TGCFellowUnitTemplate*

Preparedby:KarenWubenhorstSchool/Location:PalomarContinuationHighSchool,ChulaVista,CA
Subject:EnglishGrade:12UnitTitle:Refugees/DisplacedPeopleTimeNeeded:56Weeks
UnitSummary:StudentswilllearnaboutdisplacedpeopleandrefugeesbyfirststudyingtheDinkaandconflictinSudan.Lookingatthebroaderpicture,
theywilllearnabouttheUNHCR,refugees,anddisplacedpeople.Theywillthenselectacurrentrefugeecrisisandcompletearesearchassignment.Their
researchinvestigationwillincludelearningabouttheselectedgroupandtheirculturalrelations,thenumbersaffected,thepolitical/social/religiousissues
thatledtothecurrentsituation,andwhatagenciesareassistingthem.Theywillconcludetheirworkwithpossiblesolutionstoendthecrisis.Theywillalso
completeacommunityprojectforlocalrefugees.

Stage1DesiredResults
ESTABLISHEDGOALS:CCSSELA
Informationaltexts
:1112RICitestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsays
explicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
R3Analyzeacomplexsetofideasorsequenceofeventsandexplainhowspecificindividuals,ideas,orevents
interactanddevelopoverthecourseofthetext.
R7Integrateandevaluatemultiplesourcesofinformationpresentedindifferentmediaorformats(e.g.,visually,
quantitatively)aswellasinwordsinordertoaddressaquestionorsolveaproblem.
Writingstandards
:1112WS2Writeinformative/explanatorytextstoexamineandconveycomplexideas,
concepts,andinformationclearlyandaccuratelythroughtheeffectiveconcepts,andinformationclearlyand
accuratelythroughtheeffectiveselection,organization,andanalysisofcontent.
1112WS6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwriting
productsinresponsetoongoingfeedback,includingnewargumentsorinformation.
1112WS7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includinga
selfgeneratedquestion)orsolveaproblem;narroworbroadenthe
inquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubject
underinvestigation.

GLOBALCOMPETENCY:
Investigatingtheworld
Weighperspectives
Applydisciplinaryandinterdisciplinaryexpertise
Takeaction
RESOURCES:

Unitpreparation:Thinglink(Whoareyou?)
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=
e
nPart1
http://www.enoughproject.org/blogs/sudanbriefhistory1956
http://strategyleader.org/profiles/dinka.html
Documentary
LostBoysofSudan
byMeganMylanandJonShenk

Transfer
Studentswillbeabletoindependentlyusetheirlearningto:
T1Investigatetheworldandexploreimportanteventsthat
arerelevantworldwide.
T2Understandandexplaintheperspectivesofotherpeople
andgroups.
T3Thinklikeawriterbyusingthetoolsandmethodsof
inquiryofthosedisciplines.
Meaning
UNDERSTANDINGS
ESSENTIALQUESTIONS
Studentswillunderstandthat
E1Whatdefinesdisplaced
U1therearemanyreasonsfor
conflict,includingreligion,
culture,andpoliticalandsocial
issues.
U2Warandconflictcreatemany
victims,includingdisplaced
peopleandrefugees,andmost
arewomenandchildren.

peopleandrefugees?
E2Whoassiststhem?
E3Howcanthesesituations
beresolved?
E4Howcanwehelp?

Acquisition
Studentswillknow(Content) Studentswillbeableto
K
1Themodernhistoryofthe
(Skills)
DinkaandconflictinSudan.
K2Themajorrefugeecrisesin
theworldtoday.
K3Thespecificsofonecrisis,
andbeabletosharetheir
knowledgewiththeir
classmates.

S1Evaluateandsynthesize
multiplecrediblesourcesto
addressaquestion/solvea
problem.
S2Articulateandexplainthe
perspectivesofothers.

Part2
http://borgenproject.org/displacedpeople/
http://news.nationalgeographic.com/news/2003/06/0619_030618_refugeechildren.html
https://www.youtube.com/watch?v=QLpj9u_QXjk
and
https://www.youtube.com/watch?v=0QrFhGodWIQ
UNHCRA.Jolie
Part3
CNNMillionsonthemovecurrentglobalrefugeecrisesmap
https://owl.english.purdue.edu/owl/resource/747/01/
and
http://easybib.com
Part4IRCspeakerw/serviceproject

K4Wherethecrisisislocated
andidentifyitontheirmap.

S3Citetheirsources
appropriately.

Stage2Evidence
Assessment
Assessments
FOR
Learning:(ex:kwlchart,exitticket,observation,draft,rehearsal)
Part1:
Thinglink,TEDtalkreviewform,stickynotetimelineSudanhistory,andDinka
informationannotated

Part2:
Pairsharereportoutonnewterms(IDP,UNHCR,etc.),NatGeorefugeechildren
articleannotatedexitticket

Part3:
Crediblesources,notes,outline,WorksCitedpageaspreparationforresearchpaper
Assessment
OF
Learning:(ex:performancetask,project,finalpaper)
Part1
:EssayonDinkahistory,theirrefugeesituationanddifficultiesofrelocationintheUS.

Part2:
Refugeechildren(fromtheperspectiveofrefugee)Haiku

Part3:
MLAstyleresearchreportonastudentselectedcurrentrefugeecrisis

Part4:
IRCyouthoutreachspeakerpresentation(feedbackforms)andserviceproject
commitment.

EvaluationCriteria(LearningTargetorStudentWillBeAble
To)
Part1:
Studentswillbeabletounderstandthedangersof
onestoryandapplytheirlearningwhenexplainingthe
situationinSudanasevidencedbytheircompletedThinglink,
timeline,andannotation.
Part2:
Studentswillbeabletoexplainnewtermsandhow
theyrelatetotheplightofrefugeechildrenasevidencedby
theircompletedpairworkandreportout.
Part3:
Studentswillbeabletogather,organize,and
synthesizeinformationforaresearchpaperasevidencedby
theirpreparationpapers.

Part1:
Studentswillbeabletoreportontheeventsin
SudanandhowitaffectstheDinkapopulationinrefugee
campsandthoserelocatedintheUS.
Part2:
Studentswillbeabletoreflectontheirlearning
aboutrefugeechildrenasevidencedbytheirHaiku(must
includeoneofthenewtermsinthissection).
Part3:
Studentswillbeabletoexplainacurrentrefugee
crisisasevidencedbyaresearchpaper.
Part4:
Studentswillbeabletoreflectontheirlearningand
completeaserviceprojectforlocalrefugees.

Stage3LearningPlan
SummaryofKeyLearningEventsandInstruction(Makethisausefuloutlineorsummaryofyourunit,yourdailylessonplanswillbeseparate)

WeekOne:EstablishingwhoweareandhowwelookattheworldandintroducingthebriefhistoryofSudan/Dinka/LostBoysasrefugees.
1. StudentswillcreateThinglinkstoidentifywhoweare(Gaudelli)andsharingout.
2. StudentswillviewTEDtalkChimamandaAdichiethesinglestoryandcompletingted.comreviewform.

3. StudentswillreadabriefSudanhistoryandcreatingastickynotetimelineontheclassroomwall.
4. StudentswillannotatearticleonDinkalifewithcompare/contrasttoAmericanlife.Focus:howdifficultitwouldbeforthemtorelocateintheU.S.
5. StudentswillviewTheLostBoysdocumentaryandrespondinginparagraphformtomultiplequestionsabouttherefugeesstrugglesand
opportunitiesintheU.S.
WeekTwo:Lookingattherefugeeanddisplacedpersonscrisisgloballyandatwhatservices(orlackofservices)areavailable.
1. Studentswilldefinethetermsrefugee,internallydisplacedpeople,andUNHCRandworkinpairstoannotateandshareoutourlearningfromNat
GeoandtheBorgenProject.Completedassignmentisexitticket.
2. StudentswillviewtwoyoutubeUNHCRvideos(Syria/A.Jolie)interviewwithanewrefugeefamilywithnoparentsandagainatayearlater.
3. StudentswillcreatetheirownHaikufromtheviewpointofarefugeechild(usingatleastonenewterm).Posterprojectforclassroomdisplay.
WeekThree:Planningforanindividualizedresearchprojectononecurrentrefugeecrisis.
1. StudentswillreviewtheCNNMillionsontheMovecurrentglobalrefugeecrisesmapandmakeanonlinesearchofeachoftheareas(worst10
currentsituations).
2. Studentswilleachselecttheirareaofinteresttoinvestigateandreviewandrespondtoacredible/primarysourcesworksheetasarefresheron
sources.
3. Studentswillselectaminimumof4crediblesourcesthataidintheirresponsetotheprompt.
WeekFour:Researchingandcreatingtheindividualizedresearchproject.
1. StudentswillcreateaWorksCitedpage.
2. StudentswillresearchandtakenotesusingInspirationsoftwareorGoogle.
3. Studentswillorganizeandoutlinefromtheirnotes.
WeeksFiveandSix:Draftingandconcludingoftheindividualizedresearchproject.
1. StudentswillwritetheirfirstdraftandshareitwithmeonGoogleDocsforrecommendationsandcorrections.
2. Studentswillreviseandcorrecttheirworkandshareitwithapeerusingasignoffchecklistandrubric.(Iwillchosethepeer)
3. Studentswillcompletetheirworkandturnitcompletewithamapoftheareatheyinvestigated,alloutlinesandnotes,parentheticalnotationsand
WorksCitedpageincluded.
WeekSix:PresentingprojectstoalltheEnglish12classes.AttendinganIRCyouthoutreachspeakerpresentationandcommitmenttorefugeeservice
project.
1. Studentswillsharetheirfindingswiththeclassbyprovidingoneimportantpieceofinformationinresponsetoeachofthepartsoftheprompt.
2. Students(seniorclassinclusive)willattendanoncampuspresentationbyanIRCyouthoutreachspeaker.Theywillcompleteaspeakerreviewsheet,
andwillbeaskedbyIRCtoparticipateindividuallyatarefugeecommunitygardenortocollecttoysforfirstyearrefugeechildren.

TGCFELLOWSUBDLessonTemplate

LessonTitle:
TraditionalDinkaLife/DifficultiesasRefugeesintheUnitedStates
Subject:
English12
Preparedby
:KarenWubenhorst

MaterialsNeeded:

Article:PeopleProfileTheDinkaofSouthSudan
http://strategyleader.org/profiles/dinka.html
Overheadprojector,markers,essayprompt,paper
GlobalCompetency:
Weighingperspectives
Investigatingtheworld
W
hereisthelessongoing?
(LearningTargetorSWBAT)

Bytheendofthelesson,studentswillbeabletoexaminethetraditionalwayoflifeoftheDinkain
SouthernSudanandthedifficultiesrefugeesencounterwhenarrivingintheUnitedStatesasevidencedby
annotationsandessay.

H
ook:

T
ailoredDifferentiation:

Asstudentsarrive,theywillseeapictureofyoungDinkaherdersprojectedonthe

screen.Theywillhaveapromptontheboardfordiscussionwiththeirpartner:How
difficultwoulditbeforyoutomovetheretomorrow?Howdifficultmightitbeforthe
DinkaiftheymovedtotheUnitedStates?
E
quip:
StudentswillreadtheDinkaprofilearticleandannotateforthemainideaofeach
boldedsection.Nexttotheannotation,studentswillwriteandcomparethenew
informationtolifeintheUnitedStates.Studentswillthenrespondtotheessay
prompt:Inessayform,pleaserespondtothefollowingquestionusingatleastfour
examplesfromyourreadingandyourknowledgeofAmericanlife.Afterlearning
aboutDinkalife,whatwouldbesomeoftheobstaclestheywouldfaceifthey
relocatedtotheUnitedStates?

PairingELLstudentswithEnglishproficient
students.
Readingthearticlesaloudanddisplayingan
additionalcopyontheoverhead.
Discussingthereadingmaterialasaclass.
Allowingextendedtimeonthewritten
assignment.

R
ethinkandrevise:

StudentswillbeencouragedtothinkofthemselvesasSudaneserefugeeswhoonly
knowwhattheyhaveheardabouttheUnitedStates.Oncetheyarrive,whataresome
thingsthatwouldbedifficulttoadjusttoorunderstand(housing,food,
transportation,community,money,etc.)?Howdoyouputyourselfinsomeoneelses
place/seethroughtheireyes?Whatemotionswouldyouhaveifyouwereintheir
situation?

E
valuate:

StudentswillshareouttheiressayresponsesonthedifficultiestheyfeelSudanese
refugeeswouldhavecomingtotheUnitedStates.Eachstudentwillpresentatleast
twoexamplesfromtheiressay.

Notes:

CheckPowerSchoolstudentinformationtoverifyELLstudentsforappropriate
pairing.

O
rganization:

Havearticlesforeachstudentready.
Arrangethedesksforpairing.
Havehighlightersavailableforuse.