Stories to Support Against Stereotypes of Syrian Refugees Lesson Ideas

Here are some initial ideas that we have for day-to-day plans thus far. Please, help and comment to give feedback for thoughts on these loose plans!

Should we only focus on stereotypes of Syrian refugees? Should we branch out by adding in activities to inquire about stereotypes and generalizations made about other groups as well? Initially, we did want to talk about several different groups of people.

Ideas for marginalized groups: Mexican, Syrian, Transgender

Artistic examples: Poetry, photography, Portrait and a Poem?

Driving questions: What are some walls between people

Ask Balfour Scholars what project they want to come up with: written children’s books, poems, narratives, etc.

Structure: Each day will start with an ice breaker, will follow up with a video, and then we will laugh into an activity. Then we will allow students time to work on and put together the pieces of their artistic representation. 

What I am looking to add to this would be some kind of reading material or articles that students could read and discuss. I will be on the lookout for articles for these day plans. I left blanks where I need to fill things in. I imagine with reading and discussing, that might take an entire 30 minute block of time each day.

How much time would be appropriate for student to work on their project planning each day? 10 minutes, 20, more? For the activities/videos/ice breakers, have I added too many "reflection" quick writes? Perhaps I could come up with another activity in place of a written "reflection".

Day 1: Monday, July 10

Hook for the unit (15 minutes):

Instructors will begin by standing with their backs to whiteboard. Participants will be asked to write words or phrases to describe these instructors (before making any introductions). The idea here is that we will make ourselves vulnerable to the commentary so that we are able to have the students make observations about people without having to take the risks on themselves or in other social situations. Following this activity, we can introduce ourselves and compare to the statements written on the whiteboard. Then we can allow for students to debrief and talk or possibly write a quick reflection about this activity. This is just meant to gear us up for the week.

Ice Breaker (15 minutes): 

Silent introductions between students- students will be paired off and will be asked to make introductions without using words. Pairs can discuss afterward what information they "learned" about one another in the introductions. Was any of it assumed or based on initial impression or were students able to communicate and take in information without making any generalizations.

Ask participants to share a 2 minute story of a time when they’ve seen or been stereotyped and proven wrong with partner, then come back together and share as a group if there are any interested in sharing out.

Video (10 minutes): 

Love Has No Labels  https://www.youtube.com/watch?v=PnDgZuGIhHs

What does this spark? What was the point of this video? Why was there an X-ray screen? Are there any critiques for this video?

Activity (25 minutes):

Identity Matrix activity- participants identify where they are on the matrix and discuss questions about how that represents/misrepresents them and what they can glean about others in the matrix.

Project Introduction (20 minutes): This might be a day where we introduce the project and ask for participants to brainstorm.

Day 2: Tuesday, July 11

Ice Breaker (15 minutes): 

"Four Corners"-each corner of the room will be set up with a "label" that could belong to a person. Students will discuss how that label has affected them positively or negatively. Students who do not identify with any of the labels will come together in the center and discuss labels they feel have represented them with or without their desire.

Video (10 minutes):  

What is America? Sketch/data activity- ask participants to come up with a representation of who they think makes up America.

We Are America: John Cena https://www.youtube.com/watch?v=0MdK8hBkR3s

Activity (30 minutes):

JR portraits jr-art.net

Project Time(20 minutes)

Start finding or drawing portraits whose stories we will tell. Begin writing if time allows.

Day 3: Wednesday, July 12

Ice Breaker (20 minutes): 

I Am Poem- Introduce the I Am poem with personal examples. Ask for participants write their own I Am poems. Share out if there is anyone willing to do so.

Videos and Discussion (25 minutes):  

Question: Has there ever been a time when you felt that there would be a person from a specified "group" where you would not get along that individual? Who would you not see eye to eye with? This is all up for personal thinking and answering.

The DNA Project https://www.youtube.com/watch?v=7mqWYuKvbXYVisual: 

https://www.momondo.com/letsopenourworld/dna

Activity/Reading (30 minutes):

In search of a reading that would tie in nicely.

Project Time(20 minutes)

Finish finding or created portrait. Work on the writing or the I Am poem or other poetry to go along with the portrait of the person who is going to be represented.

Day 4: Thursday, July 13

Working on an ice breaker, a video or visual, and perhaps a "charge" or inspiration message to wrap things up on this last day. 

Activity/Reading and Discussion (30 minutes):

Look at the Cultural Iceberg and discuss how to be cognizant of that when working on the project. Do any revisions need to be made?  Look up Cultural Iceberg graphic- when I tried to copy this into the blog, it seemed to pose some security/licensing issues.

Maybe there could be time for students to make their own iceberg?

Project Time(20 minutes)

Finish projects.