|Outreach No. 96 - Children in Especially Difficult Circumstances - Part 1: Working and Street Children (New York University - TVE - UNEP - WWF, 68 p.)|
* Discuss in class the rural and urban environments that students and their families have experienced. Brainstorm and list all the arguments for living in (a) rural and (b) urban areas in your region.
* Have each student interview a person he/she knows that has moved from a rural to an urban area. Discuss in class beforehand the purpose of the survey and what types of questions might be asked. Also consider how interviews should be conducted (for example, interviewers should be polite to the people being interviewed, and should begin by explaining the purpose of the survey). Have the students present their survey findings to the class, and discuss issues that emerge from the surveys. Have students act on their recommendations. Here are some survey suggestions:
Survey 1: to identify ways to stem the flow of people from the countryside
Questions should be concerned about why people moved to the city; what they thought about city life before they left the countryside and how this impression is similar to/different from reality. Possible talking points: what might be done to improve the situation in rural areas; how people can learn about city life before migrating.
Survey 2: to find out if people are better off moving to the city
Questions should focus on what the people being interviewed did when they lived in rural areas and what they are doing in the city; what people like and do not like about rural and city life. Possible talking points: ways to improve rural and/or urban living conditions.
* Have each student describe, where they would like to grow up - in a rural area or in a town or city. Have them give reasons.
* Have students write poems, draw pictures or make up plays about life in the city and/or life in the countryside. Have them perform for the community.
* Discuss in class what improvements the students living in poor urban areas would make to their living conditions. They might suggest environmental improvements (e.g. safe play areas, improved physical access to school); economic improvements (e.g. more jobs, more training) or social improvements (e.g. having people that children and families can turn to for help). Divide the class into small groups, and have each group select one improvement they would like to see in their neighbourhood. Then, have each group discuss ways to have that improvement implemented. Each group should present its recommendations to the class and/or members of the community. If possible, have the students put their ideas into action. Encourage community involvement.