REIMAGINE SYRIA: SHARING OUR STORIES · Reimagine Syria: Sharing Our Stories is made possible...

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GlobalNomadsGroup

2017

REIMAGINESYRIA:SHARINGOURSTORIES

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ReimagineSyria:SharingOurStoriesismadepossiblethankstothegeneroussupportofourpartnersatTheBezosFamilyFoundation,anawardfromtheAspenInstituteStevensInitiativewithsupportfromtheU.S.DepartmentofStateandthe

BezosFamilyFoundation,andadditionalsupportfromPhotoWings,theU.S.EmbassyinAmman,Jordan,andtheU.S.ConsulateinLahore,Pakistan.

ReimagineSyria:SharingOurStoriesimplementationpartnersinclude:

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Reimagine Syria: Sharing our stories A Global Nomads Group curriculum

ReimagineSyria:SharingOurStories

Howcanwelearnfromeachother,acrossborders,tosharewhoweareandrecognizewayswecananddotakeactionforpositivechangeinourlivesandcommunities?

ProgramOverviewAsofDecember2016,4.8million1registeredSyrianrefugeeshadlefttheircountry.Another6.1millionmoreareinternallydisplaced2,whichmeanstheywereforcedtomovewithinSyria.Inotherwords,morethanhalfofSyria’s22millioncitizenshavelefttheirhomesbecauseofthecivilwarthatstartedin2011.Youthareparticularlyvulnerable.ManyyoungSyrianslosttheirsecurity,homes,andaccesstoeducation.

Thesenumberscanmaketheconflictseemtoobigoroverwhelmingtofix.Butbehindthestatistics,therearestoriesofrealpeopletryingtobuildnewhomesfortheirfamilies.Thereareyouthworkingtoimprovetheirsituationsandthesmallerchallengestheyfaceeveryday.

Inthisprogram,studentswillexaminetheimpactoftheSyriancrisisonthelivesofyoungpeoplefromthatcountry,especiallythosewhoarerefugees.TheknowledgetheygainaboutSyriaandyoungpeoplefromthatcountrywillbecomeafoundationforparticipatingstudentsfromdifferentpartsoftheworldtoexploretheirownsituationsandengageindialoguewitheachother,buildingtheirrecognitionthatallyoung people, even those in adverse situations, can and domake positive change in their lives andcommunities.

Participating students will include Syrian refugees, as well as those from other national, ethnic andreligiousbackgrounds intheUnitedStates, JordanandMorocco.Theprogramincludesclassactivities,opportunities for students to interact throughaGoogle+Communityplatform,anda livewebcast inwhich students from three classroomswill share presentations about their lives and experiences andrespondtoeachother’squestions.Throughallofthelearningactivitiesintheprogram,youthfromallover the world, including Syrian youth whose lives have been impacted by the crisis, will have theopportunity to share their own stories, finding and reflecting on elements of their experiences andpriorities that they share,and learning fromeachother’sperspectives.Thisexperience is intended toinspire participants’ recognition that young people, including themselves, can and do contribute topositivechange,andbuildtheirmotivationtotakeactionasglobalcitizensintheirlives,communitiesandtheworld.

Programgoals:LearningandactionforglobalcitizenshipTheRS:SharingOurStoriescurriculumisaddressedtoGlobalNomadsGroup’svision:

1http://data.unhcr.org/syrianrefugees/regional.php2http://www.internal-displacement.org/middle-east-and-north-africa/syria/

Webelieveinagenerationofglobalcitizenswhoareempathetic,aware,andtakingactiontosolvesomeoftheworld'smostpressingissuesduringthesetransformativetimes.

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Insupportofthatvision,thelearningactivitiesintheprogramsupportstudentsingainingafundamentalunderstandingoftheSyriancrisisandhowithasaffectedyoungpeople,aplatformofknowledgethattheywilluseastheypracticeanddeveloptheircapacitieswithrespecttothreekeylearningareas:

Empathy:Studentswillbuildtheircapacitytorecognizeandunderstandtheperspectivesandexperiencesoftheirpeersinothercircumstancesaroundtheworld,includingthosefromdifferentcultural,national,orreligiousbackgrounds.

CriticalThinking:Studentswillpracticeandstrengthentheirabilitiestoexamineandanalyzeinformationfromdifferentsources,applyingwhattheylearntobetterunderstandthechoicesandexperiencesoftheirpeersindifferentcircumstances,aswellastheirownlivesandsituations.

GlobalCitizenship:Studentswilldeepentheirunderstandingoftheopportunitiesandchallengesyoutharoundtheworld,includingthemselves,faceintheirdailylives,andinpursuingtheirlong-termgoals.Astheyexploreeachother’sstoriesandtheirown,studentswillreflectonwaysyoungpeoplecananddotakeactiontomakepositivechangesintheirlivesandcommunities,andidentifyingnewinitiativestheyaremotivatedtotakeonasglobalcitizens,whetherintheirownlives,theircommunitiesortheworldbeyond.

ParticipantsStudentsparticipatinginthisprogramwillincludethoseinclassroomsintheUnitedStates,aswellasyoungpeopleinformalschoolandnon-formaleducationalsettingsinJordan,Moroccoandothercountries.SomeofthestudentsandyoungpeopleinJordanandtheUnitedStateswillberefugeesfromSyria,andthemajoritywillbethosefromotherbackgrounds,representingthediversityofcommunitiesineachofthethreeparticipatingcountries.

Differentclassesandgroupsofstudentsaroundtheworldwillengagewiththeprogramthroughthreedifferentprocesses,allofwhichareintendedtogiveallstudentsarewardingopportunitytolearnfromeachother,especiallythroughtheirdialogueandexchangeontheGoogle+Community,andalivewebcastwhichisthecenterpieceoftheRS:SharingOurStoriesprogram.

ClassesandgroupsofyoungpeopleparticipatinginthisprogramfromtheUnitedStates,Jordan,Moroccoinclude:

Ambassadorclassrooms.OneclassofstudentsinPatterson,NewJersey,USA,onegroupofyoungpeopleinruralJordan,andonegroupofyoungpeopleinMoroccowillparticipateintheRS:SharingOurStoriesprogramas“Ambassadors,”representingyoungpeoplefromtheirrespectivecountries.StudentsfromeachofthosethreeAmbassadorclassroomswillgivepresentationsduringtheIVC,alsorespondingtoquestionsthatotherparticipatingstudentshavesharedinadvanceviatheGoogle+Community,andthosetheypostduringthelivewebcast

Partnerclassrooms.SixteengroupsofstudentsfromaroundtheUnitedStates,willlearninpartnershipwithgroupsofstudentsfromJordanorMorocco.AstheyparticipateinLessons1-3thosestudentswillespeciallycollaborateandinteractinon-linedialogueswiththeyoungpeopleintheirpartnerclassroomsusingtheGoogle+Community.TheywillsharequestionsfordiscussionwiththeAmbassadorclassesbeforetheIVC,andwillparticipateintheLiveWebcastasobserversandbypostingquestionsandcommentsthroughaninteractiveplatform.

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Observerclassrooms.TheRS:SharingOurStoriesprogramisopentoyoungpeopleanywhereintheworldwhowishtoparticipate.SomeyoungpeoplewillparticipateonavoluntarybasiswithoutdirectsupportfromtheGNGteam,bycarryingoutthelessonactivitiesindependently,andbyobservingthelivewebcastonYouTube.Anyandallyoungpeoplewhoareinterestedinwatchingandlearningarewelcome!

ProgramoutlineProgramstep Description

Lesson1:HowhasSyria’srefugeecrisisaffectedyoungpeople?

StudentsexploretheconflictinSyriaanditsimpactonyoungpeoplethroughthelensofprofilesofyoungSyrianrefugeeslivingindifferentcountriesandcircumstances.

Lesson2:Whatisatypicaldayinthelifeofyoungpeopleinyourcommunity?

Studentscreatetheirownphotostoriesabouttheirdailylives,recognizingandreflectingonthechallengesandopportunitiestheyface.

Lesson3:Whatcanwelearnfromeachotherabouthowyoungpeoplecananddocreatepositivechange?

Studentsexploreandrecognizestrategiestheyandotheryoungpeoplearoundtheworldusetocontributetopositivechangeintheirlivesandcommunities.

Lesson4:InteractiveVideoConference

StudentsfromAmbassadorclassroomspresenttheirstories,respondingtoquestionsthatthoseinotherclassroomsandcountrieshavesharedontheGoogle+Community.

May3,2017at10amNewYork/3pmMorocco/5pmJordantime

Lesson5:Reflectingonourstories

StudentsreflectonhowtheirunderstandingoftheimpactoftheSyriancrisisonyoungpeople,youngSyrians’experiences,andtheirownpotentialtotakeactionforpositivechangehaschangedthroughtheirparticipationintheRS:SharingOurStoriesprogram.

TheReimagineSyria:SharingOurStoriesprogramwilltakeplaceinthreestages:

Threepreparatorylessonactivities.FromFebruary,20-May3,2017,studentswillparticipateinthreelessonactivitiesintheirrespectiveclassroomsandlearningspaces.ThroughthoselessonstheywillexploretheSyriancrisisanditseffectonyoungpeople,recognizingdifferencesandsimilaritiesintheirexperiences(withafocusontheirdailylives),andidentifyingstrategiestheycananddousetomakepositivechangesintheirlivesandcommunities.Astheyparticipateinthesethreelessons,studentswillalsoprepareandsharephotostoriesabouttheirownlivesandposequestionstoeachotherusingtheGoogle+Communityasaplatformfortheirdialogue.

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InteractiveVideoconference:OnMay3,2017at10amNewYork/3pmMorocco/5pmJordantime,all studentsare invitedtoparticipate ina livewebcastofan interactivevideoconferencebetweenyoung people in the United States, Jordan and Morocco. Students from three “AmbassadorClassrooms” in those three countries, respectively,will speakduring thevideoconference, sharingtheirownstoriesandrespondingtoquestionsthatstudentsinparticipatingclassroomsaroundtheworldhavesharedinadvanceontheGoogle+Community.Thosestudentswhoareviewingthelivewebcastwillbeabletopostquestionsandcommentsthroughoutthewebcast.

Finalreflectionactivity.Afterthewebcast,studentswillparticipateinafinalreflectionactivityintheirrespectiveclassrooms,examiningwhattheyhavelearnedfromtheRS:SharingOurStoriesprogram.Asoptionalactivities,theyconsidernextstepstheycantaketolearnmoreabouttheSyrianconflictorotherglobalissues,andworkforpositivechangeintheirlivesandcommunities,buildingonthetopicstheyexploredinthisprogram.

UsingthiscurriculumThis curriculumwas designed for use by teachers, facilitators, students and young people in diversecontextsandcircumstancesaround theworld. Somewill beusing this curriculumduring their regularschooldayaspartofacurrentevents,socialstudiesorotherclass.Otherswillbeparticipatingintheseactivities at a youth club or through an after-school program. Some students may have access tocomputersandtheinternetduringtheirlessonoractivitytime,whereasotherswillnot.Somestudentsandteachersmayhaveflexibletimeframesfortheirlessonactivities,whereasotherswillbeparticipatingaspartoftheirlessonsduringaschooldaywithafixedschedule.

The lessonsaredesigned tobe flexible andadaptable, so that all youngpeoplewhoparticipatehaveopportunitiestolearnandconnectwiththeirpeersaroundtheworld.Teachersareencouragedtoadaptlessonactivitiessothattheywillworkbestintheircontexts,withafocusonfindingwaystomakethemethodologiesandlearningexperiencesmostappropriate,relevantandrewardingfortheirstudents.

Teachersareespeciallyencouragedto:

ü Readthiscurriculumfrombeginningtoendbeforestarting,togetabetterunderstandingofhowallofthelearningactivitiesareconnected.

ü Read the Teacher notes in each lesson. These give suggestions for special issues you shouldconsider,andstrategiesforadaptingyourprogram.

ü Considertakingadditionaltime(insideorbeyondregularclasstime)foranyofthelessonactivitiesso that students havemore time to complete theirwork, and/or to explore issues that havepeakedtheirinterest.

ü ReviewtheMaterialslistatthebeginningofeachlesson,andpreparematerialsusingwhateverresourcesyouhaveavailable.Studentsinclassroomswithcomputersandinternetaccessshouldbeabletousemanyoftheindicatedresourcesonline.Ifyouareworkingwithstudentswhodonot have access to computers and the internet, consider printing hard copies of someof thematerialsinadvance.

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Specialnote:CREATEandCONNECT

CREATE CONNECT

Teachersnote:TeachersareencouragedtopayspecialattentiontotheCREATEandCONNECTsectionattheendofeachlessonguide.Inplanningandadaptingactivitiestheymayfindithelpfultofocusonsupportingstudentsincompletingtheshortwritingassignmentsorprojectsdescribedinthatsection.What students create in those steps is designed to help them to connect their learning andunderstandingfromonelessontothenext,andalsotoconnectinahelpfulandinterestingdialoguewitheachotherandtheirpeersaroundtheworld.

For those teacherswhoareusing this curriculum inpartnershipwithGlobalNomadsGroup for theReimagine:SyriaprograminSpring2017,theCREATEandCONNECTactivitiesgivestudentssuggestionsforquestionsandprojectstheywillsharewithyoungpeopleinotherpartnerclassroomsaroundtheworldontheGoogle+Communityandinthevideoconference.

For all teachers or facilitators and their students, including those who implement this curriculumindependentlyduringorafterSpring2017theCREATEandCONNECTstepsareessentiallinksbetweeneachlesson.Theycanuseandadaptthosestepstosupportstudentsinengagingindialoguewiththeirclassmates, and to reflect as they watch and listen to the YouTube recording of theMay 3, 2017webcast.

Specialnote:WorkingwithSyrianstudents:TheReimagine:SyriaprogramisdesignedespeciallytogivestudentsaroundtheworldopportunitiestoenrichtheirunderstandingoftheSyriancrisisandhowitaffectsyoungpeople,connectingwhattheylearntoissuesintheirownlives.ForthoseyoungpeoplefromSyria,itshouldalsobeanopportunitytolearnfromandconnectwithpeersinotherpartsoftheworld.

WhenworkingwithstudentsfromSyria,considertakingthefollowingstepstosupporttheirparticipationinthisprogram:

ü Readthroughtheentirecurriculumbeforeyoubegin.PreparetoadaptanyoftheactivitiestomakethemmorecomfortableandappropriateforSyrianstudentsasyouseefit.

ü ConsidermeetingwithSyrianstudentsoutsideyourregularlessonactivitytime,whetherindividuallyorinagroup.Makesuretheyunderstandtheprogramanditspurpose,askanyquestionsandexpressconcerns,andsharetheirownsuggestionsforhowtomaketheprogramworkbestforthem.

ü Discussstudents’expectationsfortheprograminadvance.Manageanyexpectationstheyhavethatmaynotbefulfilled.Adaptactivitiestoanyinterestsandprioritiestheysharewheneverpossible.

ü Assurestudentsthattheyareneverrequiredtotalkaboutanythingthattheydonotwishtodiscuss.Explaintothemthattheprogramisdesignedsothatotherstudentswillnotbeaskingthempersonal,embarrassingordifficultquestionssotheydonotfeelanxious.Remindthemthattheycanalwaysrespectfullysaythattheydonotwishtoansweraquestioniftheywish.

ü Considergivingstudentstheoptiontosharetheirpersonalstoriesiftheyareinterestedtodoso.Discussthispossibilitywiththemoutsideclasstimesotheycanconsiderandrespond

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privatelyandfreely.(SeeLesson1whichoffersoneopportunityforthemtodoso).Iftheyareinterestedinsharingtheirstories,reviewandrehearsethemtogetherbeforetheypresentthemtopeersintheirownclassorforawideraudience(e.g.thevideoconference).Supporttheminmakingchoicesaboutwhattheydoanddonotshareinkeepingwithyourjudgmentandtheirs.Takeallappropriatestepstogaininformedconsentfromtheirparentsbeforetheysharepersonalstoriestoensuretheirsafety.Note:ThissuggestionisincludedespeciallyattherecommendationofteachersworkingwithSyrianrefugeestudentsinprogramssimilartoRS:SharingOurStories,whofoundthatSyrianrefugeeyouthwereinterestedinsharingtheirstories,andfeltthatdoingsowasahelpfulandrewardingexperience.

ü AsSyrianstudentspreparetheirownDayinOurLivesstoriesandresponsesandquestions(inLesson2),reviewtheirworkinprogress.Reviewanddiscussanyinformationtheysharethatyoufeelmayputthem,orothers,inanuncomfortableoroverwhelmingsituation.

ü ContactLatishiaSparks,[email protected],concernsorsuggestionsabouthowtomakeSyrianstudents’experienceapositiveoneforthem(andforothers).

WhenworkingwithstudentswhoarenotfromSyria:

ü Reviewprogrammaterialsinadvance,takingintoconsiderationwhatyouknowaboutanysimilardifficultiesorchallengestheymayhavefaced.Consideradaptingoromittinganymaterialsthatyouthinkwillbeoverwhelmingoruncomfortableforyourstudents.

ü DiscusstheimportanceofengagingrespectfullyandsensitivelywithSyrianstudentswhohavefacedchallengingcircumstances,andencouragestudentstocomeupwiththeirownstrategiesforhowtheywilldoso.

ü ReviewanyquestionstheymayhavebeforepostingthemtotheGoogle+community.IfyouseequestionsthatmightbeuncomfortableforSyrianstudents(oranyothers),discusshowtorevisethemwiththestudentsthatwrotethem.

ü Discusstheirexpectationsfortheprogram,andmanageanyexpectationsthatmaynotbefulfilled.Adaptactivitiestotheirinterestsandprioritieswheneverpossible!

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Lesson1: HowhasSyria’srefugeecrisisaffectedyoungpeople?

OVERVIEWStudentsexploretheconflictinSyriaanditsimpactonyoungpeoplethroughthelensofprofilesofyoungSyrianrefugeeslivingindifferentcountriesandcircumstances.

TIMEApproximately1session.TeachersmaychoosetoadaptoreliminatestepsinordertocompletetheCreateandConnectactivitieswithinonelesson/classperiodorextendtheactivitythroughalongersession,orover2-3sessions.

MATERIALS

HandoutPacketforLesson1

ComputerswithinternetaccesstolinktotheNewYorkTimeswebsiteandotherstoriesbelowORpapercopiesofselectarticles,mapsandothergraphics.

LEARNINGOUTCOMES

Empathy

StudentslearnabouttheexperiencesofyoungSyrianrefugeeswhohavebeenprofiledintheNewYorkTimesandothermediasources.TheyreflectonthechallengesyoungSyrianshavefaced,theirpositiveexperiences,andtheirhopes.

CriticalThinking

StudentsmakeinferencesaboutthelivesandexperiencesofyoungSyrianrefugees,gatheringandapplyinginformationfromdifferentsources,includingnewsarticles,statisticsandmaps.

GlobalCitizenship

StudentslearnabouthowtheSyriancivilwarhasaffectedlifeforchildrenandyoungpeopleinthatcountryandthosewhohaveleftthatcountrytoseekrefugeinothers.

CREATE CONNECT

StudentsCREATEresponsestothePre-programassessmentquestionnaire(Handout1.1,partofHandoutPacket1)toassesstheirknowledge,understandingandattitudestowardtheSyriancrisis.

StudentsCREATEInquiryquestionsandideastatementstheywillsharewiththeirpeersinothercountries,especiallythosewhohavebeenaffectedbytheSyriancrisis.

Students(orteachers)preparetoCONNECTtheirprogressoverthecourseoftheprogrambykeepingtheirwrittenresponsestothepre-programquestionnaires.

StudentsCONNECTbypostingtheirinquiryandideastatementstotheGoogle+Communitytoconnectwithotherstudentsaroundtheworld,includingSyrianyouthandothersfromtheUnitedStates,JordanandMorocco.

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Planning,preparing,andadapting:ThisguideforLesson1:HowhasSyria’scrisisaffectedyoungpeople?includesseveralsuggestionsforarticlesandotherresourcessothatteacherscanchoosetheresourcesthatwillbemosthelpfulandappropriatefortheirstudents.Theresourceslistedincludelongerandshorterarticles,aswellasmultimediafeaturessuchasslideshowsandvideosthatrequireaccesstoacomputerandtheinternettoview.Thisguidealsoincludessuggestionsforwaystoadaptthelessontousespecificresources.

Teachersareencouragedto:

ü Readthearticlesandwatchthevideoslistedinsteps2and3belowinadvance.ChoosethestoriesofyoungSyrianrefugeesthatwillbeinterestingtoyourstudents.

ü Adaptplansandpreparationsforthelessontogivestudentsenoughtimetoreadthearticlesand/orwatchvideosandusemultimediafeaturesyouchoose.Thismayincludetakingadditionaltime(ormorethanonesession)forthelesson.

ü Consideromittinganyofthestoriesthatmaybetoodifficultoroverwhelmingforanyofyourstudents.

ü ConsiderchoosingonlyoneortwostoriesofSyrianyoungpeoplefortheentireclasstoexploretogether.(ThestoriesofHanaAbdullahandBayanMohamed,listedbelowinStep1,areespeciallyrecommendedinthiscase).

ü InviteSyrianrefugeeyoungpeopletosharetheirownstories,onlyiftheywish.(SeeTeachersNoteonthispage.)

ü Consultthesection“Moreresourcesforeducators”attheendofthiscurriculumtofindadditionalstoriesyoumightusewithorinsteadofthoselistedbelow

Lessonactivities:1. Warm-up:DistributeHandout1.1,Pre-programAssessment.Askstudentstowritetheirresponses

onthehandout.ExplaintostudentsthattheywillhaveachancetolookattheiranswersinthefinallessonactivityoftheRS:SharingOurStoriesprogramandconsiderwhattheyhavelearned,andwhetherandhowtheirperspectivehaschanged.(Explaintothemthatthisisnotatestthattheywillbegradedon,andthattheycanleaveanyquestionsblankiftheywish).

Teachersnote:Inpastexperiences,someSyrianstudentsparticipatinginaprogramsimilartoRS:SharingOurStoriesfoundithelpfulandrewardingtosharetheirpersonalstorieswiththeirpeers.

TeachersworkingwithSyrianrefugeestudentsmaywishtoexplorethispossibilitywiththem,too.Consultthemwellinadvancetoaskifthismightbeofinterest,takingcaretomakesuretheyunderstandtheyarenotrequiredtodoso.Considerreviewingandrehearsingtheirpresentationoftheirstorieswiththeminadvance.ConsideradaptingtheapproachtoStep3(orevenomittingit)sothatsothatSyrianstudentsdonotfeeluncomfortabletohavetheirexperiencesexamined,andsothatallstudentshavemoretimetoforarichexchangeanddiscussionoftheirstoriesinasafecontext.

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Collectthehandoutsfromstudentsbeforetheyproceedwiththenextstep.KeepthesehandoutsthroughouttherestoftheRS:SharingOurStoriesprogram,sothatyoucansharethemwithstudentsagaininthefinalReflectionactivity.

2. ReadandwatchthestoriesofyoungSyrianrefugees.Organizestudentsintosmallgroups.ExplainthateachgroupofstudentswillfocusonthestoryofayoungSyrianrefugee.Explainthattheywillreadorwatchthestory,thenresearchhowthecrisisinSyriahasshapedthatyoungperson’slifeandexperience.

Givestudentstimetoreadthearticlesand/orwatchthevideos.

YoungSyriansRefugees:SixStoriesHanaAbdullahTwelve-year-oldHanalivesinarefugeesettlementinLebanon.SheandothersinherfamilyworkpickingfruitandvegetablesinnearbyBekkahValey.

LynseyAdario,TheDisplaced:Hana.TheNewYorkTimesMagazine,November15,2015.https://www.nytimes.com/2015/11/08/magazine/the-displaced-hana.html?action=click&contentCollection=Magazine&module=RelatedCoverage&region=Marginalia&pgtype=article&_r=0

BayanMohammadAten-yearoldSyrianrefugeeresettlesinCanadathroughaprivatesponsorshipprograminthatcountry.

CatrinEinhornandJodiKantor.WonderandworryasaSyrianchildtransforms.TheNewYorkTimes,December16,2016http://www.nytimes.com/2016/12/17/world/americas/syrian-refugees-canada.html

Hishamal-NajjarAfive-yearoldboylivingwithtypeonediabetesandhisfamilycopewiththeirnewcircumstancesasrefugeesinJordan.

RanaSweis,AfterEscapefromSyria,AnotherDangerousFoe:Diabetes.TheNewYorkTimes,January21,2017.http://www.nytimes.com/2017/01/21/nyregion/neediest-cases-fund-jordan-diabetes.html

YusraMardiniYusraMardini,a16-year-oldgirlwholeftherhomeintheDarayasuburbofDamascuswithherfamilyin2013,wentontocompeteasaswimmerontheInternationalOlympicCommittee’srefugeeteaminthe2016summergames.

CharlyWilder,SheSwamtoEscapeSyria.NowShe’llSwiminRio.TheNewYorkTimes,August1,2016.http://www.nytimes.com/2016/08/02/sports/olympics/a-swimmer-goes-from-syria-to-rio-from-refugee-to-olympian.html

Teachersnote:Ifyouadaptthislessonssothatallofyourstudentsreadthesamestoriestogetherinsteadofdifferentstoriesinsmallgroups.Readthe“teachers’resources”listtofindadditionalvideoswithstoriesofyoungSyrianrefugeesthatmayinterestyourstudents.

Additionalnote:Arabic-speakingstudentsinJordanandMoroccowillbereadingtranslatedversionsofthestoriesofHanaAbdulla,Hishamal-Najjar,andpossiblyYusraMardini.

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LinaShamyAnarchitectandactivisttellsherstoryofstudyinginAleppo,protestingtheAssadregime,andultimatelyfleeingthecountry.

LinaShamy,IwenttoSyriatostudy.Ileftinarefugeeconvoy.TheNewYorkTimes,January20,2017.http://www.nytimes.com/2017/01/20/opinion/sunday/i-went-to-aleppo-to-study-i-left-in-a-convoy-of-refugees.html

AhmadandMohamedal-HajAliSeventeen-year-oldtwinboys,theirparentsandsisterleftSyriain2012,ultimatelysettlinginAurora,Illinois.Theirfamilyoffiveareamongthe2,457refugeesfromSyriawhohavebeenresettledintheUnitedStates.

ElizaGriswold,WhyisitsodifficultforSyrianrefugeestogetintotheU.S.?TheNewYorkTimesMagazine,January20,2016.http://www.nytimes.com/2016/01/24/magazine/why-is-it-so-difficult-for-syrian-refugees-to-get-into-the-us.html?action=click&contentCollection=U.S.&module=RelatedCoverage&region=Marginalia&pgtype=article

AbdulHadiNasurah

A23-year-oldSyrianmanisamongseveralrefugeesandresidentsofZa’atariCampinJordanwhosharetheirexperiencesandopinionswithaNewYorkTimesreporterduringaninteractivevideoconference.ViewersintheUnitedStates,Brazil,andothercountriesposequestionsandcommentsinrealtimeviasocialmedia,andtherefugeeswithwhomthereporterspeaksrespond.

DeborahAcosta,SyrianRefugeesontheWar,TheirCamp,andYourQuestions.TheNewYorkTimes,December30,2016.http://www.nytimes.com/2016/12/30/world/middleeast/syrian-refugees-on-the-war-their-camp-and-your-questions.html?rref=collection%2Ftimestopic%2FSyria&action=click&contentCollection=world&region=stream&module=stream_unit&version=latest&contentPlacement=14&pgtype=collection

3. Connectinginformationtostories.AskstudentstowriteanswerstothequestionsonHandout1.2:Connectinginformationtostories.focusingontheexperienceoftherefugeewhosestorytheyreadorwatched.Theyshouldmakeinferencesbasedoninformationfromthestory,fromtheotherresourcesbelow,andanyotherreliablesourcestheycanaccess.

Teachers’note:Studentsmaynotfindanswerstoallofthequestionsinthesourcesprovidedorotherstheymayfind.Supporttheminansweringasmanyquestionsastheycan,butallowthemtoleavesomeunanswerediftheycannotfindreliableinformationsourcestomakeinferences.

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MoreresourcesforeducatorsTheStateoftheWarinSyria

ThisarticlewithinteractivefeatureincludesamapshowingterritorialcontrolofSyriain2016,2015and2014,andanoutlineofrecentdevelopmentsbycityandsubregionofSyria.

SarahAlMukhtarandDerekWatkins,TheStateoftheWarinSyria.TheNewYorkTimes,December29,2017.http://www.nytimes.com/interactive/2016/12/29/world/middleeast/state-of-war-in-syria.html?rref=collection%2Ftimestopic%2FSyria&action=click&contentCollection=world&region=stream&module=stream_unit&version=latest&contentPlacement=16&pgtype=collection

Syriaafterfouryearsofmayhem

Thisarticleincludesseriesofannotated,interactivemapsshowingtheimpactofthewaronSyriaonconditionsinsideandbeyondthatcountry.MapsandrelatedimagesincludesatellitephotographsoflightindifferentregionsofSyria(illustratingaccesstoelectricityandotherbasicamenities),mapsillustratingregionalcontrolofSyriabygovernment,rebelandotherforces,andstatisticsondisplacementandrefugeemovementtoborderingcountries.

SergioPeçanha,JeremyWhiteandK.K.RebeccaLai.Syriaafterfouryearsofmayhem.TheNewYorkTimes,March12,2015http://www.nytimes.com/interactive/2015/03/12/world/middleeast/syria-civil-war-after-four-years-map.html?_r=1

TheEuropeanRefugeeCrisisandSyriaExplained

ThisvideoprovidesbackgroundonthecausesoftheSyriancivilwar,theimpactofthewaronthepopulation,andanoverviewoftheissuesfacingrefugees,especiallyarrivingtoEuropeancountriesin2015.

TheEuropeanRefugeeCrisisandSyriaExplained.TheUnitedNationsHighCommissiononRefugees(UNHCR).https://www.youtube.com/watch?v=RvOnXh3NN9w&feature=youtu.be

FiveYears

AmultimediafeaturearticlegivesanoverviewoftheSyrianwaranditsimpactsinceitsbeginningsin2011.

FiveYears.BBCNews,March14,2016http://www.bbc.co.uk/news/resources/idt-841ebc3a-1be9-493b-8800-2c04890e8fc9

NoLostGeneration

ThiswebsitehostedbyUnitedNationsagenciesisaportaltovariousarticlesandothersourcesofinformationontheSyrianconflict,itsimpactonchildrenandyoungpeople,andtheinternationalhumanitarianresponse.

http://nolostgeneration.org/

Ifthereisenoughtimeremaininginthelesson,askeachgrouptosharewhattheyhavelearned.TheyshouldbeginwithanintroductiontothestoryoftheyoungSyriantheyreadorwatched,andthenpresentanswerstothequestionstheyfoundastheyreviewedthedifferentsourcesprovided(orotherstheyfound).

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4. Writing“Inquiryquestionsandideastatements”:Writethesequestionsontheboard,andaskstudentstofinishtheminwaysthatreflecttheirownopinionsandperspectives.Explaintothemthatthepurposeofwritingthesestatementsandquestionsistobrainstormandwarm-uptosharestoriesandquestionswithstudentsaroundtheworld.A. LearningabouttheexperiencesofpeoplefromSyria[andthoseinthecommunitiesthathost

them],thefivemostimportantfactsIlearnedwere…

i. ___

ii. ___

iii. ___

iv. ___

v. ___

B. SomethingunexpectedorsurprisingIheardorlearnedtodaywas….

C. OnechallengeoroneopportunityIhaveincommonwithsomeoftheSyrianyouthinthesestoriesis…

D. OnechallengeoroneopportunityIfacethatisdifferentfromthosefacingSyrianyouthinthesestoriesis…

E. IfIcouldask[nameofSyrianpersonfromoneofthestories]aquestioninperson.Iwouldask…

Studentscanwritetheirstatementsandquestionsindividually,orworkingtogetherasaclass.

Collectorrecordtheir“inquiryandidea”statements.

Preparestudentsforwhat’snext:Attheendofthislesson:

ü Explaintostudentsthatinthenextlessontheywillcreate“photostories”ofatypicaldayintheirlives.

Thosethatareinterestedandwanttoprepareinadvancecan:

ü Observeormakenotesofwheretheyareandwhattheyaredoingatdifferenttimesoftheday.

ü Takephotographs(forthosewithcamerasorsmartphones).

ü Makeothercreative“sketches”aboutmomentsintheirdailylives.Asketchcanbeaphotograph,adrawing,ajournalentry,apoem,aprosedescription,oracombinationofimagesandwordsofanykindthatdescribestheirexperiencesatdifferentmomentsinaday.

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Create,ConnectandCompletethelesson:

ü SupportandencouragestudentsinexploringtheinquiryandideastatementsandquestionfromstudentsallovertheworldontheGoogle+Community!

CREATE CONNECT

StudentswriteresponsestothePre-programassessmentquestionnaire(Handout1.1,partofHandoutPacket1)toassesstheirknowledge,understandingandattitudestowardtheSyriancrisis.

StudentswriteInquiryquestionsandideastatements,astheyconsidertheexperiencesofyoungSyriansaffectedbytheconflict.

Students(orteachers)keeptheirwrittenresponsestothepre-programquestionnaireinaprivateplace.Attheendoftheprogrameachstudentwillreviewtheirresponsesagaintoconsiderwhattheyhavelearned.

StudentsCONNECTbypostingtheirinquiryandideastatementstotheGoogle+Communitytoconnectwithotherstudentsaroundtheworld,includingSyrianyouthandothersfromtheUnitedStates,JordanandMorocco.

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Lesson2: Whatisatypicaldayinthelifeofyoungpeopleinyourcommunity?

OVERVIEWStudentscreatetheirownphotostoriesabouttheirdailylives,recognizingandreflectingonthechallengesandopportunitiestheyface.


MATERIALS

HandoutpacketforLesson2

Post-itnotesorsmallpiecesofblankpaper(atleast6piecesperstudent)

tape

Computerwithabilitytodownloadanduploadpictures/files

Photosandother“sketches”createdbystudentsafterLesson1

LEARNINGOUTCOMES

Empathy

Studentswillexploreaspectsoftheirdailylivesandexperiencesthattheysharewithothersintheirclassandcommunity,andwillconsiderchallengesandopportunitiestheysharewiththoseinothercountriesandcircumstances.

CriticalThinking

Studentswillanalyzetheirowndailylivesandexperiencesandmakeinferencesabouthowthosecomparetootheryoungpeoplearoundtheworld(especiallythoseinotherclassroomsparticipatingintheRS:SharingOurStoriesprogram).

GlobalAwareness

Studentswillusephotographs,theirownwordsandothermediatocommunicateabouttheirownlivesandexperienceswithyoungpeopleinothersituationsandcircumstances.

Astheydoso,theywillespeciallyfocusonthechallengesandopportunitiestheyface,preparingtoexplorestrategiestheycanusetotakepositiveactionwithrespecttobothastheylearnindialoguewithandfromtheirpeersinothercircumstances.

CREATE CONNECT

StudentsCREATEphotostoriesabouttheirdailylives.

StudentsCONNECTwithotherstudentsaroundtheworldbypostingtheirstoriestotheGoogle+Community,sotheirpeerscanlearnaboutatypicaldayintheirlives,andthechallengesandopportunitiestheyencounter.

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Planning,preparing,andadapting: ü Ifstudentshavetakenphotographsorcreatedother“sketches”aboutmomentsintheirdailylives

afterparticipatinginLesson1,remindthemtobringwhattheyhavecreatedtothislesson.(SeeanexplanationofwhatkindsofsketchesstudentsmightcreateinthePrepareforwhat’snextsectionofLesson1.)

ü Ifstudentswillhaveaccesstocomputersandtheinternetduringlessontime,remindthemtohavetheirphotosandsketchesavailabletouseelectronically.Ifnot,encouragethemtobringanydocumentsinhardcopyifpossible.

Lessonactivities:1. Overviewandexplanation:preparingtomakeaphotostory.Explainthatintoday’slesson,

studentswillworkinsmallgroupstocreatephotostoriesonthethemeof“dailychallenges,dailyopportunities.”

A“photostory”isexactlywhatitsoundslike–itisaseriesofphotospresentedtogetherthattellastoryaboutaneventoranexperience.Aphotostorycanincludeotherthings,includingcaptionsthatgiveinformationaboutaphotograph,quotations,orothertext,drawings,mapsoranythingelse.

2. Warmup:Analyzingphotographsthattellstories.OrganizestudentsintosmallgroupstoanalyzethephotographsinHandout2.1:Onephotograph,onestory.Giveeachgroupadifferentphotograph,andonecopyofthehandoutonwhichtheywillwriteanswerstothequestions

3. Sketchingmomentsinourday:Explaintostudentsthatnowtheyaregoingtobegintoplantheirownphotostories.Distributesixsmallpiecesofpapertoeachstudent.

Ontheblackboard,write:

7:00AM

9:30AM

12:30PM

3:00PM

6:00PM

9:00PM

Askstudentstoclosetheireyesandimaginewheretheyareandwhattheyaredoingateachofthosesixtimesonatypicalday.Theycanthinkaboutweekdaysorweekends.Theycanalsothinkofthingsthattheyaredoingatothertimesofday–forexample,earlierinthemorningorlaterintheevening.

Teachers’note:Considerchoosingdifferenttimeframesthatcorrespondwithimportantmomentsinthescheduleofatypicalstudentinyourclass,suchaswhentheywakeup,havelunchorleaveschool.

Teachers’note:AsstudentslookatphotographsandanswerquestionsonHandout2.1supporttheminpracticingtheircriticalthinkingskillsbyreferringtosomethingspecifictheyseeinthephotoandexplaininghowtheymadetheinferencetheydid.Usethisactivity,too,toencouragestudents’creativity,stimulatingtheirimaginationastheypreparetomaketheirownDayinOurLivesphotostory.

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Explaintostudentsthattheyshouldwriteordrawapictureofwhattheyaredoingateachofthesixtimeframes.Encouragethemtowriteanddrawcreatively,thinkingofwhattheycreateas“sketches.”Forexampletheycould:

• Drawapictureofthemselvesatthattime,amapofaplacewheretheywouldbeatthattime,asketchofwhattheywouldbelookingat,oraspecificobjecttheyassociatewiththattime

• Writeafewwordsforafeelingtheyoftenexperienceatthattime(evenjustoneortwo!),aquotationofwhattheymightbesayingoroverhearingotherssay,orajournal-styledescriptionofwhattheymightbedoing.

4. Lookingatsketchesinagallerywalk:Givestudentsafewminutestofinishtheirsketches.Oncetheyhavefinished,askthemtopostorplacetheirsketchesaroundtheirclassroom.Then,theyshouldcarryouta“gallerywalk”tolookateachother’sdocuments.

5. Identifythemesandpatterns.Askstudents:

§ Whatwerethepatternsorthemesyouobservedasyoulookedateveryone’sdocumentsabouttheirdays?

§ Didanythingsurpriseyouasyoulookedateachother’sdocuments?Didanythingyouseemakeyouthinkorfeeldifferentlyaboutyour“typicaldays”asyoulookedatthemfromthisperspective?

§ WhichexperiencesshowninthesedocumentsdoyouthinkmightbemostinterestingorsurprisingtostudentsfromotherpartsoftheworldwhowillareparticipatingintheRS:SharingOurStoriesprogram?

§ Whichofopportunitiesorpositiveexperiencesshowninthesedocumentsaremostimportanttoyou?Whichdoyouwantstudentsfromotherpartsoftheworldtoseeandunderstand?

§ Whichofyourchallengesordifficultexperiencesshowninthesedocumentsaremostimportanttoyou?Whichdoyouwantstudentsfromotherpartsoftheworldtoseeandunderstand?

6. Createyour“DayinOurLives”stories.Organizestudentsintosmallgroups.

Usingthethinkingfromtheabovequestions,eachgroupwillcreateasinglephotostoryillustratingyoungpeople’sday-to-dayexperiencesandsharetheseonline.Theywillusethedocumentstheyhavealreadycreated,andcancreateadditionaldocuments(photos,etc.)andotherelementstotelltheirstory.Encouragegroupstocombinepicturesfromdifferentstudents,butbesuretocombineinawaythathelpsviewersgainunderstanding.Forexample,eachgroupcouldfocustheirstoryonadifferentthemeorideathatwassharedbyallstudents.

Teachers’note:Threewaystodoagallerywalkare…:

o Studentscansharetheirdocumentsonlywithothersintheirsmallgroups.

o Studentscanpostorplacetheirdocumentsindifferentpartsoftheroomorondifferentwallsthatcorrespondwiththesixdifferenttimesoftheday.

o Studentscanplaceorposttheirdocumentstogetherononewall,orontheflooroftheclassroom,sotheycanlookatthemallatthesametime.

Teachers’note:Ifyouhaveextratime,considergivingstudentsachancetomoveandarrangetheirdatadocumentsintodifferentclustersbasedonthethemesandpatternstheysee.

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GiveeachgrouponecopyofHandout2.2:Planninga“DayinOurLivesPhotoStory.”

Remindthem:Inadditiontousingtheirphotostheycanusewords,drawingsoranythingelsetocreatetheirstories.

Givestudentsasmuchtimeastheyneedtoplanandcreatestories.

7. Concludingtogether:Askeachgroupofstudentstopresentandsharetheirphotostorieswitheachother.Iftheyhavecompletedtheirphotostoriestheycansharetheircompletestoriesatthistime.Ifnot,theycanpresenttheirplanstoeachother,andgetsuggestionsandfeedbackfromclassmates.


ü Explaintostudentsthatinthenextlessontheywilllookatthephotostoriesofotheryoungpeoplearoundtheworld,andthoseyoungpeoplewilllookattheirstories.

ü Iftheyhavenotcompletedtheirphotostoriesbytheendofthislesson,workwiththemtofindtimeandaccesstoacomputerwhentheywilldoso.

ü Encouragethemtolookatotherstudents’DayinOurLivesstoriesontheGoogle+Communityiftheyhavetimeandaccesstoacomputerconnectedtotheinternet.

Create,ConnectandConclude:

CREATE CONNECT

StudentsCREATEphotostoriesabouttheirdailylives.

StudentsCONNECTwithotherstudentsaroundtheworldbypostingtheirstoriestotheGoogle+Community,sotheirpeerscanlearnaboutatypicaldayintheirlives,andthechallengesandopportunitiestheyencounter.

Teachers’note:Considergivingstudentstheoptiontoorganizetheirgroupsarounddifferenttopicsorthemes,ortheexperiencesofdifferentyoungpeople.

Forexample,theycouldcreatestoriesthatfocusonthedailylivesofgirlsorboys,thosefromdifferentneighborhoods,thosefromdifferentbackgrounds(e.g.SyrianandJordanian),orthosewithdifferentdailyresponsibilities(e.g.thosewhohavejobs,thoseonsportteams).Thismaybeagoodstrategyifitwillgiveachanceforyourentireclasstohighlightandexploretheirdiversity.

OROrganizestudentsintoheterogeneoussmallgroups.Withintheirgroups,studentswilllearnaboutthedifferentexperiencesandperspectivesofpeers,buildingconnectionswithintheirsmallgroupsastheyworktogether.Thismaybeagoodstrategyifdividingstudentsintohomogeneousgroupswouldcontributetotensionsorrivalriesbetweenthosefromdifferentbackgrounds,orhighlightdifferencestheyfinduncomfortableorembarrassing.

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Lesson3: Whatcanwelearnfromeachotherabouthowyoungpeoplecananddocreatepositivechange?

OVERVIEWStudents explore and recognize strategies they and other young people around theworldusetocontributetopositivechangeintheirlivesandcommunities.


MATERIALSHandoutpacketforLesson3.

Students’ownDayinOurLivesphotostories,andthoseotherparticipatingstudentshaveshared

LEARNINGOUTCOMES

Empathy

Studentslearnaboutthedailylivesofstudentsintheirclassesandotherparticipatingclassroomsaroundtheworld,includingtheiraspirationsandfrustrations,andhowtheyexperienceandfeelaboutthechallengesandopportunitiestheyface.

CriticalThinking

Studentscompareandcontrasttheirownstorieswiththoseoftheirclassmatesandyoungpeopleinothercountries.

Theyidentifyandanalyzethestrategiesyoungpeople,includingthemselves,usetomakepositivechangeintheirlivesandcommunities,andtheireffects.

GlobalCitizenship

Studentsrecognizetheactionstheirpeersintheirowncommunityandothercountriestaketomakepositivechangeastheyfacechallengesandopportunities.

Indrawingconnectionsbetweentheirpeers’experiencesandchoicesandtheirown,theyacknowledgewaystheymayalreadybecontributingtopositivechangeintheirlivesandcommunities(whetherconsciouslyornot),andidentifyindividual,communityorglobalgoalsforpositivechangetheyplantoactoninthefuture.

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Planning,preparing,andadapting:ü StudentswilllookattheDayinOurLivesstoriestheyandtheirclassmatescreatedinLesson2,

aswellasthosecreatedbyotherstudentsparticipatingintheRS:SharingOurStoriesprogramaroundtheworld,especiallythosefromtheirpartnerclassroom.Ifyourstudentswillnothaveaccesstocomputersandtheinternetduringthislesson,printandbringhardcopiesofsomeofthesephotostoriestothislesson.

Lessonactivities:1. Warmup:Askstudentstothinkofdifferenttermsusedtorefertoyoungpeoplesuchas

themselves.Thesecanincludewordsthatarepartoftheirstandardnativelanguage(English,Arabic,Urduoranyother),aswellasslangorcasualterms.

Takeafewminutesforthemtobrainstormafewdifferentwords.Then,usethistemplatetoexplorethetermsandtheirmeaningsandconnotations:

Template:

Wordorterm

Definition:Whatdoesthiswordmean?Whichyoungpeopledoesitreferto?

Whousesthisterm,andinwhatkindsofsituations?

Isthisapositive,negativeorneutralterm?

Howdoyoufeelwhenyouhearsomeoneusethisterm?

CREATE CONNECT

StudentsCREATEshortwrittenresponsestoandquestionsaboutotherstudents’DayinOurLivesphotostories,includingthosetheirownclassmateshavemade,andthosepostedontheGoogle+Communitybytheirpeersinotherpartsoftheworld.

StudentsCONNECTwitheachotherbysharingtheirresponsesandquestionsabouteachother’sDayinOurLivesstoriesontheGoogleCommunitydrive.

StudentsfromAmbassadorclassroomswillreviewtheseresponsesandquestions,andmaydiscussthemduringthelivewebcastonMay3,2017.

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Discuss:

• Ingeneral,doyoufeelthatadultsaroundyouhavepositiveornegativeopinionsofyoungpeople?Whataboutpeopleyourage–doyouseeeachother,andyourselves,inapositiveornegativelight?

• Whydoyouthinkadultsandyoungpeopleholdtheseopinions?(Forexample,whatmighttheyseeyoungpeopledo(ornotdo)thatinfluencestheiropinions?)

• Whatmightchangetheiropinionstohelpthemformamorebalancedoraccurateimpressionofyoungpeople?

2. Explore“DayinOurLives”ofotherstudentsaroundtheworld.AskstudentstoworkwiththeirsamegroupfromLesson2.Assigneachgrouptoreadandlookatafew“DayinOurLives”photostoriesthatothersstudentsaroundtheworld(and/orintheirownclass)havesharedontheGoogle+Community.

Teachers’note:Followingisoneexampleofhowstudentsmightfillinthischart:

Wordorterm

Definition:Whatdoesthiswordmean?Whichyoungpeopledoesitreferto?

Whousesthisterm,andinwhatkindsofsituations?

Isthisapositive,negativeorneutralterm?

Howdoyoufeelwhenyouhearsomeoneusethisterm?

adolescent

anypersonaroundtheagesof12-19orso

apersoninstageoflifebetweenchildhoodandadulthood

usuallyadults,andsometimesteenagersorchildrenwhentheyarespeakinginaformalorseriousway.

neutral(butabitserious).

Ourfeelingsareusuallymostlyneutral.Sometimesit’sbitannoyingbecauseitsoundssoformalandserious.

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Ifpossible:

ü Allstudentsshouldfocusespeciallyonlookingat“DayinOurLives”storiessharedbystudentsinpartnerschoolsinothercountries.

ü StudentsfromJordanshouldhaveachancetolookatstoriespostedbythosenotfromJordan,andviceversa.

ü AllstudentsshouldrevisitandreviewthevideosandstoriesofSyrianyouthfromLesson1.

3. Respondingtostories.GiveeachgroupofstudentsacopyofHandout3.1:Respondingtoourstories.Askthemtowritefreeresponsestothequestionsonthathandout.

Oncetheyhavedoneso,askstudentstosharetheirresponsestothequestionsonHandout3.1.TaketimetoexploretheirresponsestoQuestion5:Whataresomewaysyouseeyoungpeopleinthesestoriestakingactiontomakepositivechangeforthemselves,theirfamilies,theirfriends,and/ortheircommunities?

PossibleDiscussionQuestions:

• Howdoyouseeyoungpeopletakingactiontocopewithorchangethechallengestheyface,andtakeadvantageoftheopportunitiesavailabletothem?

• Whatdoesitmeansto“takeactiontomakepositivechange?”Whataresomedifferentpossibilitiesthiscaninclude?

• Didyouseeexamplesofyoungpeopletaking“visible”actionstomakepositivechangeintheirlivesandcommunities?

• Didyouseeexamplesoflessvisibleactionsthatarealsoexamplesofwaysyoungpeoplearemakingpositivechangeintheirlivesandcommunities?

• Doyouthinktheseyoungpeoplerecognizethattheyaremakingpositivechangeintheactionsyousee?Why,orwhynot?

4. Sharingresponsesandquestionswitheachother.GiveeachgroupofstudentsacopyofHandout

3.2:Sharingresponsesandquestions.Givestudentstimetowriteanswerstotheirquestions.Oncetheyhavedoneso,askthemtosharetheirresponseswitheachother.

Teachers’note:StudentswillgetthemostoutofthislessoniftheycanlookatthestoriesofothersaroundtheworldduringthislessonontheGoogle+Community.Ifitisnotpossibleforyourstudentstolookat“DayinOurLives”storiesonlineduringthelesson,adaptthelessonby:

• Bringingandusinghard(printed)copiesofafew“DayinOurLivesstoriesthatyoufindontheGoogle+Drivewhilepreparingforthelesson,and/or

• Bringingandusingcopiesofthe“DayinOurLives”storiesyourstudentscreatedthemselves(sothatstudentscanreflectonandanalyzeeachother’sstories,alongwithhardcopiesofthestoriesofSyrianyouthfromLesson1.

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ü Explaintostudentsthatthenextlessonwillbethevideoconference.ExplainthatthestudentsfromAmbassadorclassroomswillbereadingtheirresponsestotheDayinOurLivesstoriesandmaybeansweringsomeoftheirquestionsaspartoftheirpresentations.

ü EncouragestudentstotakemoretimetopresenttheirresponsesandquestionsinHandout3.2inacreativeformatsuchasanewphotostoryorvideo,iftheyhavetime,interestandaccesstomaterialsandequipmenttodoso.


ü SupportstudentsinpostingtheirquestionsandresponsestotheGoogle+CommunitybyMonday,April24thsothoseinAmbassadorclassroomscanconsideraddressingthemintheirpresentationsduringthevideoconference.

CREATE CONNECT

StudentsCREATEshortwrittenresponsestoandquestionsaboutotherstudents’DayinOurLivesphotostories,includingthosetheirownclassmateshavemade,andthosepostedontheGoogle+Communitybytheirpeersinotherpartsoftheworld.

StudentsCONNECTwitheachotherbysharingtheirresponsesandquestionsabouteachother’sDayinOurLivesstoriesontheGoogleCommunitydrive.

StudentsfromAmbassadorclassroomswillreviewtheseresponsesandquestions,andmaydiscussthemduringthelivewebcastonMay3,2017.

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Lesson4: Watching,listeningandrespondingtothevideoconference

OVERVIEW

StudentsfromthreeAmbassadorClassroomsinPatterson,NewJersey,USA,andmajorcitiesinJordan,andMorocco(respectively),includingsomewhoareSyriansaffectedbythecrisisinthatcountry,willsharestoriesabouttheirlivesandexperiences,andrespondtoquestionsposedbytheirpeersparticipatingintheRS:SharingOurStoriesprogramaroundtheworldinavideoconferencebroadcastlive.Astheydoso,studentsaroundtheworldwillwatch,andpostcommentsandquestionsinrealtime.

TIMEThevideoconferencewilltakeplaceonMay3,2017at10amNewYork/3pmMorocco/5pmJordantime.Thislessonactivityincludesstepstotakebeforeandafter,bothwhichshouldrequireapproximately10-20minutes(respectively).

MATERIALS

Handoutpacketforlesson4

Computer(s)withbroadbandinternetaccess,forstudentstowatchandlistentotheLIVEWEBASTandposttheircommentsandquestionsinrealtime.

AccesstoYOUTUBE

LEARNINGOUTCOMES

Empathy

Studentswillbuildanunderstandingandappreciationofthelives,perspectivesandexperiencesofSyriansandotheryoungpeoplearoundtheworldastheywatchandlistentothemsharestoriesoftheirlivesanddailyexperiencesinrealtime.

CriticalThinking

StudentswillcomparethestoriesandexperiencessharedbySyriansandtheirotherpeersinAmbassadorclassroomswiththeirpreviousknowledgeandimpressionsofthelivesandexperiencesofyoungpeoplearoundtheworld,especiallythoseaffectedbytheSyriancrisis.

GlobalCitizenship

Studentswillreflectonwaysthatyoungpeoplearoundtheworld,includingSyriansandothersfacingadversecircumstances(aswellasopportunities)tomakepositivechangeintheirlivesandcommunities,andconsiderwaystheycanlearnfromeachotherandgainmotivationtotakeactiononlocalandglobalissuestheyconsiderimportant.

CREATE CONNECT

StudentswillCREATEresponsestothevideoconferences,recordingwhattheylearned,felt,expecttorememberandotherreflections.(OnHandout4.1)

Students(individually,ingroupsorasaclass)willCREATEreflectiveresponsestostudentsfromAmbassadorclassroomswhopresentedduringthevideoconference.

Students(withhelpfromtheirteachers)willkeeptheirwrittenreflections,andwillrefertoandCONNECTbacktothemintheirfinalreflectionactivityinLesson5.

StudentsmayCONNECTwiththeirGoogle+communitygroupsbysharingtheirreflectiveresponseswiththemontheGoogle+Communityiftheywish.

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Planning,preparing,andadapting:ü Encourageandsupportstudentsinlookingattheirpeers’workontheGoogle+Community.

TheymayfocusonlearningaboutstudentsfromthethreeAmbassadorclassroomsthatwillpresentduringthevideoconference.Theymayalsobeinterestedtocomparethequestionsandcommentstheyhavesharedwiththoseposedbyotherstudentsaroundtheworld.

ü Planyourlessonsothattherewillbetimeforstudentstowritesomethoughtsandreflectionsbeforethevideoconferencebegins.(SeeStep1intheLessonActivitiesandHandout4.1).Dependingonyourscheduleandflexibility,theymightdothisadayortwobeforethevideoconference,orinthe30minutesorsobeforeitbegins.

ü Prepareyourclassroomandcomputerequipmentsothatyouwillbereadyandabletowatchthevideoconferenceassoonasitbegins.Testyourcomputer,display,speakersandinternetconnectioninadvance.Gatherstudentsintheclassroomatleast10minutesbeforeitisscheduledtobegin(ormoreiftheywillbewritingtheirfirstreflectionquestionsatthistime).

Lessonactivities:1. Warmup:Providestudentswiththefollowingoverviewofthevideoconference:

TodayyouaregoingtohearstudentsfromthreeAmbassadorclassroomsaroundtheworlddiscusstheirlivesandtheirstories.StudentswillbefromNewJersey,USA,Jordan,andMorocco.SomeofthestudentsinUSAandJordanwillbeSyrians,andwilldiscusshowthecrisisinthatcountryhasaffectedtheirlives.Otherstudentswillbefromotherbackgrounds,andtheywilldiscusstheirownexperiences,includingthechallengestheyface.

YouarelikelytohearallofthestudentstalkabouttheirdailylivesandyoumayrecognizetheissuestheydiscussfromtheirDaysinOurLivesstoriesontheGoogle+Community.ThestudentswhoarepresentinghavealsolookedatyourDaysinOurLivesstories,andreadyourcommentsandquestions.Theywillbeansweringsomeofthequestionsyoushared.

DistributeHandoutpacket4.Reviewtheinstructionstogether.Givethem10-15minutestowritetheirthoughtsandreflectionsinthe“Beforethevideoconference”sectiononHandout4.1section1.

2. Watching,listeningandrespondingtothevideoconference.WatchandlistentothevideoconferencetogetheronMay3,2017at10amNewYork/3pmMorocco/5pmJordantime.

EncouragestudentstowritetheirresponsesduringthevideoconferenceonHandout4.1section2,“Duringthevideoconference”astheywatchandlisten.

Encourageandsupportstudentstopostcommentsandquestionstothevideoconferenceinrealtimeiftheyhavesufficientaccesstocomputersandbroadbandinternetconnectiontodoso.

3. Reflectingonthevideoconference:AskstudentstowritetheirthoughtsandreflectionsonHandout4.1section3,“Afterthevideoconference”,a.Reflections.Givethem10-15minutestodoso.

Askstudentstosharetheirreflectionsvoluntarilywiththegroupiftheywishtodoso.

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AskstudentstowriteresponsesinHandout4.1,section3,b.Sharingresponseswithambassadorstudents.

Preparestudentsforwhat’snext:Attheendofthislesson:ü Discusswithstudentswhethertheywouldlike

tosharetheirresponsesontheGoogle+Community.Supportthemindoingso,includingbygivingGoogle+Communitymembershipgroupstimetodiscuss,revise,editandelaborateontheirresponsebeforetheypost.

ü Explaintostudentsthatthenextlessonwillbeafinal,shortreflectiononwhattheyhaveexperiencedandlearnedthroughouttheirparticipationintheRS:SharingOurStoriesprogram.

ü LookaheadattheTeacherNoteboxonpage30.Ifyouandyourstudentswanttoworktogetheronanoptional“TakeAction”planaftercompletinglesson5,prepareplansandlessontimetodoso.


CREATE CONNECT

StudentswillCREATEresponsestothevideoconferences,recordingwhattheylearned,felt,expecttorememberandotherreflections.(OnHandout4.1)

Students(individually,ingroupsorasaclass)willCREATEreflectiveresponsestostudentsfromAmbassadorclassroomswhopresentedduringthevideoconference.

Students(withhelpfromtheirteachers)willkeeptheirwrittenreflections,andwillrefertoandCONNECTbacktothemintheirfinalreflectionactivityinLesson5.

StudentsmayCONNECTwiththeirGoogle+communitygroupsbysharingtheirreflectiveresponseswiththemontheGoogle+Communityiftheywish.

Teachers’note:Instep3,studentgroupscouldwritetheirresponsestothosefromAmbassadorclassroomswhopresentedduringthevideoconference.TheycouldchoosewhichAmbassadorstheywriteto,ororganizethemselvessothattheywritetoallambassadors.SomeoftheGoogle+CommunityGroupswillincludeanAmbassadorclasssostudentscanpostdirectlytotheirGoogle+Community.

YoucanalsodeterminewithstudentswhethertheywillsharetheirresponseswithanyoftheAmbassadorstudentsusingtheGoogle+Community,orjustkeepthemfortheirownreflection.

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Lesson5: Reflectingonourstories

Planning,preparing,andadapting:ü Reflectonyourownobservationsandimpressionsofyourstudents’participationintheRS:

SharingOurStoriesprogram,includingLessons1-3andtheIVC.Considerinterestingtopicstheyraised,difficultmomentstheymayhaveencountered,andtheiraccomplishments.

ü Includeopportunitiestohighlight,resolve,oracknowledgethesemomentsinthisreflectiondiscussion.

ü Bringstudents’originalwrittenresponsestoHandout1.1fromLesson1.

OVERVIEW

StudentswillreflectonhowtheirunderstandingoftheimpactoftheSyriancrisisonyoungpeople,youngSyrians’experiences,andtheirownpotentialtotakeactionforpositivechangehaschangedthroughtheirparticipationintheRS:SharingOurStoriesprogram.

TIME 20minutes

MATERIALSHandoutpacketforLesson5

Handout1.1,witheachstudent’soriginal(written)responsestothepre-projectassessmentquestionsfromLesson1.

LEARNINGOUTCOMES

EmpathyStudentswillreflectonwhattheyhavelearnedabouttheexperiences,challengesandopportunitiesofyoungpeoplelivingindifferentcircumstancesaroundtheworld.

GlobalCitizenship

StudentswillreflectonwhattheyhavelearnedabouthowtheSyriancrisishasaffectedyoungpeoplefromthatcountry,especiallythosewhohavebeendisplaced.

CriticalThinking

Studentswillanalyzehowwhattheyhavelearnedabouttheexperiencesofyoungpeopleinothercircumstancescanhelpthemtopursuetheirowngoalsformakingpositivechangeintheirlivesandcommunities.

CREATE CONNECT

StudentsCREATEwrittenresponsestothepost-projectassessmentquestionnaire.Theseincludetheirideasforhowtheymaytakeactionindividuallyortogethertomakepositivechangeasglobalcitizens,basedonwhattheyhavelearnedandexperiencedfromtheirpeersaroundtheworldthroughtheRS:SharingOurStoriesprogram.

StudentsCONNECTbysharingtheirresponseswitheachotherontheirGoogle+Community.TheyalsoCONNECTtheirideastonextstepstheycantaketomakepositivechangeasglobalcitizens.

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Lessonactivities:1. Overviewofthereflectionactivity:Explaintostudentsthatinthisfinalactivityandtheywillreflect

onwhattheyhavelearnedthroughparticipationintheRS:SharingOurStoriesprogram.

2. Reflectingonlearning:DistributeHandout5.1:Post-projectassessmentquestionnairetostudents.AskthemtochooseONEquestiontowhichtheywillrespondthoroughlyandallowtimetodoso

3. Discussion:Handout1.1Pre-projectassessmentinLesson1.DistributeHandout(s)1.1withtheiroriginalwrittenanswerstoeachstudent.RemindstudentsthattheyrespondedtothesamequestionsasthoseonHandout5.1whentheyfilledoutpre-projectassessment.AskstudentstoquietlyreadtheiroriginalanswersandcomparetheirinitialanswertotheanswertheyjustwroteonHandout5.1(whichcontainsallthesamequestions).

4. Share:Askstudentstosharethechangesordifferencesintheiranswertodayfromtheansweratthebeginningoftheprogram.

5. ReflectingonthemostsignificantchangesinyourunderstandingoftheSyriancrisis,itsimpactonyoungpeople,andyourownexperience:AskstudentstotakeafewminutestoreadandanswerthefinalreflectionquestiononthebottomofHandout5.1.Studentswhowishmaysharetheseinclass.

Preparestudentsforwhat’snext:“What’snext”isuptoyouandyourstudents!Adaptwhatyousayanddoattheendofthislessontoyourownplans,andpossibilitiesthatinterestyourstudents.Youmight…

ü Supportstudentsindevelopingandcarryingoutplansofaction,buildingontheirresponsestoQuestion9onHandout5.1(seeTeachers’Notebelow).

ü Askstudentsiftheywillcontinuetokeepintouchwithyoungpeopletheymetinotherpartsoftheworldthroughsocialmedia.

ü GivestudentsmoreopportunitiestolearnabouttopicsrelatedtotheSyrianconflictiftheyareinterestedtodoso.

ü Congratulatestudentsonwhattheyhavecreated,contributed,shared,learnedandachievedbyparticipatingintheRS:SharingOurStoriesprogram!

Teachersnote:Ifstudentshaveansweredquestionsintheoptionalpretestquestions,“HowmuchdoyouknowabouttheSyriancrisis?”theyshouldhavehadsomeopportunitiestolearnaccurateanswersinsteps3-5ofLesson1.However,formanystudentsthesestepsmaynothavegiventhemenoughtimeoropportunitiestomasterthismaterial.Considerthefollowingoptionsbasedonwhatwillworkbestinyourcontext:

Treatthispartoftheexerciselightly,remindingstudentsthattheycanusethistomeasuretheirownprogressingainingknowledge,butthatthisassessmentwillnotbegradedasatest.

• Encouragestudentstocontinueresearchingandlearningontheirowntofillinanyremaininggapsintheirknowledge.Theycouldresearchanswerstothequestionsindependentlyasahomeworkorextracreditassignment.

• Usewhatyouandthestudentslearnabouttheremaininggapsintheirknowledgetodesignafollow-uplessoninwhichtheylearnmoreabouttheSyriancrisis.TheresourcesforeducatorsinLesson1andtheappendixmaybehelpfulinthisregard.

Teachersnote:Ifstudentshaveansweredquestionsintheoptionalpretestquestions,“HowmuchdoyouknowabouttheSyriancrisis?”theyshouldhavehadsomeopportunitiestolearnaccurateanswersinsteps3-5ofLesson1.However,formanystudentsthesestepsmaynothavegiventhemenoughtimeoropportunitiestomasterthismaterial.Considerthefollowingoptionsbasedonwhatwillworkbestinyourcontext:

Treatthispartoftheexerciselightly,remindingstudentsthattheycanusethistomeasuretheirownprogressingainingknowledge,butthatthisassessmentwillnotbegradedasatest.

1. Encouragestudentstocontinueresearchingandlearningontheirowntofillinanyremaininggapsintheirknowledge.Theycouldresearchanswerstothequestionsindependentlyasahomeworkorextracreditassignment.

2. Usewhatyouandthestudentslearnabouttheremaininggapsintheirknowledgetodesignafollow-uplessoninwhichtheylearnmoreabouttheSyriancrisis.TheresourcesforeducatorsinLesson1andtheappendixmaybehelpfulinthisregard.

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Create,ConnectandConclude:

CREATE CONNECT

StudentsCREATEwrittenresponsestothepost-projectassessmentquestionnaire.Theseincludetheirideasforhowtheymaytakeactionindividuallyortogethertomakepositivechangeasglobalcitizens,basedonwhattheyhavelearnedandexperiencedfromtheirpeersaroundtheworldthroughtheRS:SharingOurStoriesCurriculum.

StudentsCONNECTbysharingtheirresponseswitheachotherontheirGoogle+Community.TheyalsoCONNECTtheirideastonextstepstheycantaketomakepositivechangeasglobalcitizens.

Teachers’note:AnimportantgoaloftheRS:SharingOurStoriesprogramistomotivateyoungpeopletorecognizetheirpotentialtomakepositivechange,andtotakeactionaspositivecitizens.Question9onHandout5,Howhasthelearning,collaborationandinteractionwithyoungpeopleinyourclassroomandaroundtheworld,inspiredyoutogetmoreinvolvedwithyourcommunity,localorglobal?Pleasegiveexamples.isdesignedespeciallytogivestudents’spacetobrainstormandimaginewaystheycantakeaction,individuallyortogether,motivatedbywhattheyhavelearnedandexperiencedintheRS:SharingOurStoriesprogram.Considersupportingstudentsindesigningandcarryingouttheirown“TakeAction”projectstogether,asanextunitinyourclass,oranextracurricularprogram,orindependently.GlobalNomadsGroup’sCampfireCurriculumoffersaseriesofactivitiesyoucanusetohelpstudentschoosetopics,getorganizedandtakeaction!

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ANNEX:MoreresourcesforeducatorsAvutu,Sylvia.FromSyriawithlove.TheNewYorkTimes,December9,2016.

AwomaninAtlanta,GeorgiatellsthestoryofthebondsheandherfamilyformedwithafamilyofrefugeesfromSyria.PartoftheNewYorkTimesseries,“ModernLove.”

http://www.nytimes.com/2016/12/09/style/modern-love-syrian-refugees-help-volunteer.html

McCann,Matt,ConnectingwithSyrianRefugees.TheNewYorkTimes,July23,2015.

MattMcCanninterviewsMariekevanderVeldenandherpartnerandcollaborator,PhilipBrink,filmmakerswhocreatedthedocumentaryshort“OutsideSyria.”ThefilmmakercollectedquestionsposedtoSyrianrefugeesonsocialmedia,thentraveledtocampsinLebanontosharethequestionswithrefugees,andfilmtheirresponses.Thearticleincludesalinktothedocumentary,aslideshow,andMcCann’sQ&AwithderVeldenandBrink.

http://lens.blogs.nytimes.com/2015/07/23/connecting-with-syrian-refugees/

ThedangerousboatridetoGreecethroughtheeyesofaSyrianrefugeegirl.TheUnitedNationsChildren’sFund(UNICEF).Nov4,2015.

Thisvideoprofiles,Malak,a7-year-oldSyriangirlwhofledSyriaforGreecewithherfamily.Malaktellsthestoryofherjourney,sharesmemoriesofherlifeinSyriabeforesheleft,

https://www.youtube.com/watch?v=UDy8_8L3s0A

SyrianChildren:RefugeeCampNiroz.UNICEF,2013.

Ten-yearoldgirlNiroztalksaboutherlifeinarefugeecamp.

https://www.youtube.com/watch?v=_IlLwfC2dNc

Syriankidsexplainthewar.BBCNews.March15,2016

Syrianchildren(ages7-12)sharetheirviewsonthewaranditsimpactontheirlivesandexperiences.

https://www.youtube.com/watch?v=_IlLwfC2dNc

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Juliet Young

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