U1.L3.RefugeeJigsaw.pages

**Lesson 3 - Modern Issues (Syrian Refugee Crisis)**
 * Unit 1 - Modern Identity**

Students develop an understanding of the process

__Mini-lesson__: A careful researcher "FREAKs" out, coupled with using Google key word searches, in order to find out as much information as possible about an informational source.

//Teacher// //Models//: Using the first map, compare to this [|__one__]... what guesses can we make, then what conclusions do we actually find? (//Example question: Where is the conflict, in relation the camps? Why are the camps so close? Why isn’t there conflict in some places?)//

**Some points to emphasize during this class: (Cornell Note taking)** //a) What does the title of this resource tell me.// //b) What am I learning from the key/legends on this resource?// //c) What have I discovered from “reading” this resource - direct information/inferences// //d) What is the big/general idea or conclusions about this piece of information?//
 * 1) //Asking questions is great!!//
 * 2) //Using strategic key words in their search will help you find additional resources that clarify and teach.//
 * 3) //Take notes to answer the 4 major questions://


 * 1) //Sometimes you may need several resources to compare or clarify information//
 * 2) //Make sure you check that the information is CAPOWed — recent and reliable!//
 * 3) //Don’t forget to ask yourself, “What are the limitations?” or, “What is the particular purpose of this source of news?”//
 * 4) //Follow up your search with more/new questions…//
 * 5) //Be sure to define new terms and words in your own language!//

**Conclusion:** Have students understand that they will need to summarize their findings in a 3-4 minute presentation. They will refer to the visuals they have on hand. Remind them the best presentations summarize the Who, What, Where, When and Why of the story.. and are simple enough to explain to another student (without confusing them).

Making connections and “mapping out” what we’re learning on the board as we go (going back to the original class “mind maps” we did a few days ago can be a great summarizing activity that also highlights gaps in knowledge or future questions we could explore about the situation.

Students have been researching about the Syrian Refugee Crisis, learning that asking questions and making inferences is important! All week they have watched videos, looked at maps and read news articles. Now they are becoming a “specialist” in order to present to others even more information. The final goal is that they will (on Monday) write a story from the perspective of people in the Middle East, in order to share with others the current situation and issues.

**Lesson’s Objective:**

To summarize one’s own conclusions, inferences and observations around a specific source of information and then to share with the rest of the class. By the end of class, students should have a broader picture of the current situation in the refugee crisis.

**Jigsaw Research Sharing Activity:** Students in groups of three, have 20 minutes to collect information from their sources. They have another 10 minutes to practice their presentations, which should be 3-4 minutes TOTAL length. These presentations should answer the general questions (on the front board) as well as explain their “piece” of the puzzle.

Once practices are completed, each table will become a “station”. There are 6 total. One of the partners stays to present, one will go and “take notes” from the first 3 stations. They have 5 minutes to take notes. After the 3rd station, the partners will switch. The one that is taking notes will return back to present for the next 3 turns and the second one will continue moving around the circle and taking notes.

At the end of the full rotation, for 15-25 minutes, the partners will come together and “teach” each other what they learned at their respective stations. By the end of the class, the students should have a full set of notes from all 6 stations (excluding their own).

**Conclusion**: Have student discuss and summarize the following: 1. what they learned 2. new or surprising information or conclusions they discovered 3. further questions they have.

Their “check out slip” is this. Have them leave all notes (taken in Writing notebooks) with their names on it for a grade.

//(Note: this is a good diagnostic to assess how students are taking notes currently.. and what should be explicitly taught for the final Unit 1 research project…)//