REIMAGINE SYRIA: SHARING OUR STORIES Student Handouts

Transcription

1 REIMAGINE SYRIA: SHARING OUR STORIES Student Handouts Global Nomads Group 2017

2 Reimagine Syria: Sharing Our Stories is made possible thanks to the generous support of our partners at The Bezos Family Foundation, an award from the Aspen Institute Stevens Initiative with support from the U.S. Department of State and the Bezos Family Foundation, and additional support from the U.S. Embassy in Amman, Jordan. Campfire implementation partners include:

3 Handout Packet for Lesson 1: How has Syria s refugee crisis affected young people? Handout 1.1: Pre-program assessment questionnaire Your name: Directions: The purpose of this assessment is to help you measure what you learn as you participate in the RS: Sharing Our Stories program. On this worksheet you will write about your knowledge and impressions of the conflict in Syria and its impact on young people, based on your understanding before starting the project. (The final question you are asked to reflect on your own life and experience). Feel free to write I don t know, or write about your impressions and ideas even if you are not certain of them. Please give this handout back to your teacher once you have written your answers. At the end of the RS: Sharing Our Stories program you will consider these questions again, and look back at what you have written. 1. Do you feel that the crisis in Syria is interesting, important, or relevant to you? Does it affect you in any way? 2. What are some effects the crisis in Syria has had on young people from that country (who are approximately the same ages as you)? 3

4 3. What are some of the difficulties or challenges that young Syrians who have left their homes due to the conflict (such as refugees) face in their daily lives and situation? 4. What positive opportunities do you think they may encounter? 5. In what ways do you think your life, including the challenges and opportunities you face, might be similar to Syrian refugees lives? 6. In what ways do you think your life, including the challenges and opportunities you face, might be different from Syrian refugees lives? 4

5 7. What are some ways that young people in Syria act to make positive changes in their lives and their communities? 8. What are some ways that you and other young people in your community act to make positive change in your lives and communities? 5

6 Optional pre-test: How much do you know about Syria and the crisis? Instructions: Test your knowledge of Syria and the current crisis before you begin the RS: Sharing Our Stories program by answering the following questions as well as you can. Feel free to guess if you do not know the answer to a question. At the end of the RS: Sharing Our Stories program you will have a chance to look at these questions and your answers again. a. Where is Syria? Describe its geographic location: i. What continent is Syria on? What global region is Syria part of? ii. Name three countries that share a border with Syria. b. In what year did the current conflict in Syria begin? c. Name three different political groups who are stakeholders in the conflict and briefly describe their goals: d. What are some of the reasons why young Syrians have left their country? (List at least three reasons). e. How many Syrians have left their country since the conflict began? How many are still living in Syria? f. What three countries have received the largest numbers of Syrian refugees? Approximately how many Syrian refugees have arrived to each? g. What three countries in Europe have received the largest numbers of Syrian refugees? Approximately how many Syrian refugees have arrived to each? h. How many Syrian refugees have been accepted into Canada and the United States, respectively since the conflict began? 6

7 Handout 1.2: Connecting information to stories. Directions: After reading or watching the story of a young person from Syria, look for answers to the questions below in the story, or in the other resources. In the Source column, identify the resource (article, video, map or other) in which you found information to answer the question, and include a quotation or description of the passage (text) or image (photograph) in which you found it. We read or watched the story of : Question Answer or inference Source Where in Syria did they start their journey? When did they leave Syria? How old were they when they left? What was their life like in Syria before the war started? Why did they leave Syria? Did they mention any specific events or turning points in the Syrian conflict that affected them or their choice to leave? 7

8 What reasons did they have for leaving? What reasons might they have had for trying to leave or wanting to stay? How many miles might they have traveled? What form of transportation would he/she have used? How long would the journey have taken? If possible, map the journey they might have taken including any places where they mentioned In what country do they live now? How many Syrians have arrived in that country? What was the non-refugee population of that country before Syrian refugees began to arrive? What is the official policy of that country s government toward Syrian refugees? According to the definitions, which of these terms apply 8

9 to them? Explain your answer: refugee, a migrant, internally displaced person, others What do they enjoy or feel positively about with respect to his/her current situation and daily life? What are the challenges and difficulties they face? What examples can you see of them making positive change in their lives, and/or the lives of others around them? 9

10 Resources for Lesson 1 Key definitions: Refugees Internally Displaced Persons (IDPs) Asylum Seeker (Asylee) Migrants People who leave their countries to seek safety in another country, because of violence from war or conflict, or fear of persecution because of their race, religion, nationality, political views, or membership in a social group. People who have legal status as refugees, based on review process carried out by United Nations High Commission on Refugees, have rights under international law, and cannot be forced to return to their country. People who are forced to leave their homes due to war, conflict, natural disasters, or another crisis, but remain within their country s national boundaries. In some cases IDPs may seek and gain legal protection under international laws. People who have left their country and are seeking asylum (safety, protection and the right to stay) in another country because of the danger they face at home. Asylum seekers submit applications to the host government of the country to which they arrive. If the host government accepts their application, they have legal status as asylees. People who move from one country to another country for any reasons. This inclusive, umbrella category includes refugees and asylum seekers. It also includes people who move for economic or personal reasons that do not face a direct threat of persecution or violence. If someone is a migrant but does not gain legal status as a refugee or an asylee, they do not have those international legal protections to stay in the host country to which they have arrived. In that case, their right to stay is determined by the immigration laws of their host country. 10

11 Map: Syria Source: 11

12 Map: Syria and surrounding countries Source: 12

13 Young Syrians Refugees: Six Stories Hana Abdullah Twelve-year-old Hana lives in a refugee settlement in Lebanon. She and others in her family work picking fruit and vegetables in nearby Bekkah Valey. Lynsey Adario, The Displaced: Hana. The New York Times Magazine, November 15, pe=article&_r=0 Bayan Mohammad A ten-year old Syrian refugee resettles in Canada through a private sponsorship programme in that country. Catrin Einhorn and Jodi Kantor. Wonder and worry as a Syrian child transforms. The New York Times, December 16, Hisham al-najjar A five-year old boy living with type one diabetes and his family cope with their new circumstances as refugees in Jordan. Rana Sweis, After Escape from Syria, Another Dangerous Foe: Diabetes. The New York Times, January 21, Yusra Mardini Yusra Mardini, a 16-year-old girl who left her home in the Daraya suburb of Damascus with her family in 2013, went on to compete as a swimmer on the International Olympic Committee s efugee team in the 2016 summer games. Charly Wilder, She Swam to Escape Syria. Now She ll Swim in Rio. The New York Times, August 1, Lina Shamy An architect and activist tells her story of studying in Aleppo, protesting the Assad regime, and ultimately fleeing the country. Lina Shamy, I went to Syria to study. I left in a refugee convoy. The New York Times, January 20,

14 Ahmad and Mohamed al-haj Ali Seventeen-year-old twin boys, their parents and sister left Syria in 2012, ultimately settling in Aurora, Illinois. Their family of five are among the 2,457 refugees from Syria who have been resettled in the United States. Eliza Griswold. Why is it so difficult for Syrian refugees to get into the U.S.? The New York Times Magazine, January 20, Abdul Hadi Nasurah A 23-year-old Syrian man is among several refugees and residents of Za atari Camp in Jordan who share their experiences and opinions with a New York Times reporter during an interactive video conference. Viewers in the United States, Brazil, and other countries pose questions and comments in real time via social media, and the refugees with whom the reporter speaks respond. Deborah Acosta, Syrian Refugees on the War, Their Camp, and Your Questions. The New York Times, December 30, m&module=stream_unit&version=latest&contentplacement=14&pgtype=collection 14

15 Learning about Syria: Five resources The State of the War in Syria This article with interactive feature includes a map showing territorial control of Syria in 2016, 2015 and 2014, and an outline of recent developments by city and subregion of Syria. Sarah AlMukhtar and Derek Watkins, The State of the War in Syria. The New York Times, December 29, module=stream_unit&version=latest&contentplacement=16&pgtype=collection Syria after four years of mayhem This article includes series of annotated, interactive maps showing the impact of the war on Syria on conditions inside and beyond that country. Maps and related images include satellite photographs of light in different regions of Syria (illustrating access to electricity and other basic amenities), maps illustrating regional control of Syria by government, rebel and other forces, and statistics on displacement and refugee movement to bordering countries. Sergio Peçanha, Jeremy White and K. K. Rebecca Lai. Syria after four years of mayhem. The New York Times, March 12, The European Refugee Crisis and Syria Explained This video provides background on the causes of the Syrian civil war, the impact of the war on the population, and an overview of the issues facing refugees, especially arriving to European countries in The European Refugee Crisis and Syria Explained. The United Nations High Commission on Refugees (UNHCR). Five Years A multimedia feature article gives an overview of the Syrian war and its impact since its beginnings in Five Years. BBC News, March 14, c04890e8fc9 No Lost Generation This website hosted by United Nations agencies is a portal to various articles and other sources of information on the Syrian conflict, its impact on children and young people, and the international humanitarian response. 15

16 Handout Packet for Lesson 2: How has Syria s refugee crisis affected young people? Photo 1 Photo 2: 16

17 Photo 3: Photo 4: 17

18 Photo(s) 5: 18

19 Handout 2.1: One photo, one story Directions: Imagine that this photo is part of a Day in Our Lives of the young person (or one of the young people) in the photo. Write answers to these questions, and explain your answers. We looked at Photograph. Question Answer or inference Source and explanation: What do you see in the photo, and how are you interpreting what you see as you answer the question? 1. What can you tell or infer about the identity of the subject of the photo? (The subject is the main person highlighted in a photo. If there is more than one person in the photo, choose one subject to focus on). 2. What can you tell from the photo about where the subject is at this moment? 3. What can you tell from the photo about the time of day when this photo was taken? 4. What is the subject doing at this moment? 5. Do you think this is a typical moment in this young person s day? Why or why not? 19

20 Question Answer or inference Source and explanation: What do you see in the photo, and how are you interpreting what you see as you answer the question? 6. Do you think this is a moment in this young person s day that they enjoy, or not? 7. Does this moment seem to be a moment when this young person is facing a challenge, an opportunity or both? 8. Imagine this photo was part of a photo story that this young person had created about a typical day in his/her life. a. What other photos could they include that might tell you more about their day? b. What caption or other text could they include that might make their story interesting and easier to understand? (Note: Answering these questions involves using your imagination as you guess at other parts of this young person s life. Do not worry about making a correct guess, but instead make creative inferences about other parts of their lives based on what you see in the photograph.) 20

21 Handout 2.2: Creating a photo story Directions: Use this storyboard template to plan your group Day in Our Life photo stories. To do this: a. Review the sketches and photographs of moments in your lives that you may want to use in your group story. b. Choose 6-10 moments that you will use, and sketch images of them in the storyboard (below). Use an additional storyboard template to plan if you will use more than 6 images). c. Write a caption that you could include with that photograph. Remember that a caption can be a simple description, a quotation, a poem, or anything else! d. Once you have planned your photo story, work together to create the Day in the Life posting for Lesson 2 using actual photographs, photographs of drawings and whatever captions you wish. Remember: Feel free to be creative as you create your photo story! 21

22 Handout Packet for Lesson 3: What can we learn from each other about how young people can and do create positive change? Handout 3.1: Responding to our stories Directions: After looking at A Day in Our Lives photo stories created by your classmates and students in your partner classroom and others write your responses to the questions below. Refer to specific examples from the photo stories that are related to your answers. 1. What are some challenges that young people in other parts of the world face that are similar to yours? 2. What are some challenges that young people face that are different from what you (and young people like you) experience? 3. What are some positive opportunities that young people in other parts of the world face that are similar to yours? 22

23 4. What are some positive opportunities that young people in other parts of the world face that are different from yours? 5. What are some ways you see young people in these stories taking action to make positive change for themselves, their families, their friends, and/or their communities? 23

24 Handout 3.2: Responding to our stories Directions: Write a response to students who s Day in Our Lives stories you read and viewed to share what you learned about their lives and yours. 1. From reading and looking at your story, something new we learned was 2. We saw you taking positive action by. 3. A challenge or opportunity we face that is similar to yours is. 4. Something we hope you have learned from us is 5. Something we would like to ask you so that we can learn more from your experience is 24

25 Handout Packet for Lesson 4: Watching, listening and responding to the videoconference Handout 4.1: Recording your reflections on the videoconference Directions: On May 3, 2017 you will watch, listen and respond to three presentations given by Syrian youth and other young people in, New Jersey, USA, Jordan, and Morocco. You may already recognize their names and faces from your interactions with them on the Google + Community, and they may have read your stories and the comments and questions you posed to them and your other peers around the world. Use this worksheet to record your thoughts and reflections before, during and after the videoconference. 1. Before the videoconference: List three questions (or topics) that you hope young people from one of the Ambassador Classrooms might discuss:

26 2. During the videoconference: Use this section of the worksheet to make notes of things you saw, heard or felt as you watched and listened to students from the Ambassador classrooms during the video conference. Some suggestions for what you might write are: A quotation from one of the students that you find interesting, thought provoking or memorable A summary or description paraphrasing something a student said that you found interesting. (This might include a response to a question or topic you were hoping they might discuss, something they shared that you did not expect, or anything else) Your own feelings as you watched and listened to something a student said. 26

27 3. After the videoconference: a. Reflections: Take a moment to write a few reflections on the videoconference, and what you saw, heard, felt and learned as you listened to your peers from Syria and other parts of the world. Write your reflections freely, and consider writing about something a student shared during the video conference : that you expect to remember. about a question or topic you hoped they would discuss. that you found surprising or unexpected. that brought out any positive or negative emotion for you. that helped you learn something new or important about the Syrian crisis. that added to or changed your understanding of young people around the world in different circumstances, and the challenges they face. that you found helpful when you think of the challenges and opportunities you face and how you can manage or change them. that inspired you to take action in your life, community or on a global issue. 27

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29 b. Sharing responses with Ambassador students. Write a response to one of the students (or a group of students) who presented during the videoconference, sharing your thoughts and feelings about what you learned from them. 29

30 Handout Packet for Lesson 5: How has Syria s refugee crisis affected young people? Handout 5.1: Post-project assessment questionnaire Directions: The purpose of this assessment is to help you measure what you learned as you participate in the RS : Sharing Our Stories project. Based on your understanding after participating in the project, choose ONE QUESTION below to which you will write a thorough and detailed response. 1. Do you feel that the crisis in Syria is interesting, important, or relevant to you? Does it affect you in any way? 2. What are some effects the crisis in Syria has had on young people from that country (who are approximately the same ages as you)? 3. What are some of the difficulties or challenges that young Syrians affected by the conflict in that country face in their daily lives and situation? 4. What positive opportunities do you think they may encounter? 5. In what ways do you think your life, including the challenges and opportunities you face, might be similar to Syrian refugees lives? 6. In what ways do you think your life, including the challenges and opportunities you face, might be different from Syrian refugees lives? 7. What are some ways that young people in Syria act to make positive changes in their lives and their communities? 8. What are some positive ways that you and other young people in your community act to make positive change in your lives and communities? 30

31 9. How has the learning, collaboration and interaction with young people in your classroom and around the world, inspired you to get more involved with your community, local or global? Please give examples. 31