The grade 6 curriculum for Social Studies, in the last module, touches on the unequal global distribution of wealth, violations of human rights (focusing on children), and taking age-appropriate action.To try and do something a bit different, I think I would like my students to use technology to create a mock trial for either the owner of a chocolate plantation in Africa where there is child forced labour, and/or for both the person who kidnapped/sold the child into slavery. One issue with incarcerating the kidnapper is that it is often a family member, like an uncle (in one documentary I saw).
Activity: to create and have filmed a mock trial to judge whether someone or some people is/are guilty or not of violating the human rights of a child or children. It could be based on one particular industry or market, or, students could research and present different kinds of violations and then choose one to do a mock trial on. Since I have a lot of resources on child labour in the chocolate industry, I believe I would steer them towards doing this - after all, what child is not interested in chocolate!
Context: a courtroom (with a judge, lawyers, news reporters, family members of the victims and of the accused, etc.
Desired behaviour: after having learned about human rights, and after having done some activities to learn more about a specific industry/market involving forced, child labour (I have a great article, a great PowerPoint, and can show them a great documentary - all after getting permission from the parents), students will not only be more aware of the violations of children's' rights, but also be aware of how their actions can support these violations (for example, not buying Fair Trade Chocolate).
Intrinsic feedback: we could have guests (teachers or students) be invited to serve as a jury and make the decision, which would set the accused free or have them face the punishment. The judge could deliver what he/she is appropriate (could be based on how they feel, or could be based on research done by the class of previous consequences). It would be interesting to see someone receive a sentence, and then add a small scene seeing how the person got off free in a very short time. The mark given by the teacher for the final product, and the process as it unfolds, is also intrinsic feedback.
Mike
Activity: to create and have filmed a mock trial to judge whether someone or some people is/are guilty or not of violating the human rights of a child or children. It could be based on one particular industry or market, or, students could research and present different kinds of violations and then choose one to do a mock trial on. Since I have a lot of resources on child labour in the chocolate industry, I believe I would steer them towards doing this - after all, what child is not interested in chocolate!
Context: a courtroom (with a judge, lawyers, news reporters, family members of the victims and of the accused, etc.
Desired behaviour: after having learned about human rights, and after having done some activities to learn more about a specific industry/market involving forced, child labour (I have a great article, a great PowerPoint, and can show them a great documentary - all after getting permission from the parents), students will not only be more aware of the violations of children's' rights, but also be aware of how their actions can support these violations (for example, not buying Fair Trade Chocolate).
Intrinsic feedback: we could have guests (teachers or students) be invited to serve as a jury and make the decision, which would set the accused free or have them face the punishment. The judge could deliver what he/she is appropriate (could be based on how they feel, or could be based on research done by the class of previous consequences). It would be interesting to see someone receive a sentence, and then add a small scene seeing how the person got off free in a very short time. The mark given by the teacher for the final product, and the process as it unfolds, is also intrinsic feedback.
Mike