Families from over a thousand households are still living in caravans a year after Britain was hit by heavy rains and floods. Some 48,000 homes were affected in parts of Yorkshire and the Midlands during summer 2007. Government figures suggest 4,700 households are still in temporary accommodation, living in caravans or the top floor of their homes.

The floods recovery minister John Healey has praised volunteers, charities and local media for assisting those affected. He said charities have shown "compassion, creativity and resilience" in their commitment to helping those waiting for their homes to be repaired. The recovery operation is said to be the one of the biggest since the Second World War.

Discussion ideas

> Talk about the stresses of living in temporary accommodation such as a caravan. What would students find most difficult – cramped conditions, lack of privacy or freezing winter temperatures? What everyday things would they miss most? Talk about the different pressures on different family members. What age group would suffer most? Some couples split up, their relationship unable to survive such conditions. Can students say why?

> Once the emergency services have left, families have to cope. Talk about how communities help themselves, as well as about the contribution from volunteers and local charities. Invite students to say what media coverage of those affected by floods they have seen. Did it focus on families coping or suffering? Talk about other emergencies worldwide that involved evacuation of homes. How much do students know about how those families might be coping. Does overseas coverage tend to stress survivors' community spirit and determination – or their vulnerability? Talk about why.

More resources

>> Download the photo discussion trigger from last year’s floods to get students thinking about how they would cope with a similar emergency.

Sexual violence against women and children in war zones has reached "appalling levels of brutality", says the United Nations. The 15-member security council has called for an immediate and complete end to all acts of sexual violence against civilians during armed conflicts. It points out that rape and other forms of sexual violence can constitute war crimes, crimes against humanity and be linked to the crime of genocide.

UN security council resolution 1820 noted that targeting sexual violence against women and girls is, in some cases, “a tactic of war to humiliate, dominate, instil fear in, disperse and/or forcibly relocate civilian members of a community or ethnic group”. It demanded that all parties to armed conflict take appropriate action to protect civilians, including training of soldiers.

Discussion ideas

> Did students realise that rape can be used as a deliberate act of war? It may be viewed as a tactical and strategic weapon in attacking an enemy. Discuss how raping women and girls can effectively destroy communities. Talk about how vital women are to the well-being and strength of societies. In what ways does sexual violence undermine that?

> Conflicts can be made worse, and last longer, because of sexual violence. Discuss why. What is likely to be the reaction of men in the community when women and children are systematically abused? How might mass rapes affect the peace process once fighting has stopped? Talk about women bringing up a child born after a sexual attack on them by enemy fighters. What might help them cope?

Some low-income families in the UK are to be offered cash payments in return for agreements to improve their children's health and education. In a trial announced by prime minister Gordon Brown, parents of children under five in some deprived areas will be given child development grants of around £200 for signing a "contract out of poverty". Some working parents will also be eligible for a weekly grant of £40.

The government fears that the low expectations of some parents limits how successful their children can be in later life. It wants to increase social mobility, so that young people brought up in deprived areas achieve better paid jobs and lifestyles than their parents did.

Discussion ideas

> Discuss why some people are ambitious to succeed in education and life, and others are "not bovvered". What part do students think family background plays? The child development grants are to be paid to people who take up free health and education services that are already available. Discuss why some parents do not take advantage of them already.

> The proposals are likely to attract criticism from those who say they reward "problem families", while parents who are doing well will not get a £200 grant. Invite students to assess the arguments for and against such views. Talk about what other sources of help and encouragement exist for children whose parents are not supportive. Many people of Gordon Brown's age managed to acquired wealth and status despite coming from poor backgrounds. How difficult do students think it is for today's generation to achieve that?

A man selling his life on the eBay auction website has received worldwide media attention. Genuine bids of hundreds of thousands of pounds are said to have been lodged by potential buyers wanting to acquire the possessions and contacts of English-born Ian Usher.

Mr Usher moved to western Australia six years ago, but after his marriage broke up, felt that his life just brought sad memories. So he decided to get rid of it. He plans to start a new life elsewhere after cashing in on his house, furniture, gadgets, motorbike, car, jet ski, as well as introductions to his friends and employer.

Discussion ideas

> What does it mean to sell your life? Do students think that a person's house, possessions, job and friends add up to their life? Talk about how Mr Usher's ex-friends might regard the person who purchases the chance to meet them. What do they think of the idea of wanting to buy someone else's friends? Discuss the serious idea of closing the door on a past episode of life and moving on to new beginnings. Do students think this can be a healthy response to a relationship break-up or other painful period of time?

> The option of escaping from an unhappy life is not open to everyone. Invite students to identify groups of people – those with dependents, or who have debts rather than possessions – unable to walk away. Talk about the bidders. What might have gone wrong in their wealthy lives so that they want to buy someone else's? Discuss financially motivated publicity stunts and the role of the media.

News think! is one of a number of free educational services produced by the British Red Cross. You can find more resources at www.redcross.org.uk/education

Have you used these topics to raise discussions or plan classroom work? Let us know your experiences or thoughts by emailing us at reducation@redcross.org.uk