Youth Talk 2012 - 2013 - kewa...Student Workbook- Youth Talk 5 Introduction&& Youth Talk is a yearlong virtual youth exchange program between students in the Middle East and North

Youth Talk 2012 - 2013 Global Nomads Group

STUDENT WORKBOOK

Name: _________________________________________

School: ________________________________________

Partner School: _________________________________

Student Workbook- Youth Talk 2

Interactive Videoconference Scheduling Youth Talk has four interactive videoconferences (one for each unit) and two back-up videoconferences. Use this space to record the dates/times of your interactive videoconferences! SAMPLE Day Wednesday Date October 17, 2012 Hour Minute AM / PM Tech Dial-in Time 7:30 AM EST Conference Start Time 8:00 AM EST INTERACTIVE VIDEOCONFERENCE #1: UNDERSTANDING OUR WORLDVIEWS Day Date Hour Minute AM / PM Tech Dial-in Time _____:_____ Conference Start Time _____:_____ INTERACTIVE VIDEOCONFERENCE #2: BUILDING MULTIPLE PERSPECTIVES Day Date Hour Minute AM / PM Tech Dial-in Time _____:_____ Conference Start Time _____:_____ BACK-UP INTERACTIVE VIDEOCONFERENCE #1 Day Date Hour Minute AM / PM Tech Dial-in Time _____:_____ Conference Start Time _____:_____ INTERACTIVE VIDEOCONFERENCE #3: INVESTIGATING CASE STUDIES Day Date Hour Minute AM / PM Tech Dial-in Time _____:_____ Conference Start Time _____:_____ INTERACTIVE VIDEOCONFERENCE #4: ENGAGING OUR COMMUNITIES Day Date Hour Minute AM / PM Tech Dial-in Time _____:_____ Conference Start Time _____:_____ BACK-UP INTERACTIVE VIDEOCONFERENCE #2 Day Date Hour Minute AM / PM Tech Dial-in Time _____:_____ Conference Start Time _____:_____


Table of Contents

PROGRAM OVERVIEW ............................................................................................................... 4 INTRODUCTION ........................................................................................................................... 5 PROGRAM MODULES AND CURRICULUM OVERVIEW ..................................................................... 5

STUDENT PRE-PROGRAM PREPARATION ............................................................................. 7 STUDENT GOAL-SETTING WORKSHEET ....................................................................................... 8 UNDERSTANDING TECHNOLOGY IN YOUTH TALK .......................................................................... 9

UNDERSTANDING THE COLLABORATIVE PROJECT .......................................................... 11 COLLABORATIVE PROJECT v⌘1 ............................................................................................... 12 COLLABORATIVE PROJECT RUBRIC ........................................................................................... 13

GETTING STARTED! ................................................................................................................. 14 FINAL PREPARATIONS FOR SUCCESSFUL PROGRAM PARTICIPATION .......................................... 15 SECURITY AND CULTURAL SENSITIVITIES ................................................................................... 16

MODULE 1: CULTURAL EXCHANGE ...................................................................................... 17 UNIT 1: UNDERSTANDING OUR WORLDVIEWS ............................................................................ 18

Activity 1: Video/Picture Showcase v⌘ ............................................................................. 18 Activity 2: Interactive Videoconference #1 v⌘ .................................................................. 22 Activity 3: Reflect and Connect ⌘ ...................................................................................... 25

MODULE 2: MEDIA LITERACY ................................................................................................ 26 UNIT 2: BUILDING MULTIPLE PERSPECTIVES .............................................................................. 27

Activity 1: Conflict Tree v⌘ ............................................................................................... 27 Activity 2: Interactive Videoconference #2 v⌘ .................................................................. 34 Activity 3: Reflect and Connect ⌘ ...................................................................................... 37

MODULE 3: GLOBAL CITIZENSHIP ........................................................................................ 38 UNIT 3: INVESTIGATING CASE STUDIES ...................................................................................... 39

Activity 1: Activism Case Studies v⌘ ................................................................................ 39 Activity 2: Interactive Videoconference #3 v⌘ .................................................................. 43 Activity 3: Reflect and Connect ⌘ ...................................................................................... 46

UNIT 4: ENGAGING OUR COMMUNITIES ...................................................................................... 47 Activity 1: A Call to Action v⌘ ........................................................................................... 47 Activity 2: Interactive Videoconference #4 v⌘ .................................................................. 49 Activity 3: Reflect and Connect ⌘ ...................................................................................... 52

APPENDIX A .............................................................................................................................. 53 CURRICULUM RESOURCES ........................................................................................................ 53

APPENDIX B .............................................................................................................................. 56 GUEST SPEAKER WORKSHEET .................................................................................................. 56

1 Symbols explained on p. 5

Program Overview

Program Overview Introduction p. 5

Program Modules and Curriculum Overview p. 5


Introduction Youth Talk is a yearlong virtual youth exchange program between students in the Middle East and North Africa and students in the US. In this program, we will be asking ourselves “How does cross-cultural dialogue promote global citizenship?” You and your classmates will be paired with another group in the Middle East and North Africa/the US. In this program you will engage in a number of classroom workshops and activities that will prepare you to connect with partners through an online social network and in interactive videoconferences. Before each videoconference you will do an activity that will then be the basis for discussion in the videoconference. During videoconferences you’ll also discuss other topics such as current events, pop culture and sharing “show & tell.” Last, but not least, you and your partner group will create a collaborative project that addresses a topic of your choosing, and which demonstrates how active global citizens can promote change in their communities – locally, nationally and globally!

Program Modules and Curriculum Overview Each curriculum unit is divided into three parts. Become familiar with these symbols, as they’ll be used throughout the curriculum:

v Indicates a required exercise ⌘ Indicates an online platform activity

Unit Overview Activity 1 Introductory Exercise (1.1) • Introduces you to the information and skills

relevant to the curriculum unit Required Exercise (1.2) v ⌘

• An exercise that will serve as the basis for IVC discussion

• Should be completed and posted to the online platform one week prior to the IVC

• IMPORTANT: If your IVCs take place with translation, please be mindful and utilize visual representations/minimal text in this exercise

Activity 2 Collaborative Project Exercise (2.1) v⌘

• Guides you towards completion of your collaborative project

IVC Preparation (2.2) v • Outlines the IVC meeting Activity 3 Reflect and Connect ⌘ • Reflect on your IVC dialogue and continue

your conversation through the online platform

Curriculum Resources Appendix A contains links to websites and suggestions of various books and films about your partner country. Use them in class, or on your own to learn more!


Curriculum Scope and Sequence MODULE 1:

CULTURAL EXCHANGE

MODULE 2: MEDIA LITERACY

MODULE 3: GLOBAL CITIZENSHIP

Driving Question

“How does cross-cultural dialogue promote global citizenship?”

Guiding Question

How does cross-cultural dialogue enhance our global awareness?

How do our news sources and information resources shape our perceptions about people and places worldwide?

How can we be active global citizens?

Module Units Unit 1

Understanding our Worldviews

Unit 2

Building Multiple Perspectives

Unit 3

Investigating Case Studies

Unit 4

Engaging our Communities

Activity 1 1.1 Introductory

Exercise

1.2 Required Exercise

v ⌘

KHW Chart &

“Windows” Exercise

Experiencing Media

Bias

Am I a Global

Citizen?

KHW Chart Revisited

Video/Picture

Showcase

Conflict Tree

Activism Case

Studies

A Call to Action

Activity 2 2.1

Collaborative Project

Exercise v⌘

2.2 IVC Preparation

and Outline v

Topic Brainstorm

(30 minutes)

Project Proposal

(30 minutes)

Progress Report

(30 minutes)

Presentation of

Completed Project

(30 minutes)

IVC #1

IVC #2

IVC #3

IVC #4

Activity 3 3.1 Reflect and

Connect ⌘

What did I learn?

Information Share – News Article

Picture Share - Leader

What was my most

memorable moment?

NOTE: In addition to four interactive videoconferences, a guest speaker IVC or webcast will also be held. See Appendix B for a worksheet to guide your preparation for this IVC.

Student Pre-‐Program Preparation Student Goal-Setting Worksheet

p. 8

Understanding Technology in Youth Talk • Interactive Videoconferences • Online Platform

p. 9 • p. 9 • p. 10

Student Pre-Program Preparation


Student Goal-‐Setting Worksheet Whether you have participated in a virtual exchange program previously or this is your first experience communicating with peers abroad, it is important to start by setting goals for yourself. Return to this worksheet throughout the program to make sure you reach your goals by Youth Talk’s conclusion! In Youth Talk, you will have an opportunity to increase your cultural awareness and active global citizenship through intercultural dialogue and collaboration with peers abroad. Youth Talk program activities will help you make this most of this cross-cultural learning experience. What are my personal goals for participation in this program? List three goals you wish to achieve for yourself by participating in Youth Talk. 1)

2)

3)

Get started with a question! Youth Talk asks you to explore the driving question, “How does cross-cultural dialogue promote global citizenship?” What other questions might you ask of your peers that challenge and encourage dialogue, global awareness, critical thinking and active engagement with communities? My question is:

GNG PROGRAM ACTIVITIES • Exercises related to unit topics • Collaborative projects between schools • Interactive Videoconferences • Online social networking platform • Guest speaker IVC(s) and/or Webcast(s)

(optional) • Student-Student Pairings (optional)



Understanding Technology in Youth Talk As a Youth Talk participant, you will communicate with your peers abroad in two ways: through interactive videoconferences (IVCs) and through an online platform. Interactive Videoconferences [v] Interactive videoconferences offer an exciting space for you to communicate with your peers in real-time. You’ll be able to share your work with your peers, discuss your collaborative project, and ask and answer questions with one another. In order for this experience to be fulfilling, preparation is extremely important! Here are some tips on how to prepare for each IVC: Before each IVC:

ü Complete Exercises 1.2 (Required), Exercise 2.1 (Collaborative Project), and Exercise 2.2 (IVC Preparation and Outline) of the curriculum.

ü Post Exercises 1.2 and 2.1 (Required, Collaborative Project) to the online platform.

ü Review these Videoconferencing Tips! VIDEOCONFERENCING TIPS FOR PARTICIPANTS: • When beginning to speak or pose a question, state your name and school. • Speak loudly, slowly and clearly into the microphone. Express your personality but be

clear and concise as much as possible. Remember to mute the microphone when you are finished speaking.

• Please say “Thank you” when you conclude your statements or questions. • Look into the camera when speaking. Use slow, smooth, minimal gestures. • Try to avoid wearing very bright colors during the videoconference as this can have a

negative impact on the quality of the image. • Ask thoughtful questions and respond to all answers with respect. Express your opinions

in a positive manner. Avoid asking off-topic or inappropriate questions. Stick to the subject.

• Due to the technological constraints of videoconferencing, please understand only one person can speak at a time. Be sure to wait for the delay in audio so that you avoid interrupting others. Do not speak over others; you will be called to present or respond to a question.

• Pay close attention to the speakers and the topic at hand. Use your facial expressions and nod or smile to express interest, attentiveness and participation.

• Have paper and pencil/pen available to jot down notes or ideas so that you may comment on them when it is your turn.

On the day of the IVC:

ü Arrive to class on time!

ü Have a copy of your IVC Preparation and Outline (Exercise 2.2) on hand.

ü If you are sharing a talent with your peers, be sure to have all necessary materials ready to show.

ü HAVE FUN!



Online Platform [⌘] The Youth Talk online platform is a great space to talk with your peers between IVCs. On the online platform you can:

o Post and offer feedback on Required Exercise activities; o Discuss your collaborative projects; o Continue conversations that you began in the IVCs ; o Share pictures, videos and other images with your peers; o Make and keep in touch with friends in other countries!

What is the Youth Talk online platform? NING (http://youth-talk.ning.com/) is the special online platform and social networking site built specifically for Youth Talk participants. This online platform is private and available only to Youth Talk participants and educators, and GNG staff. When should I use NING? Every time you see this symbol, ⌘, visit the NING site! Specifically:

ü Post each Required Exercise (1.2) to the online platform (in the corresponding “discussion forum” section of the group page) at least 1 week prior to the scheduled IVC.

ü Post each Collaborative Project Exercise (2.1) to the online platform (in the corresponding “discussion forum” section of the group page) at least 1 week prior to the scheduled IVC.

ü Post each Reflect and Connect Activity (3.1) to the online platform (in the corresponding “discussion forum” section of the main Youth Talk page), and include personal comments, reflections and questions for your peers.

In addition, don’t forget to use this space to engage in informal chat and sharing of pictures, videos, articles, recipes, or any other topics of choice with your peers. How do I join NING? In order to access the online platform, you must be registered as confirmed users of the site. It’s quick and easy to register, just follow these simple steps:

ü Provide your teacher with your e-mail address. o GNG staff will e-mail NING invitations directly to this e-mail address

ü Follow e-mail instructions, accept the site invitation, and create a username and

password.

ü Accept a second invitation (e-mailed via GNG) to your class page

ü Login in at http://youth-talk.ning.com/ with your username and password to explore the site and connect with your partner school!

Please reference, “How to Use NING,” (Document Download available on the GNG website) for more detailed instructions on joining and using this online platform.

Understanding the Collaborative Project Collaborative Project v⌘ p. 12

Collaborative Project Rubric p. 13

Understanding the Collaborative Project


Collaborative Project v⌘ What is the collaborative project? In the collaborative project, you and your partner school will discuss the driving question and identify a topic of interest to investigate deeper through cross-cultural dialogue. You will work together with your partner school to complete two projects (one per school). These will be shared with one another during the final IVC, and with wider audiences following Youth Talk’s end. What are the specific objectives of the collaborative project?

1. To address the program’s driving question, “How does cross-cultural dialogue promote global citizenship?” through investigation of a relevant topic of interest;

2. To use media and technology to deepen understandings of people, places, and relevant issues worldwide;

3. To engage your communities through sharing learned messages with wider audiences. What might a collaborative project actually look like? The framework for the project can take many forms. The idea is to give you the space to explore the topic(s) that interest YOU the most, as well as the framework(s) you like using best, which you feel are most effective and which are most realistic given any logistic constraints they face. The final project should involve a media output. Here are a few suggestions, but also feel free to get creative!!

• PSA (Public Service Announcement) in video, radio or print form • Mini-documentary film • Petition • OP-ED (opinion piece) • Social media campaign • Community service project • Fundraising Drive • Art Project (mural, poster, photo collection, etc) • Blog Site • Collection of personal stories, images or poems • Other (your choosing)

Who will help us complete this project? Each unit’s Collaborative Project Exercise (2.1 v⌘) will help keep you on track for successful completion of projects. Post these exercises to the online platform before each IVC, and use this platform to give additional comments and feedback to your peers on their projects.

ACTIVITY 2 Collaborative Project Exercise (2.1 v⌘)

UNIT 1 Topic Brainstorm UNIT 2 Project Proposal UNIT 3 Progress Report UNIT 4 Project Share!

Understanding the Collaborative Project


Collaborative Project Rubric Wondering what a successful project looks like? Strive to reach the level of “Excellent Teamwork, Passion and Enthusiasm Shown” and your project is sure to be exemplary!

Scor

e Le

vel

Content Creativity Organization / Collaboration Presentation

Excellent Teamwork,

Passion, and

Enthusiasm Shown

§ Is well thought out and critically considers the driving question

§ Reflects application of critical thinking

§ Has clear goal that is related to the topic

§ Is pulled from a variety of sources

§ Is accurate

§ Project shows significant evidence of originality and inventiveness

§ A unique approach that clearly enhanced the project

§ Majority of the content and ideas are fresh, original and inventive

§ Information is clearly focused in an organized and thoughtful manner

§ Information is gathered with significant collaboration and communication with partner school

§ Multimedia is used to clarify and illustrate the main points

§ Format enhances the content

§ Presentation captures audience attention

§ Presentation is organized and well laid out

Moderate Teamwork,

Passion, and

Enthusiasm Shown

§ Is well thought out and considers the driving question

§ Has application of critical thinking that is apparent

§ Has clear goal that is related to the topic

§ Is pulled from several sources

§ Is accurate

§ Project shows some evidence of originality and inventiveness

§ Some evidence of new thought or unique ideas

§ Information supports the driving question.

§ Information is gathered with some collaboration and communication with partner school

§ Multimedia is used to illustrate the main points

§ Format is appropriate for the content

§ Presentation captures audience attention.

§ Presentation is well organized

Some Teamwork,

Passion, and

Enthusiasm Shown

§ Supports the question

§ Has no clear goal § Is pulled from a

limited number of sources

§ Has some factual errors or inconsistencies

§ Work is an extensive collection and rehash of other people’s ideas, products, images and inventions

§ Little evidence of new thought or inventiveness

§ Project has a focus but might stray from it at times

§ Information is gathered with little collaboration and communication with partner school

§ Multimedia loosely illustrates the main points

§ Format does not suit the content

§ Presentation does not capture audience attention

§ Presentation is loosely organized

Getting Started! Final Preparations for Successful Program Participation

p. 15

Security and Cultural Sensitivities p. 16

Getting Started!


Final Preparations for Successful Program Participation

Before getting started on Module One, follow these steps to ensure your success in Youth Talk!

¨ Step One: Join the Youth Talk NING Community Submit your e-mail addresses to your teacher, accept the NING invitation, create a profile, and explore NING! View the “How to Join NING” Power Point Presentation with your classmates (available for download on the GNG website) to assist in the online registration process.

¨ Step Two: Introduce your Group Take a picture (head shot) of yourself and your classmates and compile a list of student names and faces to share with your partner school peers. Use a Picasa picture album or upload pictures within a Power Point or Word document. Once complete, post to the online platform.

¨ Step Three: Pair up Students (optional) If your school is participating in student-to-student pairing, ask your teacher for the name of your partner(s). Initiate a conversation with your partner by writing a short (4-6 sentence) introductory letter to your peer. This should be done prior to IVC #1 via the online platform. The letter can include personal information about yourself, questions you have for your peer, or any additional information you wish to share. After the initial introduction is made via the letter, visit the online platform to correspond with your peer at least twice per month.

¨ Step Four: Practice Asking Good Questions In this program you are communicating with students of different cultures and customs. It’s important to think about how to act during dialogue exchange, both live and when communicating via the online platform. o When asking a question, either generally or on a sensitive topic, offer context explaining

why this question is important to you. o Where applicable, offer a personal example before asking a peer to share information. o Use words such as, HOW or WHY to allow space for descriptive answers from peers. o Example: Our community has a lot of pollution. This year our class is part of a

program to help our environment. We turn off lights and recycle in our classroom. How do you help your environment? Is this an important topic in your school? Why?

¨ Step Five: Review Security and Cultural Sensitivities (p. 16)

Getting Started!


Security and Cultural Sensitivities

Participation in a program with students of different cultures and countries requires all students and teachers to be aware of security, privacy and cultural sensitivity. To help make sure that the conferences focus on substantive content, all student and teacher expectations are met, and all participant privacy is upheld, we ask all students and teachers to:

• Dress modestly, covering your shoulders and legs during all IVCs! This means no tank tops, shorts, or short skirts. Bring a scarf or sweater to cover up on the day of the IVC if need be.

• If applicable, respect the single-gender composition of the groups. Other than the possible exception of teachers, where requested, the student participants in the videoconferences must all be of the designated-gender.

Module 1: Cultural Exchange Overview In this module you will reflect on your current global knowledge and perspectives and prepare for your first connections with your partner school! The collaborative project exercises will help you start identifying relevant areas of interest to explore further through cross-cultural dialogue. Guiding Question How does cross-cultural dialogue enhance our global awareness? Module Contents Unit 1: Understanding our Worldviews

• Activity 1: Video/Picture Showcase v⌘ • Activity 2: Interactive Videoconference #1 v⌘ • Activity 3: Reflect and Connect ⌘

p. 18

• p. 18 • p. 22 • p. 25

Unit 1: Understanding Our Worldviews

Activity 1: Video/Picture Showcase v⌘ 1.1: OPTIONAL Introductory Exercise Part A - Know/How/Wish (KHW) Chart OVERVIEW In this exercise, you will complete a KHW chart with what you already know, how you know it, and what you wish to learn about your partner country. Through this, you will identify prior knowledge and outline what you hope to gain from program participation.

Know, How, Wish Chart

What do I KNOW about my partner country?

What have I heard about my

partner country?

HOW do I know this?

Where did this information come from?

What do I WISH to learn about

this?

What have I learned from

participation in this program?

(To be completed in

Unit 5)

Location Have students

locate their partner country on a map.

What countries border your

partner?

People

Culture

Religion

History



Know How Wish Learned

(To be completed in Unit 5)

Government

Human Rights

Economy

Technology

Education

Environment

Other

__________

Other

__________



1.1: OPTIONAL Introductory Exercise Part B - Windows Exercise2 OVERVIEW Follow the instructions of your teacher on an exploration of your global community. Use this space to record your notes:

2 Adapted from Windows – Channels for Communication. http://www.win-peace.org/.



1.2: REQUIRED Exercise – Community Lens v⌘ OVERVIEW Introduce yourself and your school/community/cultures to your peers through the creation of a short video or picture slideshow. The video/picture slideshow will be showcased during the IVC and will serve as a starting point for you to discuss your cultures, countries, and interests, as well as relevant community issues, with your peers. Use this space to record your notes:

Share ⌘ : Once complete, upload the video or picture slideshow to the online social network for viewing by your peers. View ⌘: View your partner school’s video or picture slideshow, offer comments online, and compose 2-3 questions or comments to share during the IVC.

EXPAND YOUR UNDERSTANDING Interview Your Community

Interview peers, family and community members to find out what they know about your partner country. o What preconceived notions do your

interviewees hold about your partner country? o How do stereotypes form? How are they

spread? o Through participation in this program, what role

will you play in better informing the perspectives of others?



Activity 2: Interactive Videoconference #1 v⌘ 2.1: Collaborative Project Exercise v⌘

Collaborative Project: Identifying a Topic of Interest Record two topics you’d like to explore further through development and completion of the collaborative project. Provide one reason why each topic is significant to you or your peers. 1. 2. 3.


Share ⌘ : Once complete, share your list of topics on the online platform. View ⌘: View your partner school’s project topics, offer comments online, and compose 2-3 questions or comments to share during the IVC.



2.2: IVC #1 Preparation and Storyboard v INTERACTIVE VIDEOCONFERENCE #1: UNDERSTANDING OUR WORLDVIEWS Day Date Hour Minute AM / PM Tech Dial-in Time _____:_____ Conference Start Time _____:_____ Interactive Videoconference Outline

I. Introduction to Youth Talk (3 minutes) GNG facilitator introduces all participating students to Youth Talk. Class representatives introduce him/herself and their classmates to their partner school.

Ø Name of Class Representative:

Ø Number of students participating in IVC #1: Ø Interesting event that occurred in your school/community since the start of the school year:

II. Presentation of Video/Picture Slideshow (10 minutes) Each group introduces their school, community and cultures through the presentation of the video/picture slideshows (Exercise 1.2). One week before the IVC, post your work and view your partner’s work on the online platform.

Select one representative to explain key themes / main features of your video/picture slideshow. Ø Name of Class Representative:

Ø Key Theme:

Ø Main Features of school/community/country presented:

After viewing the video/picture slideshow posted by your partner school, record three questions or comments to ask during the IVC. Ø

Ø

Ø



III. Discussion on “Understanding our Worldviews” (20 Minutes) Using your experiences creating the KHW Chart, completing the “Windows Exercise” and viewing your partner’s video/picture slideshow, record three thoughtful and reflective questions.

Ø Ø

Ø

IV. Song Share (5 minutes) Select a song to share with your peers. Post the song to the online platform and share with GNG staff one week prior to the IVC.

V. Discussion of Collaborative Project (10 minutes) Share the topics of interest from your Collaborative Project brainstorm (Exercise 2.1), and decide upon a mutual topic of interest to pursue for the collaborative project.

Select two student representatives to share topics of interest, and why:

Ø Name of Representative; Topic and Explanation

Ø Name of Representative; Topic and Explanation

VI. Show and Tell Your Talent! (10 minutes) In each IVC, you will have the opportunity to share more about your personality through showcasing personal talents or interests for your peers. Show and Tell can include: playing a musical instrument, singing, dancing, reciting poetry, exhibiting art (paint, sculpture, etc.); showing any equipment, uniform parts, pictures or medals associated with a sports hobby; sharing any dress or dance associated with a custom or holiday; or explaining a family heirloom or other artifact of significance. Don’t forget to bring these materials on the day of the IVC!

Presentations should be as non-verbal as possible, especially for IVCs using consecutive translation, and should not exceed 60 seconds. You are encouraged to participate only once, until all of your classmates have shared with your peers.

Select three student representatives to share a personal interest or talent for their peers: Ø Name of Representative:

Talent:

Ø Name of Representative: Talent:

Ø Name of Representative: Talent:

VII. Conclusion (2 minutes) GNG facilitator thanks all students and teachers for participating and reminds participants to prepare the next module and collaborative project work for the upcoming IVC.



Activity 3: Reflect and Connect ⌘ 3.1: IVC #1 Debriefing Conversation ⌘ OVERVIEW After each IVC, talk with your classmates and your teacher about your experience. Did you enjoy the virtual meeting? What did you learn? Use this space to record your notes:

Continue the Conversation - CONNECT on NING ⌘:

• On NING, share your favorite revelation about your partner country peers. (For example, reflecting on the KHW Chart, what information did you learn during the IVC that you didn’t know before?)

• On NING, post remaining questions you have for your peers. Make sure to check back

and answer questions from your peers.

Module 2: Media Literacy Overview In this second module, you will practice looking at multiple media resources to shape well-informed perspectives. You will also draft a proposal and begin research on your collaborative project. Guiding Question How do our news sources and information resources shape our perceptions about people and places worldwide? Module Contents Unit 2: Building Multiple Perspectives

• Activity 1: Conflict Tree v⌘ • Activity 2: Interactive Videoconference #2 v⌘ • Activity 3: Reflect and Connect ⌘

p. 27

• p. 27 • p. 34 • p. 37

Unit 2: Building Multiple Perspectives

Activity 1: Conflict Tree v⌘ 1.1: OPTIONAL Introductory Exercise - Experiencing Media Bias OVERVIEW In this exercise, you will learn how media interpretation can be biased based on media resource and media perspective. You will read excerpts from three news articles (“Syrian News Articles,” p. 34 – 35) to better understand how different media resources convey information.

Use this space to record your notes:


Student Workbook – Youth Talk 28

Exercise 1.1 Experiencing Media Bias Articles Syrian Forces Are Said to Expand Deadly ‘Hit and Run’ Efforts in Damascus. The New York Times. Cave, D. (2012, August 22).

BEIRUT, Lebanon — Gunfire and shelling rocked Damascus, Syria, and its suburbs on Wednesday as opponents of President Bashar al-Assad reported a widening campaign by the military to sow fear and death in neighborhoods where the rebels are strong and the government is too weak to assert full control.

The Syrian Observatory for Human Rights, an opposition group in Britain that maintains a network of contacts in Syria, said the latest government raid on Wednesday morning in Kafar Soussa — with tanks backed by infantry soldiers — left at least 24 people dead. In the Damascus neighborhood of Qaboun, activists said, Syrian forces executed dozens of others.

Opposition groups described both as “hit-and-run” assaults. Similar attacks have been reported in several areas ringing the capital in recent weeks, as troops and shelling intensify then fade and as the government kills and leaves.

This week, activists reported finding 40 bodies in one suburb; last week, 60 others were discovered in a landfill, many of them believed to be civilians. […].

For full text, see: Cave, D. (2012, August 22). Syrian Forces Are Said to Expand Deadly ‘Hit and Run’ Efforts in Damascus. The New York Times.

Retrieved August 31, 2012 from http://www.nytimes.com/2012/08/23/world/middleeast/Syria.html?pagewanted=all Photo Source: James Lawler Duggan/Agence France-Presse — Getty Images

Syria on the Brink. Al Jazeera. (2012, March 25). As global and regional powers fight their own battles, will Syria's revolution succeed before the country falls apart?

A year ago, Syrians took to the streets in peaceful protest demanding democratic change. The regime crushed the uprising ruthlessly. Villages, towns and cities have been targeted as hotbeds of opposition and thousands of civilians killed. The regime says they are fighting terrorists but there is mounting evidence of a deliberate campaign to kill off the popular resistance. Meanwhile, international and regional powers have been polarized as to the best way forward, with Russia and China vetoing any Western attempts to intervene at the UN. To gain time and bypass the deadlock, world powers

have agreed to back proposals by Kofi Annan, the former UN secretary-general, to stop the escalation of violence and reach a political settlement. In reality, however, despite behind-the-scenes attempts to arm the Syrian opposition and the Bashar al-Assad regime's effort to break the opposition through excessive force when foreign powers are unwilling to get dragged into potential quagmire, Syria could still escalate into a country wide asymmetrical war.

For accompanying video see: (length - 47:26) (2012, March 25). Syria on the Brink. Al Jazeera. Retrieved August 31, 2012 from

http://www.aljazeera.com/programmes/empire/2012/03/201232212838378880 Photo Source: Empire Video Clip



Syria sets preconditions for talks with armed groups. Fars News Agency. (2012, August 28). TEHRAN (FNA)- The Syrian government underlined preparedness for talks with armed groups, but underlined that gangs and armed rebels should first be disarmed. “The disarmament of armed dissident groups is a precondition for holding talks with them," Syrian Deputy Foreign Minister Faisal Meqdad told FNA on the sidelines of the 16th heads-of-state summit of the Non-

Aligned Movement (NAM) in Tehran on Tuesday. He also said that the Syrian government is waiting for the NAM members' decision on ways to help Damascus settle the crisis in the country. Syria has been experiencing unrest since March 2011 with organized attacks by well-armed gangs against Syrian police forces and border guards being reported across the country. Hundreds of people, including members of the security forces, have been killed, when some protest rallies turned into armed clashes. The

government blames outlaws, saboteurs, and armed terrorist groups for the deaths, stressing that the unrest is being orchestrated from abroad. […].

For full text see: (2012, August 28). Syria sets preconditions for talks with armed groups. Fars News Agency. Retrieved August 21,

2012 from http://english.farsnews.com/newstext.php?nn=9106060218

EXPAND YOUR UNDERSTANDING A Look at Today’s News: Identifying Media Bias

Identify an event currently taking place either in your country or in your partner country. If possible, coordinate with your peers abroad to select the same event.

• Find two to three articles that show different perspectives on this event. Consider the following elements when selecting articles and comparing perspectives:

o News source o Images / colors used o Language used o Information provided o Information not provided

• Record the similarities and differences between the articles.

o How do certain elements influence the interpretation of an event? o How do media influence society and ways of understanding? o In what ways can media influence on society be both positive and negative?



1.2: Required Exercise: Conflict Tree3 v⌘ OVERVIEW In this exercise, you will be introduced to using a “conflict tree” as an analytical tool. Analytical tools help organize information so that you can understand the context by looking through different lenses. Use this tool to learn more about your collaborative project topic. Conflict:

What is the core problem of this conflict? Place this information on the tree trunk.

What are the causes of this conflict? Place this information on the tree roots.

What are the effects of this conflict? Place this information on the tree branches.

On a separate piece of paper, use your responses above to draw a conflict tree. Label the trunk, branches and roots. Be creative by using large paper and multiple colors. Scan or take a picture of your conflict tree to share on the online platform.

3 Adapted from www.peacepaces.com; United Nations Department of Economic and Social Affairs, Division of Public Administration and Development Management, Developing Capacities for Conflict Analysis and Early Response. A Training Manual. http://unpan1.un.org/intradoc/groups/public/documents/un/unpan011117.pdf

NOTE FOR STUDENTS: POST YOUR REQUIRED EXERCISE TO THE ONLINE PLATFORM AT LEAST ONE-WEEK PRIOR TO THE SCHEDULED IVC.



Additional Notes: Conflict trees and Their Various Components Overview: The core problem or issue refers to the different values, opposing views, incompatible interests, and differences regarding use, distribution or access to scarce resources. Every conflict or problem has root causes, manifestations and effects, which can be likened to a tree with three main parts or elements: Roots, Trunk and Branches. Conflict analysis depends on who analyzes the conflict, and from what vantage point.

http://www.css.ethz.ch/publications/pdfs/Conflict-Analysis-Tools.pdf Roots: The roots are the structural or causal factors. Although they are the invisible contents of the tree, the roots are the anchor and source of life for the tree. Examples of root causes are injustice, poverty, economic deprivation, ignorance, ethnic prejudice and intolerance, corruption and poor governance both at state and traditional levels.

Tree trunk: The trunk is the largest visible content of the tree. It is where all of the roots have converged, yet it is difficult to identify how different roots connect to different parts of the trunk. On its own, the trunk offers some clues about the nature of the tree, or the nature of the conflict. However, it can be dangerous to associate conflict with only the visible core problem. The core problem is actually a convergence of many roots with particular differences, so that the trunk comprises multiple dimensions of the conflict.

http://www.iisd.org/csconservation/conflict_tree.aspx Branches, Leaves and Fruits Branches, leaves and fruits are the multitude of smaller conflicts or dimensions of the conflict emerging out of the trunk. They are sometimes referred to as effects of the conflict. For example, conflicts between ex-combatants and their communities, the rise in prostitution, family conflicts emerging out of long years of separation, chieftaincy disputes as a result of two or more chiefs being appointed by the different authority who occupied the communities during a civil war, land disputes as a result of lands being sold by different so-called owners, etc. are all branches from a Conflict Tree. Beyond the Original Tree Over an extended period of time the effects or fruits of a particular conflict can fall into the fertile soil, germinate and develop other trees, separate from the original tree. Once this has happened one may need to address problems associated with the new tree outside of the earlier one. Sometimes the old tree is even dead and gone but the new tree grows in strength. This illustrates some of the complexity of conflicts.



Sample Conflict Tree A4

4 Source: http://www.css.ethz.ch/publications/pdfs/Conflict-Analysis-Tools.pdf



Sample Conflict Tree B5

5 Source: http://www.iisd.org/csconservation/conflict_tree



Activity 2: Interactive Videoconference #2 v⌘

2.1: Collaborative Project Exercise v⌘

Collaborative Project: Proposal Worksheet Project Topic: Why is this topic important to my peers and me? How does it connect and relate to our lives and the issues around us? (Provide 2 reasons.) 1) 2) Project Format: Project Objectives: Project Activities: Materials Needed: In order to complete this proposed project, what are the:

Responsibilities and project activities of my school: Responsibilities and project activities of my partner school:


Share ⌘ : Once complete, share your project proposal on the online platform. View ⌘: View your partner school’s project proposal, offer comments online, and compose 2-3 questions or comments to share during the IVC.



2.2: IVC #3 Preparation and Outline v

INTERACTIVE VIDEOCONFERENCE #2: BUILDING MULTIPLE PERSPECTIVES Day Date Hour Minute AM / PM Tech Dial-in Time _____:_____ Conference Start Time _____:_____

Interactive Videoconference Outline:

I. Introduction and Greetings (3 minutes) GNG facilitator welcomes all participating students to the second IVC meeting. One representative from each school shares:

Ø Name and Number of students participating in today’s IVC: Ø Something interesting that has happened in your community since the last IVC: Ø Something you learned from the previous IVC:

II. Presentation of Conflict Tree (12 minutes) Students share their use of multiple media resources to analyze a topic through presentation of the conflict trees (exercise 1.2). One week before the IVC, post conflict trees and view your partner’s conflict tree on the online platform.

Select four representatives to describe your conflict tree to your partner school as follows: Ø Name of Class Representative; Explanation of Core Problem Ø Name of Class Representative; Explanation of Causes of Problem Ø Name of Class Representative; Explanation of Effects of Problem Ø Name of Class Representative; Why and How does this problem impact your life After viewing the conflict tree posted by your peers, record three questions to ask during the IVC. Ø Ø Ø



III. Discussion on “Building Multiple Perspectives” (20 Minutes) Use your experiences completing the media bias exercise and conflict tree analysis to record thoughtful and reflective questions for your peers. Identify at least one current events issue to share with your peers during the IVC. Share two differing perspectives on this event.

Ø Ø Ø Current Events Topic and Notes: Ø

IV. Discussion of Collaborative Project (10 minutes) In this second meeting, share your project proposals (Exercise 2.1), and get feedback from their partners. Also, be sure to tell you partners what help you’ll need from them!

Select three representatives to present your project proposal to your partner school: Ø Name of Representative:

o Topic

o Importance

o Format Ø Name of Representative:

o Activities

o Objectives

o Materials Ø Name of Representative:

o Responsibilities of /Assistance needed from partner school

V. Show and Tell Your Talent! (12 minutes) Select three representatives to share a personal interest or talent for their peers. Presentation of the talent should not exceed 60 seconds. Try to maintain Show and Tell as predominately visual or audio, especially for IVCs using continuous translation.

Ø Name of Representative; Talent: Ø Name of Representative; Talent: Ø Name of Representative; Talent:

VI. Conclusion (3 minutes) GNG facilitator thanks all students and teachers for participating and reminds you to prepare for the next module and the collaborative project.




Continue the Conversation – CONNECT on NING ⌘:

• On NING, post a photo (either a news story or a personal photo) of an issue that concerns you and share why. This could be related to your conflict tree or a different issue.

• On NING, post remaining questions you have for your peers. Make sure to check back and answer questions from your peers.

Module 3: Global Citizenship

Overview In this final module, you will apply your skills and knowledge about cross-cultural understanding to engage your respective communities and promote social change. Guiding Question How can we be active global citizens? Module Contents Unit 3: Investigating Case Studies

• Activity 1: Activism Case Studies v⌘ • Activity 2: Interactive Videoconference #3 v⌘ • Activity 3: Reflect and Connect ⌘

p. 39

• p. 39 • p. 43 • p. 46

Unit 4: Engaging Our Communities • Activity 1: A Call to Action v⌘ • Activity 2: Interactive Videoconference #4 v⌘ • Activity 3: Reflect and Connect ⌘

p. 47 • p. 47 • p. 49 • p. 52

Unit 3: Investigating Case Studies

Activity 1: Activism Case Studies v⌘ 1.1: OPTIONAL Introductory Exercise – Am I a Global Citizen6 TIME 30 minutes

MATERIALS Scissors, Pen, Paper, Tape

OVERVIEW Discuss various values and characteristics associated with being a global citizen and leader, and reflect on how you prioritize these characteristics in comparison to their classmates. Use this space to record your notes:

6 Adapted from Oxfam Education (http://www.oxfam.org.uk/education/resources/global_citizenship/key_stage_two/files/lesson1_what_is_a_global_citizen.pdf/ http://www.oxfam.org.uk/education/resources/global_citizenship/key_stage_two/)



1.2: Required Exercise - Activism Case Studies v⌘ OVERVIEW Research historical movements, identify respective leaders, skills and tactics used, and think about how to apply these citizenship and leadership values to present day issues. Through the analysis of these movements and their leaders, you will gain an understanding of what others have done to take action for social change, and how this relates to being a global citizen.

Use this space to record your notes:



Exercise 1.2 Case Studies Overview Worksheet US CIVIL RIGHTS7:

From the mid-1950s to the mid-1960s the civil rights movement in the United States was driven by local campaigns in cities and rural areas across the South. Although these campaigns all involved nonviolent action, they followed different strategies including: peaceful protests, boycotts and sit-ins. Activists learned from each other’s successes and failures and strove to adopt tactics that fit local conditions. Who were the major leaders during the US Civil Rights Movement? What leadership qualities did they exemplify that led to their successes? What tactics did they employ to promote social change? What current day issues are similar or related?

Suggested Leaders: Dr. Martin Luther King Jr., Rosa Parks, Malcolm X

SOUTH AFRICAN APARTHEID8:

Apartheid, meaning ‘apart- ness’ in Afrikaans. The Apartheid was a system of racial discrimination and segregation enforced through legislation from 1948 to 1994 in South Africa. The government segregated education, medical care, beaches, and public services with black citizens receiving inferior services to white citizens. Starting in the mid-1980s anti-Apartheid movements in the United States and Europe succeeded in pressuring governments and corporations to take economic measures against South Africa. Sanctions were placed on South African imports and exports. Finally through political negotiations, the Apartheid came to an end in the early 1990s. Who were the major leaders during the Apartheid? What leadership qualities did they exemplify that led to their successes? What tactics did they employ to promote social change? What current day issues are similar or related?

Suggested Leaders: Nelson Mandela, Thabo Mbeki EGYPT’S ARAB SPRING:

In the spring of 2011, a series of large-scale, nonviolent protests against the Egyptian regime succeeded in making international attention and receiving widespread media coverage. Egypt’s president, Hosni Mubarak, had been in power for 30 years and was a close and strategic ally of the United States. At the same time, during his rule, many basic rights and freedoms were limited (including freedom of speech), and many Egyptians suffered economically. Youth and adults utilized various tools to spread their messages and coordinate their efforts. These included social media such as You Tube, Facebook and Twitter. Who were the major leaders during the Arab Spring? What leadership qualities did they exemplify that led to their successes? What tactics did they employ to promote social change? Because this is still ongoing, what ways do you think leaders can have further impact?

Suggested Leaders: Journalists, Demonstrators, Youth, Wael Ghonim, Ahmed Maher STUDENT’S CHOICE:

Students may also choose to investigate a case study of their choice, including relevant leaders and leadership qualities. Students may consider selecting a case study and leader of their partner country, or a case study from their own country that they would like to share with their partner school. Leaders may be political, however they may also be influential actors in other fields including: the environment, education, human rights, women’s rights, technology, etc. 7 Adapted from: A Force More Powerful: Film Study Guide, www.aforcemorepowerful.org 8 Adapted from: A Force More Powerful: Film Study Guide, www.aforcemorepowerful.org

EXPAND YOUR UNDERSTANDING Tomorrow’s Leaders, Today

o Many of today’s well-known

historical leaders began as everyday individuals with distinct determination and ambition. In your community and country today, where do you see leaders rising?

o Interview peers, family and local community members to assist in identifying relevant issues, important qualities, and influential individuals.



Exercise 1.2 Case Study Worksheet Name of Case Study: Summary of situation: Leader(s): Leadership Qualities: Action Plan Taken: Relevant Current Issue: Transferable Leadership Qualities:




Collaborative Project: Progress Report Project Topic: Project Activities Completed to Date:

¨

¨

¨

¨

Remaining Project Activities for my School to Complete: ¨

¨

¨

¨

Remaining Project Activities for my Partner School to Complete: ¨

¨

¨

¨

Timeline for Completion of Activities: Additional Notes or Questions:


Share ⌘ : Once complete, share your progress report on the online platform. View ⌘: View your partner school’s progress report, offer comments online, and compose 2-3 questions or comments to share during the IVC.



2.2: IVC #3 Preparation and Outline v INTERACTIVE VIDEOCONFERENCE #3: INVESTIGATING CASE STUDIES Day Date Hour Minute AM / PM Tech Dial-in Time _____:_____ Conference Start Time _____:_____ Interactive Videoconference Outline I. Introduction and Greetings (3 minutes)

GNG facilitator welcomes all participating students to the third IVC meeting. One representative from each school shares:

Ø Name and Number of students participating in today’s IVC:

Ø Something interesting that has happened in your community since the last IVC:

Ø One media resource you’ve used since the last IVC to gather information:

II. Presentation of Case Study / Leadership Qualities Word Cloud (12 minutes)

Share reflections on the case study exercise and discuss leadership skills and qualities through presentations of the Word Clouds (exercise 1.2).

Select one case study analysis to share with your peers, and three representatives to discuss: Ø Name of Class Representative

Explanation of Case Study (Note: If presenting on a “student choice” case study, provide appropriate background information)

Ø Name of Class Representative Leaders, leadership skills/qualities (Word Cloud)

Ø Name of Class Representative Relate historic case study to current scenario

After viewing the word clouds posted by your peers, record three questions/comments: Ø Ø Ø



III. Current Events Discussion (20 Minutes) Consider current events in your school, community or country that call upon individuals to act with positive leadership and global citizenship values. Ask yourself, “How would you, as a leader, address these issues using the skills exhibited by the leader(s) you researched?” Record your thoughts plus three additional thoughtful and reflective questions. Also, revisit your KHW chart. Did this exercise spark any additional questions for your peers?

Ø

Ø

Ø IV. Discussion of Collaborative Project (10 minutes)

Share your project progress reports (Exercise 2.1), gain feedback from their peers, and remind your peers if you need any additional assistance for your project.

Select three representatives to present your progress report to your partner school as follows: Ø Name of Representative

Project Completion To Date

Ø Name of Representative Project Activities Left (and Additional Partner assistance needed)

Ø Name of Representative

Challenges To Date

View the progress report posted by your peers and record three questions or comments: Ø

Ø Ø

V. Show and Tell Your Talent! (12 minutes) Select three student representatives to share a personal interest or talent for your peers. Presentation of the talent should not exceed 60 seconds. Try to maintain Show and Tell as predominately visual or audio, especially for IVCs using consecutive translation.

Ø Name of Representative; Talent: Ø Name of Representative; Talent: Ø Name of Representative; Talent:

VI. Conclusion (3 minutes) GNG facilitator thanks all students and teachers for participating and reminds participants that all collaborative projects must be completed by the next, and final, IVC.




Continue the conversation - CONNECT on NING ⌘:

• On NING, post a photo of a leader you admire and share why. (This can be a political/historical leader, or it can be a teacher, parent, or member in your community.)

• On NING, post remaining questions you have for your peers. Make sure to check back and answer questions from your peers.

Unit 4: Engaging Our Communities

Activity 1: A Call to Action v⌘ 1.1: OPTIONAL Introductory Exercise - Know/How/Wish (KHW) Chart Revisited OVERVIEW Reflect on your yearlong engagement with your partners and assess how your worldviews have changed. Revisit and complete the KHW chart (from Unit 1) to help guide the reflection process. Use this space to record your notes:



1.2: Required Exercise: A Call to Action v⌘ OVERVIEW Design an action plan for how to share your collaborative projects with at least one audience in their school or community.

WHO: ü Who should the target audience be? (peers, teachers, community, family, country)

WHY: ü Why is this an important target audience?

HOW: ü How will we engage this audience? (i.e. in what format? Film screening, art

showcase, poetry reading, food festival)

ü Where will we hold this event?

ü On what day and time should we plan this event? Is this the best time to engage

our target audience?

ü How will we advertise our event to our target audience?

NOTE FOR STUDENTS: POST YOUR REQUIRED EXERCISE TO THE ONLINE PLATFORM AT LEAST ONE-WEEK PRIOR TO THE SCHEDULED IVC.




Use this space to record how you will share your completed project with your peers during the final IVC.


Share ⌘ : Once complete, share your completed collaborative project on the online platform. View ⌘: View your partner school’s project, offer comments online, and compose 2-3 questions or comments to share during the IVC.



2.2: IVC #4 Preparation and Outline v INTERACTIVE VIDEOCONFERENCE #4: ENGAGING OUR COMMUNITIES Day Date Hour Minute AM / PM Tech Dial-in Time _____:_____ Conference Start Time _____:_____ Interactive Videoconference Outline I. Introduction and Greetings (3 minutes)

GNG facilitator introduces all participating students to the final IVC of the program. One representative from each school shares:

Ø Name and Number of students participating in today’s IVC:

Ø Something interesting that has happened in your community since the last IVC:

Ø Something you learned from your program participation:

II. Presentation of Collaborative Projects (12 minutes) Share completed Collaborative Project with your partner school (exercise 2.1).

Ø Name of Representative Introduction of Project

Ø Name of Representative Explanation of Project’s Significance

Ø Name of Representative Explanation of Challenges or Triumphs

After viewing the collaborative project posted by your peers, record three comments: Ø

Ø Ø

III. Presentation of “A Call to Action” (20 Minutes) Discuss how you will share your collaborative project with one additional audience (exercise 1.2).

Ø Name of Representative; Who is the audience

Ø Name of Representative; Why is this an important audience to address

Ø Name of Representative; How do you plan to share the project

Ø Name of Representative; Anticipated impact of project After viewing the Action Plan posted by your peers, record three questions or comments:



Ø

Ø

Ø

IV. Show and Tell Your Talent! (12 minutes) Any students who have not yet shared their talents with their peers will have the opportunity to do so in this final IVC.

Ø Name of Representative; Talent:

Ø Name of Representative; Talent: Ø Name of Representative; Talent:

V. Culminating Discussion (10 minutes) GNG facilitator informs students that this is the final IVC meeting. Reflecting on the module topic and your experiences to date, record any final questions.

Ø

VI. Conclusion (3 minutes)

GNG facilitator thanks all students and teachers for participating, reminds students to remain connected through the online platform, and invites all to join the Youth Talk alumni network! Select one student representative to express final “thank you and goodbye” remarks on behalf of the class.

Ø Name of Representative; Final Remarks:




Continue the Conversation - CONNECT on NING ⌘:

• Post on NING your most memorable moment from this year’s videoconferences? Remember to check NING throughout the summer for more updates from GNG!

• Check back to NING for updates from GNG and your peers over the summer! • Join the alumni network!

Appendix A: Curriculum Resources

Appendix A

Curriculum Resources The following are suggested resources to use throughout the curriculum. This resource list includes both general resources, and country specific resources. This list is by no means exhaustive. Background Information General Resources

CIA World Factbook Nations Online

https://www.cia.gov/library/publications/the-world-factbook/ http://www.nationsonline.org/oneworld/countries_of_the_world.htm

Egypt Egypt Cabinet of Ministers Egypt State Information Service

http://www.egyptiancabinet.gov.eg/default.aspx http://www.sis.gov.eg/

United States US Government Structure

http://www.usa.gov/index.shtml

News Resources General Resources

New York Times International Herald Tribune Al Jazeera English Al Jazeera Arabic BBC World News Worldcrunch

http://www.nytimes.com http://global.nytimes.com/?iht http://www.aljazeera.com/ http://www.aljazeera.net/portal http://www.bbc.co.uk/news/world/ http://www.worldcrunch.com/

Bahrain Gulf Daily News Bahrain News Agency

http://www.gulf-daily-news.com/ http://www.bna.bh/portal/en

Egypt Egypt Independent Egypt Monacle

http://www.egyptindependent.com/ http://egyptmonocle.com/

Israel Haaretz http://www.haaretz.com/ Jordan Jordan Times http://jordantimes.com/ United States US News and World

Report The Boston Globe The Chicago Tribune The Los Angeles Times

http://www.usnews.com/ http://bostonglobe.com/ http://www.chicagotribune.com/ http://www.latimes.com/

Yemen Yemen Times Yemen News Agency

http://www.yementimes.com/ http://www.sabanews.net/en/

Foreign Relations General Resources

William Ury: The Walk from “No” to “Yes” (18 minutes) Council on Foreign Relations Foreign Policy Magazine Foreign Affairs: Middle East PBS Frontline

http://www.ted.com/talks/lang/en/william_ury.html http://www.cfr.org/ http://www.foreignpolicy.com/ http://www.foreignaffairs.com/regions/Middle%20East http://www.pbs.org/wgbh/pages/frontline/

Bahrain Ministry of Foreign http://www.mofa.gov.bh/Default.aspx?tabid=40&langu



Affairs CFR: Turning Point in Bahrain

age=en-US http://blogs.cfr.org/abrams/2012/02/12/turning-point-in-bahrain/

Egypt Egypt Ministry of Foreign Affairs CFR: What Morsi’s Win means for Egypt

http://www.mfa.gov.eg/english/pages/default.aspx http://www.cfr.org/egypt/morsis-win-means-egypt/p28614

Israel Ministry of Foreign Affairs CFR: The Israeli-Palestinian Conflict

http://www.mfa.gov.il/MFA http://www.cfr.org/israel/crisis-guide-israeli-palestinian-conflict/p13850

Jordan CFR: Jordan’s Reform Calculations

http://blogs.cfr.org/danin/2012/04/04/guest-post-jordans-reform-calculations/

Tunisia A Historic Moment in the Arab World (17 minutes)

http://www.ted.com/talks/lang/en/wadah_khanfar_a_historic_moment_in_the_arab_world.html

United States President Obama’s Speech to the Arab World (58 minutes)

http://www.youtube.com/watch?v=B_889oBKkNU

Yemen Ministry of Foreign Affairs CFR: US Policy towards Yemen

http://www.mofa.gov.ye/en/ http://www.cfr.org/united-states/us-policy-toward-yemen/p28794

Gender General Resources

PBS: Women in the Middle East and Islamic Societies Al Jazeera: For and Against the Face-veil UN Global Issues: Women United Nations Women Convention on the Elimination of Discrimination Against Women

http://www.pbs.org/wgbh/globalconnections/mideast/questions/women/ http://www.aljazeera.com/focus/2010/01/201012515127437808.html http://www.un.org/en/globalissues/women/ http://www.unwomen.org/ http://www.un.org/womenwatch/daw/cedaw/

Bahrain Bahrain Center for Human Rights: Women’s Rights Supreme Council for Women

http://www.bahrainrights.org/en/women http://www.scw.gov.bh/NewsGroup.aspx?group_key=news&lang=en

Egypt Amnesty: Women’s Human Rights in Egypt Al Jazeera: Egypt’s Feminists prepare for a Long Battle

http://www.amnesty.org.uk/content.asp?CategoryID=12069 http://www.aljazeera.com/indepth/features/2012/01/2012117113758961894.html

Israel Women Lawyers for Social Justice Israeli Women’s Network

http://www.itach.org.il/english/english.html http://jwa.org/encyclopedia/article/israel-womens-network

Jordan Jordan Times: Jordanian Women's Rights Activists Protest

http://www.albawaba.com/editorchoice/jordanian-womens-rights-activists-protest-citizenship-rights-414643



for Citizenship Rights Jordan Times: Study – Women’s Rights in Jordan Improving, but Obstacles Remain

http://www.menafn.com/menafn/1093310789/Study-Womens-rights-Jordan-improving-but-obstacles-remain

Tunisia CNN: Women, free speech, and the Tunisian constitution NY Times: Women's Rights a Strong Point in Tunisia

http://globalpublicsquare.blogs.cnn.com/2012/08/16/women-free-speech-and-the-tunisian-constitution/ http://www.nytimes.com/2011/02/23/world/middleeast/23iht-letter23.html

United States National Organization for Women National Council of Women’s Organizations NYT Timeline: Women in the United States

http://www.now.org/ http://www.womensorganizations.org/ http://www.nytimes.com/library/magazine/millennium/m2/wolf-timeline.html

Yemen Yemen Times: The Arab Spring: An Opportunity for Women's Rights Yemen Embassy: Human Rights & Women's Political Participation

http://www.yementimes.com/en/1527/news/166/The-Arab-Spring-an-opportunity-for-women%E2%80%99s-rights.htm http://www.yemenembassy.org/issues/democracy/HRandParticipation.htm

Culture General Resources

Chimamanda Adichie: The Danger of a Single Story (19 minutes) United Nations Education, Scientific and Cultural Organization – Arab States UNESCO – World Heritage Sites National Geographic

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html http://www.unesco.org/new/en/unesco/worldwide/arab-states/ http://whc.unesco.org/en/list/ http://travel.nationalgeographic.com/travel/countries/

Human Rights General Resources

Universal Declaration of Human Rights Declaration of the Rights of the Child UN High Commissioner for Human Rights IRIN Humanitarian News and Analysis Human Rights Watch Amnesty International

http://www.un.org/en/documents/udhr/ http://www.un.org/cyberschoolbus/humanrights/resources/child.asp http://www.ohchr.org/EN/Pages/WelcomePage.aspx http://www.irinnews.org/ http://www.hrw.org/ http://www.amnestyusa.org/

Appendix B: Guest Speaker Worksheet

Appendix B

Guest Speaker Worksheet Day and Date

Topic

Guest Speaker Name

Notes on Guest Speaker

Questions for Guest Speaker

Documents

Youth Talk 2012 - 2013 - kewa...Student Workbook- Youth Talk 5 Introduction&& Youth Talk is a yearlong virtual youth exchange program between students in the Middle East and North