Through this brainstorming, role-play and discussion activity, students consider what it takes to run a classroom and are introduced to different classroom situations for children around the world and in Canada.

Process

1. As a class, brainstorm a list (inventory) of everything that is needed to run a classroom (list of facilities and materials for the school, teachers and students).

2. Compare the list brainstormed in class with the School Inventory Checklist (student handout).

3. Divide the class into two groups. One group represents a typical Canadian classroom, another group represents a classroom in Afghanistan.

4. Ask each group to imagine what their classroom looks like (how many students, how many teachers per student, equipment, materials, building, services, etc.).

5. Each group role-plays teaching the alphabet to primary school children. Students decide among themselves who plays the teacher and how to conduct the lesson (ask them to think about the school inventory they've just brainstormed and talked about in class).

6. After the role plays, discuss in class:

• How did you feel about watching the other group?
• Did you imagine a different scenario than the one played out by the other group?

Bring out the following information about Afhanistan during the discussion:

Afghanistan once had more than 6,000 schools but almost all of them were damaged or destroyed during the 23 years of fighting under the Taliban religious dictatorship (1979 - 2002). The country wants to rebuild its schools but it needs everything - from teachers to buildings and facilities to materials for teachers and students. Under the Taliban, girls were banned from schools and education for boys focused mainly on religion. It is estimated that 85% of the population has never been to school. Since 2002, hundreds of schools have already been rebuilt and millions have already started going to school. There is a still a long road ahead.

7. Print out the printer-friendly version of the following stories of children in developing countries.

• Afghan girls continue to re-enter the classroom

• Afghan schools open their doors to millions of children as the school year begins

• Zimbabwe: a new well allows Shupikai to return to school

• UNICEF tent schools provide sanctuary for Kenyan children displaced by violence

8. Divide the class into groups and handout one set of stories for each group (If you have computer access in class, this could be done in the classroom OR students could be assigned to read the stories at home on the Internet. If Internet is not available at home, students can go to their local library.)

9. Based on the information they've just read, and using the School Inventory Checklist, ask each group to check off each of the items they think a typical classroom in Afghanistan, Zimbabwe and Kenya and Canada would have. The idea is for students to have a comparative visual reference.

10. Discuss the different scenarios as a class:

• What were you thinking as you were reading the scenarios?
• How do you feel about your situation compared to the students in the stories?
• Does it motivate you to want to help or does it discourage you?

Extension (Writing assignment):

Ask students to read the ‘Real life stories' from the UNICEF Voices of Youth Web site and then write a scenario for their own school.

Resources

• UNICEF - Voices of Youth

• UNICEF - Procuring supplies for children

• Free the Children

• The Courage to Teach in Afghanistan