Upstanders Uncovered: The Justice Journey

8th Grade

Project
3 weeks

Upstanders Uncovered: The Justice Journey

PZaiter2

8L4

8L5

8R2

8R4

8SL1

+ 2 more

Purpose

This project aims to immerse 8th-grade students in the exploration of social justice through the lens of Art Spiegelman's 'Maus' and the concept of upstanders. By engaging with community partners, students will gain insights into modern-day advocacy and develop empathy and action-oriented skills. Through hands-on activities, debates, and creative projects, students will critically analyze historical and contemporary responses to injustice, fostering a deeper understanding of their role in shaping a just society.

Learning goals

The learning goals for this project include developing students' ability to analyze themes and character roles in graphic novels, particularly focusing on the concept of upstanders as depicted in 'Maus.' Students will enhance their skills in interpreting figurative language and word nuances, applying these insights to diverse formats and discussions. Additionally, students will cultivate persuasive communication skills through debates and collaborative activities, while fostering empathy and critical thinking about social justice issues. Through creative projects and community engagement, students will gain a deeper understanding of the impact of storytelling in shaping historical narratives and promoting social change.

Standards

8L4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
8L5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
8R2 - Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.
8R4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings.
8SL1 - Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
8SL2 - Analyze the purpose of information presented in diverse formats (e.g., including visual, quantitative, and oral) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
8SL4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear enunciation.

Products

Students will create a series of short films or video essays that explore the impact of upstanders throughout history, drawing connections to themes in 'Maus.' These multimedia projects will be showcased at the Justice Festival, allowing students to present their findings and engage viewers in discussions about social justice. Each student will also contribute to a collaborative digital archive that documents their learning journey and reflections on upstanders, which will be shared with community partners.

Launch

Kick off the project with a 'Graphic Novel Exploration Day,' where students engage with 'Maus' through interactive stations. These stations will focus on key themes, character analysis, and the use of figurative language. Encourage students to participate in collaborative discussions and reflections centered around the essential questions, setting the stage for a deeper understanding of upstanders and social justice.

Exhibition

At the Justice Festival, students will present their creative projects at interactive booths, inviting guests to engage with art installations, dramatic readings, and digital storytelling that explore the impact of upstanders throughout history. Each booth will be designed to provoke thought and discussion, allowing visitors to delve into the themes of social justice and the power of individual action. Students will guide guests through their exhibits, sharing insights and encouraging reflection on the role of storytelling in driving social change.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Graphic Novel Exploration - Students explore 'Maus' through stations focused on themes, character analysis, and figurative language, sparking collaborative discussions on upstanders (100 min)	Theme Development Workshop - Analyze the central themes of 'Maus' and discuss their evolution, connecting to historical and contemporary examples of upstanders (50 min) Figurative Language Deep Dive - Examine and interpret figurative language in 'Maus' and discuss its impact on tone and mood (50 min)	Community Partner Introduction - Engage with social justice advocacy groups to learn about modern-day upstanders and participate in empathy-building activities (60 min) Reflection Circle - Share insights on essential questions and discuss evolving understandings of upstanders and social justice (40 min)	Word Meaning Strategies - Develop skills to determine meanings of unknown words in 'Maus,' focusing on multiple-meaning words and phrases (50 min) Collaborative Discussion - Engage in discussions about the role of upstanders in shaping history, using insights from 'Maus' (50 min)	Visual Storytelling Seminar - Analyze visual elements in 'Maus' and evaluate their contribution to storytelling and social justice themes (60 min) Panel Preparation - Prepare for a panel discussion with community partners by developing claims and gathering evidence from 'Maus' (40 min)
Deliverables	1. Students will create a one-page visual reflection summarizing their initial understanding of upstanders and social justice, drawing from 'Maus' and their engagement with community partners during the Graphic Novel Exploration Day.
Preparation	1. Gather copies of 'Maus' for student use during the Graphic Novel Exploration Day. 2. Set up interactive stations that focus on key themes, character analysis, and the use of figurative language in 'Maus'. 3. Coordinate with community advocacy groups to facilitate workshops on modern-day upstanders and social justice. 4. Prepare reflection prompts for the 'Reflection Circle' to guide students in sharing insights on social justice and upstanders. 5. Arrange necessary materials for students to create their visual reflections, such as poster boards, markers, and digital tools.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Theme Investigation - Students analyze the development of themes in 'Maus,' identifying how the text highlights the role of upstanders in historical contexts (30 min) Figurative Language Workshop - Explore figurative language and its impact on tone and mood in 'Maus,' focusing on words with multiple meanings and connotations (40 min) Group Discussion on Upstanders - Engage in collaborative discussions on the essential question: 'What does it mean to be an upstander?' and relate it to themes in 'Maus' (30 min)	Upstander Role Play - Students participate in role-playing exercises to understand the actions and motives of upstanders in 'Maus' (30 min) Community Partner Workshop - Attend a workshop hosted by a community advocacy group to learn about modern-day upstanders and their impact (40 min) Reflection Session - Share insights from the workshop and discuss how perceptions of upstanders have evolved (30 min)	Debate Preparation - Students prepare for debates by researching different perspectives on social justice issues using 'Maus' and other resources (40 min) Debate Session - Host a series of debates where students critically evaluate the role of upstanders in shaping history (40 min) Peer Feedback Exchange - Provide and receive feedback on debate performances, focusing on clarity and persuasive communication (20 min)	Interactive Project Development - Begin creating short films or video essays analyzing upstanders in history using 'Maus' as a reference (50 min) Storyboard Creation - Develop storyboards for multimedia projects, ensuring clear connections to themes of social justice (30 min) Figurative Language Application - Apply insights from earlier sessions to enhance the storytelling in multimedia projects (20 min)	Critique and Revision Workshop - Engage in peer review sessions to refine multimedia projects, focusing on depth of analysis and engagement (40 min) Panel Discussion Preparation - Prepare for panel discussions with community partners by reviewing evidence and claims from 'Maus' (30 min) Reflection Circle - Organize a reflection circle to discuss how understanding of social justice and upstanders has evolved, guided by essential questions (30 min)
Deliverables	1. Completed theme maps connecting 'Maus' to modern-day upstanding behavior, presented in class. 2. Draft scripts and storyboards for short films or video essays on upstanders.
Preparation	1. Gather graphic novel copies and thematic analysis guides for 'Maus'. 2. Coordinate with community advocacy groups to schedule the workshop and prepare materials needed for interactive activities. 3. Provide equipment and software for video recording and editing, such as cameras, microphones, and editing software. 4. Prepare prompts and guidelines for the Reflection Circle to facilitate meaningful discussions.

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Creative Project Development - Students work in teams to finalize their creative projects for the Justice Festival, ensuring they effectively communicate the role of upstanders (50 min) Peer Review and Feedback Session - Exchange feedback with peers on project clarity, engagement, and depth, focusing on the portrayal of upstanders (50 min)	Panel Discussion Preparation - Refine claims and gather evidence for the panel discussion with community partners, emphasizing themes from 'Maus' and other texts (50 min) Practice Panel Discussion - Conduct mock panel sessions to practice presenting claims and engaging in evidence-based discussions (50 min)	Justice Festival Setup - Collaboratively organize and set up interactive booths, ensuring each exhibit effectively highlights the impact of upstanders (60 min) Reflection Circle - Reflect on personal growth and understanding of upstanders and social justice through guided prompts (40 min)	Justice Festival Exhibition - Present creative projects at the festival, guiding guests through interactive experiences and discussing the significance of upstanders (100 min)	Festival Debrief and Reflection - Share experiences from the festival, discuss key takeaways, and reflect on the impact of storytelling in social justice (50 min) Final Reflection and Evaluation - Evaluate personal learning and development throughout the project, completing self-assessment and goal-setting for future advocacy (50 min)
Deliverables	1. Complete and present a short film or video essay on the role of upstanders in history, drawing connections to 'Maus'. 2. Participate in a panel discussion with community partners, using evidence from 'Maus' to support claims about social justice. 3. Prepare and exhibit interactive booths for the Justice Festival, showcasing creative projects exploring upstanders.
Preparation	1. Ensure all video equipment and editing software are available and accessible for final film production. 2. Coordinate with community partners to finalize details for the panel discussion, including format and guiding questions. 3. Set up exhibition space for the Justice Festival, ensuring all necessary materials and technology are in place. 4. Prepare reflection prompts for the Reflection Circle to guide final discussions on the essential questions. 5. Review and compile feedback from peer review sessions to refine projects before the Justice Festival.