Lesson Overview
Title: Social Justice Stories
Author: Stephanie Vislosky
Subject: Social Studies
Grade Level(s): 9
Duration: 2 Weeks
Unit Description
In this Current Events: Social Justice unit, students will be asked to research and pick a social justice issue that they hold close to their heart. The first half of the unit, students will use the C3 Frameworks to plan inquiry into a topic, apply disciplinary tools and concepts to their topic, start evaluating sources and using evidence (National Council for the Social Studies, n.d.). Finally, in the last half of the unit they will communicate conclusions and take informed action (National Council for the Social Studies, n.d.) on their chosen issue.
Lesson Description for Day
Students will begin experimenting with basic features of Scratch programming before continuing their project where they will take informed action and communicate conclusions on their chosen social justice issue.
State Standards
Social Studies (2014) 6.3.12.D.1: Analyze the impact of current governmental practices and laws affecting national security and/or individual civil rights/ privacy.
21st Century Life and Careers (2014) 9.3.12.IT-PRG.6: Program a computer application using the appropriate programming language.
Goals
Unit Goals: SWBAT design a story using Scratch to inform the viewer about a social justice issue and communicate one proposed solution for that issue.
Lesson Goals: SWBAT create a Scratch program with dialogue and at least two characters. Students will experiment with Scratch’s platform so that in future lessons they can tell a story about their social justice issue and help communicate a solution that they have discovered.
Methods
Anticipatory Set:
Teacher will show students a full Scratch video regarding a social justice issue that they feel passionate about. This video will tell about the issue, communicate a proposed solution, and leave the viewer with a question/something that they can think about.
Introduce and Model New Knowledge:
Teacher will then ask students to critique what they saw on the Scratch video and ask how many of them might feel comfortable doing something similar.
Teacher can show a Scratch introductory video as well to show all of the things that can be accomplished on Scratch - this way students can tell a story, make a video game, or do something totally out of the box when it is time to present their own information.
Students will then be provided with a checklist of steps to take when creating a story in Scratch. Teacher will show students how to add a Sprite to a blank canvas and how to make it talk.
Provide Guided Practice:
Students will then open a blank canvas on Scratch and pick a sprite, add it to the canvas, and make it say something. Teacher will do these steps with students on the white board and make sure to stop for any questions.
Provide Independent Practice: Students will then use their checklist to either - add another sprite, add music, add a backdrop, (basically add one more element into the canvas) independently. Students who have successfully completed the checklist may help out one another or experiment with something else. They can even begin the story making process for their final project.
Wrap-Up
Teacher can have a coded Scratch telling students to submit an exit ticket about what they liked about Scratch, what they didn’t like, and what they hope their movie looks like by the end of the final project.
For extra coding practice - students can create a quick Scratch code for their exit ticket if they are comfortable. Students who are not as comfortable with coding do not need to do it on Scratch.
Assessment
Formative/Ongoing Assessment
As mentioned previously, students will be completing a checklist for their first steps of their project (see materials for basic overview). Each checkpoint will be a formative assessment, teacher should make sure to check each student’s work at least twice and initial next to the checkpoint(s) that are completed.
Summative/End of Lesson Assessment
Lesson Objective: SWBAT create a Scratch program with dialogue and at least two characters
If students have successfully completed this objective, put a check next to their name in the roster. If they have not, write next to their name why and perhaps how you can help them tomorrow (were they goofing off? Were they trying their best but confused? Did they work on a storyboard and will code tomorrow?)
Materials:
C3 Frameworks (https://www.socialstudies.org/standards/c3)
Basic Checklist
(https://docs.google.com/document/d/1_GXrUvlFf1OhSzdyFWnshV5OpICT1nDb2dORy89jWk0/edit?usp=sharing)Chromebooks (Students will bring them to school as always)
Access to Scratch (classroom should be set up prior)
References
National Council for the Social Studies. (n.d.) College, Career, and Civic Life (C3) Framework
for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics,
Economics, Geography, and History. https://www.socialstudies.org/standards/c3
