14/06/2016 – Breaking News:
Shelling continues on British cities as Prime Minister David Cameron calls for international aid.
British streets are in chaos as artillery and tank fire levels homes and landmarks. British citizens are being forced to leave in their thousands, heading to ports for boats to the US as Europe falls. Leaders in Africa and the Middle East are being urged to open borders to help the flow of refugees leaving Europe. Iceland, Canada and parts of Scandinavia are already witnessing overcrowding in border camps while the American Navy guides British refugee boats into ‘Safe Harbours’ and ‘Counting Camps’ in neighboring Caribbean islands.
19/06/2016 – Breaking News:
Reports are coming in of minefields laid on routes to UK ports, causing massive civilian casualties and the congestion of refugee groups seeking escape as these routes are permanently closed. Other routes through forests and mountains have been blocked by the destruction of bridges and sniper fire with many Brits choosing to hide in their homes rather than leave. Reports from London, Edinburgh and Birmingham are that food and medical supplies are at an all time low due to aid blockades and looting. UNICEF UK, the British Red Cross and Medicins Sans Frontiers have declared a humanitarian crisis.
26/06/2016 – Breaking News:
Refugee camps are reporting high levels of disease, malnutrition and crime as world leaders debate their border policies. David Cameron has urged leaders to allow open borders for families but so far neighboring countries seem reticent to take action.
27/06/2016 – Breaking News:
407 British refugees die in sinking boat off the coast of US.
See this happening? No, neither do I. But we’re watching it happen every day for other people. Shelling, snipers and minefields, long and dangerous migration routes, closed borders, overcrowded refugee camps, sickness and death, hunger malnutrition and fear. Followed by a political beard scratch over their rights.
Opening dialogue on subjects like this, particularly in schools is often difficult. People are divided by opinion. In schools, I hear children repeat the rhetoric of the news or their parents, largely unaware of the real situation. I don’t know what the right answer is, and I don’t expect the children I teach to either. But discussion and debate are healthy. Open dialogue allows us to engage the subject with facts, research and our emotions.
So in this #Minecraft project I’ve created a situation designed to incite emotional dialogue. Empathy, confusion, anger…even fear. What if this was really you? What if we were the ones in this situation.
I’ve created a Minecraft world in which learners start in a British town, looking largely as they know their surroundings to be. The town is then shelled ( I drop TNT) and they are forced to leave. Before doing so, they must grab 10 items from a full chest of things including food, water, documentation, clothes, shelter building materials and more. They must prioritise these items.
Upon leaving, the map is designed to offer only one way out…via a minefield. This facilitates teamwork and the importance of planning and patience, while opening dialogue about this horrific practice, some players don’t make it through the minefield.
Players reach a port, where there are not enough boats for everyone, facilitating discussion on choices about human life and value. Children, women, the sick, the able…who goes and who stays?
Next, learners have to decide where to sail to. I have set up three different environments at the other side of a large body of water, each with a refugee camp and customs office. Players spend time there, organising shelter, finding food and avoiding illness before moving through customs. Documents are important (players should have grabbed them before fleeing, though instructions on doing this are not explicit at the time and time is limited).
Area 1. A desert, which is safe but has limited food, water and shelter and no work opportunities, items are stolen here but customs are almost non existent.
Area 2. A mountainous area with lots of water and some food but a lack of shelter, few work opportunities and high exposure to the weather with fairly relaxed border controls.
Area 3. A city, with high food and water, job prospects and benefits, but stringent customs.
Learners must decide where to go and provide the appropriate documentation where necessary. Refusal into either area will mean deportation back to their home town.
It’s fascinating watching and listening to learners of all ages debate each stage of the journey. Comments and questions raised include: ‘Where is the UN?, Don’t they stop this?’ and ‘I’d just run through the borders, they’re not exactly going to kill me are they?’ and even ‘Why wouldn’t they let us in? We come from Britain’. Eye opening stuff.
If you would like to collaborate on a project like this please contact me directly. Otherwise, feel free to recreate this lesson with your own learners.
“So hold me now, in your long arms…your automatic arms…your petrochemical arms”
