2011-2012 PROGRAM CURRICULUM · Middle East/North Africa – US Virtual Youth Exchange! Tallwood...

Middle East/North Africa – US Virtual Youth Exchange Tallwood High School in Virginia Beach, VA

& Cairo American College in Cairo, Egypt

2011-2012 PROGRAM CURRICULUM Module #1 & #2

“The mind is for seeing, the heart is for hearing.”

- Arabic Proverb

This program is brought to you in partnership by Global Nomads Group and Bridges of Understanding

YOUTH TALK 2011-12 2 Follow GNG on Facebook, Twitter, & YouTube!

Table of Contents

PROGRAM OVERVIEW ....................................................................................... 3 Learning Objectives and Outcomes .............................................................................. 3 Course Structure ........................................................................................................... 4 Course Evaluation Guidelines ....................................................................................... 4 Education Standards ..................................................................................................... 5

MODULE ONE: STUDENT CULTURAL EXCHANGE ......................................... 6 Module Overview .......................................................................................................... 6 Step One: Assessing Student Knowledge .................................................................... 7 Step Two: Topic Overview .......................................................................................... 10 Step Three: Culminating Activity ................................................................................. 16 Step Four: Explore and Reflect ................................................................................... 18 Step Five: Take Action – Become a Global Citizen .................................................... 20

MODULE TWO: MEDIA AND SOCIETY ............................................................ 22 Module Overview ........................................................................................................ 22 Step One: Assessing Student Knowledge .................................................................. 23 Step Two: Topic Overview .......................................................................................... 24 Step Three: Culminating Activity ................................................................................. 29 Step Five: Take Action – Become a Global Citizen .................................................... 33

APPENDIX 1: Activity One – KNW Chart ........................................................ 35 APPENDIX 2: Activity Two – Country Fact Sheet .......................................... 36 APPENDIX 3.a: Activity Three – Two Truths and a Lie .................................. 37 APPENDIX 3.b: Activity Three – Two Truths and a Lie ................................. 38 APPENDIX 4: Activity Four – Youth Culture Chart ........................................ 40 APPENDIX 5: Optional Activity – Country Profile .......................................... 42 APPENDIX 5.a: Optional Activity – Country Profile Wrksht .......................... 44 APPENDIX 5.b: Optional Activity – Guiding Questions ................................. 46 APPENDIX 6: Individual Reflection ................................................................. 47 APPENDIX 7: Media Institutions ...................................................................... 48


PROGRAM OVERVIEW There are long-standing and important ties between the United States and the Arab World. The Middle East, in particular, is an important trade partner, and in 2007, U.S. exports to Middle East and North African countries grew to $50 billion. In the same year, the total U.S trade volume with the Middle East reached $158 billion. This trade included U.S. exports of $55.6 billion and imports of $102 billion. In addition to the well-known economic ties, there are also cultural, social, and historical ones. At the same time, there is a growing lack of understanding between the United States and the Arab World, especially among young people. According to a 2006 National Geographic poll, 6 in 10 young Americans ages 18 to 24 could not find Egypt on a map of the Middle East. Similarly, many Arab youth have limited contact with their peers in the U.S., and their impressions of the U.S. are largely shaped, inaccurately, by television, music and entertainment. The wars in Tunisia and Egypt, September 11th, and the ongoing Israeli-Palestinian conflict, have only widened the gap. The Youth Talk program provides a virtual platform connecting young people from Egypt and the U.S. to address any divides or misconceptions by moving beyond the headlines and directly learning from one another. Students from both countries will meet through videoconference and social networks to share their similarities and differences, to learn about each other’s cultures and to understand their peers on the other side of the world. Youth Talk consists of live videoconferences (IVC), interactive learning and multimedia tools that allows students from both the U.S. and Egypt to build cultural understanding and empathy in the classroom through open dialogue and project-based learning. This Spring Semester students will meet with their paired peer group through two IVCs. The first, titled “Student Cultural Exchange,” will introduce the students to each other and to the technology while they share about their own cultures, lives, and communities. The second IVC will discuss the topic of “Media and Society,” during which students will explore the meaning of civic engagement, social responsibly, and the role of media in society.

Learning Objectives and Outcomes

PROGRAM GOAL: Cultural Awareness Learning Objectives Learning Outcomes

• Engage in a dialogue about U.S. – Egypt relations during this first interactive videoconference

• Develop an understanding of the similarities and differences between youth culture in the USA and Egypt.

• Increase awareness of youth culture between Egypt and the US.

• Gain insight into the lives of their peers across the globe.

• Increase in youth self-confidence in public speaking skills via the


• Explore and learn about one another’s countries, their value systems, and cultures.

• Discuss stereotypes about Egypt and the United States.

• Discuss critical world issues such as conflict, global health, immigration, access to education, and sustainable livelihoods.

videoconference, but also in relation to building a greater understanding of health issues that may impact their lives.

• Analyze the relationship between the U.S. and Egypt to see how further bonds of friendship could be fostered.

• Forge meaningful friendships beyond the virtual experience through on-going contact via discussion boards, etc.

Course Structure Each lesson is composed of five steps that are designed to give both the educator and the students a complete learning experience. Educators are encouraged to approach the lesson using all steps collectively as each step is built cumulatively upon the other

1. Step #1: students will be assessed current knowledge of topic. 2. Step #2: students will be given an overview, will investigate and

acquire information about the topic through case studies, and discuss their findings.

3. Step #3: students will engage in a culminating activity that summarizes their knowledge about the topic and will be showcased during DAY 2 of the IVC.

4. Step #4: students will explore and reflect how the topic personally impacts them and the world around them.

5. Step #5 students will gain additional resources to further learn about the topic.

Course Evaluation Guidelines GNG is interested in hearing about your and your students’ experience of Youth Talk, your thoughts of how we can improve our program, and what features can be added or remain the same. To accomplish this, please review the following:

• Students and teachers are asked to complete pre- and post-program online surveys and/or questionnaires.

• Teachers are encouraged to participate in the evaluation activities to share their views, comments, and suggestions for program improvement.


• GNG will select a representative sample of Youth Talk schools to participate in additional program evaluation activities such as student Focus Group Discussions (FGD) and teacher informational interview.

Education Standards The educational impact of GNG’s Youth Talk can be acutely demonstrated in three main areas: technology-enhanced learning, experiential learning, and project-based learning, where we align our programs with the following national educational skills and standards (please refer to the following links for more information). This program is aligned with these National Educational Standards:

• Common Core Standards for English, Language Arts and Literacy

in History/Social Studies, and Science • McRel’s National Standards • National Standards for Civics and Government (9th – 12th) • National Curriculum Standards for Social Studies • National Education for Sustainability K-12 Student Learning Standards • National Education Technology Standards for Students • 21st Century Skills

Additionally, all GNG programs are aligned with the U.N. Millennium Development Goals: • Goal 1: Eradicate extreme poverty and hunger • Goal 2: Achieve universal primary education • Goal 3: Promote gender equality and empower women • Goal 4: Reduce child mortality • Goal 5: Improve maternal health • Goal 6: Combat HIV/AIDS, malaria and other diseases • Goal 7: Ensure environmental sustainability • Goal 8: Develop a Global Partnership for Development


MODULE ONE: STUDENT CULTURAL EXCHANGE Module Overview MODULE ONE OVERVIEW In this first “breaking the ice” cultural exchange session, students from Egypt and the U.S. will have the opportunity to share and exchange their values and traditions via examples provided in this lesson plan (as well as other research). This opening conference will explore the American student’s understanding of Egypt and its people – and vice versa - while discussing shared stereotypes about Egypt and American cultures. The aim is for the participating classrooms to gain a deeper appreciation for each other for personal and open discussion while gaining a comfort level with the technology for future IVCs. DRIVING QUESTION: What are the similarities and differences between American and Egyptian culture? What do I want to learn about the culture? MATERIALS Internet, discussion space, Egypt /U.S. cultural introduction

CURRICULUM PLANNER Step Suggested

time Appendix Date Planned Date

Completed Step 1: Assessing Student Knowledge

20 minutes, optional take-home assignment

Appendix 1: KNW Chart

Step 2: Topic Overview

1-2 class periods, and optional take-home assignment

Appendix 2: Country Fact Sheet Appendix 3.a: Two Truths & a Lie Appendix 3.b: Two Truths & a Lie Appendix 4: Youth Culture Chart

OPTIONAL: Appendix 5.a: Country Profile Worksheet Appendix 5.b: Country Profile


Guiding Questions

Step 3: Culminating Activity

1 class period

Step 4: Explore and Reflect

Take-home assignment

Appendix 6: Individual Reflection

Step 5: Take Action

1 class period

IVC #1: Cultural Introduction

1 hour

Step One: Assessing Student Knowledge

Activity One: Know/How/Wish (KHW) What are the similarities between Egypt and the U.S.? TIME 15-20 minutes (optional take home assignment)

MATERIALS Appendix 1, Notebook, blackboard

INSTRUCTIONS1 In this section, students will assess what they already know about Egypt and the US, where their pre-existing knowledge comes from, and what more they wish to learn. (Note: this warm-up activity can also lead directly into activity 2, below) Ask students to individually re-create the following chart in their notebook. Please reference Appendix 1. Students should first work on this individually, then collectively, to discuss what they already Know about Egypt, what they already Know, How they got this information and what they Wish to learn. Later on in the module, they can refer back to this chart and add what they have learned. *During the first videoconference, students will share information from their charts with one another.

1. Introduce students to Egypt and the US by doing the first part of a KHW chart (Appendix 1) on the board. Explain to students that later in the lesson they will be coming back to the KHW chart to discuss if what they knew was correct and to see if they were able to learn everything they wanted to know before the activity began (remind them that there are no penalties for incorrect information).

1 Activity modified from: http://www.pbs.org/newshour/extra/teachers/lessonplans/world/afghanistan_overview_10-06.html


*ATTENTION: Make sure to tell students that they will be using this chart as a basis for future activities and discussions with their peers in Egypt. 2. Begin by asking students to complete column 1: “What do I know/hear about

Egypt/US?” Provide 2-5 minutes for students to record their ideas and ask students to write down at least four pieces of information. Sample questions include:

• Where is Egypt/US? • What language(s) do they speak? • Who is the political leader (President)? • What type of government do they have? • What are the current relations between the US and Egypt? • What is the capital of US and Egypt?

3. Then ask students to complete column 2: “How do I know this? Where did this

information come from?” Provide another 2 minutes for students to record where their knowledge about each of these 4+ pieces of information came from. Possible sources include:

• School • Internet • Parents • Newspapers • TV • Friends 4. Make a brief statement such as: "While Egypt is located far from the United

States, it is a country that we hear about frequently in the news. Among other things, we often hear that Egypt is a country that has experienced conflict and a country where the US has been involved in for years. However, we hear little else about the country, its people and culture and other political issues connecting the US and Egypt.” Keeping that in mind, complete column 3: “What do I wish to learn?" either specifically about the pieces of information you’ve listed, or anything about Egypt which you wish to learn.

By providing a statement such as this, students will begin to see the importance of knowing about and understanding information related to Egypt and other foreign countries. 5. Take time to have students share and discuss their responses and encourage

students to add details to their answers as you discuss each item. 6. You may also want to ask students some of the following questions:

• Is Egypt relevant in my life? Why or why not? Why should I care about Egypt? • How will I learn about Egypt? Where will I get the information from my “wish”

column? • What do I want to get out of Youth Talk? How will this program relate to other

parts of my life? 7. As you go through the subsequent activities in this module, have your students refer


back to their KHW charts from time to time, adding to their “wish” column and reflecting on what they have learned so far.

KNW CHART

What do I know about Egypt? What have I heard about Egypt?

How do I know this? Where did this information come from?

What do I wish to learn about this? About Egypt in general?


Step Two: Topic Overview Activity Two: Topic Overview - Country Profile TIME 20 minutes (optional take home assignment)

MATERIALS Appendix 2, internet, Pen/Pencil, Notepad, Country Overview & Basic Fact Sheet (Appendix 2)

INSTRUCTIONS In this section, students will gain a broad overview about the countries as they investigate specific information about the topic and discuss it with their peers. Assign the following country overviews and resources to the students in preparation to activities one and two. Using the following resources, fill in the missing statistics. After in class or individually learning about each country, break up the class into 3-4 groups. Each group will:

1. Review the basic fact sheet of each county and (See Appendix 2). 2. Prepare to answer the sample of discussion questions

• CIA World Factbook - https://www.cia.gov/library/publications/the-world-

factbook/ BBC Country Profiles - http://news.bbc.co.uk/2/hi/country_profiles/

COUNTRY OVERVIEW: EGYPT/ CAIRO– U.S./VIRGINIA BEACH

EGYPT

UNITED STATES

Brief Backgrounds on Egypt and the U.S.; Cairo and San Antonio The regularity and richness of the annual Nile River flood, coupled with semi-isolation provided by deserts to the east

Britain's American colonies broke with the mother country in 1776 and were recognized as the new nation of the United


and west, allowed for the development of one of the world's great civilizations. A unified kingdom arose circa 3200 B.C., and a series of dynasties ruled in Egypt for the next three millennia. The last native dynasty fell to the Persians in 341 B.C., who in turn were replaced by the Greeks, Romans, and Byzantines. It was the Arabs who introduced Islam and the Arabic language in the 7th century and who ruled for the next six centuries. A local military caste, the Mamluks took control about 1250 and continued to govern after the conquest of Egypt by the Ottoman Turks in 1517. Following the completion of the Suez Canal in 1869, Egypt became an important world transportation hub, but also fell heavily into debt. Ostensibly to protect its investments, Britain seized control of Egypt's government in 1882, but nominal allegiance to the Ottoman Empire continued until 1914. Partially independent from the UK in 1922, Egypt acquired full sovereignty with the overthrow of the British-backed monarchy in 1952. The completion of the Aswan High Dam in 1971 and the resultant Lake Nasser have altered the time-honored place of the Nile River in the agriculture and ecology of Egypt. A rapidly growing population (the largest in the Arab world), limited arable land, and dependence on the Nile all continue to overtax resources and stress society. The government has struggled to meet the demands of Egypt's growing population through economic reform and massive investment in communications and physical infrastructure. (Source: CIA World Fact Book - Egypt) BRIEF BACKGROUND ON CAIRO: Cairo (pronounced /ˈkaɪroʊ/ Arabic: االلققااههررةة al-Qāhira, literally "The Vanquisher" or "The Conqueror") Cairo, the largest city in Africa, is located on the Nile River, 160

States of America following the Treaty of Paris in 1783. During the 19th and 20th centuries, 37 new states were added to the original 13 as the nation expanded across the North American continent and acquired a number of overseas possessions. The two most traumatic experiences in the nation's history were the Civil War (1861-65), in which a northern Union of states defeated a secessionist Confederacy of 11 southern slave states, and the Great Depression of the 1930s, an economic downturn during which about a quarter of the labor force lost its jobs. Buoyed by victories in World Wars I and II and the end of the Cold War in 1991, the U.S. remains the world's most powerful nation state. The economy is marked by steady growth, low unemployment and inflation, and rapid advances in technology. President Barack Obama was elected as the nation’s 44th U.S. President (and the first African-American president) in January 2009. He is also the third sitting U.S. President to receive the Nobel Peace Prize. (Source: CIA Factbook – United States) BRIEF BACKGROUND ON VIRIGNIA BEACH.: Chesepians, a Native American tribe, were the first inhabitants of the area now known as South Hampton Roads in Virginia. The Algonquian word "Chesepioc" means "Great Shellfish Bay", a reference to the Chesapeake Bay. They occupied an area which is now the independent cities of Norfolk, Portsmouth, Chesapeake and Virginia Beach. On April 26, 1607, after a long journey across the treacherous Atlantic Ocean, the famous pioneer John Smith and his crew stepped ashore the sands of Virginia Beach and spent several days scouting the area before heading north to colonize


kilometers (100 miles) inland from the Mediterranean Sea and 135 kilometers (80 miles) west of the Red Sea. Located on the banks of the Nile River, Cairo is Africa's largest city, as well as the largest city in the Arab world. In the course of its thousand-year history it has been the capital of the great Egyptian dynasties of the Middle Ages, a British colonial enclave, and a modern industrialized city. Today it is a teeming, vibrant national capital with one of the world's highest population densities per square mile. Even as the city struggles with the social and environmental effects of overcrowding, it dominates Egypt politically, economically, and culturally and remains a prime tourist destination. More than one-quarter of all Egyptians live in Cairo. The population of the city proper stood at 9,690,000 in 1998 while the population of the greater metropolitan area has been variously estimated between 12 and 18 million. The city's population is more homogenous today than during the colonial period when large numbers of Europeans lived in Cairo. Today about 95 percent of the city's residents were born in Egypt, and 90 percent are Muslims. Source: http://www.encyclopedia.com/topic/Cairo.aspx

Jamestown. Their landing site – where the Chesapeake Bay meets the Atlantic – was claimed for England, named Cape Henry in honor of the Prince of Wales and marked with what is now known as the First Landing Cross.

Located in the southeastern corner of Virginia, where the state meets the sea, the Virginia Beach Metropolitan Statistical Area (MSA) is the 38th largest in the United States, with a population of over 1.67 million. Virginia Beach is the most populous city in Virginia and the 39th largest city in the United States, with approximately 438,000 residents. The City encompasses 307 square miles: Land 248 square miles, 59 square miles of water and 35 square miles of beaches. Virginia Beach has a unique environment. Within minutes, residents and visitors have access to the popular oceanfront resort area, bountiful wildlife preserves and parks, a vibrant financial district, urban amenities, pastoral rural areas, distinctive cultural centers and museums, a variety of military facilities, and neighborhoods as diverse as the people who call the city home.

Source: http://www.vbgov.com/about/Pages/default.aspx

After going through the readings, instruct each group to:

a. Review the basic fact sheet of each county and filling in the missing statistics (See Appendix 2).

b. Answer the following questions:

• What facts did you find most surprising about the population of either the U.S. or Egypt? Least surprising?


• What are the main differences between the Egypt and U.S.? What are some similarities?

• What does population growth rate tell you about the demographics of a country? Infant mortality rate? Median age?

• Identify the GDP in each country. What does GDP stand for? What does this number tell you? What do the differences between the two tell you about each country?

• Identify the main exports from each country. Does a correlation exist between a country’s main exports and the wealth of a country?

After 15 minutes, regroup class and have a general discussion on what they have learned and on the questions above. Activity Three: Two Truths and a Lie TIME 20 - 30 minutes

MATERIALS Two Truths and a Lie Handout cutouts (Appendix 3.a, 3.b), internet, Notebook

INSTRUCTIONS In this activity, students will share interesting facts about both countries through the game, “Two Truths and a Lie.”

1. Divide the classroom into 3 groups and give each a strip about the partner country

with a given theme and a topic, available in Appendix 3.a (please cut the strips). Students will have to research the topic and write down which of the statements are truths and which is a lie. Resources to the correct answers are listed below. Please Note: that there Appendix 3.a is a student handout version, while Appendix 3.b is a teacher version where at the bottom of each box you will find an answer key to the untrue statement.

2. The class will then regroup back together and a student representative from each

group will present the answers to the statements, and correct the “lie” statement. ” In this way, students from both the U.S. and Egypt will learn about each other’s countries, and more about their own in the process.

Resources:

• CIA Factbook US - https://www.cia.gov/library/publications/the-world-factbook/geos/us.html

• Source: CIA World Fact Book – Egypt - https://www.cia.gov/library/publications/the-world-factbook/geos/eg.html

• US Indians - USIndian.COM: US Indian History • Encyclopedia.com: Cairo - http://www.encyclopedia.com/topic/Cairo.aspx


• America's Most Beautiful Landmarks - http://travel.yahoo.com/p-interests-40437576

• The Desert of Egypt - http://www.adventuregypt.com/bedouins.htm • PBS Mount Rushmore -

http://www.pbs.org/wgbh/amex/rushmore/peopleevents/p_sioux.html • What is a pyramid? - http://emhotep.net/2009/07/09/locations/lower-egypt/what-

is-a-pyramid/ • American Culture and Language - http://www.ilv.ucl.ac.be/ILV-

US/modules.php?name=Music • Tour Egypt : Nile http://www.touregypt.net/egypt-info/magazine-mag05012001-

magf4a.htm Activity Four: US and Egypt Youth Culture TIME 1 class period (or take-home assignment)

MATERIALS Notebook, US-Egypt Youth Culture Chart (Appendix 5)

INSTRUCTIONS Students can use this activity as a guide to create questions they may want to ask their peers about daily life and culture.

1. Have students fill out the US-Egypt Youth Culture Chart (Appendix 4) with what they

know about themselves and their lives on the chart, and ideas about what they want to ask their peers on the other side of the chart.

US and Egypt Youth Culture Chart

US Egypt MUSICAL INFLUENCES What kind of music do you listen to? Which artists are popular amongst your peers right now? Who are your favorite artists?

TV SHOWS/MOVIES What television shows do you like to watch? What movies do you like to watch? Who are the famous actors and actresses?


INTERNET How often do you use the internet? Where do you use the internet? Home? School? What do you do on the internet?

RADIO How often do you listen to the radio? What do you listen to on the radio?

ART What do you consider art? Who are your favorite artists?

FOOD What foods are popular amongst youth? What do you like to eat? What’s the “strangest” thing you’ve eaten?

FAMILY Who do you live with? How many siblings do you have? Where is your family from?

RELIGION Does your family practice a religion? Which one? What role does religion play in your life?


Step Three: Culminating Activity

Activity Five: Culminating Activity TIME 1-2 class periods depending on in-class or take home assignments

MATERIALS Video camera; digital camera (with video option), computer, internet

INSTRUCTIONS In this step students will reflect on their school, community and culture by creating two projects to represent their community. Detailed in the two activity descriptions below, both projects will be showcased during the IVC and will serve as a common platform for students to present their culture and interests to their peers. Activity One: Community Lens As a class, students will make a two-minute video showcasing the school and the community that they live in. Focus on 2-3 key items that make your school and community unique. Add commentary that represents who you are and provides your peers with a glimpse of your day-to-day life. Activity Two: Music In Egypt And The U.S. Music can help us relate to the important issues facing our society and teach us about the issues affecting other populations. Hip-hop for example originated in the United States and has been used worldwide for social and political expression since its creation. Music genres and artists have become transnational and we can find artists making similar music with a similar message all over the world, as well as artists with a global fan base. NOTE For Teachers: Videos and Song clips should be POSTED ON THEIR NING (i.e. YOUTH TALK SOCIAL NETWWORK) GROUP PAGE NO LATER THAN THREE DAYS BEFORE THE VIDEOCONFERENCE AND SUBMITTED TO GNG STAFF ONE WEEK PRIOR TO SCHEDULED VIDEOCONFERENCE. If students are interested to play music that has already been saved on their phones, or mp3 players, we welcome this option as well.

Activity One: Community Lens As a class, students will make a two-minute video showcasing the school and the community that they live in. Focus on 2-3 key items that make your school and community unique. Add commentary that represents who you are and provides your peers with a glimpse of your day-to-day life.


Preparing For The Video – Guiding Questions: Guiding questions include, but are not limited to:

1. What types of food do students mostly eat at lunch? 2. What makes your school unique from other schools in the area? 3. How do you spend your free time when you are not in school? 4. What are the famous landmarks in your community? 5. Where are the popular teenage hangouts?

Activity Instructions:

1. As a class, brainstorm what you want to showcase of your school and within the community. What do you want to share about from your culture and community through your video?

2. Choose representatives and assign roles: Who will create the script? Who will be the camera guy/girl? Who will be on-screen host?

3. Use a video camera or video feature on your digital camera to create a 2 minute video.

Activity Two: Music In Egypt And The U.S.

Music can help us relate to the important issues facing our society and teach us about the issues affecting other populations. Hip-hop for example originated in the United States and has been used worldwide for social and political expression since its creation. Music genres and artists have become transnational and we can find artists making similar music with a similar message all over the world, as well as artists with a global fan base. Discussion Questions:

• What kind of music do you think is popular in the partner country? • What kind of music is popular in your country? What artists are popular? • Who are your favorite artists? Why? (If possible, play a song by your favorite

artist.) • If you could see any artist in concert, who would it be? Are artists censored in

your country? Activity Instructions:

1. Review the following examples of cultures coming together to create art and send social messages:

NOTE For Teachers: The 2 minute video should be uploaded onto the Youth Talk Ning (social media site), video page and submitted to GNG staff ONE WEEK prior to scheduled videoconference.


• Lyrical Alliance Featuring Talib Kweli – http://www.dasharts.org.uk/events/lyrical.html - Dash Arts Lyrical Alliance performs with American artists, Talib Kweli

• Sting – Desert Rose– http://www.youtube.com/watch?v=C3lWwBslWqg You Tube (4:46) – Song by: Sting and Cheb Mami from Morocco

• How rap fueled the Arab Spring – http://www.msnbc.msn.com/id/21134540/vp/44508127#44508127 NBC (8:17) – Hip-hop has inspired freedom fighters and pro-democracy protestors.

2. Find 1-2 music clips that represent you to present to your peers on the

videoconference. Consider: • What do you want them to learn about you and what is going on in your life

from the clips.

Step Four: Explore and Reflect Step Four: Explore and Reflect TIME 1-2 class periods (optional take home assignment)

MATERIALS

Students explore and reflect how the topic personally impacts them and the world around them- project outcome should point back to driving question. INSTRUCTIONS Students will reflect upon what they have learned thus far. Students will showcase their projects from STEP 3 and engage in a discussion amongst their peers. Students should be prepared with what they want their peers to learn from both their video and songs. Students should also prepare discussion questions from what they have learned so far. Sample questions can be found in the Program Storyboard. PEER-to-PEER DIALOGUE/ ACTIVITY SHOWCASE 1) 2) 3)


ACTIVITY: INDIVIDUAL REFELCTION (See Appendix Three for Hand-out) INSTRUCTIONS: After the videoconference, students will now spend time reflecting on what they have learned. Student Name: Program Title: Lesson & IVC Title: ABOUT THE TOPIC What is your answer to the Driving Question?

Did your perspective change? If so, how?

What did you enjoy learning most? What surprised you? Why?

What did you enjoy learning the least? Why?

ABOUT YOURSELF

What is the most important thing you learned?

What skills/knowledge did you acquire as a result?

What part of the project did you do your best work on?


Step Five: Take Action – Become a Global Citizen “Take Action” empowers students to move beyond the lesson plan and videoconferences and continue their learning experience to become active global citizens. Students may choose to engage in a “Take Action” activity, project, or choose to design one of their own.

Teachers Resources • Project-Based Learning

http://www.bie.org/index.php/site/PBL/overview_pbl

• UNDP Arab States http://arabstates.undp.org/subpage.php?spid=37&sscid=149

• U.S. Government Youth Information/Programs http://www.findyouthinfo.gov/

Resources for Students



• US Indians - USIndian.COM: US Indian History • Encyclopedia.com: Cairo - http://www.encyclopedia.com/topic/Cairo.aspx • America's Most Beautiful Landmarks - http://travel.yahoo.com/p-interests-

40437576 • The Desert of Egypt - http://www.adventuregypt.com/bedouins.htm • PBS Mount Rushmore -




magf4a.htm Take Action! Students are encouraged to learn more and/or create awareness by: • Hold a publicity/educational event at the school or in the community related to your

partner country. • Write an article for a current event in your partner country for your school newspaper

or on-line blog.

Tips For Teachers Ø Encourage group discussion Ø Follow videoconference

guidelines Ø GNG’s YouTube Channel:

http://www.youtube.com/ GlobalNomadsGroup/


• Make a brochure to about your partner country, include what makes it unique from other countries and distribute it in your local community center.

• Be interviewed by a classmate as if you are the expert on the culture of your partner country (use the knowledge you learned from this lesson) to be published in the school newspaper or to be performed on school television.

• Focus media attention in your school or community by writing a letter to the editor of your community newspaper, church bulletins and local cable news people. Tell why you believe that education is critical across cultures. Letters can be written individually or as a part of a letter writing campaign. You can reach people in your own circle by emailing or sending information to your friends and family members.

• Post surprising facts that you have learned from your partner country on Facebook or Twitter.


MODULE TWO: MEDIA AND SOCIETY

Module Overview MODULE ONE OVERVIEW In this second module, students from Egypt and the U.S. will have the opportunity to explore the various definitions of what is media and how is it accessed in our daily life, focusing on their own and their partner country. Students will also learn about the role of media in society and its influence on social activism, citizenry, and civic engagement. This lesson plan includes a knowledge check, topic overview and two activities (one exploring the role of media in the respective country and the second, a debate on the influence of media in society), followed by a final activity that will be presented in the videoconference. This lesson will expose students to media and its impact on society. DRIVING QUESTION: How can media influence society? MATERIALS Internet, discussion space, Egypt/U.S. cultural introduction

CURRICULUM PLANNER Step Suggested

time Appendix Date Planned Date

Completed Step 1: Assessing Student Knowledge

1-2 class periods, optional take-home assignment

Step 2: Topic Overview

1-2 class periods, optional take-home assignment

Appendix 4: Media Institutions

Step 3: Culminating Activity

1 class period

Step 4: Explore and Reflect

Take-home assignment

Step 5: Take Action

1 class period

IVC #2: Media and Society

1 hour November- December 2011


Step One: Assessing Student Knowledge Activity One: Assessing Student Knowledge TIME 1 class period (optional take home assignment)

MATERIALS Internet, discussion space, notebook

To gauge students awareness of different media sources, their portrayal of given topics, and their target audience. Students will try to answer the following question: “What are the different media sources in the U.S. and Egypt?” INSTRUCTIONS Media plays a large role in our daily lives- whether it be television, radio, internet, etc. Through this exercise, students will assess their knowledge of what media is or can be. Divide the classroom into 3-4 groups, each group will choose a topic related to a current event at the local, national or international level (see examples below) and then will research the topic they chose in different media sources (national, local, or international). Please see the exercise instructions below to guide the students’ work. At the end, regroup for a class discussion.

1. First brainstorm as a class:

• What is media? • What are the different types of media? • How does media influence our society? • How does society influence the media?

2. Students will choose a topic related to a current event at the local, national or international level. Examples: • Elections • Natural Disaster • Economic Crisis

• Sports, Olympics • Cultural Event/Holiday

3. They will research their event different media sources. We suggest that you leave it to the students to identify the media sources they look into, this will give you a clearer understanding of how they understand the concept of media, and what media means to them. Examples of media sources are: • Newspaper • Television • Radio • Magazines

• Internet news • Facebook • Twitter • Street signs

4. While researching the topics, students are encouraged to prepare to answer the following questions: • How was the event portrayed across the different medias? • What audience was the media source targeting and how did the message

change from other sources? • What surprised you most when doing this activity?


• What advantages and disadvantages could occur when covering an event through different sources, target audiences and portrayals?

• What do you think your partner school found in doing this exercise?

Step Two: Topic Overview

Activity Two: Topic Overview TIME 1-2 class period (optional take home assignment)


Students will gain an understanding of the media institutions in both the U.S. and Egypt and how it shapes our day-to-day perceptions. INSTRUCTIONS Assign the class the provided reading below (Appendix 5), Media Institutions in the U.S. and Egypt, providing them with a brief overview of the media systems in both countries. You can follow either or both activities to better prepare the students for the videoconference. Below is a brief description of activity one and two: Activity One: Students examine the role of social media in bringing about political and social change and it can increase sociopolitical participation in youth. Activity Two: Through a classroom debate exercise, students will collaboratively examine the role of social media in bringing about political and social change.

READING

Media Institutions in the U.S. and Egypt 2011 will forever be remembered as a time when Arab and North African citizens mobilized against their governments in peaceful revolutions that brought about the downfall of two despotic leaders and their regimes that would spark mass protests for change in North Africa and the Gulf region. Sites like Facebook and Twitter have reached unprecedented levels of coverage in the news media never before seen since their inception. Facebook was instrumental in disseminating information about upcoming protests and setting dates for group mobilization. Twitter was used to update protestors on location changes and status updates. YouTube helped to show the world the rise in people power and the unraveling of former governments. There is no doubt that media is a strong influencer in shaping what we see, what we think, how we act and what we believe in.


Among today’s tech-savvy generation, the role of media and technology is an important and fundamental part of their existence as it is a vital link to the outside world and among inter-group networking. As the years progress and technology advances, so does the role it plays in human behavior and social interactions. With increasing access to media and technology, it is technology (i.e. satellite TV, internet, computers and mobile phones) that can be a force for change through the usage of text messaging and social media sites. All aspects of media are tools that are used to disseminate information to a public that are growing increasingly concerned about the world they live in. In 2008, the Obama campaign relied heavily on grassroots mobilization through social media and technology to galvanize supporters and large sections of US youth to come out and vote for change. In this session, we aim to answer the role of media in society, its influence and to what extent is media or social media attributed to be a catalyst that brought about the Arab Spring. There is no doubt that the media has been instrumental in highlighting the unrest but was it the driver that brought about political change in Tunisia and Egypt? Media has also been a critical component in raising awareness globally. Students from all over can learn, speak to each other and spread information to others within seconds. This allows for not only a well-informed populace but also encourages civic engagement and action from those who may not have otherwise. Today’s youth can now take action and be a more global citizen through raising awareness, fundraising and showing their peers support about events from the other side of the world. Social media can be a very powerful tool. Part One: Social Media And Change

Students examine the role of social media in bringing about political and social change and it can increase sociopolitical participation in youth. INSTRUCTIONS Assign the students to watch/read the following resources regarding the role of media in social change in both Egypt and the U.S. and have them prepare for a classroom discussion on the questions provided below. Egypt: 1. Egypt’s Facebook Face-Off PBS (23:36) -

http://www.pbs.org/wgbh/pages/frontline/revolution-in-cairo/inside-april6-movement/ 2008 Documentary about a group of Egyptian activists and their use of social media during the April 6, 2008 movement.

2. Egypt’s Revolution Not Just About Tweeting: Bloggers - http://www.thedailynewsegypt.com/media/egypts-revolution-not-just-about-tweeting-bloggers.html The Daily News Egypt - Egyptian online activists discuss the role of social media and its limitations in the Egyptian revolution.

3. In the Middle East, this is Not a Facebook Revolution- http://cima.ned.org/middle-east-not-facebook-revolution


Center for International Media Assistance - Jeff Ghannam discusses the limitations of social media as a tool of the Arab Spring revolutions.

U.S.: 1. How Obama Tapped into Social Network’s Power -

http://www.nytimes.com/2008/11/10/business/media/10carr.html New York Times – Examines President Obama’s important use of social media in the 2008 presidential elections.

2. Obama turns to social media again for 2012; http://www.physorg.com/news/2011-04-obama-social-media.html Physorg.com - US President Barack Obama launched his reelection campaign with a social media barrage Monday, turning once again to the online tools that helped propel him to the White House three years ago.

3. Why Social Media is Reinventing Activism - http://mashable.com/2010/10/09/social-media-activism/ Mashable – The opportunities that social media creates for activism, and its role in social change projects.

General Sources:

1. The Political Power of Social Media -http://www.foreignaffairs.com/articles/67038/clay-shirky/the-political-power-of-social-media Foreign Affairs - Discussion of the political impact of social media has focused on the power of mass protests to topple governments

2. From Innovation to Revolution: Do Social Media make Protests Possible? – http://www.foreignaffairs.com/articles/67325/malcolm-gladwell-and-clay-shirky/from-innovation-to-revolution - Foreign Affairs - Do the tools of social media make it possible for protesters to challenge their governments?

3. What role has social media played in the Middle East revolutions? http://www.bbc.co.uk/news/world-middle-east-12573995 BBC News (7:06) - The street violence and repression continues in Libya with the outcome for the Gaddafi regime unclear but it seems that the entire culture of the Middle East has changed.

4. Social networking under fresh attack as tide of cyber-skepticism sweeps US; http://www.guardian.co.uk/media/2011/jan/22/social-networking-cyber-scepticism-twitter the guardian - Twitter and Facebook don't connect people – they isolate them from reality, say a rising number of academics

5. Ethical Quandary for Social Sites - http://www.nytimes.com/2011/03/28/business/media/28social.html?pagewanted=all New York Times - Hossam el-Hamalawy, an Egyptian blogger and rights activist, put photos of Egypt's security police on Flickr; some were removed.


Discussion Questions: 1. What are the messages being sent in the three Egypt pieces? What are there

similarities and differences? Why do you think the message was delivered like this?

2. What are the benefits and potential dangers of using social media tools that are accessible to all with Internet access?

3. How has Obama’s extensive use of social media change the nature of political campaigns?

4. What is self-censorship? What would cause a reporter to do this? 5. What is necessary for social media to become a venue for more civic

engagement? Part Two: Student Debate Students will collaboratively examine the role of social media in bringing about political and social change. INSTRUCTIONS Divide the class into 2 groups, allow about 15 minutes for preparation then begin the debate; the following steps breakdown the activity sequence. 1. Have students discuss the following questions to prepare for the debate:

• What does it mean to be a citizen? What are your duties as a citizen? • What is civic engagement and how does that differ from being a citizen?

2. Each group is assigned one of the following sides of the debate:

Groups Position Group A New Media makes us better citizens and represents the

future of how individuals and governments relate to each other

Group B New Media makes us worse citizens and will not change the way in which individuals and governments relate to each other

3. At the beginning of the session, students from each group will be able to defend and argue in favor of their position through a maximum of 5 minutes presentation (more than one student can talk during this time). After presentation, students will have the opportunity to ask questions to the other group, either to clarify or challenge their position.

Resources to Prepare for the Debate: Familiarize yourself with the issue, looking first and foremost at the following items posted on the Youth Talk Blog:


• “Youth Debate: What role for media in promoting political change?” http://youthtalking.wordpress.com/2011/02/17/youth-debate-what-role-for-media-in-promoting-political-change/

• Additional resources students can look at include: “Does Facebook Boost Civic

Engagement among American Youth too?”, CS Monitor http://www.csmonitor.com/USA/Education/2011/0224/Does-Facebook-boost-civic-engagement-among-American-youths-too

• “Egyptian army takes to Facebook”, Al Jazeera English

http://english.aljazeera.net/video/middleeast/2011/02/201122084526193225.html

• “Backstory of the Revolution: Studying Tweets, Posts”, NPR http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=4&islist=false


Step Three: Culminating Activity

Activity Three: Culminating Activity TIME 1-2 class period (optional take home assignment)


In this step students will explore the ways in which media is being utilized to promote social activism and civic engagement. Detailed in the activity descriptions below, the project will be showcased during the IVC and will serve as a common platform for students to present their culture and interests to their peers. NOTE For Teachers: The project should be POSTED ON THEIR NING (i.e. YOUTH TALK SOCIAL NETWWORK) GROUP PAGE NO LATER THAN THREE DAYS BEFORE THE VIDEOCONFERENCE AND SUBMITTED TO GNG STAFF ONE WEEK PRIOR TO SCHEDULED VIDEOCONFERENCE.

INSTRUCTIONS 1. As a class, students will choose a topic in the media that inspires social activism in

their own community. Some examples: Student Government, Fundraisers, Campaigns, community meetings about education, economic situation, or local environmental issues.

2. Have the students split up into 3-4 groups. Assign each group a different type of media (Newspaper, television, magazine, radio, Facebook, Twitter, etc.)

3. Each group will look into how the topic is addresses, presented, analyzed, communicated (paying attention to language, prospective audience, tone of delivery, biases etc. and whether the assigned sources of media discusses the topic at hand).

4. As a class, use the questions below to create a word cloud to portray what they have discovered (if you have any additional one feel free to include them). All groups compile their words and put them in the word cloud software/website.

a. Word Cloud - A visual representation of the number of times each word in a transcript is used. The higher the frequency, the larger the word is printed. Word Clouds are often used to quickly visualize the content of a specific text. Students can also group content together from each different media.

b. Use – http://www.wordle.net/create c. In the box insert all the words (repeat the word when multiple groups used it),

click on GO (under the text box). The word cloud will be automatically created for you. Please save it in order to view it again. How to save it? If you look at the bottom of the screen once the word cloud appears, you will see on the bottom right corner of the image a button says "Save to Public Gallery" click on that. Then Name the file "School name.YT2012" (example:


AMIDEAST.YT2012). d. Once saved, copy, paste the link on the NING Group page and email the link

to the GNG staff, this way it can be presented and discussed during the videoconference.

Guiding Questions: 1. Provide one word for the type of media explored? 2. In one word what best describes the event that you looked up? 3. When reviewing your event in the media what is the key word in the title to grab the

audiences attention? 4. In one word what is the feeling you get when watching, reading or hearing about the

event? What word sticks out the most in the media's portrayal of the event? 5. What is the purposes of your media source? 6. Is it neutral media or includes biases? If there biases, describe them in one word 7. Who is the audience? 8. What is the accuracy of the news covering the top? Is it valid? Is reliable? Is

objective? Subjective?

Questions to consider when presenting items: 1. In what form of media was the topic easiest to find? 2. What does the word cloud say about the role of media in social activism? 3. How can the role of media contribute to being a citizen in your community, country

and globally? 4. How can the use of media sources spur greater community engagement? How

can media sources isolate certain communities that lack access? 5. What audiences could have had more exposure to the topic if it was covered in

diverse media sources? 6. What form of media do you think sways public opinion most in regards to the issue

you chose?


Step Four: Explore and Reflect Step Four: Explore and Reflect TIME 1-2 class periods (optional take home assignment)

MATERIALS

Students explore and reflect how the topic personally impacts them and the world around them- project outcome should point back to driving question. INSTRUCTIONS Students will reflect upon what they have learned thus far. Students will showcase their projects from STEP 3 and engage in a discussion amongst their peers. Students should be prepared with what they want their peers to learn from both their video and songs. Students should also prepare discussion questions from what they have learned so far. Sample questions can be found in the Program Storyboard. PEER-to-PEER DIALOGUE/ ACTIVITY SHOWCASE 1) 2) 3)

NOTE For Teachers: The word clouds should be uploaded onto the Youth Talk Ning (social network site), video page and submitted to GNG staff ONE WEEK prior to scheduled videoconference.


ACTIVITY: INDIVIDUAL REFELCTION (See Appendix 4 for Hand-out) INSTRUCTIONS: After the videoconference, students will now spend time reflecting on what they have learned. Student Name: Program Title: Lesson & IVC Title: ABOUT THE TOPIC

What is your answer to the Driving Question?




ABOUT YOURSELF





Step Five: Take Action – Become a Global Citizen “Take Action” empowers students to move beyond the lesson plan and videoconferences and continue their learning experience to become active global citizens. Students may choose to engage in a “Take Action” activity, project, or choose to design one of their own.

Teachers Resources • Project-Based Learning

http://www.bie.org/index.php/site/PBL/overview_pbl

• UNDP Arab States http://arabstates.undp.org/subpage.php?spid=37&sscid=149

• U.S. Government Youth Information/Programs http://www.findyouthinfo.gov/

Resources for Students








magf4a.htm Take Action! Students are encouraged to learn more and/or create awareness by: • Post your word cloud on a social networking site or submit it your local newspaper,

ask for responses to what viewers take from your word cloud. • Contribute to conversations on student forums or social networking sites. • Hold a publicity/educational event at the school or in the community related to your

partner country.

Tips For Teachers Ø Encourage group discussion Ø Follow videoconference

guidelines Ø GNG’s YouTube Channel:

http://www.youtube.com/ GlobalNomadsGroup/


• Write an article for a current event in your partner country for your school newspaper or on-line blog.

• Make a brochure to about your partner country, include what makes it unique from other countries and distribute it in your local community center.

• Be interviewed by a classmate as if you are the expert on the culture of your partner country (use the knowledge you learned from this lesson) to be published in the school newspaper or to be performed on school television.

• Focus media attention in your school or community by writing a letter to the editor of your community newspaper, church bulletins and local cable news people. Tell why you believe that education is critical across cultures. Letters can be written individually or as a part of a letter writing campaign. You can reach people in your own circle by emailing or sending information to your friends and family members.

• Post surprising facts that you have learned from your partner country on Facebook or Twitter.


APPENDIX 1: Activity One – KNW Chart

KNW CHART What do I know about Egypt? What have I heard about Egypt?

How do I know this? Where did this information come from?

What do I wish to learn about this? About Egypt in general?


APPENDIX 2: Activity Two – Country Fact Sheet Assign the students to work together to find the missing facts. KINGDOM OF EGYPT UNITED STATES OF AMERICA

Full name: Arab Republic of Egypt Population: 78,866,635 (July 2010 est.) Capital: Cairo Area: 1,001,450 sq km Main exports: ______________ GDP Per Capita: ______________ Monetary Unit: ______________ Major Ethnic and Linguistic Groups: Major languages: ______________ Major religion: ______________ Muslim (mostly Sunni) 90% Coptic 9%, Other Christian 1% Median Age: male: 23.8 years, female: 24.3 years Life expectancy: male: 69.5 years female: 74.8 years Population Growth Rate: 2.033% Infant Mortality: total: 27.26 deaths/1,000 live births Monetary unit: Egyptian Pound (EGP) Percentage of Literate (age 15 and over can read and write): Adult Males: 83%, Adult Females: 59.4%

Full name: United States of America Population: 307 million (July 2009 est.) Capital: Washington, DC Area: 9,826,630 sq km Main exports: ______________ GDP Per Capita: ______________ Monetary unit: ______________ Major Ethnic and Linguistic Groups: Major languages: ______________ Major religion: ______________ Protestant 51.3%, Roman Catholic 23.9%, Mormon 1.7%, other Christian 1.6%, Jewish 1.7%, Buddhist 0.7%, Muslim 0.6%, other or unspecified 2.5%, unaffiliated 12.1%, none 4% (2007 est.) Median Age: male: 35.4 years, female: 38 years Life expectancy: male: 75.65 years female: 80.69 years Population Growth Rate: 0.975% Infant Mortality: ? Percentage of Literate (age 15 and over): Adult Males: 99%, Adult Females: 99% Source: CIA Factbook – United States


APPENDIX 3.a: Activity Three – Two Truths and a Lie Step Two: Activity Two – Student Handout For U.S. Students Geography/History - Famous Landmarks

1. There are over 130 pyramids in Egypt. 2. Pyramids have been built on both banks of the river Nile. 3. The Pyramid of Khufu is named one of the Seven New Wonders of the World.

Geography: Egypt 1. The Nile river system (basin) spreads across 6 countries: Egypt, Sudan, Ethiopia,

Uganda and Kenya. 2. The Nile is the longest river in the world. 3. The Aswan Dam has been built on the Nile and led to the formation of Lake

Nasser. Population/Demographics: The Bedouins

1. The word Bedouin means “desert dweller.” 2. Bedouins are known as nomads because they never stay in the same place

twice. 3. Bedouin tribes are usually led by a Sheikh (“elder” in Arabic).

For Egyptian Students Geography/History: Famous Landmarks, Mt. Rushmore

1. Mt. Rushmore is a memorial dedicated to four U.S. Presidents: Washington, Jefferson, Lincoln and Roosevelt.

2. Mt. Rushmore was discovered by the Lakota Sioux, a Native American tribe, who called it “Six Grandfathers.”

3. Mt. Rushmore is located in the state of North Dakota. Population/Demographics: Native Americans

1. Native Americans are also called Indians because Christopher Columbus thought he had landed in India in 1492.

2. Many Native Americans live in parts of the United States called “homelands.” 3. Many Native Americans still practice traditions that have been handed down for

centuries, allowing them to continue to flourish amidst mainstream American culture.

Culture: Arts and Leisure 1. The designated US Music Capitals are: Chicago, Nashville, Memphis, and New

Orleans 2. The Gettysburg Address was a famous speech written by George Washington in

1863. 3. Walt Disney won his first Oscar for Mickey Mouse in 1932.


APPENDIX 3.b: Activity Three – Two Truths and a Lie Step Two: Activity Two - Teacher Handout For U.S. Students Geography/History - Famous Landmarks

1. There are over 130 pyramids in Egypt. 2. Pyramids have been built on both banks of the river Nile. 3. The Pyramid of Khufu is named one of the Seven New Wonders of the World.

*The second statement is not true. All Egyptian pyramids were built on the west bank of the Nile, which as the site of the setting sun was associated with the realm of the dead in Egyptian mythology (for teachers use only) Geography: Egypt

1. The Nile river system (basin) spreads across 6 countries: Egypt, Sudan, Ethiopia, Uganda and Kenya.

2. The Nile is the longest river in the world. 3. The Answan Dam has been built on the Nile and led to the formation of Lake

Nasser.

*The first statement is not true. The Nile River basin extends over 9 countries: those five plus Rwanda, Burundi, Tanzania and the Democratic Republic of Congo (For teachers use only) Population/Demographics: The Bedouins

1. The word Bedouin means “desert dweller.” 2. Bedouins are known as nomads because they never stay in the same place

twice. 3. Bedouin tribes are usually led by a Sheikh (“elder” in Arabic).

*The second statement is not true. Bedouins are only partially nomads, because they also settle to cultivate crops instead of practicing pure pastoralism. (For teachers use only) For Egyptian Students Geography/History: Famous Landmarks, Mt. Rushmore

1. Mt. Rushmore is a memorial dedicated to four U.S. Presidents: Washington, Jefferson, Lincoln and Roosevelt.

2. Mt. Rushmore was discovered by the Lakota Sioux, a Native American tribe, who called it “Six Grandfathers.”

3. Mt. Rushmore is located in the state of North Dakota. *The third statement is not true. Mt. Rushmore is located in the state of South Dakota. (For teachers use only.) Population/Demographics: Native Americans


1. Native Americans are also called Indians because Christopher Columbus thought he had landed in India in 1492.

2. Many Native Americans live in parts of the United States called “homelands.” 3. Many Native Americans still practice traditions that have been handed down for

centuries, allowing them to continue to flourish amidst mainstream American culture.

*The second statement is not true. Native Americans live on reservations. Homelands are found in South Africa. (For teachers use only.) Culture: Arts and Leisure

1. The designated US Music Capitals are: Chicago, Nashville, Memphis, and New Orleans

2. The Gettysburg Address was a famous speech written by George Washington in 1863.

3. Walt Disney won his first Oscar for Mickey Mouse in 1932. *The second statement is not true. The Gettysburg address was written by Abraham Lincoln. (For teachers use only.)


APPENDIX 4: Activity Four – Youth Culture Chart

US and Egypt Youth Culture Chart US Egypt MUSICAL INFLUENCES What kind of music do you listen to? Which artists are popular amongst your peers right now? Who are your favorite artists?

TV SHOWS/MOVIES What television shows do you like to watch? What movies do you like to watch? Who are the famous actors and actresses?

INTERNET How often do you use the internet? Where do you use the internet? Home? School? What do you do on the internet?

RADIO How often do you listen to the radio? What do you listen to on the radio?

ART What do you consider art? Who are your favorite artists?


FOOD What foods are popular amongst youth? What do you like to eat? What’s the “strangest” thing you’ve eaten?

FAMILY Who do you live with? How many siblings do you have? Where is your family from?

RELIGION Does your family practice a religion? Which one? What role does religion play in your life?


APPENDIX 5: Optional Activity – Country Profile

Activity Three: Country Profile TIME 1 class period (or take-home assignment)

MATERIALS Notebook, Country Profile Worksheet (Appendix 4.a, 4.b), blackboard, Internet or other hardcopy resources, materials needed for presentations

INSTRUCTIONS In the following activity, students will study the modern history of their partner country looking at geography, people and culture, government, economy, gender, foreign relations and the challenges that the country faces. Students will research the aforementioned topics and share their knowledge with the class through group presentations.

1. Divide the students into five groups and assign each group to one 20 year, time

period of modern US/Egypt history (US school will focus on Egypt history and Egypt school will focus on US history).

2. Distribute Country Profile Worksheets (Appendix 4.a). Have each group research

their assigned time period and fill in the designated row of their chart with information about major events, government, culture, economy, gender, and foreign relations during that era. Have students refer to Country Profile Worksheet- Guiding Questions (Appendix 4.b) to assist their research.

RESOURCES Students can refer to the following resources (and/or others) to conduct their research.







US/modules.php?name=Music • Department of State Egypt - http://www.state.gov/r/pa/ei/bgn/5309.htm


• History World – Egypt - http://www.historyworld.net/timesearch/default.asp?conid=timeline&getyear=1900&keywords=%20%20%20Egypt

• History World – United States - http://www.historyworld.net/timesearch/default.asp?conid=timeline&getyear=1900&keywords=%20%20%20United%20States

3. Each group will present their research to the class. Have students fill in the rest of

their charts as their classmates report on other time periods. 4. Then lead the class in a discussion about the activity. 5. Optional: Place the posters around the classroom, so that the class can refer back

to them throughout their study of Egypt and the US. DISCUSSION: Mix up the groups so that students who researched different time periods are now spread out in different groups. Encourage students to reflect on the following guiding questions and to share their perspectives in these small groups. After 20-30 minutes, regroup class and have a general discussion: • What did you find most surprising about the history of the other country? • What more do you want to learn? Government/Rulers • How many government changes have there been in over the past 100 years? How

many government changes have there been in your country at this time? • How do you think this affects the country? People/Culture • What are the major language(s), religion(s) and ethnic group(s) in your country? • How have these changed over the past 100 years? Economy • How has the economy changed over time? • Have the major imports/exports stayed the same or changed? • Have trading partners stayed the same or changed? Gender relations • How have gender relations changed over time? • What were gender roles like in comparison to your country? Foreign relations/US-Egypt relations • How have relations between Egypt and the rest of the world changed? • How has the relationship between the US and Egypt changed?


APPENDIX 5.a: Optional Activity – Country Profile Wrksht

Country Profile Worksheet

Time Period

Major Events/

Highlights

Government /Rulers

People/ Culture

Economy Gender Relations

Foreign/ US-Egypt Relations

1990-2010

1970-1990

1950-1970

1930-1950


1910-1930


APPENDIX 5.b: Optional Activity – Guiding Questions

Country Profile Worksheet – Guiding Questions Major Events/Highlights • What were some of the defining moments of this time period? • What name(s) would you give to this era(s)? Government/Rulers • Who held power during this time? • What kind of government was it? • What (if any) changes in power or government happened during this time? How did

these changes take place? Why did they take place? People/Culture • What was the population at this time? • What were the major cities? • What language(s) were spoken? • Which religion(s) were practiced? • Which ethnic groups lived in the country? Economy • What were the major industries? Imports? Exports? • Which countries were major trading partners? Gender relations • What were mixed gender spaces in at this time? What were gender-segregated

spaces? • What were differences between gender relations in urban and rural areas? Among

different ethnic groups? • Were there any changes in gender relations during this time period? • How did gender relations at this time compare to neighboring countries? To your

partner country? Foreign relations/US-Egypt relations • What foreign powers were present in the country at this time? • What was the relationship between those foreign powers and the your government? • What was the relationship between the US and Egypt during this period? • Was this a time of war or peace? • If there was conflict at this time, who were the major groups involved in it?


APPENDIX 6: Individual Reflection ACTIVITY: INDIVIDUAL REFELCTION INSTRUCTIONS: After the videoconference, students will now spend time reflecting on what they have learned. Student Name: Program Title: Lesson & IVC Title: ABOUT THE TOPIC

What is your answer to the Driving Question?




ABOUT YOURSELF





APPENDIX 7: Media Institutions Media Institutions in the U.S. and Egypt 2011 will forever be remembered as a time when Arab and North African citizens mobilized against their governments in peaceful revolutions that brought about the downfall of two despotic leaders and their regimes that would spark mass protests for change in North Africa and the Gulf region. Sites like Facebook and Twitter have reached unprecedented levels of coverage in the news media never before seen since their inception. Facebook was instrumental in disseminating information about upcoming protests and setting dates for group mobilization. Twitter was used to update protestors on location changes and status updates. YouTube helped to show the world the rise in people power and the unraveling of former governments. There is no doubt that media is a strong influencer in shaping what we see, what we think, how we act and what we believe in. Among today’s tech-savvy generation, the role of media and technology is an important and fundamental part of their existence as it is a vital link to the outside world and among inter-group networking. As the years progress and technology advances, so does the role it plays in human behavior and social interactions. With increasing access to media and technology, it is technology (i.e. satellite TV, internet, computers and mobile phones) that can be a force for change through the usage of text messaging and social media sites. All aspects of media are tools that are used to disseminate information to a public that are growing increasingly concerned about the world they live in. In 2008, the Obama campaign relied heavily on grassroots mobilization through social media and technology to galvanize supporters and large sections of US youth to come out and vote for change. In this session, we aim to answer the role of media in society, its influence and to what extent is media or social media attributed to be a catalyst that brought about the Arab Spring. There is no doubt that the media has been instrumental in highlighting the unrest but was it the driver that brought about political change in Tunisia and Egypt? Media has also been a critical component in raising awareness globally. Students from all over can learn, speak to each other and spread information to others within seconds. This allows for not only a well-informed populace but also encourages civic engagement and action from those who may not have otherwise. Today’s youth can now take action and be a more global citizen through raising awareness, fundraising and showing their peers support about events from the other side of the world. Social media can be a very powerful tool.

2011-2012 PROGRAM CURRICULUM · Middle East/North Africa – US Virtual Youth Exchange! Tallwood...

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