To allow students to make and justify decisions about asylum seekers.

•	Understand the significance of Article 14 of the UN Declaration.
•	Apply understanding of refugees to real cases.
•	Consider evidence required to decide who is a genuine refugee.
•	Justify own decision.

•	Core Activity Sheet 3.1 , the simplified UN Declaration of Human Rights
•	Core Activity Sheet 3.2 , with definitions Core Activity Sheet 3.3 , 'Who is a Refugee?'
•	Core Activity Sheets 3.4 , 3.5 and 3.6 , case-studies, to be photocopied and cut up
•	Core Activity Sheet 3.7 , describing what happened, for the teacher's use (it could be made available for students to refer to later)
•	Core Activity Sheet 3.8 , Student Evaluation Form

1. Human Rights

	Read through Core Activity Sheet 3.1 (UN sheet) to identify rights which are particularly important for refugees
	Copy Article 14 into notebooks.

2. Consider real cases

	Split class into groups of 3 - 5.
	Give out Core Activity Sheet 3.3 for students to write their answers on.
	Hand out case-studies 1 - 6 from Core Activity Sheets 3.4 - 3.6, spread around class.
	Ask students to use the UN declaration on Core Activity Sheet 3.1 and the definitions on Sheet 3.2 as guides to make a judgement about their case. The options they have are: (i) to give refugee status, (ii) to refuse refugee status but grant 'Exceptional Leave to Remain', (iii) to turn the applicant down completely, (iv) to keep the applicant waiting (pending further evidence).

3. Plenary This exercise is most useful if it leads to structured discussion of opinions and decisions. It will be necessary to give some thought to how this might best be done with your students depending on ability and age. A straightforward suggestion is:

	Using one case-study at a time ask students to summarise the information, give their decision and their main reason for coming to that decision.
	Then ask other groups to contribute extra relevant arguments for or against the decision.
	Take a vote as a class on each of the options.
	Read out the actual decision that was made (from Core Activity Sheet 3.7) and invite students to respond.
	Repeat the process for each of the case-studies.

4. Evaluation

	Ask students to complete the evaluation form on Core Activity Sheet 3.8, encouraging them to explain their answers. This sheet could be kept as part of their self-assessment.
	Core Activity Sheet 3.8 could also be used for other activities in the unit.

•	Why did people disagree with each other?
•	How did your decisions compare to the real decisions?
•	Do you think the real decisions were fair?
•	How did the concept of Universal Human Rights help you make your decisions?

Push students to explore the reasons for their decision in more detail. Ask them to use the concept of human rights in their justification. Ask students to consider more than one case and look at similarities and differences. Follow this up with a written task focusing students' attention on the main criteria they used in the decision-making process.

Work could be done in pairs or small groups, sharing the reading. Case-studies 5 and 6 (on Core Activity Sheet 3.6) are more suitable for less-able students as they are clear and short, with straightforward, real decisions.

Imagine you are the person in one of the case-studies you looked at:

	What would your reaction be to the decision?
	Or, write a report on the case you looked at; try to convince the Immigration Service to follow your advice.

	1(a) Human Rights
	2(b) Justify a personal opinion,
	2(c) contribute to a discussion
	3(a) Use imagination to consider other's experiences
	Key skills: communication, working with others