Lesson Plan for Dec 12th, 2016 Grade 6 Social Studies The Syrian

Conflict (continued)

Teacher: Mr. Hache, Mrs. Coughlan

Grade: 6
Subject: Social Studies
Time: One class (1 hour)

Topic: Syrian Conflict

Content: Considering the Canadian perspective as it relates to the conflict in Syria;
developing empathy for newcomers arriving in our country.

Objectives:

6.5.2 Students will examine selected examples of human rights around

the world.

- identify human rights issues related to rights of children.

6.5.3 Students will take age appropriate actions to demonstrate an

understanding of responsibilities as global citizens.

- Support a position on a local/national/ international issue after considering

various
perspectives.

Students will be able to say I can to the following:

I can identify various issues of the Syrian conflict that affect children and families

I can use what I know about the conflict in Syria to empathize with those suffering
from it.

I can consider my role as a Canadian and think of ways we can approach issues of
immigration.

Materials:

- https://www.youtube.com/watch?v=qJaR3mKi5wQ (Link of Trudeau

welcoming a family)
- https://www.youtube.com/watch?v=avdKPt7AI3w (How one family is
settling in).
- Smartboard with workable audio for videos above.
- Seating arrangement allowing for groups of 5-8.
- Questions/instructions sheet for each group.

Introduction/hook:
Play videos listed above. The first is a Trudeau welcoming a family of Syrian
newcomers as they thank the government and citizens for welcoming them into the
country. They then state we will live the Canadian way. From here, ask students
what they think the Canadian way is and how they perform it every day. What
makes us Canadian? After a few raised hands followed by some discussion, play the
second video. This video follows a family of seven who are in their first days as
Canadians. From here, discuss community activism, popular Canadian culture
(Tims, hockey, welcoming, etc.)

Activity:

For this activity, group students as follows:

1) Phaelan, Ryan, Stanley, Mitchell, Christina, Nash, Rylin.

2) Leah, Edwin, Emily, Dylan, Hailee.

3) Brody, Thomas, Brent.

4) Ethan, Michael, Jordan, Jorjia, Jack.

5) Kohen, Brody M., Anna,

Give students a maximum of three minutes to assign each person a status in their
family. They may want to have two parents and the rest kids, or aunts, uncles,
brothers, sisters, cousins, whichever. Perhaps they are not family and just met
fellow refugees along the way. Their job is to tell as much about their family/group
as they can and about the journey they faced to get into Canada. *See attached
sheet for their guidelines. *

You will also need students to assign a group writer and speaker. Each group is to
record their information and experiences on a sheet of large graphing paper. They
can also reference their maps from last class to help map out their journey and
choose where they come from. Allow 20-25 minutes to come up with their answers.
After they are finished, they will share among the class. After sharing, have students
leave the role of a Syrian family and back to Canadian citizens. Have them consider
what sorts of things they can do to help welcome the family they just created. Then,
they will share again.

Conclusion:

This is a great way to transition from the dark and daunting reality that we have
been studying. Students will be given the chance to think about the conflict in Syria
in a more hopeful and positive way by considering what they can do to make a
difference, as Canadians. As a result of this lesson, and lessons past, students will
be aware of the Syrian conflict, as well as be provided with a basis of empathy
inducing awareness, ultimately falling back on their Canadian status and what that
means.

Instructions:

1) Assign each person in your group a position in your family. You may want to have two
parents and the rest kids, aunts and uncles, cousins, brothers, sisters, etc. Note: many of
these families are separated. Perhaps the parents are split up and separated and you are
with other family members. Perhaps you dont know the people you are with.

2) Come up with your familys story as to how you got from Syria to Canada and consider
the following questions. Record your information on your large sheet of paper. Each group
will need a writer and a speaker.

Questions you will need to consider:

- Where did you live in Syria when the war started? (see your map from last week).

- What were your previous jobs or status as students before the war broke out?

- What kind of house or apartment did you live in?

- What was it like when the war started? How were you affected?

- When was it that you decided to seek refuge elsewhere?

- Where did you go when you decided to evacuate?

- What types of things did you see?

- Did you lose anyone you loved?

- What was life like on the run?

- Where did you seek refuge when you were on the run? Streets, hostiles, camps, etc.?

- How did you get food or medicine?

- How do you plan to transition from living in Syria to living in Canada?

- What types of things are you curious about in Canada?

- Where will you work or go to school when you settle in Canada?

- What is your biggest fear about coming to Canada?

- What was it like when you first got off the plane?