This is a PRE-ASSESSEMNT to help students start to think about how they are and to gauge their video making ability. 

Students will make a "VINE" like video sharing one thing about themselves to help us get to know them. The video is only 10 Seconds long, so they will need to be creative in their storytelling. Typically I will not show other student examples before students do this assignment because I want to push them to be creative and to show me their ideas.

Student Examples: 

Memorization and regurgitation is no longer a necessary skill for the 21st Century. We have access to an infinite amount of information at our fingertips, I make the argument that it is more important for students to analyze information rather than memorize the information.

The purpose of this lesson is to help students begin to ask questions about the information they access. By looking at the extreme example of North Korea's propaganda students are more easily able to recognize the concepts of media literacy. Students will identify and analyze sources. 

The comparison chart was created based on the Center for Media Literacy Tool Kit and can be modified.

 

References:
 Center for Media Literacy. (n.d.). Retrieved January 16, 2014, from http://www.medialit.com/ 

FRONTLINE. (2014, January 14). Retrieved January 15, 2014, from http://www.pbs.org/wgbh/frontline/film/secret-state-of-north-korea/ 
 

The purpose of this module is to build on the media literacy concepts from the previous lesson for students to practice analyzing sources. 

This activity comes from Stanford History Education Group (SHEG), Thinking Like a Historian lesson plan: Evaluating Sources. [© Copyright 2009, Avishag Reisman and Bradley Fogo.]

One question that historians face all the time is who to believe? What makes one account more trustworthy than another?

You can choose to put students into groups for this activity, however it is set up for students to complete as a survey then discuss in class forum. 

Review student answers. Use the following answer key to guide discussion:

NOTE: The key takeaway from this activity is that historical understanding is intertextual. Though students are asked to choose one source over the other in this lesson, they would ultimately need to corroborate their sources with additional evidence in order to adequately answer these historical questions.

Answer Key:

1. Source 2: Historians base their accounts on multiple primary and secondary documents and extensive research. Hollywood films have no standards for historical accuracy.

2. Source 1: Audience shapes the stories we tell. We can imagine that even in 1936, a former slave would be wary of criticizingslavery to a white government official. That is not to say that Source 1 is necessarily accurate; we can imagine a former slave might exaggerate accounts or possibly not remember details so well. Of the two sources, however, Source 1 will probably be more trustworthy.

3. Source 2: Human memory is notoriously unreliable. A map of a concentration is technically an “objective” source. On the other hand, there is no guarantee that the map perfectly mirrored the layout of the camp.

4. Source 2: Any government film created in 1942 to explain internment would be propaganda. The declassified evidence in the Congressional report makes Source 2 more reliable.

5. Source 1: Sworn testimony is the gold standard of evidence. Although testimony can be corrupted by lying, coercion, and the shakiness of human memory, in this instance Source 1 is Evaluating Sources more reliable than a public speech by a General whose reputation is on the line.

6. Neither: Textbooks from the 1980s tended to overlook and/or neglect the experiences and accounts of Native Americans. On the other hand, a newspaper account from 1876 would likely have lacked credible evidence about the battle and/or have been biased towards Custer and his men.

References: 
 Reisman, A., & Fogo, B. (2009). Evaluating Sources. Retrieved January 17, 2014, from https://sheg.stanford.edu/ 

Context & Perception it is critical to giving students a baseline of understanding how they see the world and introduce them to the concept that other's see the world differently from them. 

The purpose of this lesson is to take the ideas of media literacy and sources and start looking inward to apply it to themselves. The objective is to have students to recognize multiple perspectives (everyone sees the world differently).

Typically this lesson is given via PowerPoint in class with a discussion, for online I have selected a version of Dr. Ralph Brown's presentation to show, which is more effective then having students read it and look at the images. 

The late Dr. Ralph Brown, one of the best human beings who I have ever had the privilege of meeting and an amazingly brilliant sociologist. 

References:
 Brown, R. (2015). Exposing Yourself: Why We Need More and Better World Citizens. Retrieved July 10, 2016, from https://www.youtube.com/watch?v=G579cEW_k-s 
 

Video and discussion lesson.

There are a few ways to complete this lesson, however, it is best to ask students questions and let them drive the conversation. Objective: To get students to reflect on their own stereotypes. Note: I use this lesson on the first day of school when teaching US or World History. Suggestion - This is a lesson geared toward teachers in the United States, but could be modified for classrooms in other countries. The purpose of this lesson is to take the concept of multiple perspectives a little deeper for students to recognize their own views (stereotypes).

1. Watch: Honorable Journey

Play, "Honorable Journey"

Pause the video at :58 seconds

Ask the students what the narrator is talking about.

Ask the students what they think the narrator looks like? What evidence draws them to their conclusions? [Let them have their own conclusion then continue watching.]

Pause the video again after the narrator is introduced. Discuss their reactions.

If you choose to continue watching the rest of the video: Point out the relationship between the Hawaiian and the Mainland Japanese Americans.

You may also want to point out the importance of learning history (from different perspectives). It took 30 years for vindication for refusing to fight.

2. Watch: "What Kind of Asian Are you?"

Who is more offended the man or woman? Why? Explain.

Who do you think this situation happens to more often? Why?

Allow students to discuss and reflect.

This is just a link to the video until it can be updated on this website.

3. Read: "A Different Mirror: A History of Multicultural America"

Read the story from Chapter 1 (pages 1-3) of "A Different Mirror: A History of Multicultural America" by Ronald Takaki

He tells a story about his experience with Asian stereotypes in America.

Note: This can be before watching "What Kind of Asian Are You?”

4. Watch: "The Colbert Report" 1/23/2014

http://www.cc.com/video-clips/0i8pwp/the-colbert-report-china-s-colbert-report-rip-off

Note: This is an optional clip. The lesson can still be effective without this class.

If desired, this is a great clip to talk about media literacy, copy right, and stereotyping.

Watch: The opening sequence then SKIP TO  10:38 watch to 14:40 (MUTE: 13:00-13:03), SKIP TO 11:40-11:48

Discuss the stereotypes and any of the other issues brought up in this clip.

5. Watch: "America the Beautiful - Coke Commercial"

Ask students to discuss what they think about it.

Does this reflect America? Why or why not?

6. Watch: "Bridge of Spies" - "The Rule Book"

Note: The link above is not edited.

Have students discuss this and why we study US History and what it means to be American.

Discuss the multicultural history of America, it is not just the European perspective.

References:

Coca-Cola Corp. (2014). America the Beautiful: Coke Commercial. Retrieved July 10, 2016, from https://www.youtube.com/watch?v=vUGDQo2Pb6g

Colbert, S. (2014). The Colbert Report 1/23/14. Retrieved July 10, 2016, from http://www.cc.com/video-clips/0i8pwp/the-colbert-report-china-s-colbert-report-rip-off

Menick, S. (2015). Honorable Journey. Retrieved July 10, 2016, from https://vimeo.com/59604998

Spielberg, S. (2015). Bridge of Spies.  Retrieved July 10, 2016, from https://www.youtube.com/watch?v=kQtN5g-6s6c

Takaki, R. T. (2008). A different mirror: A history of multicultural America. Boston: Little, Brown &. pp.1-3.

Tanaka, K.,David Neptune, D. (2013). Retrieved July 10, 2016, from https://www.youtube.com/watch?v=DWynJkN5HbQ

The majority of this lesson comes from TeachUNICEF.

Overview

This lesson engages students in reflecting upon what it means to be a global citizen. Although students are often taught the concepts of citizenship and the characteristics of good citizenship during the elementary years, students may not have considered previously their roles as citizens in a global society. Using authentic examples of global citizenship among youth as a springboard for discussion, students determine how they are citizens at various levels. Afterward, students begin their inquiry of a chosen global issue about which they will take informed action at the end of the unit.

Objectives

Students will

• Compare the concepts of citizenship and global citizenship.

• Identify essential knowledge, skills, and attitudes of a global citizen.

• Provide examples of their participation in various levels of citizenship (i.e., local, national, and global).

• Identify a significant, researchable issue of local and global significance, building upon prior knowledge, perceptions, and feelings about the issue.

Note: Students’ pre-assessment responses to the question What Is a Global Citizen? will serve as a baseline for comparison against post-assessment reflections at the end of the unit. Although varied definitions of global citizenship exist, the U.S. Fund for UNICEF defines a global citizen as “Someone who understands interconnectedness, respects and values diversity, has the ability to challenge injustice, and takes action in personally meaningful ways.”

 Define “citizen” as a member of a community who has rights and responsibilities.

Explain that it is possible to be a member of different communities at the same time; therefore, there are different levels of citizenship. For example, one is a member of local communities (school, town, city, state), a national community (country), and an international community (the world) all at once. 

Draw a “Circle Map of Citizenship” on a sheet of chart paper as pictured here. Ask students to identify their roles, or how they participate, as citizens at each of the levels depicted. 

Ask what the difference is between being a citizen (of the U.S., for example) and a global citizen. Explain that citizenship is often granted by a government, whereas global citizenship is not. Instead, one can become a global citizen simply by demonstrating certain characteristics, or habits of mind, body, and spirit—anyone can become a global citizen.

Part II: Introducing Global Citizenship

Explain that examples of global citizens will be presented in order to further explore what it means to be a global citizen and how global citizens can make a positive difference in the world.

 Project two or more of the images from Handout 1, “We Are Global Citizens.” Read the blurb that accompanies each image together as a class. Ask students what the individuals depicted have in common.

Project Handout 2, “What Is a Global Citizen?” on a white board. Ask students to identify the knowledge (head), values (heart), and skills (hand) that these global citizens needed in order to take informed action. Fill in these areas with student responses.

Journal Reflections •

• Who is a global citizen?
• What does a global citizen know and value?
• What skills does he or she have? 
• How can I be a global citizen?

References: 
 Crawford, E. O., Ph.D. (2013). Exploring Our Roles as Global Citizens. Retrieved July 7, 2016, from https://teachunicef.org/sites/default/files/documents/units-lesson-plans/global_citizenship_gr_3-5_final_7-13.pdf 
 

Students will view and take notes on two short videos about the lives of teens in different countries then discuss the similarities and differences. The purpose of this lesson is for students to recognize their place in the workd

Have students complete the graphic organizer in their notebooks. Then discuss.

Notebook format

https://docs.google.com/document/d/1GB4fe9XVidBuS4-xfPrhcAe3jrYs9P9YIPNLTQNvbls/edit?usp=sharing

 

Three columns: Africa, India, United States

Describe the lives of teens in each location

Have students think about their own lives and complete the US column. Then watch the other two videos and have students write down and discuss what they observed.

 

Similarities: What do their lives have in common?

Students may come up with responses like: Communal Bathrooms, Safety Issues, Not Clean, etc.

 

What do teens in Africa, India and the U.S. have in common based on the above information?

Students answers may vary, but we are looking for the idea that they take action to help make their communities a cleaner safer place.

 

Hands of Love - Kibera, Kenya

Students will watch "Hands of Love" and take notes describing David's life. Where/How he lives, what he does.

 

Safer Cities - New Delhi, India

Students will watch "Safer Cities Project" and take notes describing the girls' life. Where/How they live, what they do.

 

United States

It is good to have students first think about their own lives and complete the United States column first. Students describe their life. Where/How they live, what they do.

 

References:

Odhiambo, S., Masai, F. (2008). Hands of Love. Adobe Youth Voices, Beyond Green. Retrieved July 10, 2016, from https://video.tv.adobe.com/v/1483/

Plan International. (2013). Safer Cities. Girl Effect, Plan-International. Retrieved July 10, 2016, from http://www.girleffect.org/media?id=3056

As a final project for this unit students will make another 10 second video. The difference is in this video students will incorporate something they learned about themselves throughout the unit. 

They will submit their video and have a peer review their project and students will have the opportunitiy to edit their final video. 

The rubric is set up with the perspective of grading that a 4 (A) is outstanding above and beyond. 3 (B) Above Average. 2 (C) Average. Grading has become so inflated, so the grading system is to deflate grades back to their actual meaning. However, the grading system on the rubric can be modified by the teacher. Gr