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Why do we advocate for human rights? |
4/19/18 |
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What human rights do we have? |
4/20/18 |
Students consider the list of human rights and the topics issues they deal with by examining the connections between rights and responsibilities. As a human community, one person's rights cannot exclude another's rights. Individual rights have a communal responsibility that cannot be ignored.
The class then examines human rights violations they see in the world today. Students discussed gun violence, racism/discrimination, poverty, rape, and lgbtq issues. |
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What human rights issues are we facing? |
4/20/18 |
"Public sentiment is everything" Abraham Lincoln
What is the purpose of a brochure? |
4/23/18 |
Students will be preparing a brochure to communicate their topic. They begin by examining brochures in order to understand what the purpose of a brochure is and how the content is shaped to address its audience. Brochures are used as a way to promote something. They use well-chosen information to target an audience in order to get them to act.
Students developed these observations about brochures:
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How do you plan the content for a brochure? |
4/24/18 |
Students begin the process of developing a brochure by determining what information will be important for people to understand. Groups will develop a list of questions they need to answer, but will also seek input from other people about what questions others might have. After gathering a list of questions for researching a topic, students will determine what is most important and divide responsibility for gathering information on the topic.
In ELA, students are learning how do effective research on the internet. Students begin by learning how to use search browsers well through the selection of relevant terms. Students will continue to reflect on research by evaluating the credibility of sources. |
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How do you do effective research on the internet? |
4/25/18 |
Students will then need to find two credible articles that gather information on the question that they were responsible for researching.
Research Website Having found relevant articles to answer questions for their brochure, students will examine it by determining the main idea, writing a summary and finding important quotes and writing a citation. Students will follow the rubric for putting together a brochure that communicates to people what the contemporary issue is, why they should care and how they can support it. (Follow the links for Microsoft Office templates for Office templates, follow this link for a Google Doc that you will need to copy for your use, or use online programs like My Creative Shop. ) |
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How do you evaluate a brochure? |
4/30/18 |
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How do you conduct an interview? |
5/2/18 |
In preparation for interviewing a local advocate, students brainstormed what would be needed to conduct that well. They developed the following list
Be prepared:
Afterwards, students role played interviews using different scenarios. |
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What is the purpose of an interview? |
5/3/18 |
How can we share the interviewee's experience? |
5/3/18 |
Students will use the structure of the bio poem to write a 10 line poem on the person they interviewed. (For those who could not find someone to interview, they should find an online interview with someone advocating or impacted by their topic and write their poem on that person.) The poem supports students' reflection on the how these issues impact real people. It begins to put a human face on abstract issues that our communities are facing.
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How do we plan for a project? |
5/7/18 |
Students begin by reflecting on moments they have changed their mind or been impacted by something. As social creatures, typically moments of change have been in encounters with people around us. Moments of contact broaden our experience and challenge us to rethink the world around us. Whether through direct interaction or through works of art, new experiences shape new directions. In the final part of the project, students are to take what they have learned and develop a creative tool that invites people into a space where new horizons can be opened.
Students will decide on what direction their project should take. Then using the planning guide, they should decide what tasks need to be completed and how each member can participate in completing the project. |
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How do you give a speech on a topic? |
5/10/18 |
How do you prepare a speech? |
5/15/18 |
Students will give a second 1 minute speech. Students will be given a topic, prepare beforehand, but should speak without cue cards.
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