darfur unit

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Christine Pawlowicz

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Table of ContentsRationale --------------------------------------------------------------2 Unit Outcomes ----------------------------------------------------- 3 Questions ----------------------------------------------------------- 4 Lesson 1: Introduction -------------------------------------------- 5 Lesson 2: DBQ --------------------------------------------------- 12 DBQ Materials --------------------------------------------------- 17 Lesson 3: Simulated Journal ----------------------------------- 29 Lesson 4: Food --------------------------------------------------- 31 Annotated List of Resources ------------------------------------- 33

Christine Pawlowicz

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RationaleThe topic for the unit I have chosen is Darfur. I have chosen 6th grade as the grade level for this unit, as the topic of genocide, which is a strong theme in Darfur, is a mature topic that I do not feel would be appropriate for younger children. The situation in Darfur is a current events issue, and is thus important to both myself and the students. Personally, I cannot stand to know that something so horrible is going on in our world, and the majority of people either don't know or don't care. It is the job of people in our advantaged positions to do something about the horrors happening to the people in much more disadvantaged position. After all, if we decline to help them, who will? The least we can do is be aware of the situation. It is important this subject be taught to students. The world they are growing into is a world where this is an important issue. The students I teach today will be in a position to contribute to solving this problem several years from now. It is important they have an honest, complete view of the world they will soon be a part of. Furthermore, based on the activities I plan to do in this unit, it is completely justified in a crowded curriculum. I have integrated several English Language Arts activities, a document based questions assignment, a mathematics activity based on graphing, and a science lesson that incorporates health and state changes with cooking. I feel this unit will address key areas in the curriculum while enriching it with experiential learning that will make it memorable and meaningful. Finally, I feel this unit will encourage students to involve themselves in the community. Once the unit is coming to a close, I will encourage students to find organizations that are dedicated to helping the refugees in Darfur, as well as local organizations that help the local homeless people. At the very least, I would like to organize a food drive to help restock the local food shelf.

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Unit Outcomes1. Identify opposing groups in Darfur 2. Identify the reasons behind the conflict 3. Define genocide and apply the definition to the Darfur conflict 4. Describe the media's response to the situation 5. Describe the world's response to the situation 6. Identify the issues needed to be addressed to end the conflict 7. Identify natural resources and how they are used 8. Compare physical features in this region to those in other regions in the world 9. Describe the economic system in Darfur 10. Use writing to describe current living conditions 11. Work together with peers to discuss, explore, question, and form conclusions on the situation based on the information given 12. Demonstrate understanding and application of rationing and resource management 13. Participate in a simulation that includes role playing 14. Identify the steps in the process of boiling 15. Follow a recipe 16. Create a journal that simulates the experience of a Darfur refugee. The student will mentioning them in the journal 17. Write an entry in a reflection journal at the end of every day that summarizes the activities done and new points learned, as well as his or her feeling on them. Darfur. 18. Discuss with classmates to predict the future of Darfur with and without intervention 19. Identify ways students can help The student will also draw connections between their own simulation and the current situation in show understanding of the situation, living conditions, and specific events that have occurred by

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QuestionsI. What is happening to the people in Darfur? a. What was the country like before this conflict? b. What might have triggered the conflict? c. Who are the opposing groups? d. What are the views of the opposing groups? e. What kind of lives are the refugees and civilians living? II. How does the area they live in affect their situation? a. What resources are available to them? b. How are these resources used? c. What kind of markets are available to the people? d. What physical features make up the area they live in? e. How does their region's resources compare to other regions'? III. Is this an example of genocide? a. What is a genocide? b. Are there any other examples of genocide in history? c. How and why are people dying? d. Why is the media calling it a genocide? IV. What has been the rest of the world's reaction to this situation? a. What has the UN done about it? b. What have world helps done? c. What has the media said about the situation? d. How does this compare to the most people's knowledge of other world events? V. What needs to be done to fix the situation in Darfur? a. What are the current issues causing conflict? b. What needs to be done to end those conflicts? c. Even after conflict has ended, what needs to happen? VI. What factors will make it difficult to fix? a. What have other people done to try to fix it, and has it helped? b. Are there any issues that were present before the conflict? c. How long will it take for this conflict to end, if ever? 1. How do the people live in Africa? 2. What do they like to do? 3. Do they do the same things we do? 4. Is it fair how they are living? 5. Do they like living there?

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Lesson 1 - IntroductionWhat is it like to live in a refugee camp?This lesson is the opening lesson for the entire unit. It begins with the students walking into a classroom that has been upturned and seemingly destroyed. The teacher informs the students that it is no longer safe to be in this room, as the administration has decided they no longer want them to remain there. The teacher takes the students to an empty classroom, which will serve as a refugee classroom, where the students have limited resources and must work together to make learning possible. This is a very experiential unit; the students will be running a simulation of what life might be like in a refugee camp in Darfur, as can be related into the classroom. The students will face several challenges as the unit progresses, including limited supplies, food, and conflict with the administration. Students will be asked to make connections between their situation and the situation in Darfur, and then work together to come up with a solution that helps everyone. The students will reflect on each day's experience in a reflection journal, which will be used as an assessment of the students' understanding of the lessons taught. At the conclusion of the lesson, the students will have to work out a solution with the administration and finally return to their old classroom. There, they will have to work together to rebuild, just as the refugees will eventually have to do upon returning home. One of the lessons that goes along with this lesson is the graphing of paper usage, which could be a separate math lesson. Starting several weeks before the unit has begun, I would like students to keep track of the number of pages they are using per day. At the end of each class, we will add up the number of pages and plot this on a graph. My goal for this is to strengthen students' graphing skills, as well as make them aware of their usage of resources. Once the class has been moved to a refugee classroom, the students will be put on a paper ration. The students

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will then have to work together to determine how much paper each person is entitled to, and what their new usage should be. The monitoring of paper will continue throughout the unit, and possibly after the unit is over.

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Grade Level: 6th Grade Goal:The goal of this lesson is for students to be introduced to life in a refugee camp in an experiential way. This lesson is meant as an introduction and a device to tie the unit together. Students will live in a "refugee classroom" and simulate the life of a refugee from Darfur, as can be translated into the classroom The students will reflect on this experience.

Objectives:The student will: - write a reflective journal at the end of every day, describing what happened and their feelings toward it - work together with the rest of the class to organize the new classroom structure - relate their experience with the experiences of the refugees in Darfur - show understanding of the situation in Darfur

Standards:English Language Arts (International) 4. Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences for a variety of purposes 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of means. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. 12. Students use spoken, written and visual language to accomplish their own purposes. The Arts (NYS) 1. Creating, performing, and participating in the Arts - Students will actively engage in the processes that constitute creation and performan