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Teacher:

Katherine Reina

Poverty in Syria Day Four


Content & Title:
Poverty in Syria,
Sustainability day
four

Grade Level:
8th Grade

Standards:
Strand 2: World History. Concept 9: Contemporary World
PO 1.Describe current events using information from class discussions
and various resources (e.g., newspapers, magazines, television,
Internet, books, maps).
Objectives (Explicit & Measurable):
Students will be able to produce a visual representation of the poverty rates in
Syria with 95% accuracy and engage in a throughtful, well researched class
discusson.
Evidence of Mastery (Measurable Assessment: formative and summative):
(formative) Small group discussion and a visual representation will be utilized
as a means of formative assessment.
(summative) Students will be assessed overall based upon their final written
journal entry based upon the information that they found and learned from
classmates during the lesson plan.
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence
from simple to more complex):
Students will research and read articles that are provided or found by the
student.
Students will have thoughtful, small group discussions.
Students will share their thoughts from the group discussion with the class.
Students will take what they have learned from the articles and their classmates,
and write a thoughtful response to wrap up the lesson plan.
Lesson Summary and Justification: (summary gives detailed information
about what students are doing. Justification why is this lesson being
taught)
The topic of poverty in Syria in relation to the Civil War is a topic that is not heavily
discussed among current event topics in schools. This topic is highly important to the
education of students to be informed voters and global citizens. This lesson provides
and opportunity for students to become informed global citizens as well as prepares
them for their future as they merge fully into society as voters. This opportunity
provides these same students an opportunity to practice the skill of looking into the
depth and complexity of highly contriversial situations to examine the bigger picture.
Background Knowledge: (What do students need to know prior to completing
this lesson)
In order to successfully participate in this lesson, students will require the first three
days in which the students have already engaged in research activities where they are
exploring the background of the Syrian Civil War as well as the politics of the war. This
background knowledge is essential to completion of todays activity.
Misconception: (what possible misleading thoughts might students have?)
Process Skills: (what skills are you introducing or reinforcing)
Skills being reinforced in this lessonplan include in depth research and discussion
about current events that are effected by our decisions as well as are effected by our
communities decisions and view points.

Four Ways of Thinking connection: Values Thinking is thinking about how our
values effect the decisions we make. There is a lot of contriversy surrounding the topic
of Syria and the Refugee crisis. But few take the time to look in-depth into this topic
which leads to missinformation and misseducation. Students will use Values Thinking
as they research deeper into the sideeffects of war that is not commonly discussed
when war in Syria or the Refugee crisis is mentioned.
Safety: (what safety rules and items need to be addressed?)
Inquiry Questions: (testable in the here and now.)
1. (to explore) What are the poverty rates in Syria before the war? What are the
poverty rates after the war began?
2. (to elaborate) How do our opinions of the situation reflect our values? How do
the decisions and opinions that politicians make and hold say about their own
values?
Key vocabulary: (list and define)
Materials: (list item and possible
1.
quantity)
2.
1. Internet access
3.
2. Butcherpaper (for students who
choose not to do a virtual visual
representation)
3.
Engage - In this section you should activate prior knowledge, hook student
attention, pose a question (IQ#1) based on your lesson objective that students
will seek to answer in Explore.
Teacher Will: (hook) The teacher will
Students Will: Students will actively
begin the lesson by intorducing the short
listen and watch the video.
news clip from youtube to give students
some background to refrence during the
remainder of the lesson.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
After the video, the teacher may ask a student to explain the information provided in
their own words. This will provide the opportunity for difficult information presented in
a very restricted format to be explained in a way that a students peers who either
struggle with English or struggle focusing may understand better.
Explore - In this section students should take the lead and actively use materials
to discover information that will help them answer the question posed in
Engage. Teachers may choose to give steps to follow, especially for younger students,
but the goal is for students to discover some or all of the sub-objectives of the lesson.
Teacher Will: (pose IQ #1)
Students Will: (list all steps)
The teacher will give students the chance to The students will research and look into the
research poverty in Syria either through one poverty statistics among Syrians before the
of the articles provided by the teacher, or
beginning of the civil war and after the civil war
through an article that the student has
has ended. Students may choose between
found on their own.
reading an article provided by the teacher or
an article they find on their own online during
class.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Students can work in pairs or in groups to accommodate different reading levels or
different English levels.

Explain In this section students share what they discovered, teacher connects
student discoveries to correct content terms/explanations, students
articulate/demonstrate a clear and correct understanding of the lesson sub-objectives
by answering the question from Engage before moving on.
Teacher Will:
Students Will:
The teacher will place students into small
Students will summarize what they have
groups. The teacher will instruct the
read to their classmates. After each
students to share the research they found.
person shares, others will take turns
The teacher should furthermore prompt the compairing their article to their
students to discuss if the statistics
classmates article, they will discuss any
correlate, what the article says about
correlations, ask questions, and discuss
poverty, and to ask one another questions
further opinions about the article.
about what the other has read.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Group work provides an opportunity for students to ask one another questions about
information that may not be fully understood due to language barrier or reading
comprehension difficulties.
Elaborate In this section students take the basic learning gained from Explore and
clarified in Explain and apply it to a new circumstance or explore a particular aspect of
this learning at a deeper level. Students should be using higher order thinking in this
stage. A common practice in this section is to ask a What If? question. IQ #2
Teacher Will: (pose IQ #2)
Students Will:
The teacher will now instruct students to
Students will participate in the
take what they have learned from their
discussion and sharing of the
discussion and share with the rest of the
information. They should share what
class. The teacher should prompt students
their group talked about, their personal
to think about what information may
opinions, and their personal values.
conflict with information from other articles What about the values of the politicians
that their classmate have read. They should they have researched? What do their
furthermore discuss how values play a role
actions and decisions say about their
in this situation. What do their values say
values?
about how they formed their opinions?
What about the politicians they researched
in the previous days? What do they think
these politicians values are, based on what
they have already learned?
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Students with
Evaluate In this section every student demonstrates mastery of the lesson
objective (though perhaps not mastery of the elaborate content). Because this also
serves as a closing, students should also have a chance to summarize the big
concepts they learned outside of the assessment.
Teacher Will:
Students Will:
The teacher will instruct students to open Students will answer the inquiry questions
up their journal to answer the inquiry
as well as write about any other emotions
questions listed at the beginning of this
or feelings that they have had over the
document. What are the poverty rates
course of this lesson or over the course of
before the war in Syria began, what are
the past few days of what they have
the poverty rates after the war in Syria
learned. The students should write
began? and How do our opinions of the
thoughtful and reflect an understanding
situation reflect our values? How do the
for the content and demonstrate values
decisions and opinions that politicians
thinking.

make and hold say about their own


values?
Closure: (revisit objective, IQs and make real world connections)
Students will turn in their journals at the end of the lesson so that they may be read by
the
**Best Practices List the Best Teaching Practices you will use to enhance
the learning outcomes. In each section where prompted, list the best
practice, how the practices will be used and the purpose.