Goals / Objectives Students will continue their study of genocide post World War II and will further analyze

genocide, specifically through the experiences of the Lost Boys of Sudan. State Standards Domestic Instability (political unrest, natural and man-made disasters, genocide) Ethnic and Racial Relations (racism and xenophobia, ethnic and religious prejudices, collective and individual actions) Military Conflicts (causes, conduct and impact of military conflicts, wars and rebellions) 8.4.9 D. Analyze how conflict and cooperation among social groups and organizations impacted world history through 1500 in Africa, Americas, Asia and Europe. Domestic Instability Ethnic and Racial Relation 1.1.8 Make, and support with evidence, assertions about texts. Compare and contrast texts using themes, settings, characters and ideas. Make extensions to related ideas, topics or information. Describe the context of a document. Analyze the positions, arguments and evidence in public documents. 1.6.8 Listen to selections of literature (fiction and/or nonfiction). Relate them to previous knowledge. Predict content or events. Summarize events and identify the significant points. Identify and define new words and concepts. Analyze the selections. Materials and preparation Students will complete a one page graphic organizer while watching the film Pencil Classroom arrangement and management issues Because the students are watching a documentary film the classroom will be arranged normally. Normal arrangement involves the chairs in rows and each row separated by approximately 1.5 feet. This is the arrangement most favored by the Head teacher of the class and is the least conducive to student talking during the film Plan 1. Introduction. Hook: Today we will watch a documentary titled God Grew Tired of Us. This is my favorite documentary film, because I really feel for the boys that are featured in the movie. So far we have learned a lot about what adults experience during a

Lesson Plan To be taught: February 29th, 2012

genocide, but now we will learn about what young children experience, and how they are affected too. 2. Work and explore. Guided Practice and Explicit Instruction: Homework: Students will read the below article on a Lost Boy who came to Philadelphia. Students will answer this question as their Journal for the night: What kind of person is Joseph? (generalization) What types of things did he go through before arriving in the United States? (use specific examples) What parallels were there between the boys in the documentary and Joseph? (use specific examples) After the documentary we will have a short discussion about the film. Some of the discussion questions I will use are: What questions and fears do the Lost Boys have about life in the U.S.? What questions and fears would you have if you were moving to a new country? What differences do you see between Dinka culture and American culture? What are some of the challenges the Lost Boys encounter? How do they adapt to life in the United States (think in terms of both assimilation and acculturation)? How do you think you would adapt to life in a new place? What was most surprising about the film? Do you think its important for the Lost Boys to retain their culture once they move here? Why or why not? Some of these questions are from: http://www.nationalgeographic.com/xpeditions/lessons/09/g912/ggtu2.html 3. Debrief and wrap up. Anticipating students responses and your possible responses I anticipate that the students will have a lot of comments about this documentary because it features younger people mainly high school or early twenties, and because the Lost Boys come to the United States. I think they will be fascinated watching the boys experience cold, as well as American food and culture. Many of the boys in the film have a difficult time adapting to the United States and I will focus on that during the discussion questions after the film. Assessment of the goals/objectives listed above I will be collecting their graphic organizer and journal entry to read them and see how thorough are their notes and answers to the journal question. The graphic organizers and journal responses will be part of their final genocide packet. I will

also be using the journal as a PSSA prep and I will go over their responses with that in mind. Accommodations 1. Accommodations for students who may find the material too challenging: We will be watching the documentary in class, and I do not expect the children will find it too emotionally taxing because it does not have much violence. Some of the stories the boys tell involve violence that happened before they got to the refugee camp, but there is no obvious violence they will witness in the film. Some of the other films show violence, and that is a concern then, but not with this particular film. 2. Accommodations for students who may need greater challenge and/or finish early? Since we will be watching the film and then having a discussion there will not be an opportunity for anyone to finish early. I will be checking their journals to make sure they completely answer the journal question, as well as their graphic organizers to make sure they take some notes during the film.

Name:_______________________________________ _
Sudan Genocide Graphic Organizer: The Lost Boys of Sudan were forced to flee their country. Why did they have to run away? Who wanted to kill them? Where did they end up after fleeing Sudan?

What was life like in the refugee camp?

How did the boys get to the United States?

What was life like for them once they got to the United States?

What were some of the things that were difficult for them to learn about in the US?

Who is John Bul Dau?

What are the Lost Boys doing in the United States to preserve their culture?

Article on Lost Boy who comes to Philadelphia:

Lost Boy Found

A young man whose childhood was shattered by a brutal civil war in Africa celebrates an achievement in America. By Dan Barry

The Lost Boy arrived in Philadelphia in December 2000 with a name that was not quite his own: Joseph Malual Thuc. He was shivering in a white T-shirt and had never seen snow before. But Joseph's arrival in the United States marked an important milestone on a harrowing journey that began when he was a small boy in Sudan. Long before the current wave of genocidal attacks by Arab militiamen against black villages ravaged Sudan's Darfur region, the nation suffered through decades of civil wars between a Muslim military regime in the north and Christian and animist rebels in the south. The first war lasted from 1955 to 1972. A second war, from 1983 to 2005, destroyed the southern village of Wangulei, where Joseph spent his early childhood. In the fighting, his father was killed, his mother was wounded, and Joseph and

his siblings were scattered. That is how Joseph became one of the "Lost Boys" of Sudansome 17,000 boys orphaned or displaced by the second civil warwho wandered the African plains in search of refuge. (There were also about 3,000 "Lost Girls." Some were placed with foster parents; many were sold as brides. Others have vanished from official records.) The Lost Boys were generally between the ages of 8 and 18, although many don't know their exact age. Joseph (whose Dinka tribal name was Malual Manyok Duot) says he was about 8 when he left home. "I remember a lot of traditional stuff," Joseph says, recalling Wangulei. "In wintertime we would come together and celebrate the end of one year and the beginning of the New Year. We would slaughter a lot of cows. Everybody get to be happy, dance, and play. Peaceful. No violence." A Thousand-Mile Journey Then the war came. Joseph and a group of Lost Boys traveled a circuitous path, moving eastward toward Ethiopia, where they briefly found refuge. They were then forced back to Sudan in an odyssey that included crossing the Gilo River, where some drowned or were dragged under by crocodiles. Two relatives helped carry young Joseph across. Military attacks took their toll, as did starvation and thirst. Joseph saw boys stop walking and heard them say, "I can't go." He heard the muffled cries of boys set upon by lions and hyenas. He saw boys, including his friends, die. "Wandering, walking all over, not knowing where to go," he says. "But keep going. Don't give up." The Lost Boys' journey covered about 1,000 miles. Finally, Joseph's band of boys reached the Kakuma refugee camp in northern Kenya. "From here, we didn't walk anymore," he says. Only about half the Lost Boys survived long enough to reach the camp. Joseph spent nine years at Kakuma, where he learned to read, write, and speak English. An official rechristened him Joseph Malual Thuc. When he argued that Thuc was not his last name, he was told to shut up or he'd never leave Africa. Like all the other refugees, Joseph was given a birth date of January 1. In 2000, through a special program established by the United Nations High Commissioner for Refugees and the U.S. Immigration and Naturalization Service, thousands of Lost Boys came to the United States. After arriving in Philadelphia, Joseph and another Lost Boy lived with Louise Shoemaker, a retired dean of the University of Pennsylvania School of Social Work, who is associated with Lutheran World Relief. "The first three months," she recalls, "[Joseph] was afraid every day that I would say, 'You can't stay here anymore. "

But those words never came. Joseph graduated in 2002 from Lamberton High School in Philadelphia, then chose to attend Wagner College in Staten Island, N.Y., because of the financial aid it offered, its quiet setting, and its location in New York City. He wanted to study international affairs. Six-foot-four and usually dressed in a blazer and tie, Joseph stood out on campus. Every semester, several students chose him as the subject of their class project. They had questions: Where is Sudan? What is a Lost Boy? He would answer carefully, out of a sense of duty to bear witness to what had happened to him and other Lost Boys. Reclaiming His Name Much of the time, Joseph was like any typical college student. He got involved in campus politics, ran up big phone bills calling siblings and friends around the world, and even wore a basketball jersey on Halloween to tease all those who made assumptions based on his height and skin color. In other ways, though, Joseph remained a Lost Boy. He did not go out too often, in part because he was sending money to siblings in Africa. He did not gorge on the cafeteria's cornucopia of food because he knew so many without. And when he rode the Staten Island Ferry to Manhattan, he thought a ferry would make a wonderful graduation presentfor use on the Nile River back home. During Wagner's graduation ceremony in May, 462 men and women received their bachelor's degrees, including a very tall, thin African man who strode to the podium with aristocratic grace. He would soon be applying to graduate school. And the name on his diplomaa bachelor of arts degree in international affairs was his own: Malual Manyok Duot.