Lesson Title: Rinse, Wash, Don’t Repeat: A Look Into Human Rights Violations
http://humanrightsviolationed.weebly.com/
Name: John Hargrove
Audience: Tenth grade students as well as society as a whole
"Rinse, Wash, Don't Repeat" in a service-learning project where students research, advocate and provide assistance to an organization fighting a human rights violation. This unit is a collaborative project where students find a need and reach out to those fighting for a cause. Students will learn about Human Rights Violations throughout history and how/why they are still happening today.
Subject: 10th Grade World History
Link to Weebly Lesson: http://humanrightsviolationed.weebly.com/
Established Goals/Standards: Through the course of this project, students will explore a group who is directly responsible for the promotion of civil rights and social justice at a local, national, or global stage. Students then will begin to explore what it means to be a civic agent of change. As students begin to have a better understanding of matters involving civil rights and social justice, they will be asked how a student could stop the vicious cycle of injustice by becoming an upstanding citizen.
Standards and Bias Framework:
10.8 Students analyze the causes and consequences of World War II.
Anti Bias Framework
Justice 12:
Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systematic level
Justice 13:
Students will analyze the harmful impact of bias and injustice on the world, historically and today.
Different Level Content
For English Learners: These students will be provided a vocab list to refer to and will be paired with higher-level students or, in an ideal situation, with students who are re-designated and speak their language. That way the student could have assistance in working in the project in a comfortable setting. They will also have extended time to work on their assignments. They will be graded based on their learning level on the rubric.
Special Education: The student will have extended time to work on assignments and will be paired with higher-level students as well as a friend in the class to prevent social anxieties. The student will be graded based on their learning level on the rubric.
Low-achieving student: The student will be assigned with higher achieving students so that they are able they will not have as much pressure on their assignments. The student will be graded accordingly to their level of learning on the i+1 model so that they are developing their skills.
Middle-achieving student: The student will be graded accordingly to the i+1 model with the rubric so that the student is developing their skills.
High Achieving Student: The student will have high expectations in all aspects of the activity. They will be paired with either a lower-level, special education or EL learner so that they can work on their management and leadership skills. The student will be graded accordingly to the i+1 model with the rubric so that the student is developing their skills.
Expected Student Understanding(s)/Learning Target(s): RAID Service Learning "Rinse, Wash, Don't Repeat" in a service-learning project where students research, advocate and provide assistance to an organization fighting a human rights violation. This unit is a collaborative project where students find a need and reach out to those fighting for a cause. Students will learn about Human Rights Violations throughout history and how/why they are still happening today.
Investigation (Research:) (Week 1)
Students will be researching a Human Rights Violations that are occurring today in our World. While completing their research, students will find a Human Rights Violation that they connect to and continue further research on the topic. Research will include:
Planning (Advocacy:) (Week 2)
Students will find a way to advocate the fight against the human rights violation of their choice. Students must look into groups that provide aid, awareness, or any type of assistance to the victims of this violation. The students will reach out and will find a way to get involved. Students will plan where they want to take their project. Some of these options can include, but are not limited to:
Implementation (Indirect:) (Week 3)
Students will create a kick-starter pitch. This is to create awareness and begin providing aid to their cause.
Implementation (Direct:) (Week 4)
Students will create their own way to get directly involved with their cause. They must plan ahead a way to get in touch with their organization and find out from their organization what they need help in
Reflection and Demonstration
Students will have an initial reflection after planning their project. Students will create a two-paragraph reflection and present it in front of the class to demonstrate what they will be doing for their project. Every other group will give feedback.
Integration of at least one of the Seven Survival Skills. You can discuss your skill(s) individually or in narrative form, but you MUST account for at least one in your unit:
Critical Thinking and Problem Solving: Critical thinking is all about analyzing and evaluating information. Something students often forget to do. Students need to be able to find deeper meaning in subject matter as well as their own lives and actions through critical thinking and problem solving. While thinking critically can be difficult for students to achieve, collaboration can help students to find deeper meaning to learn from each other.
This project has been specifically designed to get students to critically think and to problem solve. Through the course of this project, students will explore a group who is directly responsible for the promotion of civil rights and social justice at a local, national, or global stage. Students then will begin to explore what it means to be a civic agent of change. As students begin to have a better understanding of matters involving civil rights and social justice, they will be asked how a student could stop the vicious cycle of injustice by becoming an upstanding citizen.
Investigation (Research:) (Week 1)
Students will be researching a Human Rights Violations that are occurring today in our World. While completing their research, students will find a Human Rights Violation that they connect to and continue further research on the topic. Research will include:
Planning (Advocacy:) (Week 2)
Students will find a way to advocate the fight against the human rights violation of their choice. Students must look into groups that provide aid, awareness, or any type of assistance to the victims of this violation. The students will reach out and will find a way to get involved. Students will plan where they want to take their project. Some of these options can include, but are not limited to:
Implementation (Indirect:) (Week 3)
Students will create a kick-starter pitch. This is to create awareness and begin providing aid to their cause.
Implementation (Direct:) (Week 4)
Students will create their own way to get directly involved with their cause. They must plan ahead a way to get in touch with their organization and find out from their organization what they need help in.
SAMR Alignment - discuss where in the unit and what level(s) (Give at least 2 examples and the tool(s) used)
This Lesson includes all elements of SAMR.
Redefinition: Students will use Kickstarter.com to raise money for an organization that is connected to their cause.
Modification: Students will use applications such as Photo Booth. The use of technology/different types of media to add creativity to the film. Be creative!! Grab attention to make others aware of your cause.
Augmentation: Students will use Google Docs as a substitute to meeting outside of school physically. This will functionally improve the amount of time students are able to collaborate
Substitution: Students will use Google Docs as a substitute to meeting outside of school physically. This will functionally improve the amount of time students are able to collaborate. Students will also Use applications such as Face time and Skype to discuss plans for their project.
Formative Assessment:
Students will create a video demonstrating their understanding of a civil rights abuse that continues to be repeated in our modern time. The presentation must include at least one event that occurred in the past and one that is happening in our modern time. This visual component will be composed, but not limited to having sections of speeches, statistics, interviews, propaganda, advertisements, news coverage, amongst other sources. This artistic component must also include a description of the events being defined and compared. The video must be between five to seven minutes in length. * See Rubric*.
Rubric:
See rubric on Service Learning Page.
Multiple Intelligence Activities
This project is composed of visual (students will create a poster with pictures and other visual elements), kinesthetic (students will learn through interaction with each other, their, community, and an organization connected to their cause, musical (students will create a spoken word piece poem and will connect background music to it, intrapersonal (students will learn through feelings and values through working with an organization connected to their cause, interpersonal (Students will engage in collaboration with professionals in their community, naturalist (students will classify the type of human rights violation they are studying, existential (students will connect a past human rights violation with one currently occurring today, verbal - linguistic (students will complete a short paper, reading, listening, and speaking project.
Student Activity Description (In Steps)
I. Students will be divided into groups of three or four
II. Students will begin to research (using books, technology, and any other forms of media) different civil rights abuses (in the past and modern)
III. After having some knowledge and interest on the topic, students will select a specific civil rights abuse that they will focus on
IV. Students will begin looking for speeches, statistics, interviews, propaganda, advertisements, news coverage, amongst other sources that they can incorporate into their video
V. Students will have a couple days to edit and create their videos in the library of the school
VI. Students will present their video to the class
VII. Students will reflect and grade their teammates performance on meeting the team’s goals.
Cooperative Learning Components
Every student in the group will have the responsibility to research and find a specific section the video (for example a student can only focus on interviews, a student can just focus on current media, etc.). This will allow students to be responsible for a certain section.
PIGS FACES:
Positive Interdependence:
What are the mutual goals?
First of all, students will begin the project by writing some goals of the project. Afterwards, each will read their goals to the group and they will discuss common ground. This will help out the students have a common goal in mind.
How will labor, materials, roles, and resources be divided?
The assignment is to find at least similarities and patterns between one past and modern event. Students will have the chance to discuss amongst themselves how they will divide the work. Half of the group can research and find videos of the past event, while the other half works on finding information and videos on the modern event. For the editing section of the video, students will work as a whole to combine the information and clips. Before they begin, they will write their chosen responsibilities and be approved by the educator.
What roles and responsibilities will you assign?
Although the whole group will be working as a team to edit and create the actual video, the educator will most likely assign a student with the Lead editor role.
How are all the roles connected?
What joint/common rewards will you provide?
What are the consequences if not all participate?
Individual and Group Accountability
How will roles be assigned?
Students will discuss amongst themselves tot assign roles. It will later be approved by the educator.
How will you hold each student individually accountable for learning?
Students will have to write a mini reflection on how they helped meet their goal. This reflection all consist of a description on what they contributed to their project as well as their perspective and thoughts regarding the similarities and patterns of the chosen civil rights abuse.
How will you hold each student responsible for the whole group’s learning?
At the end of the assignment, students will grade and provide feedback on each of their teammates performance based on the support and contribution on meeting the team’s goals.
Group Processing
Observation: Students will meet once a week with the teacher and will discuss what is going well and what they need help with.
Reflection: Students will complete a paragraph long reflection as a group at the end of every week to inform the teacher and themselves about the progress being made.
Goal Setting: Within the reflection, students will bullet at least 2 goals for the coming week to help guide their group.
Social Skills
Trust-Building Activity: Within their groups at the beginning of the activity, students will share a time when they experienced a social injustice in their own life. This will lead into our communication activity.
Communication Activity: Groups will decide to share one issue they discussed within their group as a class to open lines of communication.
Decision Making Strategies: Students will then compromise to decide on what actions could be taken to alleviate these injustices.
Conflict Resolution: Students will decide on how to seek assistance from outside organizations and professionals.
Leadership Skills: Students will now start to delegate who will take the lead on the different assignment in the lesson.
Face-to-Face Interaction
Grouping
Groups will be strategically selected by the educator. This will allow the groups to have a mix of English learner, special needs students, low level students, medium level students, and high performing level student.
Room Arrangement
The arrangement will not have a specific seating chart. On the contrary the classroom will play as a safe and creative space for students to move around, speak and collaborate.
Group Seating
There will not be any specific seating chart, but students will sit with their groups
Specific Task
-Students will outline who will take the lead on our four main assignments within the overall lesson.
Action Advertisement Project:
Must include:
1. The Name of the Human Rights Violation and group you are involved with
2. A “slogan” that correlates with the organization
3. A brief description of the Human Rights Violation and why your organization is important
4. At least 3 pictures/drawings to represent your organization
5. Creative, must stand out. Think of it as a billboard that needs to grab the attention to gain awareness
Film Project:
Must include:
1. The name of the Human Rights Violation and group you are involved with
2. The use of technology/different types of media to add creativity to the film. Be creative!! Grab attention to make others aware of your cause.
3. The length of the film must be between the range of 5 to 8 minutes.
4. Background information on your cause/organization
5. What you did to help your organization? What did you get out of it?
Reflection:
While I have not had a chance to teach this lesson plan, I am very much looking forward to doing so. I have seen lessons similar to this and students got completely engaged in it and some continued with the lesson after it was over. Students today can often get stuck in a bubble and are not exposed to real word issues. This project will definitely open students eyes on a number of human rights issues and teach them the how to get involved. Students will learn how to become social agents of change while pushing to make the world a better place. This will happen as students inquire about topics related to the assignment. Students will then express to the world the need for change through a series of assessments. As they critically think how to bring awareness to their subject, they will learn not only how to collaborate with themselves but also outside corporations and organizations related to their subject. Students will become more attentive to issues happening not only in their schools, but also in their cities, county, state, country, and the world as a whole. Students will become empowered by this project and see that even the smallest voice can reach millions of ears and that it all starts with involvement.
Peer Feedback: Thank You!
Feedback provided by Jaclyn Preciado and Julio Zuniga.
GOORU Lesson embedded below, you can also view it by clicking the button below :
http://humanrightsviolationed.weebly.com/
Name: John Hargrove
Audience: Tenth grade students as well as society as a whole
"Rinse, Wash, Don't Repeat" in a service-learning project where students research, advocate and provide assistance to an organization fighting a human rights violation. This unit is a collaborative project where students find a need and reach out to those fighting for a cause. Students will learn about Human Rights Violations throughout history and how/why they are still happening today.
Subject: 10th Grade World History
Link to Weebly Lesson: http://humanrightsviolationed.weebly.com/
Established Goals/Standards: Through the course of this project, students will explore a group who is directly responsible for the promotion of civil rights and social justice at a local, national, or global stage. Students then will begin to explore what it means to be a civic agent of change. As students begin to have a better understanding of matters involving civil rights and social justice, they will be asked how a student could stop the vicious cycle of injustice by becoming an upstanding citizen.
Standards and Bias Framework:
10.8 Students analyze the causes and consequences of World War II.
- Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
- Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
- http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
Anti Bias Framework
Justice 12:
Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systematic level
Justice 13:
Students will analyze the harmful impact of bias and injustice on the world, historically and today.
Different Level Content
For English Learners: These students will be provided a vocab list to refer to and will be paired with higher-level students or, in an ideal situation, with students who are re-designated and speak their language. That way the student could have assistance in working in the project in a comfortable setting. They will also have extended time to work on their assignments. They will be graded based on their learning level on the rubric.
Special Education: The student will have extended time to work on assignments and will be paired with higher-level students as well as a friend in the class to prevent social anxieties. The student will be graded based on their learning level on the rubric.
Low-achieving student: The student will be assigned with higher achieving students so that they are able they will not have as much pressure on their assignments. The student will be graded accordingly to their level of learning on the i+1 model so that they are developing their skills.
Middle-achieving student: The student will be graded accordingly to the i+1 model with the rubric so that the student is developing their skills.
High Achieving Student: The student will have high expectations in all aspects of the activity. They will be paired with either a lower-level, special education or EL learner so that they can work on their management and leadership skills. The student will be graded accordingly to the i+1 model with the rubric so that the student is developing their skills.
Expected Student Understanding(s)/Learning Target(s): RAID Service Learning "Rinse, Wash, Don't Repeat" in a service-learning project where students research, advocate and provide assistance to an organization fighting a human rights violation. This unit is a collaborative project where students find a need and reach out to those fighting for a cause. Students will learn about Human Rights Violations throughout history and how/why they are still happening today.
Investigation (Research:) (Week 1)
Students will be researching a Human Rights Violations that are occurring today in our World. While completing their research, students will find a Human Rights Violation that they connect to and continue further research on the topic. Research will include:
- What is the violation?
- What groups of people are being affected by this violation? Victims? Aggressors?
- Where it is happening, or where is it most common?
- Can you see a pattern of history repeating itself?
- Is there anything being done about it?
Planning (Advocacy:) (Week 2)
Students will find a way to advocate the fight against the human rights violation of their choice. Students must look into groups that provide aid, awareness, or any type of assistance to the victims of this violation. The students will reach out and will find a way to get involved. Students will plan where they want to take their project. Some of these options can include, but are not limited to:
- Making people in their community aware of the Human Rights Violation
- Providing aid to the victims (food, clothing, etc.)
- Assisting the organization with advocacy efforts
- Interview someone with the organization
Implementation (Indirect:) (Week 3)
Students will create a kick-starter pitch. This is to create awareness and begin providing aid to their cause.
Implementation (Direct:) (Week 4)
Students will create their own way to get directly involved with their cause. They must plan ahead a way to get in touch with their organization and find out from their organization what they need help in
Reflection and Demonstration
Students will have an initial reflection after planning their project. Students will create a two-paragraph reflection and present it in front of the class to demonstrate what they will be doing for their project. Every other group will give feedback.
Integration of at least one of the Seven Survival Skills. You can discuss your skill(s) individually or in narrative form, but you MUST account for at least one in your unit:
Critical Thinking and Problem Solving: Critical thinking is all about analyzing and evaluating information. Something students often forget to do. Students need to be able to find deeper meaning in subject matter as well as their own lives and actions through critical thinking and problem solving. While thinking critically can be difficult for students to achieve, collaboration can help students to find deeper meaning to learn from each other.
This project has been specifically designed to get students to critically think and to problem solve. Through the course of this project, students will explore a group who is directly responsible for the promotion of civil rights and social justice at a local, national, or global stage. Students then will begin to explore what it means to be a civic agent of change. As students begin to have a better understanding of matters involving civil rights and social justice, they will be asked how a student could stop the vicious cycle of injustice by becoming an upstanding citizen.
Investigation (Research:) (Week 1)
Students will be researching a Human Rights Violations that are occurring today in our World. While completing their research, students will find a Human Rights Violation that they connect to and continue further research on the topic. Research will include:
- What is the violation?
- What groups of people are being affected by this violation? Victims? Aggressors?
- Where it is happening, or where is it most common?
- Can you see a pattern of history repeating itself?
- Is there anything being done about it?
Planning (Advocacy:) (Week 2)
Students will find a way to advocate the fight against the human rights violation of their choice. Students must look into groups that provide aid, awareness, or any type of assistance to the victims of this violation. The students will reach out and will find a way to get involved. Students will plan where they want to take their project. Some of these options can include, but are not limited to:
- Making people in their community aware of the Human Rights Violation
- Providing aid to the victims (food, clothing, etc.)
- Assisting the organization with advocacy efforts
- Interview someone with the organization
Implementation (Indirect:) (Week 3)
Students will create a kick-starter pitch. This is to create awareness and begin providing aid to their cause.
Implementation (Direct:) (Week 4)
Students will create their own way to get directly involved with their cause. They must plan ahead a way to get in touch with their organization and find out from their organization what they need help in.
SAMR Alignment - discuss where in the unit and what level(s) (Give at least 2 examples and the tool(s) used)
This Lesson includes all elements of SAMR.
Redefinition: Students will use Kickstarter.com to raise money for an organization that is connected to their cause.
Modification: Students will use applications such as Photo Booth. The use of technology/different types of media to add creativity to the film. Be creative!! Grab attention to make others aware of your cause.
Augmentation: Students will use Google Docs as a substitute to meeting outside of school physically. This will functionally improve the amount of time students are able to collaborate
Substitution: Students will use Google Docs as a substitute to meeting outside of school physically. This will functionally improve the amount of time students are able to collaborate. Students will also Use applications such as Face time and Skype to discuss plans for their project.
Formative Assessment:
Students will create a video demonstrating their understanding of a civil rights abuse that continues to be repeated in our modern time. The presentation must include at least one event that occurred in the past and one that is happening in our modern time. This visual component will be composed, but not limited to having sections of speeches, statistics, interviews, propaganda, advertisements, news coverage, amongst other sources. This artistic component must also include a description of the events being defined and compared. The video must be between five to seven minutes in length. * See Rubric*.
Rubric:
See rubric on Service Learning Page.
Multiple Intelligence Activities
This project is composed of visual (students will create a poster with pictures and other visual elements), kinesthetic (students will learn through interaction with each other, their, community, and an organization connected to their cause, musical (students will create a spoken word piece poem and will connect background music to it, intrapersonal (students will learn through feelings and values through working with an organization connected to their cause, interpersonal (Students will engage in collaboration with professionals in their community, naturalist (students will classify the type of human rights violation they are studying, existential (students will connect a past human rights violation with one currently occurring today, verbal - linguistic (students will complete a short paper, reading, listening, and speaking project.
Student Activity Description (In Steps)
I. Students will be divided into groups of three or four
II. Students will begin to research (using books, technology, and any other forms of media) different civil rights abuses (in the past and modern)
III. After having some knowledge and interest on the topic, students will select a specific civil rights abuse that they will focus on
IV. Students will begin looking for speeches, statistics, interviews, propaganda, advertisements, news coverage, amongst other sources that they can incorporate into their video
V. Students will have a couple days to edit and create their videos in the library of the school
VI. Students will present their video to the class
VII. Students will reflect and grade their teammates performance on meeting the team’s goals.
Cooperative Learning Components
Every student in the group will have the responsibility to research and find a specific section the video (for example a student can only focus on interviews, a student can just focus on current media, etc.). This will allow students to be responsible for a certain section.
PIGS FACES:
Positive Interdependence:
What are the mutual goals?
First of all, students will begin the project by writing some goals of the project. Afterwards, each will read their goals to the group and they will discuss common ground. This will help out the students have a common goal in mind.
How will labor, materials, roles, and resources be divided?
The assignment is to find at least similarities and patterns between one past and modern event. Students will have the chance to discuss amongst themselves how they will divide the work. Half of the group can research and find videos of the past event, while the other half works on finding information and videos on the modern event. For the editing section of the video, students will work as a whole to combine the information and clips. Before they begin, they will write their chosen responsibilities and be approved by the educator.
What roles and responsibilities will you assign?
Although the whole group will be working as a team to edit and create the actual video, the educator will most likely assign a student with the Lead editor role.
How are all the roles connected?
What joint/common rewards will you provide?
What are the consequences if not all participate?
Individual and Group Accountability
How will roles be assigned?
Students will discuss amongst themselves tot assign roles. It will later be approved by the educator.
How will you hold each student individually accountable for learning?
Students will have to write a mini reflection on how they helped meet their goal. This reflection all consist of a description on what they contributed to their project as well as their perspective and thoughts regarding the similarities and patterns of the chosen civil rights abuse.
How will you hold each student responsible for the whole group’s learning?
At the end of the assignment, students will grade and provide feedback on each of their teammates performance based on the support and contribution on meeting the team’s goals.
Group Processing
Observation: Students will meet once a week with the teacher and will discuss what is going well and what they need help with.
Reflection: Students will complete a paragraph long reflection as a group at the end of every week to inform the teacher and themselves about the progress being made.
Goal Setting: Within the reflection, students will bullet at least 2 goals for the coming week to help guide their group.
Social Skills
Trust-Building Activity: Within their groups at the beginning of the activity, students will share a time when they experienced a social injustice in their own life. This will lead into our communication activity.
Communication Activity: Groups will decide to share one issue they discussed within their group as a class to open lines of communication.
Decision Making Strategies: Students will then compromise to decide on what actions could be taken to alleviate these injustices.
Conflict Resolution: Students will decide on how to seek assistance from outside organizations and professionals.
Leadership Skills: Students will now start to delegate who will take the lead on the different assignment in the lesson.
Face-to-Face Interaction
Grouping
Groups will be strategically selected by the educator. This will allow the groups to have a mix of English learner, special needs students, low level students, medium level students, and high performing level student.
Room Arrangement
The arrangement will not have a specific seating chart. On the contrary the classroom will play as a safe and creative space for students to move around, speak and collaborate.
Group Seating
There will not be any specific seating chart, but students will sit with their groups
Specific Task
-Students will outline who will take the lead on our four main assignments within the overall lesson.
Action Advertisement Project:
Must include:
1. The Name of the Human Rights Violation and group you are involved with
2. A “slogan” that correlates with the organization
3. A brief description of the Human Rights Violation and why your organization is important
4. At least 3 pictures/drawings to represent your organization
5. Creative, must stand out. Think of it as a billboard that needs to grab the attention to gain awareness
Film Project:
Must include:
1. The name of the Human Rights Violation and group you are involved with
2. The use of technology/different types of media to add creativity to the film. Be creative!! Grab attention to make others aware of your cause.
3. The length of the film must be between the range of 5 to 8 minutes.
4. Background information on your cause/organization
5. What you did to help your organization? What did you get out of it?
Reflection:
While I have not had a chance to teach this lesson plan, I am very much looking forward to doing so. I have seen lessons similar to this and students got completely engaged in it and some continued with the lesson after it was over. Students today can often get stuck in a bubble and are not exposed to real word issues. This project will definitely open students eyes on a number of human rights issues and teach them the how to get involved. Students will learn how to become social agents of change while pushing to make the world a better place. This will happen as students inquire about topics related to the assignment. Students will then express to the world the need for change through a series of assessments. As they critically think how to bring awareness to their subject, they will learn not only how to collaborate with themselves but also outside corporations and organizations related to their subject. Students will become more attentive to issues happening not only in their schools, but also in their cities, county, state, country, and the world as a whole. Students will become empowered by this project and see that even the smallest voice can reach millions of ears and that it all starts with involvement.
Peer Feedback: Thank You!
Feedback provided by Jaclyn Preciado and Julio Zuniga.
GOORU Lesson embedded below, you can also view it by clicking the button below :