Colleen+Andjelic+(Social+12)

Editor: Brandi Janzen The following is my lesson for use with the new Social 30-1 and 30-2 programs. Students will need the following worksheets to complete the lesson:

**__ Wiki Lesson (Colleen Andjelic) __** // Social Studies // // 30-1, 30-2 // |||||| ** General Outcome: ** GO#4 - Students will assess their rights, roles & responsibilities as citizens. || // 3 (80-minute) classes // |||||| ** Enduring Understanding (purpose of the lesson): ** The purpose of this lesson is for students to judge the appropriateness of actions taken by citizens during times of crisis or controversy. Students will explore two examples of protests, make an initial determination of their appropriateness and then receive feedback on their judgments through class discussion. To ensure students gather information from reliable sources, they will engage in a mini-lesson on selecting credible and reliable websites. Students will then use online sources to research an event, including the actions of citizens in response to it. Students will make a judgment about the appropriateness of the citizens’ actions in these cases. || AND [] || Determine the appropriateness of actions taken in response to crisis or controversy. You could make this concept more specific by differentiating between government caused crisis/controversy and other types to see whether students see different types of protest more appropriate for different //causes// of issues. || Students are assessed on their determination of the appropriateness of citizen action in times of crisis or controversy. This objective seems a little vague and hard to measure, (how do you assess determination?); maybe you could reword it as: "Students are assessed on their identification, using defined criterion, of the appropriateness of citizen action in times of crisis or controversy." Extension: Students are assessed on the presentation and appropriateness of a developed protest song. You could also expand this assignment to allow students to create a protest poem, letter-to-the-editor, painting, picture or poster, blog post, newspaper/magazine article, etc. to give students the opportunity to express their understanding of the concept of appropriate protesting in ways that they may be more comfortable with or talented in, instead of only giving the option of writing a song. || Determine website credibility. In a democratic state, are there times when aggressive civil action is appropriate? One thing that you could do, just for clarity purposes, is seperate the ICT and Social Studies outcomes, but if you recognize which are which, then this is not really a concern. || 4.1 – Students will appreciate the relationship between citizenship and leadership 4.3 – Students will accept responsibilities associated with individual and collective citizenship || ** Knowledge & Understanding Outcomes ** 4.6 – Students will analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy) 4.8 – Students will evaluate the extent to which ideology should shape responses to contemporary issues 4.10 – Students will explore opportunities to demonstrate active and responsible citizenship through individual and collective action || ** Skills & Process Outcomes ** S.1.3 – Students will assess the validity of information based on context, bias, sources, objectivity, evidence or reliability S.9.1 – Students will assess the authority, reliability and validity of electronically accessed information || - Introduce the concept of civil protest to students. Obviously, do not suggest that you are teaching them how to protest or that you want them to protest. Just explain that, as a class, we are going to explore various forms of civil action and protests just happen to be one of them. It is a good thing to make sure that you are not encouraging your students to take part in protests, but seeing that they are grade 12 students, they may have been involved in one or two already. To make the topic more personally relevant to the students, you could ask them if anyone has taken part in any type of protest before, whether it was against the government, school authorities, parents, etc. The main point of asking this would be to hear the students' personal motivations/reasons for taking part in those protests and maybe not others. Seeing this point of view could also help other students see more deeply into the motivation/purpose of protesting. You could also start out by asking students to think about how citizens in democratic and non-democratic countries may respond to government actions differently. -  Brainstorm types of protests (sit-ins, parades, letters, riots, posters, etc.) and discuss any protests students might have heard of (G-8, local “strikes” or parades, etc.) -  As a class, generate criteria for an effective protest. Through discussion, try to pull out the following (or similar) criteria for judging an effective protest: -  topic of protest is significant; -  actions do not cause irreparable harm (reputation, injury, etc.); -  evocative/able to elicit action; -  deep/widespread impact. It may be helpful to include specific questions that you could ask or comments that you could make in the lesson plan to draw these desired points out of the conversation, just so you can be sure that you have thought out how that can be done. -  Explain to students that they will be viewing two very different videos – both songs written as forms of protest for very different but significant topics. Depending on the extent of background knowledge your students have, you may wish to give some background for each (No Bravery was written about the war in Bosnia – where the song-writer, James Blunt actually served. Dear Mr. President is written in protest of George W. Bush’s policies as American President from 2000 – 2008). Students will judge the extent to which each is an effective protest song. -  Hand out Blackline Master #1 – Judging Effective Protests for students to use as they watch the videos to help them make their decisions. -  Hand out lyrics sheets for students to follow and use as evidential reference. -  Show the following videos: -  “No Bravery” by James Blunt – This is available from Youtube at: [] (note: Don’t use one of the videos with pictures of war or segments of the movie //Blood Diamond//. These pictures will lead students too much and not allow the “protest” to speak for itself. Instead use the live version with James Blunt only like the one at this link.) -  “Dear Mr. President” by Pink – This is available from Youtube at: [] -  Think-pair-share: Students work on BLM#1 individually for 5 minutes to organize initial judgments. Then students discuss with a partner to complete sheet. Partners share judgments with the class in a large group discussion || -  Review citizen’s rights and responsibilities as learned in previous lessons. -  Ask students if there might be differing perspectives on democratic rights, roles and responsibilities for citizens, especially during times of crisis. In democracies, are there times when violent protests are justified? Can non-violent protests be unjustified? -  Ask students to consider the two videos (“No Bravery” and “Dear Mr. President”) in light of these questions. Were Pink’s and James Blunt’s actions in writing and performing these songs justified? Acceptable? Appropriate? <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> - Given varying perspectives, ask students to consider how they might identify justifiable, acceptable and appropriate actions of citizens in response to crisis or controversial situations. As a class, consider the following criteria for appropriate citizen action: Are the students supposed to just brainstorm the ways that they would personally identify justifiable, acceptable and appropriate citizen action, and then you will tell them the criteria you want them to use? This is just a bit unclear for me being outside your head and thought process, so even though I know you know what you mean, if you were giving this lesson to me as a substitute it might be helpful to clarify this slightly. - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> effectiveness (helps to end the conflict or resolve the controversy) - supported - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> expense (both financial and human) - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> scale/proportion (size of protest is appropriate given conflict/issue) <span style="font-size: 12pt; color: #ff0000; font-family: Arial, Helvetica, sans-serif;">At some point either in the first or second part in your lesson you could look at some YouTube, Teachertube, etc videos that are protesting various events or critiquing different positions of people who are protesting and their points of view. You could also look at different websites that are set up by protest groups or by individuals protesting something to see what their points of view are and how the methods that they use to express themselves are similar or different between various protests. <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> - Assign partners (or have students select) an example of actions taken during times of conflict or controversy. Some examples might include: <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> - Rosa Parks - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Martin Luther King - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Vietnam War protests - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> McCarthyism - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> G-8 protests - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Myanmar Cyclone relief - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> LA race riots - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Ukraine election riots - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> contemporary examples - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> etc. - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Explain to students that they will be researching their assigned/selected topic looking for citizens’ actions in response to the event or controversy. They will be expected to judge the appropriateness of the action using the criteria they developed earlier. - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Prior to research, it is important for students to be able to effectively select credible internet sources. First, ask students to imagine the following scenario: - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Imagine coming upon a car accident or a fire in the neighborhood. There are many people watching; some are frantic while others are gawking. Still others, volunteers and trained professionals alike, are trying desperately to deal with the crisis. You are unsure what triggered the event or how it concluded because you arrived upon it quite late in the action and, unable to be of more help than was already available, you left since you needed to get to an appointment. At home that night you wanted to find out more about the event so you did a general search about it on the internet. This is what you found: - a blog started by someone who claimed they were there - a transcript of the 5:00 local news report - a reference to the event on a “crime-watch” website - a reference to the event in an editorial about the necessity of increased safety - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Ask students how they might determine who of these above authors can be considered an authority on the topic? Are all authors authorities on a topic? Record students’ thoughts on the board. - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Next, provide students with examples of research topics and potential “authors” on each topic. A selection within an accompanying worksheet has been prepared by teachers through The Critical Thinking Consortium and Alberta Learning at []. As students work through each example, either as a class or in small groups, emphasize that they pay attention to detail when determining whether the site is credible or not. Review student responses as a class or take in the sheets and provide teacher feedback to help guide students in their work in Part Three and Four. - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Next, given the discussion which has already taken place, along with any other ideas students can come up with, develop criteria for determining credible websites. If possible, lead students to group their ideas into the following criterion-based considerations: - authorship - sponsorship - idea sources - believability - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> To ensure students can use the criteria effectively, walk through a demonstration by showing the website __ []. __ At first glance, this website looks like a normal town website, boasting its attractions and amenities. Ask students to make an initial determination as to whether they would believe the information on this website. Next, distribute BLM #2 //– Exploring Website Credibility// and practice looking for each of the considerations developed above. Some elements you may want to point out include: the castle, the temperature, deep sea-fishing or whale watching in the Minnesota River, Submarine Days, Fast Eddie Swindler (the Faux-mayor), etc. - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> As you explore the site, instruct students to complete the worksheet. It will soon become apparent that this site is not credible and it does not effectively meet the criteria above. For students with exceptional needs, you may want to point out that Minnesota is not along a fault line, nor is the river appropriate for either submarines or whales since it is only 250m deep (the Atlantic Ocean is 2700m deep!!!). As well, you may wish to use a think-aloud strategy to lead them through how to thoughtfully analyze the website. - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Explain that this website was created by a professor in the town who wanted to show that websites need to be evaluated before use, no matter how real they might seem at first. You may now wish to show the official town website at: [] - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Have students repeat the above process on their own using one or two other websites of your choice. PART THREE: ** - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Once students have a sense of how to assess website credibility, direct them to conduct research on their assigned/selected events using thoughtful exploration of the web. Using BLM#3 - //Judging Citizen Actions//, students record evidence about the actions taken during, or in response to, a crisis or controversy. For each criterion, students make a judgment as to how the actions of citizens were appropriate. In the end, students make an overall determination of the actions’ appropriateness and justify their choice. <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> <span style="font-size: 12pt; color: #ff0000; font-family: Arial, Helvetica, sans-serif;"> - Students share their judgments with the rest of the class. // Extension // - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> To extend this activity, students could create their own protest song/lyrics for the event, using the criteria for appropriate citizen action to guide them. || <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> - Students share initial ideas about the two protest songs with a partner, then receive feedback as part of a classroom discussion. - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Students make determinations about credible web site authorship and receive feedback from teacher and large group. || - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Internet access - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> LCD projector - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Access to websites: [], [], __ [] __ - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Lyrics sheets for “No Bravery” and “Dear Mr. President” - <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> BLM#1, #2 and #3 || || Adapted from: Wiggins, Grant and J. Mc Tighe. (1998). //__Understanding by Design__//, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)
 * ** Subject: **
 * Grade Level: **
 * ** Time Frame: **
 * ** Developed By: ** Colleen Andjelic in conjunction with work done through Learn Alberta: []
 * ** Critical Challenge/Big Idea **
 * ** Summative Assessment Strategies **
 * ** Other Questions/Tasks of Inquiry **
 * ** Value & Attitude Outcomes **
 * Introductory Activity/ The Hook **
 * Introductory Activity/ The Hook **
 * ** Teaching/Learning Strategies and Activities **
 * PART ONE: **
 * PART TWO: **
 * // Explore website credibility //**
 * ** Formative Assessment Strategies **
 * ** Resources **
 * ** Other **