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GlobalNomadsGroup
2017
REIMAGINESYRIA:SHARINGOURSTORIES
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ReimagineSyria:SharingOurStoriesismadepossiblethankstothegeneroussupportofourpartnersatTheBezosFamilyFoundation,anawardfromtheAspenInstituteStevensInitiativewithsupportfromtheU.S.DepartmentofStateandthe
BezosFamilyFoundation,andadditionalsupportfromPhotoWings,theU.S.EmbassyinAmman,Jordan,andtheU.S.ConsulateinLahore,Pakistan.
ReimagineSyria:SharingOurStoriesimplementationpartnersinclude:
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Reimagine Syria: Sharing our stories A Global Nomads Group curriculum
ReimagineSyria:SharingOurStories
Howcanwelearnfromeachother,acrossborders,tosharewhoweareandrecognizewayswecananddotakeactionforpositivechangeinourlivesandcommunities?
ProgramOverviewAsofDecember2016,4.8million1registeredSyrianrefugeeshadlefttheircountry.Another6.1millionmoreareinternallydisplaced2,whichmeanstheywereforcedtomovewithinSyria.Inotherwords,morethanhalfofSyria’s22millioncitizenshavelefttheirhomesbecauseofthecivilwarthatstartedin2011.Youthareparticularlyvulnerable.ManyyoungSyrianslosttheirsecurity,homes,andaccesstoeducation.
Thesenumberscanmaketheconflictseemtoobigoroverwhelmingtofix.Butbehindthestatistics,therearestoriesofrealpeopletryingtobuildnewhomesfortheirfamilies.Thereareyouthworkingtoimprovetheirsituationsandthesmallerchallengestheyfaceeveryday.
Inthisprogram,studentswillexaminetheimpactoftheSyriancrisisonthelivesofyoungpeoplefromthatcountry,especiallythosewhoarerefugees.TheknowledgetheygainaboutSyriaandyoungpeoplefromthatcountrywillbecomeafoundationforparticipatingstudentsfromdifferentpartsoftheworldtoexploretheirownsituationsandengageindialoguewitheachother,buildingtheirrecognitionthatallyoung people, even those in adverse situations, can and domake positive change in their lives andcommunities.
Participating students will include Syrian refugees, as well as those from other national, ethnic andreligiousbackgrounds intheUnitedStates, JordanandMorocco.Theprogramincludesclassactivities,opportunities for students to interact throughaGoogle+Communityplatform,anda livewebcast inwhich students from three classroomswill share presentations about their lives and experiences andrespondtoeachother’squestions.Throughallofthelearningactivitiesintheprogram,youthfromallover the world, including Syrian youth whose lives have been impacted by the crisis, will have theopportunity to share their own stories, finding and reflecting on elements of their experiences andpriorities that they share,and learning fromeachother’sperspectives.Thisexperience is intended toinspire participants’ recognition that young people, including themselves, can and do contribute topositivechange,andbuildtheirmotivationtotakeactionasglobalcitizensintheirlives,communitiesandtheworld.
Programgoals:LearningandactionforglobalcitizenshipTheRS:SharingOurStoriescurriculumisaddressedtoGlobalNomadsGroup’svision:
1http://data.unhcr.org/syrianrefugees/regional.php2http://www.internal-displacement.org/middle-east-and-north-africa/syria/
Webelieveinagenerationofglobalcitizenswhoareempathetic,aware,andtakingactiontosolvesomeoftheworld'smostpressingissuesduringthesetransformativetimes.
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Insupportofthatvision,thelearningactivitiesintheprogramsupportstudentsingainingafundamentalunderstandingoftheSyriancrisisandhowithasaffectedyoungpeople,aplatformofknowledgethattheywilluseastheypracticeanddeveloptheircapacitieswithrespecttothreekeylearningareas:
Empathy:Studentswillbuildtheircapacitytorecognizeandunderstandtheperspectivesandexperiencesoftheirpeersinothercircumstancesaroundtheworld,includingthosefromdifferentcultural,national,orreligiousbackgrounds.
CriticalThinking:Studentswillpracticeandstrengthentheirabilitiestoexamineandanalyzeinformationfromdifferentsources,applyingwhattheylearntobetterunderstandthechoicesandexperiencesoftheirpeersindifferentcircumstances,aswellastheirownlivesandsituations.
GlobalCitizenship:Studentswilldeepentheirunderstandingoftheopportunitiesandchallengesyoutharoundtheworld,includingthemselves,faceintheirdailylives,andinpursuingtheirlong-termgoals.Astheyexploreeachother’sstoriesandtheirown,studentswillreflectonwaysyoungpeoplecananddotakeactiontomakepositivechangesintheirlivesandcommunities,andidentifyingnewinitiativestheyaremotivatedtotakeonasglobalcitizens,whetherintheirownlives,theircommunitiesortheworldbeyond.
ParticipantsStudentsparticipatinginthisprogramwillincludethoseinclassroomsintheUnitedStates,aswellasyoungpeopleinformalschoolandnon-formaleducationalsettingsinJordan,Moroccoandothercountries.SomeofthestudentsandyoungpeopleinJordanandtheUnitedStateswillberefugeesfromSyria,andthemajoritywillbethosefromotherbackgrounds,representingthediversityofcommunitiesineachofthethreeparticipatingcountries.
Differentclassesandgroupsofstudentsaroundtheworldwillengagewiththeprogramthroughthreedifferentprocesses,allofwhichareintendedtogiveallstudentsarewardingopportunitytolearnfromeachother,especiallythroughtheirdialogueandexchangeontheGoogle+Community,andalivewebcastwhichisthecenterpieceoftheRS:SharingOurStoriesprogram.
ClassesandgroupsofyoungpeopleparticipatinginthisprogramfromtheUnitedStates,Jordan,Moroccoinclude:
Ambassadorclassrooms.OneclassofstudentsinPatterson,NewJersey,USA,onegroupofyoungpeopleinruralJordan,andonegroupofyoungpeopleinMoroccowillparticipateintheRS:SharingOurStoriesprogramas“Ambassadors,”representingyoungpeoplefromtheirrespectivecountries.StudentsfromeachofthosethreeAmbassadorclassroomswillgivepresentationsduringtheIVC,alsorespondingtoquestionsthatotherparticipatingstudentshavesharedinadvanceviatheGoogle+Community,andthosetheypostduringthelivewebcast
Partnerclassrooms.SixteengroupsofstudentsfromaroundtheUnitedStates,willlearninpartnershipwithgroupsofstudentsfromJordanorMorocco.AstheyparticipateinLessons1-3thosestudentswillespeciallycollaborateandinteractinon-linedialogueswiththeyoungpeopleintheirpartnerclassroomsusingtheGoogle+Community.TheywillsharequestionsfordiscussionwiththeAmbassadorclassesbeforetheIVC,andwillparticipateintheLiveWebcastasobserversandbypostingquestionsandcommentsthroughaninteractiveplatform.
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Observerclassrooms.TheRS:SharingOurStoriesprogramisopentoyoungpeopleanywhereintheworldwhowishtoparticipate.SomeyoungpeoplewillparticipateonavoluntarybasiswithoutdirectsupportfromtheGNGteam,bycarryingoutthelessonactivitiesindependently,andbyobservingthelivewebcastonYouTube.Anyandallyoungpeoplewhoareinterestedinwatchingandlearningarewelcome!
ProgramoutlineProgramstep Description
Lesson1:HowhasSyria’srefugeecrisisaffectedyoungpeople?
StudentsexploretheconflictinSyriaanditsimpactonyoungpeoplethroughthelensofprofilesofyoungSyrianrefugeeslivingindifferentcountriesandcircumstances.
Lesson2:Whatisatypicaldayinthelifeofyoungpeopleinyourcommunity?
Studentscreatetheirownphotostoriesabouttheirdailylives,recognizingandreflectingonthechallengesandopportunitiestheyface.
Lesson3:Whatcanwelearnfromeachotherabouthowyoungpeoplecananddocreatepositivechange?
Studentsexploreandrecognizestrategiestheyandotheryoungpeoplearoundtheworldusetocontributetopositivechangeintheirlivesandcommunities.
Lesson4:InteractiveVideoConference
StudentsfromAmbassadorclassroomspresenttheirstories,respondingtoquestionsthatthoseinotherclassroomsandcountrieshavesharedontheGoogle+Community.
May3,2017at10amNewYork/3pmMorocco/5pmJordantime
Lesson5:Reflectingonourstories
StudentsreflectonhowtheirunderstandingoftheimpactoftheSyriancrisisonyoungpeople,youngSyrians’experiences,andtheirownpotentialtotakeactionforpositivechangehaschangedthroughtheirparticipationintheRS:SharingOurStoriesprogram.
TheReimagineSyria:SharingOurStoriesprogramwilltakeplaceinthreestages:
Threepreparatorylessonactivities.FromFebruary,20-May3,2017,studentswillparticipateinthreelessonactivitiesintheirrespectiveclassroomsandlearningspaces.ThroughthoselessonstheywillexploretheSyriancrisisanditseffectonyoungpeople,recognizingdifferencesandsimilaritiesintheirexperiences(withafocusontheirdailylives),andidentifyingstrategiestheycananddousetomakepositivechangesintheirlivesandcommunities.Astheyparticipateinthesethreelessons,studentswillalsoprepareandsharephotostoriesabouttheirownlivesandposequestionstoeachotherusingtheGoogle+Communityasaplatformfortheirdialogue.
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InteractiveVideoconference:OnMay3,2017at10amNewYork/3pmMorocco/5pmJordantime,all studentsare invitedtoparticipate ina livewebcastofan interactivevideoconferencebetweenyoung people in the United States, Jordan and Morocco. Students from three “AmbassadorClassrooms” in those three countries, respectively,will speakduring thevideoconference, sharingtheirownstoriesandrespondingtoquestionsthatstudentsinparticipatingclassroomsaroundtheworldhavesharedinadvanceontheGoogle+Community.Thosestudentswhoareviewingthelivewebcastwillbeabletopostquestionsandcommentsthroughoutthewebcast.
Finalreflectionactivity.Afterthewebcast,studentswillparticipateinafinalreflectionactivityintheirrespectiveclassrooms,examiningwhattheyhavelearnedfromtheRS:SharingOurStoriesprogram.Asoptionalactivities,theyconsidernextstepstheycantaketolearnmoreabouttheSyrianconflictorotherglobalissues,andworkforpositivechangeintheirlivesandcommunities,buildingonthetopicstheyexploredinthisprogram.
UsingthiscurriculumThis curriculumwas designed for use by teachers, facilitators, students and young people in diversecontextsandcircumstancesaround theworld. Somewill beusing this curriculumduring their regularschooldayaspartofacurrentevents,socialstudiesorotherclass.Otherswillbeparticipatingintheseactivities at a youth club or through an after-school program. Some students may have access tocomputersandtheinternetduringtheirlessonoractivitytime,whereasotherswillnot.Somestudentsandteachersmayhaveflexibletimeframesfortheirlessonactivities,whereasotherswillbeparticipatingaspartoftheirlessonsduringaschooldaywithafixedschedule.
The lessonsaredesigned tobe flexible andadaptable, so that all youngpeoplewhoparticipatehaveopportunitiestolearnandconnectwiththeirpeersaroundtheworld.Teachersareencouragedtoadaptlessonactivitiessothattheywillworkbestintheircontexts,withafocusonfindingwaystomakethemethodologiesandlearningexperiencesmostappropriate,relevantandrewardingfortheirstudents.
Teachersareespeciallyencouragedto:
ü Readthiscurriculumfrombeginningtoendbeforestarting,togetabetterunderstandingofhowallofthelearningactivitiesareconnected.
ü Read the Teacher notes in each lesson. These give suggestions for special issues you shouldconsider,andstrategiesforadaptingyourprogram.
ü Considertakingadditionaltime(insideorbeyondregularclasstime)foranyofthelessonactivitiesso that students havemore time to complete theirwork, and/or to explore issues that havepeakedtheirinterest.
ü ReviewtheMaterialslistatthebeginningofeachlesson,andpreparematerialsusingwhateverresourcesyouhaveavailable.Studentsinclassroomswithcomputersandinternetaccessshouldbeabletousemanyoftheindicatedresourcesonline.Ifyouareworkingwithstudentswhodonot have access to computers and the internet, consider printing hard copies of someof thematerialsinadvance.
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Specialnote:CREATEandCONNECT
CREATE CONNECT
Teachersnote:TeachersareencouragedtopayspecialattentiontotheCREATEandCONNECTsectionattheendofeachlessonguide.Inplanningandadaptingactivitiestheymayfindithelpfultofocusonsupportingstudentsincompletingtheshortwritingassignmentsorprojectsdescribedinthatsection.What students create in those steps is designed to help them to connect their learning andunderstandingfromonelessontothenext,andalsotoconnectinahelpfulandinterestingdialoguewitheachotherandtheirpeersaroundtheworld.
For those teacherswhoareusing this curriculum inpartnershipwithGlobalNomadsGroup for theReimagine:SyriaprograminSpring2017,theCREATEandCONNECTactivitiesgivestudentssuggestionsforquestionsandprojectstheywillsharewithyoungpeopleinotherpartnerclassroomsaroundtheworldontheGoogle+Communityandinthevideoconference.
For all teachers or facilitators and their students, including those who implement this curriculumindependentlyduringorafterSpring2017theCREATEandCONNECTstepsareessentiallinksbetweeneachlesson.Theycanuseandadaptthosestepstosupportstudentsinengagingindialoguewiththeirclassmates, and to reflect as they watch and listen to the YouTube recording of theMay 3, 2017webcast.
Specialnote:WorkingwithSyrianstudents:TheReimagine:SyriaprogramisdesignedespeciallytogivestudentsaroundtheworldopportunitiestoenrichtheirunderstandingoftheSyriancrisisandhowitaffectsyoungpeople,connectingwhattheylearntoissuesintheirownlives.ForthoseyoungpeoplefromSyria,itshouldalsobeanopportunitytolearnfromandconnectwithpeersinotherpartsoftheworld.
WhenworkingwithstudentsfromSyria,considertakingthefollowingstepstosupporttheirparticipationinthisprogram:
ü Readthroughtheentirecurriculumbeforeyoubegin.PreparetoadaptanyoftheactivitiestomakethemmorecomfortableandappropriateforSyrianstudentsasyouseefit.
ü ConsidermeetingwithSyrianstudentsoutsideyourregularlessonactivitytime,whetherindividuallyorinagroup.Makesuretheyunderstandtheprogramanditspurpose,askanyquestionsandexpressconcerns,andsharetheirownsuggestionsforhowtomaketheprogramworkbestforthem.
ü Discussstudents’expectationsfortheprograminadvance.Manageanyexpectationstheyhavethatmaynotbefulfilled.Adaptactivitiestoanyinterestsandprioritiestheysharewheneverpossible.
ü Assurestudentsthattheyareneverrequiredtotalkaboutanythingthattheydonotwishtodiscuss.Explaintothemthattheprogramisdesignedsothatotherstudentswillnotbeaskingthempersonal,embarrassingordifficultquestionssotheydonotfeelanxious.Remindthemthattheycanalwaysrespectfullysaythattheydonotwishtoansweraquestioniftheywish.
ü Considergivingstudentstheoptiontosharetheirpersonalstoriesiftheyareinterestedtodoso.Discussthispossibilitywiththemoutsideclasstimesotheycanconsiderandrespond
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privatelyandfreely.(SeeLesson1whichoffersoneopportunityforthemtodoso).Iftheyareinterestedinsharingtheirstories,reviewandrehearsethemtogetherbeforetheypresentthemtopeersintheirownclassorforawideraudience(e.g.thevideoconference).Supporttheminmakingchoicesaboutwhattheydoanddonotshareinkeepingwithyourjudgmentandtheirs.Takeallappropriatestepstogaininformedconsentfromtheirparentsbeforetheysharepersonalstoriestoensuretheirsafety.Note:ThissuggestionisincludedespeciallyattherecommendationofteachersworkingwithSyrianrefugeestudentsinprogramssimilartoRS:SharingOurStories,whofoundthatSyrianrefugeeyouthwereinterestedinsharingtheirstories,andfeltthatdoingsowasahelpfulandrewardingexperience.
ü AsSyrianstudentspreparetheirownDayinOurLivesstoriesandresponsesandquestions(inLesson2),reviewtheirworkinprogress.Reviewanddiscussanyinformationtheysharethatyoufeelmayputthem,orothers,inanuncomfortableoroverwhelmingsituation.
ü ContactLatishiaSparks,[email protected],concernsorsuggestionsabouthowtomakeSyrianstudents’experienceapositiveoneforthem(andforothers).
WhenworkingwithstudentswhoarenotfromSyria:
ü Reviewprogrammaterialsinadvance,takingintoconsiderationwhatyouknowaboutanysimilardifficultiesorchallengestheymayhavefaced.Consideradaptingoromittinganymaterialsthatyouthinkwillbeoverwhelmingoruncomfortableforyourstudents.
ü DiscusstheimportanceofengagingrespectfullyandsensitivelywithSyrianstudentswhohavefacedchallengingcircumstances,andencouragestudentstocomeupwiththeirownstrategiesforhowtheywilldoso.
ü ReviewanyquestionstheymayhavebeforepostingthemtotheGoogle+community.IfyouseequestionsthatmightbeuncomfortableforSyrianstudents(oranyothers),discusshowtorevisethemwiththestudentsthatwrotethem.
ü Discusstheirexpectationsfortheprogram,andmanageanyexpectationsthatmaynotbefulfilled.Adaptactivitiestotheirinterestsandprioritieswheneverpossible!
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Lesson1: HowhasSyria’srefugeecrisisaffectedyoungpeople?
OVERVIEWStudentsexploretheconflictinSyriaanditsimpactonyoungpeoplethroughthelensofprofilesofyoungSyrianrefugeeslivingindifferentcountriesandcircumstances.
TIMEApproximately1session.TeachersmaychoosetoadaptoreliminatestepsinordertocompletetheCreateandConnectactivitieswithinonelesson/classperiodorextendtheactivitythroughalongersession,orover2-3sessions.
MATERIALS
HandoutPacketforLesson1
ComputerswithinternetaccesstolinktotheNewYorkTimeswebsiteandotherstoriesbelowORpapercopiesofselectarticles,mapsandothergraphics.
LEARNINGOUTCOMES
Empathy
StudentslearnabouttheexperiencesofyoungSyrianrefugeeswhohavebeenprofiledintheNewYorkTimesandothermediasources.TheyreflectonthechallengesyoungSyrianshavefaced,theirpositiveexperiences,andtheirhopes.
CriticalThinking
StudentsmakeinferencesaboutthelivesandexperiencesofyoungSyrianrefugees,gatheringandapplyinginformationfromdifferentsources,includingnewsarticles,statisticsandmaps.
GlobalCitizenship
StudentslearnabouthowtheSyriancivilwarhasaffectedlifeforchildrenandyoungpeopleinthatcountryandthosewhohaveleftthatcountrytoseekrefugeinothers.
CREATE CONNECT
StudentsCREATEresponsestothePre-programassessmentquestionnaire(Handout1.1,partofHandoutPacket1)toassesstheirknowledge,understandingandattitudestowardtheSyriancrisis.
StudentsCREATEInquiryquestionsandideastatementstheywillsharewiththeirpeersinothercountries,especiallythosewhohavebeenaffectedbytheSyriancrisis.
Students(orteachers)preparetoCONNECTtheirprogressoverthecourseoftheprogrambykeepingtheirwrittenresponsestothepre-programquestionnaires.
StudentsCONNECTbypostingtheirinquiryandideastatementstotheGoogle+Communitytoconnectwithotherstudentsaroundtheworld,includingSyrianyouthandothersfromtheUnitedStates,JordanandMorocco.
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Planning,preparing,andadapting:ThisguideforLesson1:HowhasSyria’scrisisaffectedyoungpeople?includesseveralsuggestionsforarticlesandotherresourcessothatteacherscanchoosetheresourcesthatwillbemosthelpfulandappropriatefortheirstudents.Theresourceslistedincludelongerandshorterarticles,aswellasmultimediafeaturessuchasslideshowsandvideosthatrequireaccesstoacomputerandtheinternettoview.Thisguidealsoincludessuggestionsforwaystoadaptthelessontousespecificresources.
Teachersareencouragedto:
ü Readthearticlesandwatchthevideoslistedinsteps2and3belowinadvance.ChoosethestoriesofyoungSyrianrefugeesthatwillbeinterestingtoyourstudents.
ü Adaptplansandpreparationsforthelessontogivestudentsenoughtimetoreadthearticlesand/orwatchvideosandusemultimediafeaturesyouchoose.Thismayincludetakingadditionaltime(ormorethanonesession)forthelesson.
ü Consideromittinganyofthestoriesthatmaybetoodifficultoroverwhelmingforanyofyourstudents.
ü ConsiderchoosingonlyoneortwostoriesofSyrianyoungpeoplefortheentireclasstoexploretogether.(ThestoriesofHanaAbdullahandBayanMohamed,listedbelowinStep1,areespeciallyrecommendedinthiscase).
ü InviteSyrianrefugeeyoungpeopletosharetheirownstories,onlyiftheywish.(SeeTeachersNoteonthispage.)
ü Consultthesection“Moreresourcesforeducators”attheendofthiscurriculumtofindadditionalstoriesyoumightusewithorinsteadofthoselistedbelow
Lessonactivities:1. Warm-up:DistributeHandout1.1,Pre-programAssessment.Askstudentstowritetheirresponses
onthehandout.ExplaintostudentsthattheywillhaveachancetolookattheiranswersinthefinallessonactivityoftheRS:SharingOurStoriesprogramandconsiderwhattheyhavelearned,andwhetherandhowtheirperspectivehaschanged.(Explaintothemthatthisisnotatestthattheywillbegradedon,andthattheycanleaveanyquestionsblankiftheywish).
Teachersnote:Inpastexperiences,someSyrianstudentsparticipatinginaprogramsimilartoRS:SharingOurStoriesfoundithelpfulandrewardingtosharetheirpersonalstorieswiththeirpeers.
TeachersworkingwithSyrianrefugeestudentsmaywishtoexplorethispossibilitywiththem,too.Consultthemwellinadvancetoaskifthismightbeofinterest,takingcaretomakesuretheyunderstandtheyarenotrequiredtodoso.Considerreviewingandrehearsingtheirpresentationoftheirstorieswiththeminadvance.ConsideradaptingtheapproachtoStep3(orevenomittingit)sothatsothatSyrianstudentsdonotfeeluncomfortabletohavetheirexperiencesexamined,andsothatallstudentshavemoretimetoforarichexchangeanddiscussionoftheirstoriesinasafecontext.
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Collectthehandoutsfromstudentsbeforetheyproceedwiththenextstep.KeepthesehandoutsthroughouttherestoftheRS:SharingOurStoriesprogram,sothatyoucansharethemwithstudentsagaininthefinalReflectionactivity.
2. ReadandwatchthestoriesofyoungSyrianrefugees.Organizestudentsintosmallgroups.ExplainthateachgroupofstudentswillfocusonthestoryofayoungSyrianrefugee.Explainthattheywillreadorwatchthestory,thenresearchhowthecrisisinSyriahasshapedthatyoungperson’slifeandexperience.
Givestudentstimetoreadthearticlesand/orwatchthevideos.
YoungSyriansRefugees:SixStoriesHanaAbdullahTwelve-year-oldHanalivesinarefugeesettlementinLebanon.SheandothersinherfamilyworkpickingfruitandvegetablesinnearbyBekkahValey.
LynseyAdario,TheDisplaced:Hana.TheNewYorkTimesMagazine,November15,2015.https://www.nytimes.com/2015/11/08/magazine/the-displaced-hana.html?action=click&contentCollection=Magazine&module=RelatedCoverage®ion=Marginalia&pgtype=article&_r=0
BayanMohammadAten-yearoldSyrianrefugeeresettlesinCanadathroughaprivatesponsorshipprograminthatcountry.
CatrinEinhornandJodiKantor.WonderandworryasaSyrianchildtransforms.TheNewYorkTimes,December16,2016http://www.nytimes.com/2016/12/17/world/americas/syrian-refugees-canada.html
Hishamal-NajjarAfive-yearoldboylivingwithtypeonediabetesandhisfamilycopewiththeirnewcircumstancesasrefugeesinJordan.
RanaSweis,AfterEscapefromSyria,AnotherDangerousFoe:Diabetes.TheNewYorkTimes,January21,2017.http://www.nytimes.com/2017/01/21/nyregion/neediest-cases-fund-jordan-diabetes.html
YusraMardiniYusraMardini,a16-year-oldgirlwholeftherhomeintheDarayasuburbofDamascuswithherfamilyin2013,wentontocompeteasaswimmerontheInternationalOlympicCommittee’srefugeeteaminthe2016summergames.
CharlyWilder,SheSwamtoEscapeSyria.NowShe’llSwiminRio.TheNewYorkTimes,August1,2016.http://www.nytimes.com/2016/08/02/sports/olympics/a-swimmer-goes-from-syria-to-rio-from-refugee-to-olympian.html
Teachersnote:Ifyouadaptthislessonssothatallofyourstudentsreadthesamestoriestogetherinsteadofdifferentstoriesinsmallgroups.Readthe“teachers’resources”listtofindadditionalvideoswithstoriesofyoungSyrianrefugeesthatmayinterestyourstudents.
Additionalnote:Arabic-speakingstudentsinJordanandMoroccowillbereadingtranslatedversionsofthestoriesofHanaAbdulla,Hishamal-Najjar,andpossiblyYusraMardini.
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LinaShamyAnarchitectandactivisttellsherstoryofstudyinginAleppo,protestingtheAssadregime,andultimatelyfleeingthecountry.
LinaShamy,IwenttoSyriatostudy.Ileftinarefugeeconvoy.TheNewYorkTimes,January20,2017.http://www.nytimes.com/2017/01/20/opinion/sunday/i-went-to-aleppo-to-study-i-left-in-a-convoy-of-refugees.html
AhmadandMohamedal-HajAliSeventeen-year-oldtwinboys,theirparentsandsisterleftSyriain2012,ultimatelysettlinginAurora,Illinois.Theirfamilyoffiveareamongthe2,457refugeesfromSyriawhohavebeenresettledintheUnitedStates.
ElizaGriswold,WhyisitsodifficultforSyrianrefugeestogetintotheU.S.?TheNewYorkTimesMagazine,January20,2016.http://www.nytimes.com/2016/01/24/magazine/why-is-it-so-difficult-for-syrian-refugees-to-get-into-the-us.html?action=click&contentCollection=U.S.&module=RelatedCoverage®ion=Marginalia&pgtype=article
AbdulHadiNasurah
A23-year-oldSyrianmanisamongseveralrefugeesandresidentsofZa’atariCampinJordanwhosharetheirexperiencesandopinionswithaNewYorkTimesreporterduringaninteractivevideoconference.ViewersintheUnitedStates,Brazil,andothercountriesposequestionsandcommentsinrealtimeviasocialmedia,andtherefugeeswithwhomthereporterspeaksrespond.
DeborahAcosta,SyrianRefugeesontheWar,TheirCamp,andYourQuestions.TheNewYorkTimes,December30,2016.http://www.nytimes.com/2016/12/30/world/middleeast/syrian-refugees-on-the-war-their-camp-and-your-questions.html?rref=collection%2Ftimestopic%2FSyria&action=click&contentCollection=world®ion=stream&module=stream_unit&version=latest&contentPlacement=14&pgtype=collection
3. Connectinginformationtostories.AskstudentstowriteanswerstothequestionsonHandout1.2:Connectinginformationtostories.focusingontheexperienceoftherefugeewhosestorytheyreadorwatched.Theyshouldmakeinferencesbasedoninformationfromthestory,fromtheotherresourcesbelow,andanyotherreliablesourcestheycanaccess.
Teachers’note:Studentsmaynotfindanswerstoallofthequestionsinthesourcesprovidedorotherstheymayfind.Supporttheminansweringasmanyquestionsastheycan,butallowthemtoleavesomeunanswerediftheycannotfindreliableinformationsourcestomakeinferences.
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MoreresourcesforeducatorsTheStateoftheWarinSyria
ThisarticlewithinteractivefeatureincludesamapshowingterritorialcontrolofSyriain2016,2015and2014,andanoutlineofrecentdevelopmentsbycityandsubregionofSyria.
SarahAlMukhtarandDerekWatkins,TheStateoftheWarinSyria.TheNewYorkTimes,December29,2017.http://www.nytimes.com/interactive/2016/12/29/world/middleeast/state-of-war-in-syria.html?rref=collection%2Ftimestopic%2FSyria&action=click&contentCollection=world®ion=stream&module=stream_unit&version=latest&contentPlacement=16&pgtype=collection
Syriaafterfouryearsofmayhem
Thisarticleincludesseriesofannotated,interactivemapsshowingtheimpactofthewaronSyriaonconditionsinsideandbeyondthatcountry.MapsandrelatedimagesincludesatellitephotographsoflightindifferentregionsofSyria(illustratingaccesstoelectricityandotherbasicamenities),mapsillustratingregionalcontrolofSyriabygovernment,rebelandotherforces,andstatisticsondisplacementandrefugeemovementtoborderingcountries.
SergioPeçanha,JeremyWhiteandK.K.RebeccaLai.Syriaafterfouryearsofmayhem.TheNewYorkTimes,March12,2015http://www.nytimes.com/interactive/2015/03/12/world/middleeast/syria-civil-war-after-four-years-map.html?_r=1
TheEuropeanRefugeeCrisisandSyriaExplained
ThisvideoprovidesbackgroundonthecausesoftheSyriancivilwar,theimpactofthewaronthepopulation,andanoverviewoftheissuesfacingrefugees,especiallyarrivingtoEuropeancountriesin2015.
TheEuropeanRefugeeCrisisandSyriaExplained.TheUnitedNationsHighCommissiononRefugees(UNHCR).https://www.youtube.com/watch?v=RvOnXh3NN9w&feature=youtu.be
FiveYears
AmultimediafeaturearticlegivesanoverviewoftheSyrianwaranditsimpactsinceitsbeginningsin2011.
FiveYears.BBCNews,March14,2016http://www.bbc.co.uk/news/resources/idt-841ebc3a-1be9-493b-8800-2c04890e8fc9
NoLostGeneration
ThiswebsitehostedbyUnitedNationsagenciesisaportaltovariousarticlesandothersourcesofinformationontheSyrianconflict,itsimpactonchildrenandyoungpeople,andtheinternationalhumanitarianresponse.
http://nolostgeneration.org/
Ifthereisenoughtimeremaininginthelesson,askeachgrouptosharewhattheyhavelearned.TheyshouldbeginwithanintroductiontothestoryoftheyoungSyriantheyreadorwatched,andthenpresentanswerstothequestionstheyfoundastheyreviewedthedifferentsourcesprovided(orotherstheyfound).
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4. Writing“Inquiryquestionsandideastatements”:Writethesequestionsontheboard,andaskstudentstofinishtheminwaysthatreflecttheirownopinionsandperspectives.Explaintothemthatthepurposeofwritingthesestatementsandquestionsistobrainstormandwarm-uptosharestoriesandquestionswithstudentsaroundtheworld.A. LearningabouttheexperiencesofpeoplefromSyria[andthoseinthecommunitiesthathost
them],thefivemostimportantfactsIlearnedwere…
i. ___
ii. ___
iii. ___
iv. ___
v. ___
B. SomethingunexpectedorsurprisingIheardorlearnedtodaywas….
C. OnechallengeoroneopportunityIhaveincommonwithsomeoftheSyrianyouthinthesestoriesis…
D. OnechallengeoroneopportunityIfacethatisdifferentfromthosefacingSyrianyouthinthesestoriesis…
E. IfIcouldask[nameofSyrianpersonfromoneofthestories]aquestioninperson.Iwouldask…
Studentscanwritetheirstatementsandquestionsindividually,orworkingtogetherasaclass.
Collectorrecordtheir“inquiryandidea”statements.
Preparestudentsforwhat’snext:Attheendofthislesson:
ü Explaintostudentsthatinthenextlessontheywillcreate“photostories”ofatypicaldayintheirlives.
Thosethatareinterestedandwanttoprepareinadvancecan:
ü Observeormakenotesofwheretheyareandwhattheyaredoingatdifferenttimesoftheday.
ü Takephotographs(forthosewithcamerasorsmartphones).
ü Makeothercreative“sketches”aboutmomentsintheirdailylives.Asketchcanbeaphotograph,adrawing,ajournalentry,apoem,aprosedescription,oracombinationofimagesandwordsofanykindthatdescribestheirexperiencesatdifferentmomentsinaday.
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Create,ConnectandCompletethelesson:
ü SupportandencouragestudentsinexploringtheinquiryandideastatementsandquestionfromstudentsallovertheworldontheGoogle+Community!
CREATE CONNECT
StudentswriteresponsestothePre-programassessmentquestionnaire(Handout1.1,partofHandoutPacket1)toassesstheirknowledge,understandingandattitudestowardtheSyriancrisis.
StudentswriteInquiryquestionsandideastatements,astheyconsidertheexperiencesofyoungSyriansaffectedbytheconflict.
Students(orteachers)keeptheirwrittenresponsestothepre-programquestionnaireinaprivateplace.Attheendoftheprogrameachstudentwillreviewtheirresponsesagaintoconsiderwhattheyhavelearned.
StudentsCONNECTbypostingtheirinquiryandideastatementstotheGoogle+Communitytoconnectwithotherstudentsaroundtheworld,includingSyrianyouthandothersfromtheUnitedStates,JordanandMorocco.
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Lesson2: Whatisatypicaldayinthelifeofyoungpeopleinyourcommunity?
OVERVIEWStudentscreatetheirownphotostoriesabouttheirdailylives,recognizingandreflectingonthechallengesandopportunitiestheyface.
TIMEApproximately1session.TeachersmaychoosetoadaptoreliminatestepsinordertocompletetheCreateandConnectactivitieswithinonelesson/classperiodorextendtheactivitythroughalongersession,orover2-3sessions.
MATERIALS
HandoutpacketforLesson2
Post-itnotesorsmallpiecesofblankpaper(atleast6piecesperstudent)
tape
Computerwithabilitytodownloadanduploadpictures/files
Photosandother“sketches”createdbystudentsafterLesson1
LEARNINGOUTCOMES
Empathy
Studentswillexploreaspectsoftheirdailylivesandexperiencesthattheysharewithothersintheirclassandcommunity,andwillconsiderchallengesandopportunitiestheysharewiththoseinothercountriesandcircumstances.
CriticalThinking
Studentswillanalyzetheirowndailylivesandexperiencesandmakeinferencesabouthowthosecomparetootheryoungpeoplearoundtheworld(especiallythoseinotherclassroomsparticipatingintheRS:SharingOurStoriesprogram).
GlobalAwareness
Studentswillusephotographs,theirownwordsandothermediatocommunicateabouttheirownlivesandexperienceswithyoungpeopleinothersituationsandcircumstances.
Astheydoso,theywillespeciallyfocusonthechallengesandopportunitiestheyface,preparingtoexplorestrategiestheycanusetotakepositiveactionwithrespecttobothastheylearnindialoguewithandfromtheirpeersinothercircumstances.
CREATE CONNECT
StudentsCREATEphotostoriesabouttheirdailylives.
StudentsCONNECTwithotherstudentsaroundtheworldbypostingtheirstoriestotheGoogle+Community,sotheirpeerscanlearnaboutatypicaldayintheirlives,andthechallengesandopportunitiestheyencounter.
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Planning,preparing,andadapting: ü Ifstudentshavetakenphotographsorcreatedother“sketches”aboutmomentsintheirdailylives
afterparticipatinginLesson1,remindthemtobringwhattheyhavecreatedtothislesson.(SeeanexplanationofwhatkindsofsketchesstudentsmightcreateinthePrepareforwhat’snextsectionofLesson1.)
ü Ifstudentswillhaveaccesstocomputersandtheinternetduringlessontime,remindthemtohavetheirphotosandsketchesavailabletouseelectronically.Ifnot,encouragethemtobringanydocumentsinhardcopyifpossible.
Lessonactivities:1. Overviewandexplanation:preparingtomakeaphotostory.Explainthatintoday’slesson,
studentswillworkinsmallgroupstocreatephotostoriesonthethemeof“dailychallenges,dailyopportunities.”
A“photostory”isexactlywhatitsoundslike–itisaseriesofphotospresentedtogetherthattellastoryaboutaneventoranexperience.Aphotostorycanincludeotherthings,includingcaptionsthatgiveinformationaboutaphotograph,quotations,orothertext,drawings,mapsoranythingelse.
2. Warmup:Analyzingphotographsthattellstories.OrganizestudentsintosmallgroupstoanalyzethephotographsinHandout2.1:Onephotograph,onestory.Giveeachgroupadifferentphotograph,andonecopyofthehandoutonwhichtheywillwriteanswerstothequestions
3. Sketchingmomentsinourday:Explaintostudentsthatnowtheyaregoingtobegintoplantheirownphotostories.Distributesixsmallpiecesofpapertoeachstudent.
Ontheblackboard,write:
7:00AM
9:30AM
12:30PM
3:00PM
6:00PM
9:00PM
Askstudentstoclosetheireyesandimaginewheretheyareandwhattheyaredoingateachofthosesixtimesonatypicalday.Theycanthinkaboutweekdaysorweekends.Theycanalsothinkofthingsthattheyaredoingatothertimesofday–forexample,earlierinthemorningorlaterintheevening.
Teachers’note:Considerchoosingdifferenttimeframesthatcorrespondwithimportantmomentsinthescheduleofatypicalstudentinyourclass,suchaswhentheywakeup,havelunchorleaveschool.
Teachers’note:AsstudentslookatphotographsandanswerquestionsonHandout2.1supporttheminpracticingtheircriticalthinkingskillsbyreferringtosomethingspecifictheyseeinthephotoandexplaininghowtheymadetheinferencetheydid.Usethisactivity,too,toencouragestudents’creativity,stimulatingtheirimaginationastheypreparetomaketheirownDayinOurLivesphotostory.
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Explaintostudentsthattheyshouldwriteordrawapictureofwhattheyaredoingateachofthesixtimeframes.Encouragethemtowriteanddrawcreatively,thinkingofwhattheycreateas“sketches.”Forexampletheycould:
• Drawapictureofthemselvesatthattime,amapofaplacewheretheywouldbeatthattime,asketchofwhattheywouldbelookingat,oraspecificobjecttheyassociatewiththattime
• Writeafewwordsforafeelingtheyoftenexperienceatthattime(evenjustoneortwo!),aquotationofwhattheymightbesayingoroverhearingotherssay,orajournal-styledescriptionofwhattheymightbedoing.
4. Lookingatsketchesinagallerywalk:Givestudentsafewminutestofinishtheirsketches.Oncetheyhavefinished,askthemtopostorplacetheirsketchesaroundtheirclassroom.Then,theyshouldcarryouta“gallerywalk”tolookateachother’sdocuments.
5. Identifythemesandpatterns.Askstudents:
§ Whatwerethepatternsorthemesyouobservedasyoulookedateveryone’sdocumentsabouttheirdays?
§ Didanythingsurpriseyouasyoulookedateachother’sdocuments?Didanythingyouseemakeyouthinkorfeeldifferentlyaboutyour“typicaldays”asyoulookedatthemfromthisperspective?
§ WhichexperiencesshowninthesedocumentsdoyouthinkmightbemostinterestingorsurprisingtostudentsfromotherpartsoftheworldwhowillareparticipatingintheRS:SharingOurStoriesprogram?
§ Whichofopportunitiesorpositiveexperiencesshowninthesedocumentsaremostimportanttoyou?Whichdoyouwantstudentsfromotherpartsoftheworldtoseeandunderstand?
§ Whichofyourchallengesordifficultexperiencesshowninthesedocumentsaremostimportanttoyou?Whichdoyouwantstudentsfromotherpartsoftheworldtoseeandunderstand?
6. Createyour“DayinOurLives”stories.Organizestudentsintosmallgroups.
Usingthethinkingfromtheabovequestions,eachgroupwillcreateasinglephotostoryillustratingyoungpeople’sday-to-dayexperiencesandsharetheseonline.Theywillusethedocumentstheyhavealreadycreated,andcancreateadditionaldocuments(photos,etc.)andotherelementstotelltheirstory.Encouragegroupstocombinepicturesfromdifferentstudents,butbesuretocombineinawaythathelpsviewersgainunderstanding.Forexample,eachgroupcouldfocustheirstoryonadifferentthemeorideathatwassharedbyallstudents.
Teachers’note:Threewaystodoagallerywalkare…:
o Studentscansharetheirdocumentsonlywithothersintheirsmallgroups.
o Studentscanpostorplacetheirdocumentsindifferentpartsoftheroomorondifferentwallsthatcorrespondwiththesixdifferenttimesoftheday.
o Studentscanplaceorposttheirdocumentstogetherononewall,orontheflooroftheclassroom,sotheycanlookatthemallatthesametime.
Teachers’note:Ifyouhaveextratime,considergivingstudentsachancetomoveandarrangetheirdatadocumentsintodifferentclustersbasedonthethemesandpatternstheysee.
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GiveeachgrouponecopyofHandout2.2:Planninga“DayinOurLivesPhotoStory.”
Remindthem:Inadditiontousingtheirphotostheycanusewords,drawingsoranythingelsetocreatetheirstories.
Givestudentsasmuchtimeastheyneedtoplanandcreatestories.
7. Concludingtogether:Askeachgroupofstudentstopresentandsharetheirphotostorieswitheachother.Iftheyhavecompletedtheirphotostoriestheycansharetheircompletestoriesatthistime.Ifnot,theycanpresenttheirplanstoeachother,andgetsuggestionsandfeedbackfromclassmates.
Preparestudentsforwhat’snext:Attheendofthislesson:
ü Explaintostudentsthatinthenextlessontheywilllookatthephotostoriesofotheryoungpeoplearoundtheworld,andthoseyoungpeoplewilllookattheirstories.
ü Iftheyhavenotcompletedtheirphotostoriesbytheendofthislesson,workwiththemtofindtimeandaccesstoacomputerwhentheywilldoso.
ü Encouragethemtolookatotherstudents’DayinOurLivesstoriesontheGoogle+Communityiftheyhavetimeandaccesstoacomputerconnectedtotheinternet.
Create,ConnectandConclude:
CREATE CONNECT
StudentsCREATEphotostoriesabouttheirdailylives.
StudentsCONNECTwithotherstudentsaroundtheworldbypostingtheirstoriestotheGoogle+Community,sotheirpeerscanlearnaboutatypicaldayintheirlives,andthechallengesandopportunitiestheyencounter.
Teachers’note:Considergivingstudentstheoptiontoorganizetheirgroupsarounddifferenttopicsorthemes,ortheexperiencesofdifferentyoungpeople.
Forexample,theycouldcreatestoriesthatfocusonthedailylivesofgirlsorboys,thosefromdifferentneighborhoods,thosefromdifferentbackgrounds(e.g.SyrianandJordanian),orthosewithdifferentdailyresponsibilities(e.g.thosewhohavejobs,thoseonsportteams).Thismaybeagoodstrategyifitwillgiveachanceforyourentireclasstohighlightandexploretheirdiversity.
OROrganizestudentsintoheterogeneoussmallgroups.Withintheirgroups,studentswilllearnaboutthedifferentexperiencesandperspectivesofpeers,buildingconnectionswithintheirsmallgroupsastheyworktogether.Thismaybeagoodstrategyifdividingstudentsintohomogeneousgroupswouldcontributetotensionsorrivalriesbetweenthosefromdifferentbackgrounds,orhighlightdifferencestheyfinduncomfortableorembarrassing.
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Lesson3: Whatcanwelearnfromeachotherabouthowyoungpeoplecananddocreatepositivechange?
OVERVIEWStudents explore and recognize strategies they and other young people around theworldusetocontributetopositivechangeintheirlivesandcommunities.
TIMEApproximately1session.TeachersmaychoosetoadaptoreliminatestepsinordertocompletetheCreateandConnectactivitieswithinonelesson/classperiodorextendtheactivitythroughalongersession,orover2-3sessions.
MATERIALSHandoutpacketforLesson3.
Students’ownDayinOurLivesphotostories,andthoseotherparticipatingstudentshaveshared
LEARNINGOUTCOMES
Empathy
Studentslearnaboutthedailylivesofstudentsintheirclassesandotherparticipatingclassroomsaroundtheworld,includingtheiraspirationsandfrustrations,andhowtheyexperienceandfeelaboutthechallengesandopportunitiestheyface.
CriticalThinking
Studentscompareandcontrasttheirownstorieswiththoseoftheirclassmatesandyoungpeopleinothercountries.
Theyidentifyandanalyzethestrategiesyoungpeople,includingthemselves,usetomakepositivechangeintheirlivesandcommunities,andtheireffects.
GlobalCitizenship
Studentsrecognizetheactionstheirpeersintheirowncommunityandothercountriestaketomakepositivechangeastheyfacechallengesandopportunities.
Indrawingconnectionsbetweentheirpeers’experiencesandchoicesandtheirown,theyacknowledgewaystheymayalreadybecontributingtopositivechangeintheirlivesandcommunities(whetherconsciouslyornot),andidentifyindividual,communityorglobalgoalsforpositivechangetheyplantoactoninthefuture.
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Planning,preparing,andadapting:ü StudentswilllookattheDayinOurLivesstoriestheyandtheirclassmatescreatedinLesson2,
aswellasthosecreatedbyotherstudentsparticipatingintheRS:SharingOurStoriesprogramaroundtheworld,especiallythosefromtheirpartnerclassroom.Ifyourstudentswillnothaveaccesstocomputersandtheinternetduringthislesson,printandbringhardcopiesofsomeofthesephotostoriestothislesson.
Lessonactivities:1. Warmup:Askstudentstothinkofdifferenttermsusedtorefertoyoungpeoplesuchas
themselves.Thesecanincludewordsthatarepartoftheirstandardnativelanguage(English,Arabic,Urduoranyother),aswellasslangorcasualterms.
Takeafewminutesforthemtobrainstormafewdifferentwords.Then,usethistemplatetoexplorethetermsandtheirmeaningsandconnotations:
Template:
Wordorterm
Definition:Whatdoesthiswordmean?Whichyoungpeopledoesitreferto?
Whousesthisterm,andinwhatkindsofsituations?
Isthisapositive,negativeorneutralterm?
Howdoyoufeelwhenyouhearsomeoneusethisterm?
CREATE CONNECT
StudentsCREATEshortwrittenresponsestoandquestionsaboutotherstudents’DayinOurLivesphotostories,includingthosetheirownclassmateshavemade,andthosepostedontheGoogle+Communitybytheirpeersinotherpartsoftheworld.
StudentsCONNECTwitheachotherbysharingtheirresponsesandquestionsabouteachother’sDayinOurLivesstoriesontheGoogleCommunitydrive.
StudentsfromAmbassadorclassroomswillreviewtheseresponsesandquestions,andmaydiscussthemduringthelivewebcastonMay3,2017.
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Discuss:
• Ingeneral,doyoufeelthatadultsaroundyouhavepositiveornegativeopinionsofyoungpeople?Whataboutpeopleyourage–doyouseeeachother,andyourselves,inapositiveornegativelight?
• Whydoyouthinkadultsandyoungpeopleholdtheseopinions?(Forexample,whatmighttheyseeyoungpeopledo(ornotdo)thatinfluencestheiropinions?)
• Whatmightchangetheiropinionstohelpthemformamorebalancedoraccurateimpressionofyoungpeople?
2. Explore“DayinOurLives”ofotherstudentsaroundtheworld.AskstudentstoworkwiththeirsamegroupfromLesson2.Assigneachgrouptoreadandlookatafew“DayinOurLives”photostoriesthatothersstudentsaroundtheworld(and/orintheirownclass)havesharedontheGoogle+Community.
Teachers’note:Followingisoneexampleofhowstudentsmightfillinthischart:
Wordorterm
Definition:Whatdoesthiswordmean?Whichyoungpeopledoesitreferto?
Whousesthisterm,andinwhatkindsofsituations?
Isthisapositive,negativeorneutralterm?
Howdoyoufeelwhenyouhearsomeoneusethisterm?
adolescent
anypersonaroundtheagesof12-19orso
apersoninstageoflifebetweenchildhoodandadulthood
usuallyadults,andsometimesteenagersorchildrenwhentheyarespeakinginaformalorseriousway.
neutral(butabitserious).
Ourfeelingsareusuallymostlyneutral.Sometimesit’sbitannoyingbecauseitsoundssoformalandserious.
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Ifpossible:
ü Allstudentsshouldfocusespeciallyonlookingat“DayinOurLives”storiessharedbystudentsinpartnerschoolsinothercountries.
ü StudentsfromJordanshouldhaveachancetolookatstoriespostedbythosenotfromJordan,andviceversa.
ü AllstudentsshouldrevisitandreviewthevideosandstoriesofSyrianyouthfromLesson1.
3. Respondingtostories.GiveeachgroupofstudentsacopyofHandout3.1:Respondingtoourstories.Askthemtowritefreeresponsestothequestionsonthathandout.
Oncetheyhavedoneso,askstudentstosharetheirresponsestothequestionsonHandout3.1.TaketimetoexploretheirresponsestoQuestion5:Whataresomewaysyouseeyoungpeopleinthesestoriestakingactiontomakepositivechangeforthemselves,theirfamilies,theirfriends,and/ortheircommunities?
PossibleDiscussionQuestions:
• Howdoyouseeyoungpeopletakingactiontocopewithorchangethechallengestheyface,andtakeadvantageoftheopportunitiesavailabletothem?
• Whatdoesitmeansto“takeactiontomakepositivechange?”Whataresomedifferentpossibilitiesthiscaninclude?
• Didyouseeexamplesofyoungpeopletaking“visible”actionstomakepositivechangeintheirlivesandcommunities?
• Didyouseeexamplesoflessvisibleactionsthatarealsoexamplesofwaysyoungpeoplearemakingpositivechangeintheirlivesandcommunities?
• Doyouthinktheseyoungpeoplerecognizethattheyaremakingpositivechangeintheactionsyousee?Why,orwhynot?
4. Sharingresponsesandquestionswitheachother.GiveeachgroupofstudentsacopyofHandout
3.2:Sharingresponsesandquestions.Givestudentstimetowriteanswerstotheirquestions.Oncetheyhavedoneso,askthemtosharetheirresponseswitheachother.
Teachers’note:StudentswillgetthemostoutofthislessoniftheycanlookatthestoriesofothersaroundtheworldduringthislessonontheGoogle+Community.Ifitisnotpossibleforyourstudentstolookat“DayinOurLives”storiesonlineduringthelesson,adaptthelessonby:
• Bringingandusinghard(printed)copiesofafew“DayinOurLivesstoriesthatyoufindontheGoogle+Drivewhilepreparingforthelesson,and/or
• Bringingandusingcopiesofthe“DayinOurLives”storiesyourstudentscreatedthemselves(sothatstudentscanreflectonandanalyzeeachother’sstories,alongwithhardcopiesofthestoriesofSyrianyouthfromLesson1.
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Preparestudentsforwhat’snext:Attheendofthislesson:
ü Explaintostudentsthatthenextlessonwillbethevideoconference.ExplainthatthestudentsfromAmbassadorclassroomswillbereadingtheirresponsestotheDayinOurLivesstoriesandmaybeansweringsomeoftheirquestionsaspartoftheirpresentations.
ü EncouragestudentstotakemoretimetopresenttheirresponsesandquestionsinHandout3.2inacreativeformatsuchasanewphotostoryorvideo,iftheyhavetime,interestandaccesstomaterialsandequipmenttodoso.
Create,ConnectandCompletethelesson:
ü SupportstudentsinpostingtheirquestionsandresponsestotheGoogle+CommunitybyMonday,April24thsothoseinAmbassadorclassroomscanconsideraddressingthemintheirpresentationsduringthevideoconference.
CREATE CONNECT
StudentsCREATEshortwrittenresponsestoandquestionsaboutotherstudents’DayinOurLivesphotostories,includingthosetheirownclassmateshavemade,andthosepostedontheGoogle+Communitybytheirpeersinotherpartsoftheworld.
StudentsCONNECTwitheachotherbysharingtheirresponsesandquestionsabouteachother’sDayinOurLivesstoriesontheGoogleCommunitydrive.
StudentsfromAmbassadorclassroomswillreviewtheseresponsesandquestions,andmaydiscussthemduringthelivewebcastonMay3,2017.
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Lesson4: Watching,listeningandrespondingtothevideoconference
OVERVIEW
StudentsfromthreeAmbassadorClassroomsinPatterson,NewJersey,USA,andmajorcitiesinJordan,andMorocco(respectively),includingsomewhoareSyriansaffectedbythecrisisinthatcountry,willsharestoriesabouttheirlivesandexperiences,andrespondtoquestionsposedbytheirpeersparticipatingintheRS:SharingOurStoriesprogramaroundtheworldinavideoconferencebroadcastlive.Astheydoso,studentsaroundtheworldwillwatch,andpostcommentsandquestionsinrealtime.
TIMEThevideoconferencewilltakeplaceonMay3,2017at10amNewYork/3pmMorocco/5pmJordantime.Thislessonactivityincludesstepstotakebeforeandafter,bothwhichshouldrequireapproximately10-20minutes(respectively).
MATERIALS
Handoutpacketforlesson4
Computer(s)withbroadbandinternetaccess,forstudentstowatchandlistentotheLIVEWEBASTandposttheircommentsandquestionsinrealtime.
AccesstoYOUTUBE
LEARNINGOUTCOMES
Empathy
Studentswillbuildanunderstandingandappreciationofthelives,perspectivesandexperiencesofSyriansandotheryoungpeoplearoundtheworldastheywatchandlistentothemsharestoriesoftheirlivesanddailyexperiencesinrealtime.
CriticalThinking
StudentswillcomparethestoriesandexperiencessharedbySyriansandtheirotherpeersinAmbassadorclassroomswiththeirpreviousknowledgeandimpressionsofthelivesandexperiencesofyoungpeoplearoundtheworld,especiallythoseaffectedbytheSyriancrisis.
GlobalCitizenship
Studentswillreflectonwaysthatyoungpeoplearoundtheworld,includingSyriansandothersfacingadversecircumstances(aswellasopportunities)tomakepositivechangeintheirlivesandcommunities,andconsiderwaystheycanlearnfromeachotherandgainmotivationtotakeactiononlocalandglobalissuestheyconsiderimportant.
CREATE CONNECT
StudentswillCREATEresponsestothevideoconferences,recordingwhattheylearned,felt,expecttorememberandotherreflections.(OnHandout4.1)
Students(individually,ingroupsorasaclass)willCREATEreflectiveresponsestostudentsfromAmbassadorclassroomswhopresentedduringthevideoconference.
Students(withhelpfromtheirteachers)willkeeptheirwrittenreflections,andwillrefertoandCONNECTbacktothemintheirfinalreflectionactivityinLesson5.
StudentsmayCONNECTwiththeirGoogle+communitygroupsbysharingtheirreflectiveresponseswiththemontheGoogle+Communityiftheywish.
26
Planning,preparing,andadapting:ü Encourageandsupportstudentsinlookingattheirpeers’workontheGoogle+Community.
TheymayfocusonlearningaboutstudentsfromthethreeAmbassadorclassroomsthatwillpresentduringthevideoconference.Theymayalsobeinterestedtocomparethequestionsandcommentstheyhavesharedwiththoseposedbyotherstudentsaroundtheworld.
ü Planyourlessonsothattherewillbetimeforstudentstowritesomethoughtsandreflectionsbeforethevideoconferencebegins.(SeeStep1intheLessonActivitiesandHandout4.1).Dependingonyourscheduleandflexibility,theymightdothisadayortwobeforethevideoconference,orinthe30minutesorsobeforeitbegins.
ü Prepareyourclassroomandcomputerequipmentsothatyouwillbereadyandabletowatchthevideoconferenceassoonasitbegins.Testyourcomputer,display,speakersandinternetconnectioninadvance.Gatherstudentsintheclassroomatleast10minutesbeforeitisscheduledtobegin(ormoreiftheywillbewritingtheirfirstreflectionquestionsatthistime).
Lessonactivities:1. Warmup:Providestudentswiththefollowingoverviewofthevideoconference:
TodayyouaregoingtohearstudentsfromthreeAmbassadorclassroomsaroundtheworlddiscusstheirlivesandtheirstories.StudentswillbefromNewJersey,USA,Jordan,andMorocco.SomeofthestudentsinUSAandJordanwillbeSyrians,andwilldiscusshowthecrisisinthatcountryhasaffectedtheirlives.Otherstudentswillbefromotherbackgrounds,andtheywilldiscusstheirownexperiences,includingthechallengestheyface.
YouarelikelytohearallofthestudentstalkabouttheirdailylivesandyoumayrecognizetheissuestheydiscussfromtheirDaysinOurLivesstoriesontheGoogle+Community.ThestudentswhoarepresentinghavealsolookedatyourDaysinOurLivesstories,andreadyourcommentsandquestions.Theywillbeansweringsomeofthequestionsyoushared.
DistributeHandoutpacket4.Reviewtheinstructionstogether.Givethem10-15minutestowritetheirthoughtsandreflectionsinthe“Beforethevideoconference”sectiononHandout4.1section1.
2. Watching,listeningandrespondingtothevideoconference.WatchandlistentothevideoconferencetogetheronMay3,2017at10amNewYork/3pmMorocco/5pmJordantime.
EncouragestudentstowritetheirresponsesduringthevideoconferenceonHandout4.1section2,“Duringthevideoconference”astheywatchandlisten.
Encourageandsupportstudentstopostcommentsandquestionstothevideoconferenceinrealtimeiftheyhavesufficientaccesstocomputersandbroadbandinternetconnectiontodoso.
3. Reflectingonthevideoconference:AskstudentstowritetheirthoughtsandreflectionsonHandout4.1section3,“Afterthevideoconference”,a.Reflections.Givethem10-15minutestodoso.
Askstudentstosharetheirreflectionsvoluntarilywiththegroupiftheywishtodoso.
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AskstudentstowriteresponsesinHandout4.1,section3,b.Sharingresponseswithambassadorstudents.
Preparestudentsforwhat’snext:Attheendofthislesson:ü Discusswithstudentswhethertheywouldlike
tosharetheirresponsesontheGoogle+Community.Supportthemindoingso,includingbygivingGoogle+Communitymembershipgroupstimetodiscuss,revise,editandelaborateontheirresponsebeforetheypost.
ü Explaintostudentsthatthenextlessonwillbeafinal,shortreflectiononwhattheyhaveexperiencedandlearnedthroughouttheirparticipationintheRS:SharingOurStoriesprogram.
ü LookaheadattheTeacherNoteboxonpage30.Ifyouandyourstudentswanttoworktogetheronanoptional“TakeAction”planaftercompletinglesson5,prepareplansandlessontimetodoso.
Create,ConnectandCompletethelesson:
CREATE CONNECT
StudentswillCREATEresponsestothevideoconferences,recordingwhattheylearned,felt,expecttorememberandotherreflections.(OnHandout4.1)
Students(individually,ingroupsorasaclass)willCREATEreflectiveresponsestostudentsfromAmbassadorclassroomswhopresentedduringthevideoconference.
Students(withhelpfromtheirteachers)willkeeptheirwrittenreflections,andwillrefertoandCONNECTbacktothemintheirfinalreflectionactivityinLesson5.
StudentsmayCONNECTwiththeirGoogle+communitygroupsbysharingtheirreflectiveresponseswiththemontheGoogle+Communityiftheywish.
Teachers’note:Instep3,studentgroupscouldwritetheirresponsestothosefromAmbassadorclassroomswhopresentedduringthevideoconference.TheycouldchoosewhichAmbassadorstheywriteto,ororganizethemselvessothattheywritetoallambassadors.SomeoftheGoogle+CommunityGroupswillincludeanAmbassadorclasssostudentscanpostdirectlytotheirGoogle+Community.
YoucanalsodeterminewithstudentswhethertheywillsharetheirresponseswithanyoftheAmbassadorstudentsusingtheGoogle+Community,orjustkeepthemfortheirownreflection.
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Lesson5: Reflectingonourstories
Planning,preparing,andadapting:ü Reflectonyourownobservationsandimpressionsofyourstudents’participationintheRS:
SharingOurStoriesprogram,includingLessons1-3andtheIVC.Considerinterestingtopicstheyraised,difficultmomentstheymayhaveencountered,andtheiraccomplishments.
ü Includeopportunitiestohighlight,resolve,oracknowledgethesemomentsinthisreflectiondiscussion.
ü Bringstudents’originalwrittenresponsestoHandout1.1fromLesson1.
OVERVIEW
StudentswillreflectonhowtheirunderstandingoftheimpactoftheSyriancrisisonyoungpeople,youngSyrians’experiences,andtheirownpotentialtotakeactionforpositivechangehaschangedthroughtheirparticipationintheRS:SharingOurStoriesprogram.
TIME 20minutes
MATERIALSHandoutpacketforLesson5
Handout1.1,witheachstudent’soriginal(written)responsestothepre-projectassessmentquestionsfromLesson1.
LEARNINGOUTCOMES
EmpathyStudentswillreflectonwhattheyhavelearnedabouttheexperiences,challengesandopportunitiesofyoungpeoplelivingindifferentcircumstancesaroundtheworld.
GlobalCitizenship
StudentswillreflectonwhattheyhavelearnedabouthowtheSyriancrisishasaffectedyoungpeoplefromthatcountry,especiallythosewhohavebeendisplaced.
CriticalThinking
Studentswillanalyzehowwhattheyhavelearnedabouttheexperiencesofyoungpeopleinothercircumstancescanhelpthemtopursuetheirowngoalsformakingpositivechangeintheirlivesandcommunities.
CREATE CONNECT
StudentsCREATEwrittenresponsestothepost-projectassessmentquestionnaire.Theseincludetheirideasforhowtheymaytakeactionindividuallyortogethertomakepositivechangeasglobalcitizens,basedonwhattheyhavelearnedandexperiencedfromtheirpeersaroundtheworldthroughtheRS:SharingOurStoriesprogram.
StudentsCONNECTbysharingtheirresponseswitheachotherontheirGoogle+Community.TheyalsoCONNECTtheirideastonextstepstheycantaketomakepositivechangeasglobalcitizens.
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Lessonactivities:1. Overviewofthereflectionactivity:Explaintostudentsthatinthisfinalactivityandtheywillreflect
onwhattheyhavelearnedthroughparticipationintheRS:SharingOurStoriesprogram.
2. Reflectingonlearning:DistributeHandout5.1:Post-projectassessmentquestionnairetostudents.AskthemtochooseONEquestiontowhichtheywillrespondthoroughlyandallowtimetodoso
3. Discussion:Handout1.1Pre-projectassessmentinLesson1.DistributeHandout(s)1.1withtheiroriginalwrittenanswerstoeachstudent.RemindstudentsthattheyrespondedtothesamequestionsasthoseonHandout5.1whentheyfilledoutpre-projectassessment.AskstudentstoquietlyreadtheiroriginalanswersandcomparetheirinitialanswertotheanswertheyjustwroteonHandout5.1(whichcontainsallthesamequestions).
4. Share:Askstudentstosharethechangesordifferencesintheiranswertodayfromtheansweratthebeginningoftheprogram.
5. ReflectingonthemostsignificantchangesinyourunderstandingoftheSyriancrisis,itsimpactonyoungpeople,andyourownexperience:AskstudentstotakeafewminutestoreadandanswerthefinalreflectionquestiononthebottomofHandout5.1.Studentswhowishmaysharetheseinclass.
Preparestudentsforwhat’snext:“What’snext”isuptoyouandyourstudents!Adaptwhatyousayanddoattheendofthislessontoyourownplans,andpossibilitiesthatinterestyourstudents.Youmight…
ü Supportstudentsindevelopingandcarryingoutplansofaction,buildingontheirresponsestoQuestion9onHandout5.1(seeTeachers’Notebelow).
ü Askstudentsiftheywillcontinuetokeepintouchwithyoungpeopletheymetinotherpartsoftheworldthroughsocialmedia.
ü GivestudentsmoreopportunitiestolearnabouttopicsrelatedtotheSyrianconflictiftheyareinterestedtodoso.
ü Congratulatestudentsonwhattheyhavecreated,contributed,shared,learnedandachievedbyparticipatingintheRS:SharingOurStoriesprogram!
Teachersnote:Ifstudentshaveansweredquestionsintheoptionalpretestquestions,“HowmuchdoyouknowabouttheSyriancrisis?”theyshouldhavehadsomeopportunitiestolearnaccurateanswersinsteps3-5ofLesson1.However,formanystudentsthesestepsmaynothavegiventhemenoughtimeoropportunitiestomasterthismaterial.Considerthefollowingoptionsbasedonwhatwillworkbestinyourcontext:
Treatthispartoftheexerciselightly,remindingstudentsthattheycanusethistomeasuretheirownprogressingainingknowledge,butthatthisassessmentwillnotbegradedasatest.
• Encouragestudentstocontinueresearchingandlearningontheirowntofillinanyremaininggapsintheirknowledge.Theycouldresearchanswerstothequestionsindependentlyasahomeworkorextracreditassignment.
• Usewhatyouandthestudentslearnabouttheremaininggapsintheirknowledgetodesignafollow-uplessoninwhichtheylearnmoreabouttheSyriancrisis.TheresourcesforeducatorsinLesson1andtheappendixmaybehelpfulinthisregard.
Teachersnote:Ifstudentshaveansweredquestionsintheoptionalpretestquestions,“HowmuchdoyouknowabouttheSyriancrisis?”theyshouldhavehadsomeopportunitiestolearnaccurateanswersinsteps3-5ofLesson1.However,formanystudentsthesestepsmaynothavegiventhemenoughtimeoropportunitiestomasterthismaterial.Considerthefollowingoptionsbasedonwhatwillworkbestinyourcontext:
Treatthispartoftheexerciselightly,remindingstudentsthattheycanusethistomeasuretheirownprogressingainingknowledge,butthatthisassessmentwillnotbegradedasatest.
1. Encouragestudentstocontinueresearchingandlearningontheirowntofillinanyremaininggapsintheirknowledge.Theycouldresearchanswerstothequestionsindependentlyasahomeworkorextracreditassignment.
2. Usewhatyouandthestudentslearnabouttheremaininggapsintheirknowledgetodesignafollow-uplessoninwhichtheylearnmoreabouttheSyriancrisis.TheresourcesforeducatorsinLesson1andtheappendixmaybehelpfulinthisregard.
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Create,ConnectandConclude:
CREATE CONNECT
StudentsCREATEwrittenresponsestothepost-projectassessmentquestionnaire.Theseincludetheirideasforhowtheymaytakeactionindividuallyortogethertomakepositivechangeasglobalcitizens,basedonwhattheyhavelearnedandexperiencedfromtheirpeersaroundtheworldthroughtheRS:SharingOurStoriesCurriculum.
StudentsCONNECTbysharingtheirresponseswitheachotherontheirGoogle+Community.TheyalsoCONNECTtheirideastonextstepstheycantaketomakepositivechangeasglobalcitizens.
Teachers’note:AnimportantgoaloftheRS:SharingOurStoriesprogramistomotivateyoungpeopletorecognizetheirpotentialtomakepositivechange,andtotakeactionaspositivecitizens.Question9onHandout5,Howhasthelearning,collaborationandinteractionwithyoungpeopleinyourclassroomandaroundtheworld,inspiredyoutogetmoreinvolvedwithyourcommunity,localorglobal?Pleasegiveexamples.isdesignedespeciallytogivestudents’spacetobrainstormandimaginewaystheycantakeaction,individuallyortogether,motivatedbywhattheyhavelearnedandexperiencedintheRS:SharingOurStoriesprogram.Considersupportingstudentsindesigningandcarryingouttheirown“TakeAction”projectstogether,asanextunitinyourclass,oranextracurricularprogram,orindependently.GlobalNomadsGroup’sCampfireCurriculumoffersaseriesofactivitiesyoucanusetohelpstudentschoosetopics,getorganizedandtakeaction!
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ANNEX:MoreresourcesforeducatorsAvutu,Sylvia.FromSyriawithlove.TheNewYorkTimes,December9,2016.
AwomaninAtlanta,GeorgiatellsthestoryofthebondsheandherfamilyformedwithafamilyofrefugeesfromSyria.PartoftheNewYorkTimesseries,“ModernLove.”
http://www.nytimes.com/2016/12/09/style/modern-love-syrian-refugees-help-volunteer.html
McCann,Matt,ConnectingwithSyrianRefugees.TheNewYorkTimes,July23,2015.
MattMcCanninterviewsMariekevanderVeldenandherpartnerandcollaborator,PhilipBrink,filmmakerswhocreatedthedocumentaryshort“OutsideSyria.”ThefilmmakercollectedquestionsposedtoSyrianrefugeesonsocialmedia,thentraveledtocampsinLebanontosharethequestionswithrefugees,andfilmtheirresponses.Thearticleincludesalinktothedocumentary,aslideshow,andMcCann’sQ&AwithderVeldenandBrink.
http://lens.blogs.nytimes.com/2015/07/23/connecting-with-syrian-refugees/
ThedangerousboatridetoGreecethroughtheeyesofaSyrianrefugeegirl.TheUnitedNationsChildren’sFund(UNICEF).Nov4,2015.
Thisvideoprofiles,Malak,a7-year-oldSyriangirlwhofledSyriaforGreecewithherfamily.Malaktellsthestoryofherjourney,sharesmemoriesofherlifeinSyriabeforesheleft,
https://www.youtube.com/watch?v=UDy8_8L3s0A
SyrianChildren:RefugeeCampNiroz.UNICEF,2013.
Ten-yearoldgirlNiroztalksaboutherlifeinarefugeecamp.
https://www.youtube.com/watch?v=_IlLwfC2dNc
Syriankidsexplainthewar.BBCNews.March15,2016
Syrianchildren(ages7-12)sharetheirviewsonthewaranditsimpactontheirlivesandexperiences.
https://www.youtube.com/watch?v=_IlLwfC2dNc
Photo Credit
Juliet Young