The Struggle for Social Justice
The Causes and Effects of Activism
by Mary Ellen Campbell
Subject area: Global Education/Social Studies 11
Intended learners:
ƒ
ƒ
Grade Level: 11/12
Prior Knowledge:
o some background in human rights
o familiarity with the Declaration of Human Rights
o research skills with some internet experience.
Overview:
By looking at various forms of struggle for justice throughout the world the students will gain
an understanding of the world around them and the connections between people and events.
Students will research various leaders throughout the world who have fought, or are fighting,
for freedom and human rights. Though examining activists throughout the world and locally,
students will see social responsibility in global as well as local terms. Through discussing
various forms of struggle, students will gain an appreciation for diversity of views. The aim
of this lesson aid is to help students think in systems mode, recognize that their worldview is
not universally shared, and to develop informed understanding of concepts of justice, human
1
rights and responsibilities and apply these to global conditions trends and developments. This
will also enable students to see that actions they take individually can have repercussions for
the global present and global future.
Prescribed Learning Outcomes (Social Studies 11):
It is expected that students will:
ƒ
demonstrate the ability to think critically, including the ability to:
o define an issue or problem
o develop hypothesis and supporting arguments
o gather relevant information from appropriate sources
o develop and express appropriate responses to issues or problems
o develop, express, and defend a position on an issue, and explain how to put the ideas
into action
ƒ
demonstrate skills associated with active citizenship, including the ability to:
o collaborate with others
o respect and promote respect for the contribution of the other team members
o interact confidently
o recognise connections between events and their causes, consequences, and
implications.
o recognise the importance of both individual and collective action in responsible
citizenship.
o Identify the major provisions of the declaration of human rights
Links:
ƒ
to global education objectives:
Students will:
acquire the ability to think in systems mode and see the relationships between events
acquire a holistic conception of their capabilities and potential
recognize that their world view is not universally shared
develop an informed understanding of the concepts of justice and human rights
develop the social and political action skills necessary to become effective
participants in democratic decision making
o recognize that learning and personal development are continuous journeys with no
fixed or final destination
o
o
o
o
o
ƒ
to CIDA themes:
o
o
o
o
human rights
basic human needs
gender equality
private sector development.
2
ƒ
to the grades B.C. Performance Standards for Social Responsibility (grades 8 – 10)
[http://www.bced.gov.bc.ca/perf_stands/social_resp.htm]
o
o
o
o
contributing to the classroom and school community
solving problems in peaceful ways
valuing diversity and defending human rights
exercising democratic rights and responsibilities
Description of lesson aid:
Each of the lessons within this unit will be explained in more detail in the separate lessons
following this summary:
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Students will begin by exploring the Declaration of Human Rights and considering what
can happen when human rights are abused.
They will then, through a gallery walk, look at various “freedom fighters” and assess how
effective they were in promoting change.
Students will then focus on activism through music by watching the video “Stand and Be
Counted”.
Students will then discuss other forms of activism:
o through art
o through various protest movements
o through the media
o through violence
A local activist from Amnesty International will speak to the class.
Students will complete research assignments and action plans focussing on local or global
issues.
Individual Lessons:
1. “Who are they?”
ƒ A research assignment on people and their struggle for justice
2. “Overview of Human Rights Declaration”
ƒ A review of the Declaration of Human Rights.
3. “Freedom Fighters”
ƒ Getting to know key individuals involved in the struggle for social justice
4. “Non -violent Activism”
ƒ Examining non-violent forms of activism
5. “The people Behind the Plan”
ƒ Guest speakers
6-7. “Take a Stand”
ƒ Researching the issues and creating action plans
Timeline: 7-8 classes
Assessment strategies:
ƒ
A variety of assessment strategies may by used for teacher, self and peer evaluation of:
3
o
o
o
o
o
o
o
o
ƒ
Class participation
Group work
Research papers
Reflective journal entries
Amnesty International presentation response worksheet
Stand And Be Counted questionnaire
Action plans
Reflections on The Struggle for Justice unit
Suggested assessment tools include:
o The BC Performance Standards for Social Responsibility
[http://www.bced.gov.bc.ca/perf_stands/social_resp.htm].
o Criteria referenced assessment
• Criteria for assessing individual assignments may be developed by the teacher in
collaboration with the class. Excellent resources exist on the internet for
developing tailor made rubrics. One such web site is Rubistar.
[http://rubistar.4teachers.org/]
o The Reflections on The Struggle for Justice Unit form
4
Bibliography:
Books:
ƒ
Crosby, David, & Bender, David. (2000). Stand and Be Counted: Making Music, Making
History: The Dramatic Story of the Artists and Causes That Changed America. Harper
SanFrancisco.
For more information about this book and the companion video documentary, see
http://cockburnproject.net/news/000821davidcrosby.html
World fact websites:
ƒ
ƒ
World rover: http://www.worldrover.com
CIA: http://www.cia.gov
Human rights websites:
ƒ
ƒ
ƒ
ƒ
ƒ
Globetrotter human rights: http://globetrotter.berkeley.edu/violations/
UN High Commission on Human Rights: http://www.unhchr.ch/
Human Rights Watch: http://www.hrw.org/
Amnesty International: http://www.amnesty.org/
Amnesty B.C.: http://www.amnesty.bc.ca/
World debt and solutions:
ƒ
ƒ
ƒ
ƒ
Make Trade Fair: http://www.maketradefair.com
US network for Global Economic justice: http://www.50years.org
International Monetary Fund: http://www.imf.org
UN systems of organizations: http://www.unsystem.org
Projects, People, and Actions:
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Youth Millennium Project: http://www.ympworld.org/home.html
Child Welfare society in Nepal: www.gurkhaboy.com/CWS.htm
Social world: www.gurkhaboy.com/socialworld.htm
Gandhi: http://www2.lucidcafe.com/lucidcafe/library/95oct/mkgandhi.html
Craig Kielburger: http://www.freethechildren.org/info/aboutcraig.html
Raging Grannies: http://nsvow.chebucto.org/grannies.htm
Romeo Dallaire: http://www.canadians.ca/more/profiles/d/d_romeo_dallaire.htm
5
Lesson One: “Who are they?”
Prescribed Learning Outcomes (Social Studies 11):
It is expected that that students will:
ƒ
ƒ
ƒ
demonstrate the ability to think critically
gather relevant information from appropriates sources
demonstrate the appropriate research skills
Overview: A research assignment, to be completed in the library, will be presented later in
this unit the form of a gallery walk. At this time, pictures of and information about the
research subjects (freedom fighters) will be placed around the room; students will move from
image to image collecting information. Students will engage in reflective journal writing
throughout this unit.
List of required material and/or equipment:
ƒ
ƒ
an overhead of Worksheet 1:Freedom Fighters (with names added to the list of “people to
choose from” as appropriate)
for each student:
o a copy of the research assignment.
o a journal.
Time Required and Location:
ƒ
one to two classes (1 to 2 hours) in library or room with internet access
Note: Consult with the librarian in advance. Many librarians are very willing to pull the
materials your students need and display them in a convenient location, so that students will
have quick and easy access to them.
6
Procedure:
ƒ
Before going to the library:
o distribute the assignment sheet and go over it with students.
o together with your students, decide upon the criteria for assessment. Discuss all
aspects of the work, identifying the givens (understood expectations like spelling,
grammar and length), soliciting student input as to those aspects of the work that
are to be the focus of assessment and establishing the criteria by which they
should be assessed. This way the students will have a say about the assignment,
and they should have a clearer idea of what is required to obtain an “A”.
o remind students that they will not be presenting their research to the class but
rather will be setting up a gallery walk with their information and pictures.
ƒ
In the library, allow students time to locate information and obtain pictures of the
individuals they are researching. You can give them one or two classes for this,
depending on how much you would like them do at home on their own.
Assessment strategies:
ƒ
Together with your students, decide upon the criteria for assessing the research reports.
Discuss all aspects of the work, identifying the givens (understood expectations like
spelling, grammar and length), soliciting student input as to those aspects of the work that
are to be the focus of assessment and establishing the criteria by which they should be
assessed.
ƒ
It is recommended that research assignments not be assessed until after students have
had others in the class read their reports during the gallery walk (lesson three). This can
be a peer editing assignment.
Look for evidence that the student has:
ƒ
ƒ
ƒ
gathered information from a variety of sources
synthesized information gathered from different sources
chosen appropriate sources for specific information
Lesson resources:
ƒ
Freedom Fighters
7
Freedom Fighters
Individually, you are to research one of the following people and write a one-page report on
her or his role in promoting change. You must include a photo or representation of this
person. After the research reports have been completed, the photos will be placed around the
classroom, and everyone in the class will be given a copy of all the write-ups. Follow the
steps below.
1) Choose a research subject from the list below. If you would like to research another
individual, check with the teacher first.
2) Research this person in the library using at least three sources. Keep a bibliography of
your sources.
3) Write a one-page report which includes the following information about the person you
have chosen:
ƒ
ƒ
ƒ
ƒ
a brief background (biography) of the individual and an overview of the
social/political context in which they worked. Was this person working in
isolation or were they part of a broad social movement?
an overview of the changes they sought and the reasons they saw change as
necessary.
information about the strategies they used to bring about change.
an assessment of the effectiveness of their efforts and of their impact as an
individual and in collaboration with others.
4) Find a photo or image of this person. Hand it in on a separate sheet from the write-up.
5) Complete a bibliography of the sources you used for this assignment.
Some examples of people to choose from
Chiang Kai Shek
Martin Luther King Jr.
Daniel Ortega
Mother Teresa
Haile Selassie
Ayatollah Khomeini
Emiliano Zapata
Mohatma Gandhi
Aung Sang Suu Kyi
Sophie Scholl
Alice Chown
Dalai Lama
The Pankhursts
Martin Luther
Gerry Adams
Ernesto “Che” Guevara
Michael Collins
Nelson Mandela
Mao Tse Tung
Yassar Arafat
Rosa Parks
Nellie Mclung
Leila Khalad
Ulrikye Mainhof
Fidel Castro
Craig Kielburger
8
Lesson Two: Overview of The Universal Declaration of Human Rights
Learning Outcomes:
It is expected that students will:
ƒ
ƒ
ƒ
become familiar with the Universal Declaration of Human Rights
examine ways in which human rights may be violated
reflect on their own role in defending human rights
Brief overview:
Students will review the Universal Declaration of Human Rights and identify ways in
which these rights are abused. They will also address the concept of societal and personal
responsibility for the protection of human rights.
9
10
List of required materials and/or equipment:
ƒ
ƒ
ƒ
The Universal Declaration of Human Rights
[http://www.un.org/Overview/rights.html]
o one copy for each student
o one copy on overhead
A journal for each student.
Overhead of images of human rights violations. See web links below for images.
o Amnesty International [www.amnesty.org]
o Globetrotter [http://globetrotter.berkeley.edu/violations]
o Human Rights Watch [http://www.hrw.org/]
Time required: one class (approx. 1- 1and 1/2 hours)
Procedure:
ƒ
Begin the class by writing the words “rights” and “responsibilities” on the board. Ask the
class to explain what each term means and to brainstorm examples of each. Put these
examples on the board.
ƒ
Ask the students what they think basic human rights are, and to explain their reasoning.
ƒ
Show some images of human rights violation on the overhead or slides. Ask students to
speculate on what has occurred in each photo. Included are some examples, but you may
wish to choose alternatives from the web links noted above or other sources.
ƒ
Assign students to heterogeneous groups of three or four students each.
ƒ
Hand out the Declaration of Human Rights worksheets. On these sheets are the thirty
articles of the declaration, with a space beside each article for the students to write on.
ƒ
Assign each student group one or more articles to work on collaboratively. Choose
articles that are basically different from one another. (The articles best suited for making
skits are # 4, 5, 7, 9, 10, 11, 16, 17, 18, 19, 20, 24, and 26.)
ƒ
Instruct students to read their articles carefully and then to develop a skit (role play)
illustrating a way that the right identified in their article might be violated or abused.
Give the students time to prepare the skit and an explanation as to the importance of this
human right.
ƒ
Ask student groups to present their skits to the class and to explain (or lead brief class
discussions on) the articles they have been assigned: the nature and significance of the
human rights identified, the importance of protecting people from their violation, and
why, therefore, it is important they these rights be included in the Universal Declaration
of Human Rights.
ƒ
As homework, ask students to reflect upon the following question in their journals:
11
Do we have a responsibility stop human rights violations?
ƒ
This lesson can be extended or changed by having the students independently write
beside selected articles from the Universal Declaration of Human Rights how that
particular human right might be violated, the importance of protecting that right and
suggested strategies (societal and/or personal) for its protection.
Assessment Strategies:
ƒ
With students, develop a rubric for assessing skits.
o See Rubistar [http://rubistar.4teachers.org/] or other sources for assistance in
developing a tailor-made rubric.
o Refer to B.C. Performance Standards for Social Responsibility
[http://www.bced.gov.bc.ca/perf_stands/social_resp.htm].
ƒ
Reflective journal entries may be both self assessed and teacher assessed.
ƒ
Look for evidence of
o in conflict situations shows empathy and a sense of ethics, presents soundly
reasoned arguments, and considers divergent views
o is respectful and ethical; speaks out and takes action to support diversity and
defend human rights, even when that may not be a popular stand.
Lesson Resources:
ƒ
Universal Declaration of Human Rights
[http://www.un.org/Overview/rights.html]
12
Lesson Three: “Freedom Fighters”
Learning outcomes:
It is expected students will:
ƒ
ƒ
ƒ
expand their knowledge of various individuals and their roles in fighting for social justice
critique the strategies used by these change agents
recognize connections between events within the context of various social justice
movements
Brief overview:
Students will take part in a gallery walk. Student displays are arranged around the room
gallery style. A stack of freedom fighter profiles (research reports) is placed beneath each
picture for students to collect as they move through the gallery. As students walk around the
room gathering information, they will note the techniques used by each of the freedom
fighters in their struggle to effect change.
List of required materials and/or equipment:
ƒ
ƒ
ƒ
ƒ
ƒ
A photo of each freedom fighter researched by students (work from lesson one)
A stack of one page profiles (enough copies for every student in the class) of each
freedom fighter
Tape
A large piece of paper (2 and ½ feet long and 1 and1/2 feet wide) with a line running
down the centre of the page vertically. At the top of this vertical line put the number 10
and at the bottom put the number 1.
Red, yellow and orange post-it notes- enough for the whole class to have approximately
thirty each.
Time required: one to two classes (1-2 hours)
Procedure:
a. Before Class:
o The teacher sets up freedom fighter photos around the classroom gallery style with
the corresponding profiles (copies of the students’ research reports) near (i.e. on
chairs beneath) each image.
o The teacher will also place on the board at the front of the room the previously
prepared large sheet of paper with the numbered vertical line.
13
b. In Class:
o Begin by allowing students time to share insights arising from their responses to the
question they were last asked to write about in their reflective journals, “Do we have
a responsibility to help stop human rights violations?” After students have shared
some of their responses, they should hand their journal entries in.
o Tell the class that they are going to look at some of the freedom fighters who have
taken or are currently taking action to address social injustice and effect change.
Explain that these actions take many forms, some more aggressive than others. One
of the students’ tasks will be to rate the level of violence of the various approaches
taken.
o Have students walk around the room, picking up the information on each of the
freedom fighters and looking at the pictures.
o Hand out red, yellow and orange post-it notes. Students should have some of each
colour and access to more should they more.
o Ask the students to individually write down the names of those freedom fighters they
think were aggressive or violent in their struggle for change on the red post-its, the
names of those they think were passive on the yellow post-its and the names of those
they rate as in-between (some-what aggressive)on the orange.
o Students are then to position the post-its with the names of the freedom fighters on
the large paper at the front of the room. The names of those freedom fighters they
think were the most effective are to be placed on the top of the page, near the ten. The
names of those they think were least effect are to be placed on the bottom, near the
one.
o Once everyone has placed their post-it notes on the chart, students are to examine it
closely. Clumps of colour should indicate whether those freedom fighters students
saw as highly, moderately, or non-violent were most effective.
o If the teacher wishes to further develop this activity, tallies might be taken and
averages calculated to give each freedom fighter both a violence rating and an
effectiveness rating. Visuals might be prepared to effectively communicate the
comparison
o Students are then to consider the question of whether or not there is a relationship
between the level of violence practiced by a freedom fighter and his or her
effectiveness in promoting change.
o As homework, ask students to reflect upon the following question in their journals:
Is there a correlation between the techniques used by a freedom fighter and
her or his effectiveness? What kinds of strategies are most effective in
bringing about change?
14
Assessment Strategies:
ƒ
Both the activity and the reflective journal entry may be teacher assessed as well as self
assessed.
o Rubistar (to develop tailor made rubrics) [http://rubistar.4teachers.org/].
o B.C. Performance Standards for Social Responsibility
[http://www.bced.gov.bc.ca/perf_stands/social_resp.htm]
15
Lesson Four: Non-violent activism.
Brief overview:
Students will critique non-violent campaigns to stop human rights abuses and will describe
the talents they possess which they could use to advocate for positive social change.
Required materials and/or equipment:
ƒ
Video: Stand and be Counted
Crosby, David, & Bender, David. (2000). Stand and Be Counted: Making Music, Making
History: The Dramatic Story of the Artists and Causes That Changed America. Harper
SanFrancisco.
For more information about this book and the companion video documentary, see
[http://cockburnproject.net/news/000821davidcrosby.html]
Found at Amazon books and also The Learning Channel
ƒ
Questionnaire sheet (attached) photocopy for each member of the class
16
ƒ
One or more examples of non-violent campaigns that worked. The teacher may want to
photocopy this information for each member of the class.
Examples:
Gandhi
Craig Kielburger
[http://www2.lucidcafe.com/lucidcafe/library/95oct/mkgandhi.html]
[http://www.freethechildren.org/info/aboutcraig.html]
Time required: One class (approximately 1 hour)
Procedure:
ƒ
Begin by allowing students time to share insights arising from their responses to the
question they were last asked to write about in their reflective journals, “Is there a
correlation between the techniques used by a freedom fighter and her or his
effectiveness? What kinds of strategies are most effective in bringing about change?”
After students have shared some of their responses, they should hand their journal entries
in.
ƒ
Have students brainstorm some examples of non-violent activism and write their ideas on
the board. (Be prepared with examples to give students, if necessary. These might
include Gandhi’s campaign in India or the Dalai Lama’s struggle for the people of Tibet.
ƒ
Tell student that they are now going to focus on non-violent activism and advocacy.
ƒ
Mention that musicians and other artists have often been at the forefront of activism and
fighting for social change.
ƒ
Ask the class if they can name any benefit concerts. Did any of them focus on human
rights violations (e.g. Tibet freedom concerts)?
ƒ
Introduce the video Stand And Be Counted. Hand out the attached questionnaire and give
students time to read it.
ƒ
Point out to students that while they are watching the video, they are to note the key
issues presented, in point form only.
ƒ
Show the video. It is not necessary to show the whole video; you can stop it after half an
hour as it is in sections and can be stopped at any part
ƒ
After they have viewed the video, give students time to complete their questionnaire, and
then collect it for assessment.
ƒ
Invite students to discuss the video, sharing their feelings about the concept of musicians
as activists and their thoughts as to the effectiveness of benefit concerts.
17
ƒ
Have students brainstorm other forms of non-violent activism and write their ideas on the
chalkboard. (Examples might include poetry, literature and art; some strategies are
petitions, letter writing campaigns, hunger strikes, rallies and boycotts.)
ƒ
For homework, ask students to visit the Amnesty International website and prepare
questions for the representative who will speak to them next class.
http://www.amnesty.org/ (Amnesty International)
http://www.amnesty.bc.ca/ (Amnesty International B.C.)
Assessment Strategies:
ƒ
Assess the questionnaire as a reflective journal entry.
o B.C. Performance Standards for Social Responsibility
[http://www.bced.gov.bc.ca/perf_stands/social_resp.htm].
o Rubistar [http://rubistar.4teachers.org/]
ƒ a source for assistance in developing a tailor-made rubric.
Lesson Resources:
ƒ
Stand And Be Counted Questionnaire
18
Stand And Be Counted
The documentary, Stand And Be Counted is about people, in particular musicians, taking a
stand and giving of their time to raise awareness and money for various causes throughout
the world. Before you watch the video, answer the first question and read through the other
questions.
1.
What are some causes that might solicit support from musicians today?
2.
As you watch the video, in point form note the key issues raised.
3.
Which issues stood out the most?
4.
What specific information did you gather from the artists’ songs and from
conversations as you watched this video?
5.
What are some of the issues (questions) raised in Tracy Chapman’s song, “Why”?
Are these relevant today? Explain.
6.
Do you feel that these benefits are useful? Why or why not?
7.
Think of five issues that you personally feel need attention today.
8.
Reflect upon this question:
How might I use my talents to contribute to the struggle for social justice?
19
Lesson five: “The People behind the Plan.”
Brief overview:
A guest speaker from Amnesty international will speak to students about the work Amnesty
does throughout the world. Afterwards, students will fill in a form about what they learned
from this talk.
Required materials and/or equipment:
ƒ
Contact your local Amnesty International chapter and they will be glad to send a
representative to talk to your class.
http://www.amnesty.org/ (Amnesty International)
http://www.amnesty.bc.ca/ (Amnesty International B.C.)
ƒ
Amnesty International Presentation Response Worksheet
Time required: one class (approximately 1 hour)
Procedure:
ƒ
ƒ
ƒ
ƒ
ƒ
Introduce the guest speaker and invite her or him to speak to the class. Ask the class to
listen attentively and to briefly note any key points they would like to discuss after the
presentation. (Be sure to check with the presenter first.)
Listen to the presentation.
Invite discussion and questions (prepared for homework or arising directly from the
presentation).
Ask students to fill out the attached Amnesty International response worksheet.
For homework, ask students are to reflect on the Amnesty International presentation in
their journals, using the evaluation form they have completed as a guide.
Assessment Strategies:
ƒ
Reflective journal entries and Amnesty International response worksheets may be self
assessed and/or teacher assessed using the BC Performance Standards for Social
Responsibility and the unit journal evaluation form.
o BC Performance Standards for Social Responsibility
[http://www.bced.gov.bc.ca/perf_stands/social_resp.htm]
o Rubistar (to develop tailor made rubrics) [http://rubistar.4teachers.org/].
Lesson Resources:
ƒ Amnesty International Response Worksheet
20
Amnesty International Presentation
Response Worksheet
1. Having heard the speaker, how would you describe Amnesty International to someone
who doesn’t know about it?
2. What are some issue that you heard about today? Did any of these issues surprise you?
3. From what you heard today, where do you think Amnesty is most effective?
21
Lessons Six and Seven
“Take a Stand”
Brief overview:
Working in the library, students will research a local or global human rights issue. They will
then develop a plan to raise awareness or take action on the issue.
Required materials and/or equipment:
ƒ
ƒ
ƒ
a copy of the blank action plan form for each student.
a copy of the Reflections on The Struggle for Justice Unit form for each student or an
overhead for students to copy
Useful websites: (to show some action plans at work)
o Craig Kielburger: http://www.freethechildren.org/info/aboutcraig.html
o Amnesty International: http://www.amnesty.org/
o Romeo Dallaire: http://www.canadians.ca/more/profiles/d/d_romeo_dallaire.htm
o Raging Grannies: http://nsvow.chebucto.org/grannies.htm
o Child Welfare Society of Nepal: www.gurkhaboy.com/CWS.htm
o Social world: www.gurkhaboy.com/socialworld.htm
o Youth Millennium Project: http://www.ympworld.org/home.html
22
Time and Location Required:
ƒ two classes (approx. 2 hours) or three if you wish to incorporate time for viewing student
presentations
ƒ time in the library or another classroom with computer access
Procedure:
ƒ
Introduce the class by inviting students to share their reflections (last day’s homework)
on the work of Amnesty International.
ƒ
With the class, discuss the work of a variety of activists and their organizations – their
goals, what they have accomplished and how they have accomplished it (i.e. Craig
Kielburger, Amnesty International, Romeo Dellaire, the Raging Grannies).
ƒ
Tell students that they are going to identify, research, and develop an action plan to
address a human rights abuse of concern to them. The Canadian International
Development Agency (CIDA) [http://www.acdi-cida.gc.ca/index-e.htm] web sight is a
good starting point for this research. (In the pilot school the teacher talked about the VDay campaign, remind students of the work they did for a shelter in Nepal and their
efforts to provide food for the homeless in the lower mainland of BC.)
ƒ
Working in partners or small groups, students are to use the internet to identify and
research a social justice issue that they are concerned about. Encourage some of the
students to focus on issues that are close to home (i.e. homelessness, poverty, the death
penalty).
ƒ
They need to keep track of the web sites they find.
ƒ
Drawing on their research for inspiration and the accompanying blank action plan as an
organizational guide, students are to develop an action plan to address the social justice
issue they have selected.
ƒ
Student pairs/groups will present their action plans to the class. They should be prepared
to field class discussions about the details and feasibility of their plans.
ƒ
As they work on this assignment, students are to write in their journals, reflecting on all
that they are learning, wondering, and feeling. At the end of the unit, they are to make a
final journal entry in which they summarize their thoughts and feelings about all that they
have learned in this unit and reflect on what they would like to contribute to the world.
The journals for the unit should be handed in for assessment after all the presentations are
complete.
Extension Activity:
ƒ
The class may decide to develop and implement a collective action plan for change. For
an example, see the CIDA website. http://www.acdi-cida.gc.ca/index-e.htm]
Assessment Strategies:
23
ƒ
It is recommended that both the action plan and the journal be evaluated with reference to
the B.C. Performance Standards for Social Responsibility.
[http://www.bced.gov.bc.ca/perf_stands/social_resp.htm
ƒ
The action plan may be self, peer and teacher evaluated. One useful source for assistance
in developing a rubric tailor made to the criteria established by yourself and your students
in Rubistar. [http://rubistar.4teachers.org/]
The Struggle For Social Justice unit may be both self assessed and teacher assessed using
the unit Reflections on The Struggle for Justice Unit form. Students may complete
these forms as part of their journals or hand them in separately
Lesson Resources:
ƒ
ƒ
Action Plan form
Unit Evaluation form
24
Action Plan
Brief history of Issue:
Goals (what you would like to do to help with this issue and why):
Strategy/Timeline (detailed description what you will do and how long it will take):
Resources needed:
25
Reflections on The Struggle for Justice Unit
Answer the following questions in your journal and submit them with your journal for
marking.
1. What parts of this unit did I enjoy the most and why?
2. What topics or parts of this unit could have been better? Explain how you would have
made it better.
3. List five interesting facts you found out in this unit and why are they interesting to you?
4. Answer the question, “What have I learned this unit? After rereading my journal entries;
thinking about the various issues, freedom fighters and forms of action taken; and
reviewing my social justice action plan, the key ideas I have taken away from this unit
are…”
5. What ways may the information and the work that you have completed in this unit affect
you and your future?
26
Exten
nsion Activitty:
To exxtend this uniit and make it
i more relevaant and handds on the studdents can chooose a humann
rightss issues and action
a
plan frrom the classs and have the class follow
w up with it. They can
also use
u this action plan to suppport those inn need. An exxample is ourr support of the
t shelter inn
Nepal, or a “V. Day” campaigns (see Photoo) You can loook at the folllowing webssite to see
what we have beeen doing for the
t shelter in Nepal and our
o global ed class in geneeral. We havee
recenntly had a sileent auction too raise moneyy for those inn need in the lower mainlaand and
Nepal. We also co
ollect money and goods for
fo Christmass hampers forr three familiies in the
comm
munity and deelivered them
m to the families.
Child Wellfare society of Nepal: ww
ww.gurkhabooy.com/CWS
S.htm
Global Ed
d. At ACSS: www.gurkha
w
aboy.com/soccialworld.htm
m
We have
h
been in touch
t
with thhe Canada yoouth millennium project and
a are hopinng to work onn
a projject with them
m. They are available
a
to assist
a
anyonee with projects like this.
UBC youtth Millennium
m project: htttp://www.ym
mpworld.org//home.html
2
27