active fields under each heading allows additional material to be added.

3.3.0 Activity three - What can I do?


Global Lines Module Three Introduction

Module ThreeWho’s helping victims of crisis?

This module highlights crises from around the world and looks at what can be done to tackle them. It’s designed to raise awareness of the different types of crisis and give students an idea of the type of aid victims of crisis need. It also shows how difficult it is for humanitarian organisations to meet all the needs of every country facing a crisis.

Once students have understood the concept of crisis and how it is affecting countries around the world, they’ll be encouraged to extend the exercise and do something positive in their own community. They can get their family and friends involved, shared what they’ve learned and perhaps help vulnerable groups or people in their local area.

Crisis responseThese activities should give students a better understanding of the different types of crisis, where they are occurring around the world and what can be done about them.

Once students have completed the exercises:> all will know something about the role of the Red Cross in crisis response

around the world

> most will begin to understand that the Red Cross Movement has to prioritise its crisis response efforts according to the needs of victims

> some will carry out further research and develop a good understanding of how active the Red Cross is, how it is organised and how its fundamental principles are realised

Global Lines Module Three


Activity One3.1.0 Countries affected by crisis

Teacher Resource

Activity oneCountries affected by crisis

Resources > World map

> Photo packs 2 and 3> Writing board

TimingAbout 55 minutes

What to do1. Divide students into pairs and ask them to jot down at least four countries they feel

would be considered to be in a crisis – the supplied map of world might be useful here as well as current newspapers and cuttings. Then ask the following questions:

> What is crisis?

> Where do crises occur?

> What is the difference between a man-made and a natural crisis?

Ask the pairs to join up with other pairs to form two large groups in which they can repeat the process. Each group should nominate a writer.

2. While the groups are discussing their answers, write these phrases on the board

COUNTRIES IN CRISIS TYPE OF CRISIS (man-made or natural)

3. Ask the writer from each group to come up to the board and write down three of the countries their group thought of and the type of crisis those countries are facing.

4. Then ask each student to choose a photograph from photo pack 2 or 3 and make a list of the needs that they think the people who lived through the situation in the photograph would have.



Activity One3.1.0 Countries affected by crisis

Teacher Resource

Activity one (continued)Countries affected by crisis

5. When they’ve done that, ask them to get into small groups of two or three and discuss the pictures they chose, focusing on:

> the resources that have been destroyed or lost

> the humanitarian needs they listed and why.

Ask them to note not only highly visible damage, such as destroyed buildings, but other types of damage too, such as damage to utilities, to personal belongings, death and separation of family members, and loss of community services.

6. Finally, bring the class back together to compile a list of the resources that can be destroyed through conflict or natural disaster and a list of the needs that result from those losses.

These questions might come in useful during the discussion:

> What further losses will people have as a consequence of the destroyed resources?

> Which groups generally deserve special attention in such emergencies? Why?

Conclusions> Crisis results in a tremendous loss of resources and disrupts infrastructure

> When crisis breaks out, life and human dignity become vulnerable and need special protection

> The task of repairing the infrastructure requires the joint efforts of numerous humanitarian agencies



Activity Two3.2.0 Responding to crises and assessing humanitarian needs

Teacher Resource

Activity TwoResponding to crises and assessing humanitarian needs

Resources > World map> Poster – a collage of images depicting Red Cross and Red Crescent activities (to be

printed). This can also be downloaded and projected onto a whiteboard for class use.

> Information cards on the International Red Cross and Red Crescent Movement and its Fundamental Principles

> Internet access> Blank card / paper divided into sections or a number of sticky notes for each group.

> Scissors> Priority chart (to be printed A3). This can also be downloaded and projected

onto an interactive whiteboard for class use. Active fields under each heading allow additional material to be added.

TimingAbout 40 minutes

What to do1. Divide the students into three different country groups. Using the world map

from module two, ask the groups to list what the aid or development needs of that country might be.

2. Bring the class back together to look at the lists they have put together. Ask them to think about assumptions they might have made or key needs that may have been missed.

These questions might help to steer the discussion in the right direction:

> What are the basic needs of people in crisis?

> Are some needs more important than others?

> Will everyone in the country have the same needs? If not, why not?

3. Display the collage poster and distribute (printouts of) the information cards. Distribute (A3 printouts of) the priority chart to each group. Ask students to get back into the same three groups and look at the poster and read the cards. They then write down as many things as possible to describe what the Red Cross and Red Crescent does, putting each one in a blank square on the sectioned paper (and cut them out to form separate cards) or write them on separate sticky notes.

You might like them to consider these questions:

> From looking at the structure and the worldwide presence of the Red Cross and Red Crescent Movement, what do you think are its particular strengths?

> What needs does the Red Cross and Red Crescent not meet and why?

> What are the main obstacles in providing effective humanitarian assistance to victims of crisis?




Teacher Resource

Activity Two (continued)Responding to crises and assessing humanitarian needs

4. Ask the students to place the cards listing Red Cross and Red Crescent activities in order of priority on the priority chart, bearing in mind the particular needs of the country they have been learning about. They should explain their choices to the whole group.

This could lead to a discussion about what the most important human needs are and why the concept of impartiality is so important to the Red Cross. Your students could consider these kinds of questions:

> Do different National Red Cross and Red Crescent Societies have different priorities? Why?

> Thinking about the areas you have studied, how easy or difficult do you think it would be to stay true to the Red Cross and Red Crescent Movement’s fundamental principles of being impartial, neutral and independent during those crisis situations?

Extending the activity – group discussion

A: What are our essential needs?

> Make a list of the things you need in order to live in reasonable comfort?

> Circle the ones that you think are absolutely essential to living a normal life

> Now mark the ones that you consider your human dignity to depend on

> How do you think these needs would be affected by a crisis?

> Compare your list to other people’s

B: The experience of fleeing

When people are plunged into crisis they sometimes have to flee their homes, suffering a loss of shelter, possessions, water, electricity, work and education. They often don’t know how long they will be away or even if they will ever return.

In a small group, imagine the following situation:

> You are a family or group of neighbours.

> Your home and area are under devastating attack.

> You must leave now in order to save your lives.

> You do not know where you will be going and whether you will be able to return.

> You have only ten minutes.

1. Individually, write down what you want to take.

2. Then, as a group, decide what you can actually take, why you want to take it and how to carry it.




Teacher Resource

Activity Two (continued)Responding to crises and assessing humanitarian needs

3. Write down the group’s plans.

Compare your group’s plan with the others’.

> What did your group take and why?

> What thoughts or feelings did you have as you made these decisions?

> What difference would it make if your group included elderly people or infants?

> How would the chaos of armed conflict affect your decisions?

C: Who responds in a crisis?

There are a whole range of humanitarian organisations who respond to crises around the world. Besides the Red Cross and Red Crescent, there are the different United Nations organisations such as UNICEF, UN High Commission for Refugees and the World Food Programme, international organisations such as Médecins sans frontières, Human Rights Watch and Save the Children, and many local organisations.

1. Divide students into small groups and ask them to list the needs of people affected by crisis.

2. Then ask them to list the kind of humanitarian aid provided by the organisations above (allow five minutes for this).

3. Bring the class back together to share ideas. You might want your students to consider what difficulties humanitarian organisations encounter in their work and why. Things like lack of funds, security problems, the problems of helping people trapped in a war zone or mixed in with armed combatants, diplomatic problems hindering relief convoys or simply the overwhelming scale of the problem.

4. Ask the students to think about the precautions that should be taken when planning or acting in a range of humanitarian emergencies. For example, careful assessment to ensure that people are helped according to their needs and that they will not become dependent on the assistance. Also, planning so as to cover the most urgent needs and to address root problems first (e.g. before bringing dry food, check the available means to cook it), checking the quality of water to avoid an epidemic and using local experts whenever possible.

Your students can use the information cards on the International Red Cross and Red Crescent Movement for more background.



The Red Cross & Red Crescent Movement in action

Activity Two3.2.1 The Red Cross & Red Crescent Movement in action

Student Resource

PosterThe Red Cross & Red Crescent Movement in action



The

Inte

rnat

iona

l Co

mit

tee

o

f th

e R

ed C

ross

The

ICR

C w

as e

stab

lishe

d in

186

3 an

d is

the

foun

ding

bod

y of

the

Red

Cro

ss M

ovem

ent.

It is

a

neut

ral,

impa

rtial

and

inde

pend

ent o

rgan

isat

ion;

th

is m

eans

that

it c

an w

ork

wor

ld-w

ide

and

act a

s a

hum

anita

rian

med

iato

r on

all s

ides

in a

con

flict.

The

ICR

C’s

mis

sion

is t

o p

rote

ct t

he

lives

an

d d

ign

ity

of

vict

ims

of

war

an

d in

tern

al v

iole

nce

and

to

prov

ide

them

with

as

sist

ance

. It

man

ages

and

coo

rdin

ates

inte

rnat

iona

l rel

ief a

ctiv

ities

in

situ

atio

ns o

f con

flict

.

It ha

s al

so a

n im

port

ant r

ole

in p

rom

otin

g an

d st

reng

then

ing

inte

rnat

iona

l hum

anita

rian

law

and

uni

vers

al h

uman

itaria

n pr

inci

ples

.

Activity Two3.2.2 About the Red Cross & Red crescent

Student Resource

Information cardsAbout the Red Cross & Red crescent

The

Red

Cro

ss a

nd

Red

Cre

scen

t M

ove

men

t

The

Red

Cro

ss a

nd R

ed C

resc

ent o

n a

whi

te

back

grou

nd a

re a

mon

g th

e w

orld

’s m

ost e

ndur

ing

imag

es. I

n w

ar a

nd p

eace

, and

in th

e m

idst

of

suffe

ring

and

trag

edy

caus

ed b

y m

an-m

ade

or n

atur

al d

isas

ters

, the

y ar

e in

tern

atio

nally

re

cogn

ised

sym

bols

of h

elp

and

com

pass

ion.

“The

Mov

emen

t” is

a te

rm c

over

ing

two

inte

rnat

iona

l ins

titut

ions

with

he

adqu

arte

rs in

Gen

eva

and

Nat

iona

l Soc

ietie

s in

ove

r 18

6 co

untr

ies.

The

two

inte

rnat

iona

l ins

titut

ions

are

the

Inte

rnat

iona

l Co

mm

itte

e o

f th

e R

ed C

ross

(IC

RC

) and

the

Inte

rnat

iona

l Fed

erat

ion

of

Red

C

ross

and

Red

Cre

scen

t S

oci

etie

s (th

e Fe

dera

tion)

. The

Nat

iona

l S

ocie

ties

embr

ace

mos

t of t

he m

ore

than

97

milli

on R

ed C

ross

and

R

ed C

resc

ent w

orke

rs -

the

wor

ld’s

big

gest

vol

unte

er fo

rce.

1 N

atio

nal R

ed C

ross

&

Red

Cre

scen

t S

oci

etie

s*2

The

ICR

C3

The

Fed

erat

ion

1

2 3

*An

addi

tiona

l pro

tect

ive

embl

em –

the

red

crys

tal –

was

est

ablis

hed

in 2

005.

It h

as e

qual

sta

tus

and

mea

ning

to th

e re

d cr

oss

and

red

cres

cent

em

blem

s.

Nat

ions

ado

pted

the

red

crys

tal e

mbl

em to

incr

ease

pro

tect

ion

for a

utho

rised

per

sonn

el in

situ

atio

ns w

here

the

exis

ting

embl

ems

wou

ld n

ot b

e re

spec

ted

and

to p

rom

ote

the

univ

ersa

lity

of th

e R

ed C

ross

and

Red

Cre

scen

t Mov

emen

t.



Inte

rnat

iona

l Fed

erat

ion

of

Red

Cro

ss

and

Red

Cre

scen

t S

oci

etie

s

The

Inte

rnat

iona

l Fed

erat

ion

was

cre

ated

in

1919

and

is th

e w

orld

’s la

rges

t hum

anita

rian

orga

nisa

tion,

with

ove

r 18

6 m

embe

r N

atio

nal R

ed

Cro

ss o

r R

ed C

resc

ent S

ocie

ties.

The

Fede

ratio

n ai

ms

to a

ssis

t the

wor

ld’s

mos

t vul

nera

ble

peop

le.

Fund

ed b

y ap

peal

s, it

s ac

tiviti

es fo

cus

on h

ealth

, dis

aste

r re

spon

se

and

disa

ster

pre

pare

dnes

s. T

he F

eder

atio

n’s

wor

k in

clud

es:

> C

oord

inat

ing

the

wor

k of

Red

Cro

ss a

nd R

ed C

resc

ent N

atio

nal

Soc

ietie

s w

orld

-wid

e

> A

ssis

ting

the

deve

lopm

ent o

f Nat

iona

l Soc

ietie

s

> P

rovi

ding

and

coo

rdin

atin

g hu

man

itaria

n re

lief p

rogr

amm

es

out

sid

e co

nflic

t ar

eas

The

Mov

emen

t is

guid

ed b

y th

e se

ven

fund

amen

tal p

rinci

ples

: hu

man

ity, i

mpa

rtia

lity,

neu

tral

ity, i

ndep

ende

nce,

vol

unta

ry s

ervi

ce,

unity

and

uni

vers

ality

.

Like

wis

e, a

ll R

ed C

ross

and

Red

Cre

scen

t act

iviti

es h

ave

a ce

ntra

l pu

rpos

e -

to h

elp

with

out d

iscr

imin

atio

n th

ose

who

suf

fer,

thus

co

ntrib

utin

g to

pea

ce in

the

wor

ld.


Student Resource


Nat

iona

l Red

Cro

ss a

nd

Red

Cre

scen

t S

oci

etie

s*

Ther

e ar

e R

ed C

ross

and

Red

Cre

scen

t Soc

ietie

s in

vi

rtual

ly e

very

cou

ntry

aro

und

the

wor

ld.

The

Nat

iona

l Soc

ietie

s pr

ovid

e fo

r th

e ne

eds

of t

he p

opul

atio

n in

th

eir

own

coun

trie

s an

d pr

ovid

e a

rang

e of

hum

anita

rian

serv

ices

ra

ngin

g fro

m fi

rst

aid

trai

ning

, hea

lth a

nd s

ocia

l ass

ista

nce

to

disa

ster

rel

ief.

Mor

e in

form

atio

n ab

out

the

Brit

ish

Red

Cro

ss c

an

be fo

und

at w

ww

.red

cro

ss.o

rg.u

k

They

als

o su

ppor

t the

wor

k of

the

Red

Cro

ss a

nd R

ed C

resc

ent

Mov

emen

t int

erna

tiona

lly.

*An

addi

tiona

l pro

tect

ive

embl

em –

the

red

crys

tal –

was

est

ablis

hed

in 2

005.

It h

as e

qual

sta

tus

and

mea

ning

to th

e re

d cr

oss

and

red

cres

cent

em

blem

s.

Nat

ions

ado

pted

the

red

crys

tal e

mbl

em to

incr

ease

pro

tect

ion

for a

utho

rised

per

sonn

el in

situ

atio

ns w

here

the

exis

ting

embl

ems

wou

ld n

ot b

e re

spec

ted

and

to p

rom

ote

the

univ

ersa

lity

of th

e R

ed C

ross

and

Red

Cre

scen

t Mov

emen

t.




Student Resource


Sev

en p

rinc

iple

s

All

the

wor

k of

the

Red

Cro

ss M

ovem

ent i

s ba

sed

and

guid

ed b

y se

ven

prin

cipl

es:

1

HU

MA

NIT

Y –

the

Inte

rnat

iona

l Mov

emen

t act

s to

pre

vent

and

al

levi

ate

hum

an s

uffe

ring,

whe

reve

r it m

ay b

e fo

und.

Its

purp

ose

is

to p

rote

ct li

fe a

nd h

ealth

and

to e

nsur

e re

spec

t for

the

hum

an b

eing

.

2 I

MPA

RT

IALI

TY

– p

eopl

e ar

e he

lped

rega

rdle

ss o

f the

ir ra

ce,

natio

nalit

y, p

oliti

cal b

elie

fs, c

lass

or

any

othe

r fe

atur

e of

thei

r ba

ckgr

ound

; the

y ar

e he

lped

pur

ely

on th

e ba

sis

of th

eir

need

and

pr

iorit

y is

giv

en to

the

mos

t urg

ent c

ases

.

3

NE

UTR

ALI

TY –

the

Red

Cro

ss d

oes

not t

ake

side

s du

ring

a co

nflic

t, an

d ne

ver g

ets

invo

lved

in p

oliti

cal,

relig

ious

or i

deol

ogic

al d

ebat

es.

4 I

ND

EP

EN

DE

NC

E –

whi

lst t

he N

atio

nal S

ocie

ties

may

wor

k to

geth

er w

ith g

over

nmen

ts, t

hey

mus

t alw

ays

rem

ain

sepa

rate

fro

m th

em a

nd b

e ab

le to

dec

ide

thei

r ow

n ac

tions

in a

ccor

danc

e w

ith th

e pr

inci

ples

.

5 V

OLU

NTA

RY

SE

RV

ICE

– th

e se

rvic

es p

rovi

ded

by th

e M

ovem

ent

are

not b

ased

on

pers

onal

gai

n.

6 U

NIT

Y –

ther

e ca

n on

ly b

e on

e R

ed C

ross

or

Red

Cre

scen

t S

ocie

ty in

eac

h co

untr

y an

d it

mus

t be

open

to a

ll.

7 U

NIV

ER

SA

LIT

Y –

the

Mov

emen

t is

wor

ldw

ide

and

each

Nat

iona

l S

ocie

ty is

an

equa

l mem

ber

of th

e M

ovem

ent.

Inte

rnat

iona

l Hum

anit

aria

n La

w

Exc

ept i

n ci

rcum

stan

ces

whe

re a

cou

ntry

is b

eing

at

tack

ed o

r is

thre

aten

ed w

ith a

ttac

k, th

e C

hart

er

of th

e U

nite

d N

atio

ns o

utla

ws

war

.

How

ever

, war

s st

ill ha

ppen

and

so

ther

e ar

e ot

her

inte

rnat

iona

l ag

reem

ents

to tr

y to

lim

it th

e su

fferin

g ca

used

by

war

. Int

erna

tiona

l hu

man

itaria

n la

w c

onta

ins

rule

s w

hich

, in

times

of a

rmed

con

flict

, se

ek to

pro

tect

life

and

hum

an d

igni

ty.

This

is d

one

by li

miti

ng m

eans

and

met

hods

of w

arfa

re to

redu

ce

unne

cess

ary

suffe

ring

and

to p

rote

ct th

ose

who

do

not o

r ar

e no

lo

nger

taki

ng p

art i

n th

e fig

htin

g.



Nam

e o

f C

oun

try

Des

irab

le W

ork

Imp

ort

ant

Wo

rk

Ess

enti

al W

ork

Activity Two3.2.3 Responding to crises and assesing humanitarian needs

Student Resource

Priority ChartNote: Please print this is A3 format if possible.



Activity Three3.3.0 ‘What can I do?’

Teacher Resource

Activity Three‘What can I do?’

Community action projectsThis final activity is designed to help students turn theory into practice. It will give them a chance to apply something of what they have learned to plan a project that promotes humanitarianism and crisis response.

Their project should either:

> create greater awareness of crisis response, or

> address specific humanitarianism needs in their area.

Ideas for projectsA. Outreach services for younger children and/or community groups (such as story

books, comics, short plays, exhibits, presentations, drama, letters to media, radio call-in programmes, handbooks)

B. Volunteering, perhaps as an aid to the homeless, refugees, asylum seekers, displaced persons, orphans, the sick or the elderly

C. Research-to-action – researching crisis needs and crisis response or joining a humanitarian or human rights organisation

Preparing to work in the communityIt’s vitally important that students fully understand the community they want to help. The Red Cross have a set of community aid guidelines that should help them do that - they relate specifically to volunteering projects, but can also be applied to outreach or research-to-action projects:

1. Work with people to identify the strengths of their community

2. Work together to identify problems, needs and threats

3. Identify those who are the most in need of support and who are the highest priority, given the available skills and resources

4. Work with the community to improve the situation of the most vulnerable people

Ask students to think about the kind of projects that would benefit their community and how local skills and knowledge could be put to good use in those projects.



Activity Three3.3.0 ‘What can I do?’

Teacher Resource

Activity Three (continued)‘What can I do?’

Conclusions> There are many different things a person can do to actively support a

humanitarian activity, and it is best to get involved in projects that draw on your skills and interests.

> It is essential to see things from the point of view of the people you are trying to help

> Regular reviews are a good way to identify strengths and weaknesses in your project plan, enabling you to improve it as you go along

Extending the activity

Media research

This exercise is all about making the most of the media as a tool for research.

1. First of all, find a news report about a situation where human dignity is at risk, a situation that inspires you to become involved.

> What is the situation?

2. If that situation is in your community:

> find a newspaper or television channel that provides news about and for that community

> list ways that the news sources can help you.

3. If the situation is happening outside your community, perhaps abroad:

> find a source of news, background information and a list of groups working on the same problem. List your sources.

global lines module 3

Documents

crisis type of crisis

natural crisis

concept of crisis

different types of crisis

crisis response efforts

type of aid victims

realisedglobal lines

supplied map of world