This animation shows Jack and Karen discussing the arrival of a new boy, Dahni, who is an asylum seeker.

The story introduces learning about rights and responsibilities in a school situation and covers the QCA schemes of work Unit 0.3: Human Rights and Unit 16: Celebrating Human Rights.

Ask students to watch the animation in four parts and think to themselves about the issues raised in each. Students should focus on Jack and how his attitudes towards Dahni change as the story develops.

Questions for students to consider:

1. Part 1: Why is there a TV reporter in the street? (opposition to the arrival of asylum seekers). Write a short news report on this.
2. Part 2: What opinions does Karen express about newcomers? Write a paragraph to explain why you agree or disagree with her viewpoints.
3. Part 3: What does Jack learn about his own family history? Make a family tree for the Adams family.
4. Part 4: What alternative ways forward can you suggest at the end?

1. How is an asylum seeker different from an illegal immigrant?
2. What criteria should be used to identify a genuine asylum seeker?
3. What criteria should we set for people to be accepted as asylum seekers?
4. What is the popular image of asylum seekers in this country?
5. How far do they think this is a true image?
6. What special rights should refugees and asylum seekers have?
7. Do they have any special corresponding responsibilities?

Encourage students to explore active citizenship using the Get Invovled section. Here,there are examples of Citizenship action by other schools.

Students can 'Go off on a tangent!' with audio and video clips, find out more on 'Get the lowdown' or test themselves with the quizzes.

Students who finish early can add their own ideas about rights and responsibilities on the messageboard.

Work in small discussion groups to share ideas about newcomers in their area and how they are welcomed.

Ask some students to use the computers to visit the Asylum seekers animation. They then report back to their groups what they have learned about this particular group on newcomers and why they come.

As a summary give a range of written tasks:

1. Find out what happened at the football match and write a commentary on it.
2. Make scripts for two television reports: when Dahni's family arrive in the street and when they leave. Add commentary on why this has happened.

The method of using the animation above can also be used on the whiteboard.
Project the Asylum seekers animation onto the board, part by part.

Ask students to stop the animation at any point if they wish to explore it (and if they don't, demonstrate the technique by making the first stops at appropriate points and asking questions - see questions below). In this way, alternative ways of developing Dahni's story can be built up.

Make OHP transparencies of some street scenes from the animation.
Use these to set up role-play dialogues between the characters, where issues of rights and responsibilities are explored.

1. Print out the scene where Billy is told about his own origins. Blank out the words and copy as an activity worksheet for small groups.



2. Tell groups the story of how the new boy Dahni came to the school and how Billy tried to injure him on the football field. Give out the worksheet, explaining this is the scene afterwards when Billy is in the hospital learning about his own origins. Ask groups to discuss what his granddad is telling him and write in the words they agree on.



3. Ask groups to volunteer to tell the whole class what they wrote in. Build up one consensus version on the board or OHP.



4. Show the original words from the scene, preferably on an OHP and ask the students: What did Billy learn? How close is this to what you discussed in your groups? What point is he story making here?



5. Summarise learning about immigration and asylum seekers by noting key points on the board for copying in books. These should include different kinds of incomers, distinguishing between ‘economic migrants’ and ‘asylum seekers’.

1. How can you tell that a person is a genuine asylum seeker?
2. Do you think children from asylum-seeking families might need any kind of special education when they arrive in this country?

1. Learn more about the history of migration into the United Kingdom. Present your findings as a series of bullet points showing reasons why people have come into the country and the main areas of the world they have come from.
2. Write a report on a conflict situation that caused many families to leave their homes and become refugees. Examples could include recent civil wars in Somalia and Sudan or the genocide in Rwanda.