Renae Townsend G21 PBL Project

Transcription

1 Renae Townsend G21 PBL Project Project Title Raising Awareness of Modern Day Slavery (Child Labor or Human Trafficking) Teacher Name: Renae Townsend Course/Class Title: Using media to raise awareness of modern day slavery (child labor or human trafficking). Content Areas Technology, History, English Project Idea Students will confront both the history and current abuses of human rights connected with slavery, child labor or human trafficking. Once students confront the reality of this type of human abuse, they will respond through media to raise awareness of the issue, steps that have been taken to reduce this behavior, and some of their own ideas for solutions in their own environment. Students will work in teams to decide what form of media they want to use to raise awareness of slavery, child labor or human trafficking. They will create their own piece of media that will provide their audience awareness of the issue they want to raise, explain the history behind it or how they will model the present actions of people and incorporate it into a project. They will create their own media through the use of technology which raises awareness and demonstrates how they want to implement change and awareness of the issue(s). Students will display their work with the public and with their peers on the website of Richmond Justice Initiative, on the teacher s blog or school blog, make classroom visits, display their work in the cafeteria or share their work on the school news. Standards for this Project English SOLs 6-12 (Language Arts SOL and ELD Standard -Informational Material Analysis) English SOLs 6-12 (Language Arts SOL and ELD Standard -Informational Writing) English SOLs 6-12 (Language Arts SOL and ELD Standard- Informational Oral Presentation) GOVT.11 The student will demonstrate knowledge of civil liberties and civil rights. GOVT.17 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life. GOVT.18 The student will understand that thoughtful and effective participation in civic life. USI.9 (Virginia SOL- US History to 1865) -Civil War USII.9 (Virginia SOL US History 1877 to present)-civil Rights Movement WG.8 (Virginia SOL- World Geography) Targeted Twenty-first Century Skills Creativity & Innovation, Collaboration, Problem Solving & Critical Thinking, Teaching Others, Ethical and Emotional Awareness, Cultural Competence, Managing Time & Resources

2 Entry Event Gr. 6 &7: Teacher puts names of historical people involved in human civil rights in a cup (or hat) and have students choose from the hat in pairs (i.e. Martin Luther King, Correta Scott King, Harriet Tubman, Abraham Lincoln, William Wilberforce, Mother Theresa, Cesar Chavez, Paul Laurence Dunbar, Maya Angelou, Frederick Douglas, W.E.B Dubois, George Washington Carver, Ruby Bridges, Benjamin Banneker). Students have a short amount of time to report back to the bigger class everything they can find out about this person. Students can create a poster to collect information about their person, but also include artwork to represent the person and their contribution(s). Then, the conglomerate of all that information shared in class will be used to formulate new ideas. They started the fight against injustice, what do we think might be next? The ideas will then be rated by some simple rubric students will have to decide what ideas pass the smell test based on our Goochland County ECCHO core values (an example would be non-violence) (see attached handout entitled Entry Event ). Entry Event: Gr. 9, 10, 12: Students will complete the Prevention Project (Human Trafficking course). They will then complete the same jigsaw activity (see attached handout entitled Entry Event ). Sequence of Events Part 1 1. Web quest. Students will complete a web quest of the selected websites re: to child labor and human trafficking. The purpose of this entry event is to introduce them to different marketing campaigns. After completing the web quest, they will decide which are more successful maybe to them and their peers. Whatever they choose, it will have an authentic audience. (see attached handout entitled Web Quest; Marketing ). 2. Student teams will vote on what project they want to complete in order to raise awareness or make a difference re: slavery or human trafficking. Choices re: the use of media can be the following: create a website, interview someone and create a podcast, develop a fundraiser to raise awareness, use films or videos to create a commercial or news reports. Other examples of ways to raise awareness are to create a video and choreograph a dance, compose a song, write a play, or create an online collage, poem, or piece of art, or a gallery of chosen people (see attached PBL Project Ideas). 3. Driving question. Students will develop a driving question (see last page in handout entitled Web Quest; Marketing). Part 2 1. Students will complete the Collaboration Scaffolding Worksheet (see attached). They will watch two videos and document the language that is associated with collaboration. Next, students will assist teacher in revising the collaboration worksheet that they are provided by Buck Institute. They will incorporate the language of collaboration into the rubric. (see attached Collaboration Scaffolding Worksheet and Collaboration Rubric).

3 2. Students will read, assign roles, create schedule, and sign Project Team Contract (see attached handouts entitled PBL Student Kit Project Management TOOLS, Project Management Log: Group Tasks, Project Group Contract,. In addition, separate documents to be filled out are: Group Roles, Project Team Contract and Project Calendar) Part 3 1. Once students have decided their driving question, they will complete a mind map using Inspiration to brainstorm branching questions. This map can be used to sort and assign questions to different group members. 2. Teacher will review the qualifications of a good project by going over the Creativity and Innovation Rubric (see attached Creativity and Innovation Rubric). 3. Students will start their research or projects. They will start compiling their information (or creative project) in google docs. ELL scaffold***i hope to use Google Chrome extensions when my lower ELL students do research. These extensions are Read and Write for Google, TLDR (Too Long Didn t Read), Google Translate, and TTS Select & Speak extensions. I also compiled a list of kid-friendly (ELL friendly) websites and search engines (see attached handout entitled Low Cost Tools for Struggling Students). 4. After class, students will fill out reflection (see Project Work Report: Individual under PBL Student Kit Project Management TOOLS) Part 3 1. Students contact RJI (Jessica Willis-my contact) with their proposals via or skyping. They will discuss their project ideas and ask for input, revision ideas, and approval re: their projects. 5. After class, students will fill out reflection google form. (see Project Work Report: Individual under PBL Student Kit Project Management TOOLS). Part 4 1. Students will continue their research or projects and compiling their projects on google docs. 2. Students will report their work to the teacher for feedback. Project rubric will be checked off one last time and sent to RJI for approval. 6. After class, students will fill out group reflection (see Project Work Report: Group form in PBL Student Kit Project Management TOOLS) Part 5 1. Students will practice presenting their work with their peers and will fill out oral presentation rubric to provide each other feedback. They will review the elements of a good presentation (see Presentation rubric, Presentation Day Checklist and Project Presentation Audience Feedback in PBL Student Kit Project Management TOOLS).

4 Part 6 1. Public presentation of projects. Also, student work is sent to RJI. 2. Feedback from audience is collected (see Presentation Day Checklist and Project Presentation Audience Feedback in PBL Student Kit Project Management TOOLS) 3. Students write a self-reflection on their experience Students will fill out the final project self-reflection form (see attached Self Reflection on Project Work form in PBL Student Kit Project Management TOOLS). What is the driving question, or how will you lead students to develop the driving question? Driving Question: The corruption of power somehow allows people to strip away any sense of human decency with the underprivileged. Examples of a good driving question could be How can we convince those with power to do no harm? Do no harm or Slavery no more! If I can show and expose students to how injustice and inequality affects them or those around them in both the past and the present. This past year, my high school class has already spent a lot of time exploring human trafficking (via the Prevention Project). My Middle School classes have done several activities that related to Martin Luther King and the Civil Rights movement. With this background information, I think I can help them become inspired and invested enough to help them develop a driving question. How does this project engage students with in-depth inquiry? The teacher will provide students examples of people who currently are activist or subject to human injustice and inequality. It will give students the opportunity to think about what they want to do in the present to raise awareness or to advocate for human equality and freedom. Students will have the ability to decide which project they want to create and will engage in the process of inquiry in order to complete their projects. They will also be knowledgeable that their projects will be shared with the public. What do students need to know before embarking on this project? 1. Students need some prior knowledge about slavery/civil rights movement and human inequality. 2. Students will need prior experience in planning, organizing, and writing. 3. Students will need to know how to conduct online research. 4. Students will need some prior experience in how to use media (technology) in order to complete the finished product. 5. Students will need prior experience on how to be creative or artistic (if they create a work of art/music/play). What are examples of final products or presentations? Final products or presentations: I will ask students to come up with a way to convince others to confront the injustice currently going on with human trafficking and slavery and what can their contribution towards a solution be? It could go onto a website or they could compose their own website for a fundraiser. The choice is theirs. It could be a commercial, a poster, or a mural.

5 Students will display their work with the public on the website of Richmond Justice Initiative, on the teachers blog, make classroom visits, display their work in the cafeteria or share their work with their peers in classroom presentations. What types of formative assessment will you use? The formative assessment will be the self reflection forms student fill out to ensure students are following their driving question (see PBL Student Kit Project Management TOOLS handouts). Students can also fill out their answers on a google form at the end of each work period to reflect on what they accomplished with their time and to rate themselves on how much they were on task. Additional questions I might add to the Project work Reports might be 1) Am I tying my ideas or examples to history or an authoritative account? 2) Are we communicating as clearly and (accurately) as possible? 3) Are we are confident our product will speak to people? In addition, formative assessment will be Teacher s Post-Project Review in PBL Student Kit Project Management TOOLS handouts. What kind of summative assessment will you use? Two different rubrics will be used in this project. One will be a collaboration rubric (show it to students at the beginning) and the second will be a presentation rubric which will assess the requirements. (see attached Collaboration, Creativity & Innovation Rubric, and Presentation rubrics) What materials or tools will students need to complete this project? For entry event, the tools will be the Prevention Project and You Tube video to highlight the related issues. Other tools students will need for this project will be an i-pad and computer. If students produce a play or create artwork, they will also need corresponding supplies. Is technology being used? At which SAMR level? Depending on which project my students choose, they will need i-pads to videotape themselves or record interviews. They will also need a computer with Internet access to complete research and compile it into google docs or other forms of media (i.e. bookmaker). The use of technology depends on which project my students choose, and their work would be placed on the A or Augmentation level when it comes to researching and collecting their work on google docs (sharing it and collaborating together). This involves augmentation because the technology acts as a direct tool substitute, with a functional improvement. The project might also be on the M or Modification level because students will be using technology to record or document their created work. They will create work and the technology allows for a Significant task redesign because my students might be able to collaborate and communicate with RJI via skyping or ing with re: to their projects

6 (something they would have never been able to do in the past). Hopefully, they will be able to promote their work to the public on the RJI website. I hope to use Google Chrome extensions when my lower ELL students do their research. These extensions are Speak It Read & Write for Google TLDR or Too Long Didn t Read and Google Translate. These extensions provide for the creation of new tasks previously inconceivable prior to the advent of the Internet. On this level, I would say that these extensions provide Redefinition on the SAMR model Finally, the real opportunity here is for students to know their ideas and marketing product has the potential to get them feedback from a potential worldwide audience. That s powerful if we can make it work, and re-defines the quality of learning. So, the ultimate end produce of this project would be on a redefinition level of the SAMR model. Rubric The following standards will be assessed for accuracy of content derived through their creative process and through research: English SOLs 6-12 ( Language Arts SOL and ELD Standard -Informational material analysis) English SOLs 6-12 (Language Arts SOL and ELD Standard -Informational writing) English SOLs 6-12 (Language Arts SOL and ELD STandard- Informational Oral Presentation) GOVT.11 The student will demonstrate knowledge of civil liberties and civil rights. GOVT.17 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life. GOVT.18 The student will understand that thoughtful and effective participation in civic life. USI.9 (Virginia SOL- US History to 1865) -Civil War USII.9 (Virginia SOL US History 1877 to present)-civil Rights Movement WG.8 (Virginia SOL- World Geography) In addition, the following twenty-first century skills will be assessed: Creativity & Innovation, Collaboration, Problem Solving & Critical Thinking, Teaching Others, Ethical and Emotional Awareness, Cultural Competence, Managing Time & Resources.