You must be signed in to create a rubric.

1-Pager
All grades  Project 6 weeks

I-Controversy- How do I know what I believe?

Lori F
D4.3.9-12
D4.1.6-8
D4.3.6-8
Self Directed Learning
Academic Mindset
+ 1 more
1-pager

Purpose

The purpose of this learning experience is to engage students in a comprehensive exploration of controversial issues through a series of interconnected essays. This project encourages students to delve into personal narratives, construct and analyze arguments from multiple perspectives, and reflect on their evolving understanding. By integrating real-world interactions and community engagement, students will develop critical thinking, empathy, and self-awareness, culminating in a meaningful dialogue with peers and community members.

Learning goals

The learning goals for this project include developing students' ability to construct and present well-reasoned arguments using evidence from multiple sources, while understanding and articulating opposing viewpoints. Students will enhance their self-directed learning skills by actively engaging in reflection and utilizing peer and teacher feedback to guide their writing process. They will cultivate an academic mindset by exploring their personal beliefs and identities, fostering a sense of belonging and self-efficacy. Additionally, students will practice critical thinking and problem-solving by addressing complex, real-world issues relevant to their communities, ultimately demonstrating their learning through various written and oral presentations.
Standards
  • [National Council for the Social Studies] D4.3.9-12 - Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
  • [National Council for the Social Studies] D4.1.6-8 - Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
  • [National Council for the Social Studies] D4.3.6-8 - Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Products

Students will craft a series of four essays, each exploring different facets of their chosen controversial issue, culminating in a reflective piece on their intellectual journey. They will compile these essays into a 'Digital Portfolio' enriched with multimedia elements that document their research and personal growth. Additionally, students will contribute to a community art installation, visually representing their essays and reflections through mixed media, inviting community engagement and dialogue.

Launch

Kick off the learning experience with a 'Belief Exploration Workshop,' where students participate in interactive activities designed to challenge their assumptions and explore the origins of their beliefs. This workshop will include role-playing exercises and guided discussions that encourage students to reflect on how their personal experiences shape their perspectives. The session will conclude with a 'Storytelling Circle,' where students share personal narratives related to their chosen controversial issues, fostering empathy and a sense of community as they listen to and reflect on each other's stories.

Exhibition

Arrange a 'Living Library' event where students become 'books' and engage in one-on-one conversations with visitors, sharing their personal narratives and research findings. Host a 'Dialogue Dinner' where students and community members discuss the essays and their societal implications over a meal, fostering meaningful connections. Organize a 'Socratic Symposium' for structured dialogue with peers and community members, exploring essays and the evolution of perspectives on controversial issues.