Week Three

Please click the above image to view or download the instructional
planning matrix for Week Three. Or click here for all five matrices.

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MONDAY

Refresh prior knowledge

• Using electronic responders, students will answer several multiple-choice and oral-answer questions in order to prepare for this week's lesson and connect it meaningfully with that information covered in the week prior

Current events presentation

• Groups will spend five minutes giving an informal presentation about a current Sudanese news story
  
• Copies of the article chosen will be distributed to the class and shown on the overhead
  

Finish any remaining historical elements of post-colonialism

• Tie up any loose ends remaining from last week's history lecture
  

Begin focus on Darfur poetry

• Using computers, we will visit the For Darfur website (which can be accessed on the sidebar to the right) and work through several poems therein
  
• For the remainder of class, students will be invited to peruse other poems on the site and discuss them amongst themselves

Book clubs meet

• Gather students into book club groups
  
• Groups will discuss impressions of the book, compare notes, with scaffolding and discussion mediation when necessary
• Ensure groups are on track to present at the end of the unit
  

Resources Needed:
• Promethean responders
• Powerpoint presentation
• Overhead projector
• Internet access

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TUESDAY

Current events presentation

• Groups will spend five minutes giving an informal presentation about a current Sudanese news story
  
• Copies of the article chosen will be distributed to the class and shown on the overhead

Finish the examination of poetry

• Students will volunteer a few poems they discovered on their own at the end of yesterday's class that they'd like to present to the class or discuss in more depth
  
• We will identify recurring themes or imagery throughout the poems and postulate theses as to why these themes appear
  

Discuss the civil war and refugee camp situations

• Using the media-rich Powerpoint and short clips when relevant, the class will discuss the realities of the conflict
  
• Special attention will be paid to how the war affects those who have been relocated
  

Resources Needed:
• Overhead projector
• Powerpoint presentation
• Internet access

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WEDNESDAY

Current events presentation

• Groups will spend five minutes giving an informal presentation about a current Sudanese news story
  
• Copies of the article chosen will be distributed to the class and shown on the overhead

Continue discussion of the civil war

• Focus especially on music and art during the war and in the refugee camps
  
• Discuss how it may have changed since precolonial self-expression and what may be the catalysts for this change
  

Creative assignment

• Students will have the option to engage directly with several of the literary aspects we've covered thus far in class; they may write poetry, prepare a dramatic monologue, create music or songs, draw or paint a picture representing any perspective on Sudan and Darfur, play African drums, or visit the For Darfur poetry website
  
• Sudanese music, such as Sounds of Sudan (with classic Sudanese music played by Abdel Gadir Salim, Abdel Aziz el Mubarak, and Mohamed Gubara) and CeaseFire (more contemporary music performed by Emmanuel Jal and Abdel Gadir Salim in response to the conflict in Darfur) will play in the background
• Students may continue to work on these projects at home and over the course of the next day
  

Personal journal assignment

• The creative assignment may count for today and the following day's personal journal assignment
  

Resources Needed:
• Overhead projector
• Powerpoint presentation
• Internet access
• Sounds of Sudan CD
• CeaseFire CD
• Drums or other instruments
• Art supplies

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THURSDAY

Current events presentation

• Groups will spend five minutes giving an informal presentation about a current Sudanese news story
  
• Copies of the article chosen will be distributed to the class and shown on the overhead

Finish yesterday's creative assignment

• Leave time for students to continue work on their individual projects
  
• Offer guidance, help, and suggestions when needed

Poetry readings

• Should any students have finished early with their work, we will hold whole-class poetry readings from the For Darfur website, emphasizing cadence and rhythm
  

Return to the historical perspective

• Resituate these artistic elements historically
  
• Discuss the continually changing demographics of Sudan and Darfur as they exist today; draw connections to those demographics discussed in the past
  
• Add key events to the classroom timeline

Resources Needed:
• Overhead projector
• Powerpoint presentation
• Internet access
• Sounds of Sudan CD
• CeaseFire CD
• Drums or other instruments
• Art supplies

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FRIDAY

Current events presentation

• Groups will spend five minutes giving an informal presentation about a current Sudanese news story
  
• Copies of the article chosen will be distributed to the class and shown on the overhead

Individual presentations

• Students will present their individual projects to the class and explain their genesis, significance, or personal relevance so far as they feel comfortable; other students may be recruited to help in any presentation
• Students may abstain from presenting if they feel their work is too personal or incomplete; in order to complete the assignment, these students will then either explain their work to the teacher directly or through a written response
  

Weekly assessment

• Hold a brief, open note history quiz to gauge comprehension, areas of difficulty, and inform next week's lessons

Resources Needed:
• Overhead projector
• Quiz