Embedded link for Word Document with Final Unit Plan for Human Rights (Social Studies) 8th grade:
Link to Final Project Plan: https://docs.google.com/document/d/e/2PACX-1vS_Lwj_ElG49p3uZBpd3l5h1wNqcocz7xV9v9hxMY-1AiclBhmn6vDJzClDvC8ekmarqz1JF3OaCqKW/pub
- 8th Grade Social Studies C3 focus is Conflict under which we have covered a Human Rights unit for the last two years. I taught this unit last year but realized many flaws:
- Reasons for revamping last year’s HR unit:
- I did not have enough checks at different stages to monitor the progress of students. Therefore, stronger students pushed themselves harder than others. This time I split the unit into 5 stages and they are being monitored at each stage with evidence of their work. This makes them more accountable.
- Last year, I also emphasized making an end product that shows thinking outside the box however, students became so obsessed with ‘producing’ something that they did not do a lot of research. They spent most of their time thinking about their product (or wasting time) or making their end product. And grading creativity is hard! So, this time everyone is making a presentation.
- Last year, I asked students to make practical suggestions for changing a human abuse situation in a country but they did not have any lens to look at it. Therefore, this year we went over economic, political and social terms addressed in this unit to provide a clear focus for students. I think it will give students more focus if they have to suggest political (the type of government, laws, law enforcement), social (traditions, religion, race, gender, culture) and economic (inflation, unemployment, resources) measures for a country.
- The difference in Learning Experience:
- Last year, students expected me to give them ideas of an end product or help them as much as possible.
- This year, I find myself acting as a facilitator. I answer questions and guide students without giving answers. It gives the students more room to find answers on their own.
- Technology Component:
- I wanted students to learn a new app that would help them in the future. Therefore, they learned how to use Tiki Toki as an interactive timeline.
- Most important influence from Course 1:
- I realize that I have not learned everything that I need to become the best educator possible (my own standards of what is best). I think the need to keep on learning is clearer to me as well as the need to teach in combination with technology as that is what makes most of the material relevant to students.
- Expected Outcomes
- I expect students to know how to conduct a discussion rather than a debate
- Students have learned how to use a new interactive timeline app
- Students are able to look at new information through a learned lens of unemployment, inflation, resources, government type, laws, law enforcement, race, culture, gender, religion, and traditions.
- I have not yet finished this unit but will do so next week. I will be collecting feedback then. There is a lot of frustration with me for not giving all the information that the students want from me. So let’s see what happens.