1. Student Objectives:
Students will be able to:
2. CA History-Social Science Content Standards:
10.10.2 Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
10.10.3 Discuss the important trends in the regions (the Middle East, Africa, Mexico, and other parts of Latin America) today and whether they appear to serve the cause of individual freedom and democracy.
3. California English Language Development Standards, Grades 9-10
Part I, Strand 1:
Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics..
Part I, Strand 6:
Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language.
Part I, Strand 9:
Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology.
4. California Common Core Standards for Literacy in History/Social Studies, Grades 9-10
RH.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of a text.
RH.7
Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print or digital text.
WHST.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.8
Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
5. SAMR- Modification: Technology allows for significant redesign task.
Within this activity, the students are given freedom to work on the content on their own (individually or a group of 4) of the student art activity research project.
6. Big Idea Addressed/Enduring Understanding:
Students will have a choice to work individually or in a group of four and will create a piece of art (music video, painting, sculpture, poem, collage, etc.) that reflects the group's understanding of one of the following topics:
7. Essential Questions:
8. Seven Survival Skills:
#6 Students need to research, analyze the content and ultimately be assessed on their understanding of the content and following the rubric for both the student art activity and art consumption project.
STUDENT WORK BEGINS
Students will create a Human Trafficking "Awareness Poster" as a Service Learning Project. Their posters will showcase what they have been learning in their Social Science and Mathematics courses. This Service Learning Project is categorized as Advocacy because students will be advocating for change through the creation and display of their posters.
Investigation (Day 1 of 10 day unit)
Human Trafficking "Awareness Poster" Service Learning Project
Preparation/Planning (Days 2 - 4 of 10)
Assessment: Students will be assessed by the completion of their Awareness Poster that will be assessed by the following rubric.
Students will be able to:
- State, in their own words, what human trafficking is.
- Identify different types of human trafficking
- Analyze the historical significance of ancient to modern world slavery
- Understand the unique dynamics of human trafficking and the circumstances that victims experience, including the trauma and context of fear
- Increase awareness and understanding about human trafficking in different regions around the world
- Construct visual representations of human trafficking (art production, art consumption and service learning project)
- Help contribute to provincial and national efforts to eliminate human trafficking
- Analyze its negative impacts on public health
2. CA History-Social Science Content Standards:
10.10.2 Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
10.10.3 Discuss the important trends in the regions (the Middle East, Africa, Mexico, and other parts of Latin America) today and whether they appear to serve the cause of individual freedom and democracy.
3. California English Language Development Standards, Grades 9-10
Part I, Strand 1:
Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics..
Part I, Strand 6:
Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language.
Part I, Strand 9:
Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology.
4. California Common Core Standards for Literacy in History/Social Studies, Grades 9-10
RH.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of a text.
RH.7
Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print or digital text.
WHST.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.8
Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
5. SAMR- Modification: Technology allows for significant redesign task.
Within this activity, the students are given freedom to work on the content on their own (individually or a group of 4) of the student art activity research project.
6. Big Idea Addressed/Enduring Understanding:
Students will have a choice to work individually or in a group of four and will create a piece of art (music video, painting, sculpture, poem, collage, etc.) that reflects the group's understanding of one of the following topics:
- What is your understanding of the Human Trafficking epidemic?
- Why is Human Trafficking so widely available? What allows this to be possible?
- How can Human Trafficking be stopped?
7. Essential Questions:
8. Seven Survival Skills:
#6 Students need to research, analyze the content and ultimately be assessed on their understanding of the content and following the rubric for both the student art activity and art consumption project.
STUDENT WORK BEGINS
Students will create a Human Trafficking "Awareness Poster" as a Service Learning Project. Their posters will showcase what they have been learning in their Social Science and Mathematics courses. This Service Learning Project is categorized as Advocacy because students will be advocating for change through the creation and display of their posters.
- Student posters will meet a genuine need because human trafficking is not often talked about and students lack awareness about the realities of human trafficking.
- Student posters integrate two main subjects: Social Science and Mathematics. Students will include facts about human trafficking and its historical impact. Students will include statistics and probability. Students will reflect upon both the Social Science and the Mathematics aspects of their posters.
- Students posters provide collaboration in that students will create Awareness Posters in groups of 4.
- According to The Complete Guide to Service Learning by Cathryn Berger Kaye, M.A., “student benefits evolve through mutual teaching and learning, or influence between all participants in the learning and service experience; this reciprocity extends to relationships between institutions as well as relationships between people.” Student posters will create reciprocity because students will be presenting their posters and viewing other at a Poster Session to be held at the end of the unit. In doing so, students will be teaching and learning what they know about Human Trafficking through content.
- After the poster session, students will reflect upon what they learned through the creation of their poster as well as what they learned from others. Students will also be asked, “How can you take what you learned about human trafficking and create change?"
- In completing this service learning activity, students will be fulfilling a civic responsibility by spreading awareness about a global issue to their school community with the aim to inspire others to get involved.
Investigation (Day 1 of 10 day unit)
Human Trafficking "Awareness Poster" Service Learning Project
- Students have to research human trafficking and have an understanding of why human trafficking is a highly demanded modern version of international slavery. Students will research the human trafficking issue in various regions of the world and its current status. The students will be put in groups of 4 (or 3-5) (working to maintain balanced groups which address the needs and abilities of English Learners and Students with Special Needs).
Preparation/Planning (Days 2 - 4 of 10)
- Groups select the region of the world and type of human trafficking they will be focusing on for their poster, with the teacher. Teacher will schedule a couple trips to the computer lab to allow the students time to get into their groups and work on their research. Teacher will encourage students to share their group’s research via Google Docs and work on project outside of school.
Assessment: Students will be assessed by the completion of their Awareness Poster that will be assessed by the following rubric.