Campfire, Lesson 1

Campfire, Lesson 1

Wednesday 3/14/18


Today’s Objective(s): SWBAT

  1. Describe what Global Nomad’s Campfire program is
  2. Log in to GNG Connect, set up their profiles and engage in online discussion

Do Now – 5 minutes

Please open your notebooks to page 26 and be prepared to discuss your responses to the below questions. We’ll do so as a class.

  1. What does Morocco look like? Describe what you imagine it’s like there.
  2. What is the weather like in Morocco?
  3. What kind of food do Moroccans eat?
  4. What are Muslims like? What is important to them? What do they value?
  5. What customs or traditions do they practice?
  6. If you had to sum it up in a sentence or two, what does the religion of Islam teach?

LESSON – 50 minutes

So, just to recap, let’s look at the What, How and Why of the Global Nomads Campfire program.

WHAT?
Through Campfire, students will learn how to communicate with a group of students their age, hear new stories, and gain new perspective from a region with which they might not be familiar. The class will start with what we’ve heard about our partners. With each Lesson, students will learn more and more about their partners directly from them.

HOW?
Students will talk to their partners via an online platform called GNG Connect, sharing stories and photos.

WHY?
Campfire helps students deepen their capacity for open-mindedness and increase knowledge about new people and places, build skills for respectful cross-cultural communication, and deepen their feelings for their fellow global citizens. In today’s global world, many different cultures live, work, and interact with one another. This is heightened by technology. Campfire is a way for students to prepare for a world outside of their local community. (Global Nomads Campfire Curriculum, 2018)

GNG Connect

Values:
Before we can start engaging in Campfire, we need to get signed up for the digital platform we’ll be using. It’s called GNG Connect and it’s where we’ll be posting some of our work, exploring the work our partners post, and engaging in asynchronous conversations with them.

Before we do that, though, we need to work through a quick Values activity. This is designed to get us thinking about what’s most important to us, and it’s something we’re going to share in our profile once we get it set up. You’ll all get a copy of this worksheet that we’ll use to complete this activity.

We’ll discuss the instructions together, but the idea is that you will be whittling down the list of values to find the one most important to you (similar to the work we did around prioritizing human rights).

Login:
I will be providing you your login information so we can all get signed in. Once we do, please bookmark that login screen so you can get back to it quickly and easily.

Profile:
We’ll finish the day by completing our profiles. This is where the values activity comes into play. You’ll be taking a picture of yourself, with a piece of paper that has your #1 value on it, written in both English and Arabic. There are a few other things you’ll need to do, and if we have time in class, great. If not, it’ll be your homework. This includes:

  1. Pre-program survey
  2. Answer the questions in the “Favorites Poll”
  3. Take a picture of your community to share with our partner community

Closing – 5 minutes

We’ll finish by posting our impressions of Morocco/Moroccans/Muslims, so our partner school can see the things we think we know about them prior to engaging in this program. And, we’ll look at THEIR impressions of us, and discuss them.

Homework

Any of the above items we don’t finish in class.

Unit Objectives

We’re between units at the moment, and will be until after Spring break. However, that doesn’t mean we have no goals for the next 2 weeks. Our priorities include the following:

  • Debrief our recent project in order to spend some time considering what went well and how we might improve on our work
  • Familiarize ourselves with the Global Nomads Campfire program
  • Gain some background knowledge about our partner classroom’s country/culture
  • Start the Campfire program

This Week’s Agenda

Monday

Project debrief/reflection

Tuesday

Begin Lesson 1 in Campfire and watch The Danger of a Single Story

Wednesday

We’ll get set up and logged into GNG Connect and complete Lesson 1

Thursday

Campfire Lesson 2

Quote of the Week

“Keep close to Nature’s heart… and break clear away, once in awhile, and climb a mountain or spend a week in the woods. Wash your spirit clean.”

John Muir

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Campfire Begins

Campfire Begins

Tuesday 3/13/18


Today’s Objective(s): SWBAT

  1. Explain the danger of “a single story” and identify such stories they have about others
  2. Describe what Global Nomad’s Campfire program is

Do Now – 15 minutes

  1. Please open your notebooks to page 25 – this page is to be left BLANK (yes, you guessed it, another cover sheet)
  2. Now that you know that, turn the page to 26/27. At the top of page 26, please write the following heading:

Morocco: A North African country of 34 million people. 99% of them are Arabs (an ethnic identity), and 99% of them are Muslim (a religious identity)

With only the information above, along with anything else you previously knew about Morocco and its people, please answer the following questions (you don’t have to write the questions down, but please number your answers properly). Please skip a line after the heading and between each answer.

  1. What does Morocco look like? Describe what you imagine it’s like there.
  2. What is the weather like in Morocco?
  3. What kind of food do Moroccans eat?
  4. What are Muslims like? What is important to them? What do they value?
  5. What customs or traditions do they practice?
  6. If you had to sum it up in a sentence or two, what does the religion of Islam teach?

It’s absolutely fine that you don’t know the answer to all of the above questions. I’m not asking you for the correct answers. I’m asking you what you’ve heard, what you think, what you imagine that place and those people to be like. So please, answer honestly, and in as much detail as you can, and it’s completely fine to be completely wrong. :)

LESSON – 35 minutes

I’m looking forward to reading your responses to the above. :)

Next up, please move to page 27, and at the top, write the following heading:

The Danger of a Single Story

We’re going to watch the below video, and then I’ll ask you to write something in response. No need to take notes while you watch, but please engage in ACTIVE listening and pay close attention to the video. It’s about 19 minutes long, and well worth your time.

Now, on page 27, below the heading, “Danger of a Single Story”, please respond to these prompts..

  1. What is a Single Story?
  2. Describe a time when someone told a single story about you. If you can’t think of one, describe a time when you heard someone tell a single story about another person or  group of people.
  3. What single stories do you have in your head about others? Tell about one of them here.

Closing – 5 minutes

Please watch this video and then do what it asks below.

  1. Please turn to a peer at your table and take turns explaining what the Global Nomads Campfire program is.

Homework

Respond to the Basecamp Message Board item titled “Homework: Tuesday 3/13/18”.

Unit Objectives

We’re between units at the moment, and will be until after Spring break. However, that doesn’t mean we have no goals for the next 2 weeks. Our priorities include the following:

  • Debrief our recent project in order to spend some time considering what went well and how we might improve on our work
  • Familiarize ourselves with the Global Nomads Campfire program
  • Gain some background knowledge about our partner classroom’s country/culture
  • Start the Campfire program

This Week’s Agenda

Monday

Project debrief/reflection

Tuesday

Begin Lesson 1 in Campfire and watch The Danger of a Single Story

Wednesday

We’ll get set up and logged into GNG Connect and complete Lesson 1

Thursday

Campfire Lesson 2

Quote of the Week

“Keep close to Nature’s heart… and break clear away, once in awhile, and climb a mountain or spend a week in the woods. Wash your spirit clean.”

John Muir

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Project Debrief

Project Debrief

Monday 3/12/18


Today’s Objective(s): SWBAT

  1. Explain the importance of refining work
  2. Describe the characteristics of high quality work

Do Now – 5 minutes

  1. Please open your notebooks to page 24 and write the following prompt at the top…

After the listening party, what would you add or change about your podcast and why?

Skip one line and then respond to the prompt.

Please keep in mind, reflection is a CRITICAL part of learning. Whether you did great, or failed miserably, reflecting on the process and outcome is like a 2nd chance. Don’t waste it. Think deeply about what you accomplished, and how it compared to what you heard from others. And then come up with ideas about how you might add to or change that finished product to make it better.

LESSON – 30 minutes

Today we’re going to spend some time listening to a student EXEMPLARa person or thing serving as a typical example or excellent model.. My hope is that by listening to this example – one that scored very well based on my rubric – we’ll be able to identify what it is that makes it such a good example.

Along the way, I’ll ask some questions for you to consider in your groups, and then write down answers to in your notebooks.

High Quality Student Examples

Questions to Consider:

  1. What stood out to you?
  2. Does this podcast tell a story?
  3. If you hadn’t read Of Mice and Men, do you think you’d have a good understanding of the guest/character after listening to this podcast?
  4. Does this podcast make human rights a primary focus?
  5. Did this student example include all the required sections? How about the optional ones?
  6. What did this example include that your podcast did not?
  7. What, if anything, did you think was particularly creative in this example?
  8. What suggestions do you have to improve on this example?

Closing – 5 minutes

In completing your challenge, what problems occurred during the writing and recording process, and how did you solve these problems to complete your project?

Homework

No homework tonight

Unit Objectives

We’re between units at the moment, and will be until after Spring break. However, that doesn’t mean we have no goals for the next 2 weeks. Our priorities include the following:

  • Debrief our recent project in order to spend some time considering what went well and how we might improve on our work
  • Familiarize ourselves with the Global Nomads Campfire program
  • Gain some background knowledge about our partner classroom’s country/culture
  • Start the Campfire program

This Week’s Agenda

Monday

Project debrief/reflection

Tuesday

We’ll do some foundation work to familiarize ourselves with the Campfire program

Wednesday

Introduce Lesson 1 in Campfire

Thursday

Campfire Lesson 2

Quote of the Week

“Keep close to Nature’s heart… and break clear away, once in awhile, and climb a mountain or spend a week in the woods. Wash your spirit clean.”

John Muir

t

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  • Drop by before or after school
  • Come in at lunch
  • Ping me on Basecamp
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US Policy on Refugees and Asylum

US Policy on Refugees and Asylum

Monday 3/12/18 – Tuesday 3/13/18 – Wednesday 3/14/18


Today’s Objective(s): SWBAT

  1. Accurately summarize a text after reading/annotating
  2. Explain US Policy related to Refugees and Asylum Procedures
  3. Compare US Policy to other countries

Do Now – 5 minutes

  1. Please open your notebooks to page 28-29
  2. Respond to the following prompt on page 29…

Write a brief summary of the text we read on Friday about Refugees seeking asylum in Eastern Europe

LESSON – 40 minutes

Let’s recap for a minute. Recently, we’ve explored…

  1. What a refugee is, and we’ve also looked into other kinds of displaced people (IDPs, Migrants)
  2. International obligations that all countries are bound by to offer safety and relief to displaced people as they go through asylum procedures and ensure that universal human rights are respected for all
  3. Some specific case studies in Eastern Europe that clearly demonstrate that many countries are not adhering to these international obligations/expectations

 

Today through Wednesday, your job is to work together to explore US Policy related to Refugees and Asylum. You’ll use the following resources to obtain some very specific information, so that you can answer key questions related to these policies…

USDHS – Asylum

USDHS – Refugees

USDOS – Refugee Admissions

USDOS – Refugee Admissions Program

USDHHS – Refugees (lots of links on this page to explore…please do so in order to answer the related question fully)

NOTE: You will need to click around these sites to get everything you need.

QUESTIONS:

Please write the following heading on page 30:

US Refugee Policies and Procedures

Below the heading, write these questions onto pages 30 and 31 (as shown in the picture below).

Please remember, your job is to answer these questions fully, using very precise and clear language. If you pull direct quotes, you must provide a proper reference. Also note, your answers MUST come from the resources listed above.

  1. How does the US define a Refugee?
  2. What seems to be the key difference between someone seeking Refugee protection and someone seeking Asylum?
  3. Describe the process of applying for refugee status for yourself and family members.
  4. Describe the process of how the US reviews an application that has been submitted for refugee status.
  5. What kinds of services and supports does the US provide those approved for Refugee status? Please be specific.

Closing – 5 minutes

The priority today is to get our notebooks set up and clear on the tasks for the coming two days. But if we make it beyond that, we’ll finish up by discussing the answers we’ve got so far.

Homework

Please respond to the Basecamp Message Board item titled Homework: Monday 3/12/18

The content and activities discussed on this post either come directly from, or were inspired by, the EdX course called “The Rights of Refugees“, which was created by Amnesty International.

Unit Objectives

  1. Identify the 30 human rights, prioritize among these rights, and articulate why human rights are important to them as individuals
  2. Apply understanding of human rights to new situations
  3. Demonstrate the ability to see the world from another person’s perspective
  4. Synthesize understanding about existing HRs, and about HRs issues in our community to develop new, relevant ideas that connect to our community

This Week’s Agenda

Monday

Setup notebooks for exploration of US Refugee Policy

Tuesday

Explore resources connected to US Refugee policy and answer key questions (MrD will be out and you will have a sub)

Wednesday

Continue Tuesday’s work, completing questions on pages 30 and 31 of your notebooks based on the resources introduced on Monday.

Thursday

Reintroduce the current Challenge

Friday

What do we know, what do we need to know? Activity…

Quote of the Week

“Keep close to Nature’s heart… and break clear away, once in awhile, and climb a mountain or spend a week in the woods. Wash your spirit clean.”

John Muir

t

Jeb is here to help...

Have questions?

  • Drop by before or after school
  • Come in at lunch
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Refugees in Europe

Refugees in Europe

Friday 3/9/18


Today’s Objective(s): SWBAT

  1. Connect their learning to an issue the world is dealing with today
  2. Compare the Asylum policies of the US to other countries

Do Now – 5 minutes

  1. Please open your notebooks to page 28-29
  2. Respond to the following prompt on page 28…

In a paragraph or two, describe what you think the United State’s official policy is related to Refugees seeking asylum

LESSON – 50 minutes

Today we are going to extend our learning from the last few days related to international protections available to people seeking asylum. We watched some videos that explain what Refugees are, and what obligations countries are under related to how they treat refugees seeking asylum in their country.

So I have question. Why do you think there are all these resources online, and so many organizations dedicated to talking about and ensuring that refugees do, in fact, get these rights?

Well, my answer to that is pretty simple…because, while there are these international standards that countries have agreed to uphold around human rights, many still don’t ensure that people seeking the protection of these rights get them. In other words, millions of refugees around the world are STILL denied these rights.

Today we’ll read and annotate an article about migrants and refugees seeking access and asylum in Europe in order to dig into this very issue a bit. I’ll provide printed copies of the text for those in class.

Closing – 10 minutes

We’ll finish today by writing a summary of this article in our notebooks on page 29.

Homework

None tonight

The content and activities discussed on this post either come directly from, or were inspired by, the EdX course called “The Rights of Refugees“, which was created by Amnesty International.

Unit Objectives

  1. Identify the 30 human rights, prioritize among these rights, and articulate why human rights are important to them as individuals
  2. Apply understanding of human rights to new situations
  3. Demonstrate the ability to see the world from another person’s perspective
  4. Synthesize understanding about existing HRs, and about HRs issues in our community to develop new, relevant ideas that connect to our community

This Week’s Agenda

Monday
Notebook catch up day
Tuesday
The evolving definition of ‘Refugee’
Wednesday

Continue Tuesday’s work

Thursday

Discuss the work from Tue/Wed

Friday

Digging into US policy on Refugees

Quote of the Week

“The time as we know it subjectively is often the chronology that stories and novels follow: it is the continuous thread of revelation.”

Eudora Welty

t

Jeb is here to help...

Have questions?

  • Drop by before or after school
  • Come in at lunch
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Whatever you do, don’t just
sit there wondering.
Get the help you need.

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