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\n\"Sorrow\n\n
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\nSorrow in Sudan\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore the various groups and organizations involved in the Darfur conflict. Through investigative research, students gain insight into this complex issue.\n
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\n\""Lost\n\n
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\nCurated OER\n
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\n\"Lost Boys of Sudan\" Lesson Plan - Lost Childhoods:\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze the connection between history and identity, explore what is gained and what is lost in learning a new culture, and develop a working definition of the word refugee.\n
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\n\"CIVICS/CURRENT\n\n
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\nCurated OER\n
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\nCIVICS/CURRENT EVENTS\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nStudents choose to either make an exhibit of posters of pictures about Darfur, or write a letter to the local newspaper regarding Darfur, or plan a concert, party, or bake sale to raise money for refugees. They write a poem defining...\n
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Lesson Plan
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\n\"And\n\n
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\nMuseum of Tolerance\n
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\nAnd Justice for All? Slavery Not Just in the Past\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nSlavery in India, Sudan, and Mauritania? What about in the United States? Groups research modern slavery in these four countries, collecting factual evidence (What), determine their feelings about this evidence (So what),...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe East Africa Times\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents work in teams as editors to design the front page of a newspaper covering a country in east Africa. They individually research and write articles that define modern life for the country's citizens.\n
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Worksheet
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\n\"Breaking\n\n
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\nCurated OER\n
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\nBreaking News English: Sudanese Peace, South Sudan Created\n

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\n\nFor Students\n\n5th - 10th\n
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\nIn this English worksheet, students read \"Sudanese Peace, South Sudan Created,\" and then respond to 47 fill in the blank, 7 short answer, 20 matching, and 8 true or false questions about the selection.\n
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Writing
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\n\"Writing\n\n
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\nCurated OER\n
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\nWriting Activity: A Trip to Sudan\n

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\n\nFor Students\n\n4th - 5th\n
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\nIn this writing activity worksheet, students write a report about a real or imaginary trip to Sudan. Students are given a cover page, and suggestions for completing their report.\n
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\n\"Comparing\n\n
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\nEngageNY\n
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\nComparing Historical and Fictional Accounts: Second Sudanese Civil War (Chapters 14 and 15, Plus Rereading “Time Trip”)\n

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\nLet's compare! One pair of scholars adds to the Salva/Nya anchor chart by gathering evidence about the characters from chapters 14 and 15 of A Long Walk to Water. The rest of the class pairs work on adding to the Survival anchor chart....\n
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\n\"Mid-Unit\n\n
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\nMid-Unit 2 Assessment: Comparing Fictional and Historical Texts\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nClass members pair up to discuss how the author of A Long Walk to Water altered history. They then work independently on Mid-Unit 2 Assessment: Comparing Water for Sudan and A Long Walk to Water. Readers close the lesson plan...\n
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\n\"Considering\n\n
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\nEngageNY\n
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\nConsidering Author’s Purpose: Comparing Fictional and Historical Experiences of the Second Sudanese Civil War (Chapters 14 and 15, Plus Rereading “Time Trip,” Continued)\n

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\nIs that a true story? Readers work to gather evidence for comparing the historical and fictional text Time Trip: Sudan’s Civil War and A Long Walk to Water. Scholars identify the use of real people and experiences versus the use of...\n
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Unit Plan
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\nUnited Nations\n
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\nThe UN: Working for Us All\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThe United Nation's role in world diplomacy is critical, but its enforcement is limited. Using activities such as role plays and simulations, classmates consider the role the UN plays in world peace keeping. The unit plan includes five...\n
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\n\"Establishing\n\n
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\nEstablishing Structures for Reading: Getting the Gist (Chapter 1)\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nClass members review expectations for successful discussions before reading chapter one of A Long Walk to Water by Linda Sue Park. They engage in a think-pair-share to discuss the gist of the text and add their thoughts to their Readers'...\n
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\n\"Inferring\n\n
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\nInferring about Character: Analyzing and Discussing Points of View (Chapter 2)\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nReaders engage in discussion with partners to answer questions about A Long Walk to Water by Linda Sue Park. Next, they complete exit tickets, writing about how the author creates different points of view for her characters.\n
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\n\"Establishing\n\n
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\nEngageNY\n
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\nEstablishing Structures for Reading: Gathering Evidence about Salva’s and Nya’s Points of View (Reread Chapters 1 and 2)\n

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\nReaders practice gathering textual evidence to support their understanding of character point of view in A Long Walk to Water by Linda Sue Park. Working with partners, they complete a Gathering Evidence graphic organizer and engage in...\n
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\n\"Practicing\n\n
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\nPracticing Structures for Reading: Gathering and Using Evidence to Analyze Salva’s and Nya’s Points of View (Chapter 4)\n

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\nClass members discuss the gist of chapter four of A Long Walk to Water by Linda Sue Park with a partner and share their responses with the class. Next, they complete graphic organizers to answer text-dependent questions based on a close...\n
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\n\"Practicing\n\n
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\nPracticing Structures for Reading: Gathering Evidence about Salva’s and Nya’s Points of View (Reread Chapter 3)\n

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\nHow does an author develop and contrast character points of view in a work of literature? Using a graphic organizer, readers continue gathering evidence about character point of view from Linda Sue Park's A Long Walk to Water. Next,...\n
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\n\"Mid-Unit\n\n
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\nMid-Unit Assessment: Gathering and Using Evidence to Analyze Points of View in A Long Walk to Water (Chapter 5)\n

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\nClass members discuss how culture, place, and time influence a character's identity in A Long Walk to Water by Linda Sue Park. Then, as part of a mid-unit assessment, they complete a Gathering Evidence graphic organizer to answer the...\n
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\n\"Building\n\n
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\nBuilding Background Knowledge: The Dinka and Nuer Tribes\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nBuilding on a previous lesson plan, readers continue using context clues to learn new vocabulary. Additionally, they continue working on their Gathering Evidence graphic organizers, making connections between an informational text and A...\n
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\n\"Building\n\n
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\nBuilding Background Knowledge: The Dinka and Nuer Tribes Until the Mid-1980s (“Sudanese Tribes Confront Modern War” Excerpt 2)\n

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\nScholars continue making connections between the article \"Sudanese Tribes Confront Modern War\" and A Long Walk to Water by Linda Sue Park. They talk with partners to discuss how the article helps them understand a character's point of...\n
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\n\"Pack\n\n
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\nPack Your Bags: Learning about refugees\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents participate in a role playing activity where they become refugees from their home. They participate in a discussion about the reality of survival while in hiding or with only the few things that they could gather and take with...\n
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\n\"Run\n\n
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\nRun for Your Life\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nLearners engage in a variety of activities to introduce them to and help them develop open-minded and thoughtful attitudes toward refugees.\n
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\n\"Geography\n\n
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\nGeography\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nStudents work together in groups to research the cultural groups of West Africa, Sudan and the Guinea Coast. They compare and contrast each culture and locate the political and cultural boundaries on a map.\n
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\n\"Simple\n\n
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\nSimple Texts for Primary Pupils\n

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\n\nFor Teachers\n\nK - 6th\n
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\nCan literacy get any more fun than this? Learners not only have fun, but gain confidence as well when presented with familiar text in another language. Select books, songs, poems, even recipes written in another language, and using the...\n
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\n\"Teaching\n\n
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\nTeaching Numbers with Primary Pupils\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nOne, two, three. Un, deux, trois. Eins, zwei, drei. Primary learners love to count and this lesson contains a series of games that encourage learners to count in English, French, German, and Spanish. The exercises develop literacy and...\n
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