Questions for "For Ukrainians Displaced by Conflict, There's No Going Back"
- How were Ukranian IDPs treated when they went to Kiev? Give specific examples.
- How many IDPs are in Ukraine? Is this number accurate? Why or why not?
- List three types of services different organizations in Kiev offer to IDPs.
Questions for "Stigma, Discrimination, Violence: Ukraine's Internally Displaced with HIV"
- Why did Aleksei have to keep his HIV status a secret from his captors?
- Why are people fleeing from seperatist-controlled territories?
Questions for "Ukraine: women Living with HIV"
- How many people live with HIV in a territory controlled by seperatists? What is their standard of living?
- What do children and women with HIV still fight for?
Common Core Standard:
CCSS.ELA-LITERACY.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
Objective:
By the end of this lesson, you will be able to analyze how the journalists emphasize details differently using various mediums (e.g. text, radio, photographs) to tell different accounts of Ukraine's internally displaced persons.
Introducing the Lesson:
In this lesson, you will analyze three resources from journalists Misha Friedman and Julia Barton's Pulitzer Center-sponsored project "Ukraine's Internally Displaced, Two Years On." In the first resource, "For Ukrainians Displaced by Conflict, There's No Going Back," Julia Barton discusses life in Kiev for Ukraine's Internally Displaced Persons or IDPs. In the second resource, "Stigma, Discrimination, Violence: Ukraine's Internally Displaced with HIV," Misha Friedman looks at specific women and their struggles to reenter a normal life after being forced from their homes. In the last resource, "Ukraine: Women Living with HIV," Friedman describes life for Ukrainian women and children living with HIV.
Warm-up:
Imagine war is encroaching on your home town. You and your family must flee the area immediately. You only have time to take three items from your house. In groups of four, write which three items from the list below you choose to take and why.
- Food and water
- Medicine
- Pets
- Family photographs
- Electronics
- Important documents (passports, bank statements, visas, etc.)
- Money
- Clothing
Introducing the Resources:
Explore the resources attached. After examining each resource, write your responses to the corresponding questions. After reviewing all three resources, write your responses to the the comprehension questions below.
- How might being HIV-positive affect your decision regarding the items you choose to take with you as you flee? As an HIV-positive patient, would your answer from the warm up change? How so?
- What are the different responses the various mediums (text, photographs, radio) provoke when telling the story of Ukrainian IDPs? Which do you think is most powerful and why?
Extension Activity:
Is the Ukrainian government responsible for giving HIV-positive IDPs special treatment regarding their needs due to their medical histories? Write a short essay explaining why or why not. Be sure to include examples from the Pulitzer Center resources.
In the following lesson plan, which is in line with common core standards, students will investigate educational resources in order to understand how different mediums can provoke various emotions in an audience. Lesson facilitation notes: 1) The lesson plan is written for students to be able to explore the resources independently and reflection exercises independently. 2) Students may need to have an extra sheet of paper, or a blank online document open, to answer the warm up, comprehension and extension questions. 3) The lesson lists an extension exercise. 4) The warm up and post-reading reflections in this lesson could also lead to rich conversations. If you are working through the lesson along with the students and would like to denote moments for interactive activities, click on "Modify this Lesson" to make changes to the student instructions. 5) This lesson can be sent to students electronically by clicking "share" once it is published. From the electronic lessons, students can access the Pulitzer Center reporting by clicking on the links under "Resources". When printing the lesson, the text from the resources will print after the student instructions. 6) With questions about this lesson, contact education@pulitzercenter.org
