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Rwanda Presentation Outline


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Rwanda Presentation Outline

  1. 1. Rwanda Presentation Outline, Day 7 Morning: Time: Approximately 8.30am-12.30pm Audience: 35-50 Educators and some administrators Objective: 1. To review the concepts that help in answering Analytical Exercise 10/J from ‘Teacher’s Resource Manual For Civic Education’ and the associated critical thinking questions. 2. To use what is learned/engaged from the Rwanda Case Study to inform the creation of child and youth friendly methods of civic engagement in Palestine. Assumptions: 1. Educator-participants will have already seen the Rwanda podcasts and will have attempted to journal, discuss or think through questions presented throughout. 2. Educator-participants will be familiar with Analytical Exercise 10/J and the associated critical thinking questions as they relate to Rwanda and Palestine. 3. First 6 days of January Inter-session will have brought educator-participants up to speed on where the project stands and their continuing role in it. Presentation1: 8.30-9.00: Trust-Team Building Exercise 9.00-9.30: PPT Review on Analytical Exercise 10/J & Critical Thinking Questions 9.30-10.00: Small Group Mini-Case Studies of Rwanda—Constitution’s Relevance in Rwandan Society 10.00-10.30: Q&A 10.30-10.45: BREAK (may be re-arranged depending on time of mid-morning prayer) 10.45-12.00: Small Group—Transferring knowledge gained/strengthened from Rwanda Case Study into the creation of curriculum for Palestinian learners (Educator- participants to work with colleagues whom teach same age level children) 12.00-12.30: Debrief with group, Q&A, Next Steps LUNCH & PRAYER Trust & Team Building Exercise: Time: 30 minutes Materials: 1 blindfold per person, plus extra’s; ties (to tie legs together—could be same as blindfold material); way to mark start & finish lines Aim: To build/gain trust among Palestinian colleagues as a small sample for Palestinian society. REMEMBER TO BE CAREFUL! 1) Mark start & finish 2) Educators split into groups of 3 (depending on how many). 3) 2 out of the 3 in a group blindfold themselves and then tie their legs 1 Interpretation included in these rough time estimates
  2. 2. together behind the stat line—there is to be no talking between the teammates tied together. The 3rd person goes behind the finish line 4) When facilitator says ‘go’: person behind finish line must communicate to their teammates how to get to the finish line without looking. 5) Once complete gather everyone for brief Q&A: i. What did it feel like being blindfolded? Who did you have to trust more—the person tied to you or the person telling you where to go? ii. What did it feel like being the person giving directions? Did you feel power over your teammates? Or did you feel like you were responsible for helping them? iii. Was this difficult? Did you have to trust what you were hearing and feeling iv. Are you ever faced with difficult situations in your community when you need to trust people you may not know or may be different than you? v. Why, in Palestinian society, must we trust one another? vi. Is trust important for reconciliation? vii. Why must Palestinians be willing to build trust in one another in order to move forward with reconciliation? PPT: See attached Constitution’s Relevance in Rwandan Society Time: 30 minutes Materials: Poster/flipchart/butcher paper and markets for each group. Printed case studies (hopefully translated into Arabic)—1 per person 1. Amouri’s case 2. Story from ‘A Thousand Hills’ (Kinzer piece—there is also a podcast of me reading this) 3. Youth Illiteracy 4. Women in Parliament Aim: To look at more specific samples of how the values of ‘tolerance, justice and cooperation’ –as related by the constitution—are relevant in a Rwandan society, today, seeking reconciliation. 1) Divide group into equal smaller groups (7-8 people per) 2) Hand out 1 case study per group. 3) Ask each group to read their case study and discuss the following (posted on a wall or overhead) in their small groups: a. How is reconciliation portrayed in the case study? Does it work? b. Are the values of ‘tolerance, justice and cooperation’ obvious in this case study? How/Why or why not? c. Is the Rwandan constitution relevant to the case study presented before you? d. Was this civic engagement in the case study motivated by the people or the constitution? Why or why not?
  3. 3. e. What can you learn from your case study that you can apply to the Palestinian context? 4) Write down main points on your flipchart paper. Q&A: Outlying issues from morning. Other questions. Using current knowledge/skills to build Palestine Civics curriculum: Time: 75 minutes Materials: Each group needs flipchart paper & markers for main points, but also a note- taker on small paper, in order to keep (record) for later use; lesson plan template (or have them create their own—emphasize this is okay—but have some on hand); copies of Palestinian Basic Laws 5, 6, 7, 9, 12, 15, 17, 21 in Arabic Aim: To get educators ‘started’ in creating lesson plans/curriculum for civic engagement by children in their communities. 1) Divide educators into groups of 3-4. Make sure they are with other educators who work with children of the same age. (Eg all Grade 3 level teachers should be together) 2) Give each group a Basic Law and blank lesson plan template if they need it (ask first). 3) Explanation: ‘On your template (and your flipchart), you must do the following: a. With the Basic Law you have been given, you must write a lesson plan to teach it to your students at their age-appropriate level b. The lesson must include the following: a way for the students to learn by doing—that is active-learning. So they must be able to put the Basic Law into practice, somehow, in their communities or their homes. This must be a part of your lesson plan. It must also include the use of some form of media or technology. For example, if you had Article 1 ‘Palestine is part of the larger Arab world…’ and your kids were ages 7-8, the children may be encouraged to make comic book maps of the Arab world, clearly marking Palestine, and then distributing them to the children/families in the community. Therefore, in your lesson plan you are both teaching a Basic Law, but also working with the children on civic engagement, the use of media and, possibly, technology c. Make sure your lesson plan includes, at the very least, materials needed, time needed (hours? Days?), aims & objectives, discussion and/or guiding questions. d. Write the main points on your flipchart—to be shared with the whole group later. Remember it is okay if you do not finish—these should be continued away from the workshop 4) After 45-50 minutes, give each group 2 minutes to present (about 25 minutes total) main points. Feedback and critique at the end. 5) Q&A, debrief, outlying questions ‘Remember you can use the lesson plan templates you have with your classes and share them with your colleagues in the room and elsewhere.