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Purpose of this Website
Purpose of this Website
The Youth Advocacy Department of SDUSD is committed to building school spaces that are affirming and inclusive for all of our students. This is a team effort. And the effort lives in places where students themselves can be agents of positive change. . .but it is not easy work. Sometimes it is the hardest work there is because it often requires great courage in challenging and resisting existing social and systemic paradigms.
This site is devoted to supporting a class reading of When Stars Are Scattered by Victoria Jamieson and Omar Mohamed. This autobiographical graphic novel centers around the young life of Omar and his brother Hassan.
Who is Omar Mohamed? What does his life and pathway communicate to today's youth about courage and perseverance? What were the existing hurdles that motivated him to share his story? What decisions did he make as a boy that would profoundly impact his [and Hassan's] journey in life? What parallels can be drawn between Omar's found family, his search for his biological family, and our own family situations?
We wanted to begin exploring these questions by providing educators with resources they could use in the context of their own classroom instruction. Below are the raw materials that any educator (recommended grades 4-12) may use to build their own Google Classroom experience.
Please note: If you are an educator in SDUSD and would like to CLONE the already-prepared Google Classroom, please email a quick request to Mick at mrabin@sandi.net. If you are not in SDUSD, it is not possible to do the clone process, but you will find the pathway and all the components below. I've created a step-by-step job-aid for creating this G-Classroom from all of those components in the YouTube video--March Archives: Overview and Tips--directly below.
Pathway
Pathway
STEP 1: Foundational Discussion
We recommend that educators begin by first themselves reading the Teaching About Refugees Guidebook for Teachers before asking students what they already know about the refugee experience and immigration in general.
A lot of people (youth and adults) are familiar with the words "refugee" but younger people may not be fully aware of what the word means. Fewer still have heard terminology like "displaced person" or "asylum seekers." Check out this guidebook created by the UNHCR.
STEP 2: Read and discuss the narrative of the book, When Stars Are Scattered with your class or student group
The above link provides a curriculum guide that helps educators facilitate strong conversations around the reading of When Stars are Scattered. Additionally, we encourage educators to frame the reading of When Stars are Scattered around topics and themes that relate to the identities and experiences of the students themselves (and of their peers).
Here is a short list of topics and themes that arise in When Stars are Scattered as well as other texts that examine the human experience.
Choosing ONE of the themes from the list at right--family diversity--we could build a text-talk discussion that references pivotal moments of the narrative in When Stars are Scattered. Refer to the passages on pages 9-10, 36-37, 126-128, and 216-220 (among MANY others).
Below right is a simulated conversation that references one such sequence. It starts with a simple explanation of "found family" and culminates with a question that prompts students to take positive action.
STEP 3: Watch the video of the live event with our primary sources--the moderator, Alonso Nuñez authors Victoria Jamieson and Omar Mohamed (who is also the true-life protagonist of the book).
The video at right is a recording of a live interaction with Omar Mohamed and Victoria Jamieson as facilitated by Little Fish Comics Studio program director, Alonso Nuñez. Thanks to KPBS and the SD Public Library for partnering up and offering students the opportunity to connect live with the primary sources as well as house an archived recording of this live event.
YouTube video of a conversation with Omar Mohamed and Victoria Jamieson as facilitated by Little Fish Comics Studio program director, Alonso Nuñez .
STEP 4: Using the "What would YOU do?" mini-video prompts from Omar Mohamed and Victoria Jamieson below, plan for an online discussion via Google Classroom or Flipgrid with your own classroom/student group or even coordinate with another classroom from your school or a partner school. Again, if you are an educator in SDUSD and would like to CLONE the already-prepared Google Classroom, please email a quick request to Mick at mrabin@sandi.net.
This Google Classroom is designed to allow teachers from different classes/schools to facilitate collaboration and communication about student allyship, culturally responsive curriculum, and youth voice and empowerment. Before engaging in this discussion, all students should have A) read When Stars are Scattered B) viewed the primary source video "When Stars are Scattered - Live Event w Omar Mohamed and Victoria Jamieson," and C) discussed and reflected on the reading/viewing of A & B with their classmates.
You are welcome to clone this class and share as you see fit within SDUSD.
Please note: Educators may need to go to "Stream" section of the General settings (below) and select "Students can post and comment" if it's not selected in the general settings.
To the right of "1. Student Voice and Empowerment" title, you can see three dots. If you hover right under those three dots, another three dots appear and one of the options is to "Edit" which will allow you to add more to the description.
What would YOU do? prompts
What would YOU do? prompts
Classwork #1 Stepping Up
Classwork #1 Stepping Up
1. In the "Question" section of your "Classwork" tab, paste this:
1. Victoria Jamieson's Question--
"Solidarity for Refugee People" - Victoria Jamieson
When Omar starts going to school he is very excited but also exhausted. In addition to his school work, he also has to fetch water before school, help with chores, and care for his brother Hassan. More than once he feels that he just can’t keep everything going. In that moment his best friends help by encouraging him to keep going and to stay in school. His friend Maryam who can no longer go to school reminds him how fortunate he is to have the opportunity.
Do you have friends who help you when you feel like giving up? Have you ever been that friend to someone else by offering support and encouragement? If you could step up and help others, maybe even peers you don’t yet know, how would you do that? Are there organizations you can join that would give you an opportunity to help others who are struggling?
2. In the "Instructions" section, paste this:
Synthesizing what you read in When Stars Are Scattered, viewed in the "When Stars are Scattered - Live Event w Omar Mohamed and Victoria Jamieson," video, and your own life experiences, view Omar Mohamed's question (below) and compose a unique post. Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.
Attached is a discussion rubric and expectations for facilitating online communication.
Click on the above video, open it in Youtube, copy the URL, and paste it into your Google Classroom.
Classwork #2 Solidarity for Refugee People
Classwork #2 Solidarity for Refugee People
1. In the "Question" section of your "Classwork" tab, paste this:
2. Victoria Jamieson's Question--
"Solidarity for Refugee People" - Victoria Jamieson
In my author notes I talk about how I know that young people like you have the most compassionate, open hearts and that you have the energy to truly make a difference.
After reading Omar’s story did you visit his website? Did you think of ways that your school or community can help empower the thousands of kids who still live and go to school in refugee camps? Or maybe you found a local organization helping new refugee families right in your own town? How do you think you can help? What will you do now that you know more about the challenges of being a refugee?
2. In the "Instructions" section, paste this:
Synthesizing what you read in When Stars Are Scattered, viewed in the "When Stars are Scattered - Live Event w Omar Mohamed and Victoria Jamieson," video, and your own life experiences, view Omar Mohamed's question (below) and compose a unique post. Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.
Attached is a discussion rubric and expectations for facilitating online communication.
Click on the above video, open it in Youtube, copy the URL, and paste it into your Google Classroom.
Classwork #3 The inspiration to Persevere?
Classwork #3 The inspiration to Persevere?
1. In the "Question" section of your "Classwork" tab, paste this:
3. Omar Mohamed's Question--
"The Inspiration to Persevere" - Omar Mohamed
In When Stars are Scattered you learn about my years in a refugee camp in Kenya. My brother and I had many challenges in the camp and there were days where it seemed like things would never get better. I hope you will take away from reading this book an understanding that you should never give up hope. I’d like my story to help you and inspire you to always persevere.
What challenge do you have in your life right now that you feel is a considerable roadblock? Is there anything that happened in our book to help you think about how you might overcome this challenge? What was it? What are some ways that you can address this challenge? In what ways can you take actions that can lead to a positive outcome?
2. In the "Instructions" section, paste this:
Synthesizing what you read in When Stars Are Scattered, viewed in the "When Stars are Scattered - Live Event w Omar Mohamed and Victoria Jamieson," video, and your own life experiences, view Omar Mohamed's question (below) and compose a unique post. Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.
Attached is a discussion rubric and expectations for facilitating online communication.
Click on the above video, open it in Youtube, copy the URL, and paste it into your Google Classroom.
Additional resources:
Additional resources:
Educator's Guide for When Stars Are Scattered
Lesson plan that's linked to Common Core Standards. It examines the book and promotes interactive responses that complement a classroom reading. It is created by Penguin School and Library Marketing.
Prezi for When Stars Are Scattered
Elegant reading prompts that revolve around the narrative of WSAS.
A number of great curriculum resources provided by the author, Victoria Jamieson. Included are some videos that explore various refugee experiences in Dadaab refugee camp.
Read, Write, Draw from Home | Omar Mohamed & Victoria Jamieson for When Stars Are Scattered
Penguin Middle School video that allows you to meet the co-creators of WHEN STARS ARE SCATTERED! Join Omar Mohamed for a chapter reading and a look inside the book, then join bestselling author Victoria Jamieson for a creative writing story starter, and a step-by-step drawing guide!
From the "Kids Meet. . ." series on YouTube. Similar "Kids Meet. . ." videos exist for person who is deaf, a gender non-conforming person, a holocaust survivor, etc.
Comprehensive teaching resources for various developmental levels that cover a LOT of layers and components of the refugee experience. Outstanding site curated by the UNHCR (Office of the United Nations High Commissioner for Refugees).
Lesson Plans Regarding Refugees
Multiple activities and lesson plans for all developmental levels created by Human Rights Educators, USA.
Guide To Inspiring Young Changemakers
Free PDF guide compiled by FirstBook. Has video and curricular tools, activities, & tips that are deliberately student-centered. A good educator resource for inspiring your students to roll up their sleeves and engage in shifting paradigms.
Take ACTion - #GoodTrouble
Take ACTion - #GoodTrouble
Resources for Taking Action
We The Future - Amplifier (posters, campains- projects for student activism)
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