CIMA 12th Grade - Youth Promoting Political Action YPPA
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Summary
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Project Title: Youth Promoting Political Activism Teacher(s): Ranferi Bahena, Mary Sunderland, Carlo Robledo School / Academy: CIMA School of Communication Grade Level(s): 12 Core Subject(s): Government, Commercial Art Career Technical Education (CTE) Class(es): {{{classes}}} |
Contents |
Theme
This project has three primary goals. Teachers will facilitate students' progress in becoming informed, motivated and active in the political process. The students will create an authentic project for a political client. The Client will receive real time product that can be used in their industry in engaging the 18 year old demographic.
The goal of this project allows students to connect our school theme (communication) and incorporate it into a real world situation. The application of skills learned will produce a client based project.
Content Standards
Identify the content standards that students will learn in this project (two to three per subject).
| Subject | Content Standard | Assessment |
| Govenment | 12.1 Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
12.3 Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. 12.4 Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. 12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices. | Proposal, notebook and commercial |
| Commercial Art | 2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts. Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. 3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers | Commercial |
| English | may be a factor later | |
Begin with the End in Mind
A. What is being produced?
The students will create an issue-based commercial for an organization in the political arena. Students will create additional products throughout the year in preparation of the commercial.
B. How is that being assessed?
| Areas of Assessment | What is it going to look like? | Frequency & timing of Assessment | Weight |
| Time Management |
| Based on product deadlines | 30% NOTEBOOK |
| Product Production |
| Based on Product Deadlines | 30% |
| Research |
| October | 10% |
| Group Dynamics |
| Every six weeks starting at the end of October | 30% NOTEBOOK |
| Reflection | *Journal Video & Journal notebook | Weekly | NOTEBOOK |
| Communication with Client | *Client Communication Log
| *With Notebook
| NOTEBOOK |
| Client Satisfaction | *Client Feedback and Assessment
Post Presentation | *Presentation time
| 20%BONUS 15% |
C. What is the individual student producing?
1.The individual student is producing their part of:
* the notebook, * the video. * personal video reflectons and written reflections
D. How is that being assessed?
1.The notebook will be assessed by:
* content * organization * meeting deadline schedule * ability to use at senior exhibition
2. Video and notebook journaling will be assessed based on:
* relevancy to project * quality of communicating thoughts and ideas regarding the ongoing process
E. What is the group producing?
The group products are a complete video commercial and notebook
F. How is that being assessed?
The video commercial is being assessed by :
- Client satisfaction
- Clarity
- Professionalism
- Appropriate content
- Ability to target identified audience (young voters)
The notebook will be assessed by:
- Continuity of notebook to finished video
- Organizational quality
- A group assessment
SCANS Skills
Identify key SCANS skills students will demonstrate in this project.
| SCANS Skill | Assessment |
| Writing | Journals, scripts, and client correspondance |
| Reading | Reading through investigative Research, analysis of information and client correspondance. |
| Listening and speaking | Communication skills through different methods |
| Math | Calculating survey results |
| Critical Thinking | Analysing research infornamtion to find relevance for their own project.
Interpreting client communications to maxize client satisfaction |
| Personal Qualities | Demonstration of personal responsibility, collaborative skills within the group, time management skills,
communication skills with the group and the client. |
Driving Question
After the students see a video of intense images of the struggle regarding the immigration issue, the question is posed:
HOW DO YOU CHANGE THIS PROBLEM OF ILLEGAL IMMIGRATION?
Significant Question
How does politics fit into your world?
Plan the Assessment
Step 1
(Define the products and artifacts for the project)
Early in the Project:
* Construction of the Notebook format * 4-page proposal outlining the description of the project, the responsibilities of the team, a metaphor map of how the projects looks * Identification of client for the project * Video Journal setup
During the Project:'
* Client contact and reflection and analysis of client needs * Commercial storyboard creation and presentation to Client * Writing of script for commercial * Notebook maintenance * Video Journal maintenance
End of the Project:
* Notebook maintenance * Video journal maintenance * First cut of video commercial and presentation for critique * Editing Process * Final video commercial and presentation to class and Client * Final Notebook due * Video Journal due * Self assessment, team assessment, Client assessment
Step 2
State the criteria for exemplary performance for each product
Product: Notebook
Criteria:
1.Content which provides complete, accurate and relevant primary information sources.
2.Demonstrates continuity between notebook information and finished video commercial.
3.Demonstrates in-depth understanding and insight to the issues through careful analysis and reflections.
4.Careful attention to grammar and vocabulary for conprehension and creativity.
5.Critical thinking skills used at high level regarding formulation of ideas and procedures.
6.Organizational skills are highly developed to create key components including the bibliography,table of contents, communication logs and more.
Product: Political Video Commercial
Criteria:
1. Commercial is timed exactly to specifications.
2. Message and Content are both clear and memorable.
3. Message is successfully directed to target audience.
4. Information and Persuasive Techniques used demonstrate high levels of critical thinking.
5. Performance reflects careful rehearsals and a commercial free from mistakes.
Map the Project
| Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? | |||
| Product: <product> | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Research | X | ||
| Interviewing | X | ||
| video skills | X | ||
| Computer Movie Making | X | ||
| Collaborative skills | X | ||
| Critical Thinking Skills | X | ||
| Problem Solving Skills | X | ||
| Time Management
(working with end in mind) | X | ||
| Writing- CAHSEE | X | ||
| Reading for Implicit and Explicit Content CAHSEE | X | ||
| public Speaking | X | X | |
| business etiquette | X | X | |
| Organization | X | X |
|
What project tools will you use?
Software: Filming programs, music,
Hardware: Computers, cameras, tripods, microphones, dvds,
Filming locations, props, and costumes
Video clips to serve as models for students
Guest speakers and authentic client to connect to real world experience
Professional attire
Research resource lists for students
Models scripts, tv and internet commercials, persuasive messages
Caver Connection Studio
Production binders
Rubrics
Storyboard materials includine board, colored pencils, marker, paint
Transportation
Project Timeline
<
September: Milestone - Introduce project Youth Political Advocacy
Student Responsibilities - Understand project and what is required of them
Teacher Responsibilities - Introduce project, expectations, franework, timeline/relevancy to
senior portfolios
Research client contacts (So far we have contacted
1. Alberto Publido at USD
2. Ryan and the Democratic Party Office, San Diego
3. Ben Hueso (Democratic City Council) District 8
October: Milestone - Start researching interests
Student Responsibilities - Create a 4 page proporal on the project Metaphor map
Teacher Responsibilities - Work groups through the process. Contact Clients/set up
time to meet
November: Milestone - Introduction to client
Student Responsibilities - Understand the scope of the client's needs. Create communication
pathways between client and group
scheduling
Teacher Responsibilities - Liason between clients and groups, expedite transportation
December Milestone - Storyboard due first week in December/begin work on script
Student Responsibilities Present storyboard to class and clients
Teacher Responsibilities Create scheduling/evaluate the progress of
the groups, grade storyboard
January Milestone - - Start video production no later January after break/Notebook check
Student Responsibilities - Scheduling time with the camera, plan locations, practice, shoot,
edit/at least 1 client contact.
Teacher Responsibilities - Coordinating and supporting/Keep track of progress
February Milestone - Present 1st cut of commercial to client/teacher/editing
Student Responsibilities - Create a presentation for client. Take notes on client's reactions
and opinions. edit appropriately
Teacher Responsibilities - Evaluate/project status/facilitate as needed/client contact
March Milestone - - March 15 project due/schedule for class presentation
Student Responsibilities - Presentation to class/schedule client presentation
Teacher Responsibilities - Schedule presentations/grade presentations/monitor client
presentation schedules/transportation
April Milestone - Client presentation/notebooks due
Student Responsibilities - Present video commercial to client/notebook to teacher/group
evaluations due
Teacher Responsibilities - monitor client presentations/transportation/
May Milestone - Contest winner announced
Student Responsibilities - Preparation for Senior Portfolio
Teacher Responsibilities - Exceptional commercials to be broadcast on various sites,
Caver Connection, You Tube, Political Party
websites
>
- What challenges or problems might arise in the project?
- Client schedule flexivility
- Teachers inability to agree
- Lack of resources such as video cameras, student website restrictions, transportation
- Maintaining students focus
Manage the Process
<List preparations necessary to address needs for differentiated instruction for EL students, special-needs students, or students with diverse learning styles.>
- Teacher are going to select the groups to best utilize students' needs-talents. Selection of groups will be made to provide the opportunity for students to learn from each other's skills and talents and the product.
- SIOP strategies will be used to develop prior knowledge, and introduce new vocabulary concepts
- Teachers will screen clients in consideration student's cultural sensibilities
- Parent permission slips will be issued for transportation, field trips
- Verification of permission slips for students to be video
- Resource teachers will assist in reinforcing the curriculum and goals
How will you and your students reflect on and evaluate the project?
- Final individual and group written reflection
- Class discussion on the overall project experience including working with an authentic client
- Students will have a "BEST CLIENT" contest
- personal reflection of their individual part in the project and how to translate it into their senior portfolio
1st Quarter Update
- Students working on brainstorming issues important to them and politics. The students are analyzing a political cartoon about the lack of political participation.
- Leave it to Mr. Robledo to forget to take pictures of students working on the brainstorming where you could see the pages they were using. Never fear after the class Mr. Robledo took a picture of the board to show the work covered during the class.
- The group binder that will be updated by each individual group. An example of one student's brainstorming of 4 issues looking at the liberal and conservative side of each issue.
- Date Project Began Began:
October 29, 2007
- What Challenges have we encountered since the beginning of the project?
The process of starting school is difficult in most schools, but when starting a school year in a small school environment teachers have to do so much more then comprehensive schools to start the year. So the challenge to the project was just getting started. Then as we start the project teaching students the different pieces of the political world is very demanding, but students are having fun doing it. Teaching concepts like political behavior, political action committees, issue voting, political ideology, and political activism goes a little further then what is required of students.
- How have we overcome these issues?
Discussion, examples, political cartoons- anything that can give the students insight into the current issues and political reality of America today. Mr. Bahena is using computer searches to get the information needed to see the different political issues that surround 18 year old students.
- Any revisions to the Driving Question?
Not at this moment. No revisions.
- General response from the students.
The students seem to enjoy the idea of the project. The AP students in Robledo's class seem to like it because it is something more then just reading and taking tests. Their is a practical aspect of it. That seems to be the student's worry. They are all nervous to have to communicate with the organizations outside of school, but seem really excited to start this project.
2nd Quarter Update (1 February 2008)
1. What have you, as a team, learned from this project experience?
What we are learning is that it is difficult to manage small schools, teach our classes and focus on the project at hand. Students of the AP course have many tasks that they already have to do everyday so finding time for two government classes to get the project done is difficult.
2. What surprises have you, as a team, encountered during this project?
We find it very difficult to meet with the students and within the teacher's group. Students like the idea of the project and we are working hard.
3. What have you, as a team, done to address the diverse needs of a diverse classroom of students? We have 2nd language learner students so we always use lessons that are diverse in the delivery.
4. What do students say has been the most difficult part of this project?
Understanding the subject is the most difficult. We are condensing the project to one topic- abortion. It is a polarized issue and is a big part of the students life. It is very difficult to compartmentalize the different topics in the debate or subject.
5. What do students say has been the most valuable part of this project? I think the research of the subject gave them opportunities to ask important questions and get clarity on the political system. It give them opportunity to conceptualize the subject matter. We will see where they go.
The following four photos were taken during the second quarter.
Mr. Robledo working hard. A teachers dream students working out issues and creating with the teacher being a big wallflower. This was the Pro-choice room.
The Pro Life room trying to organize their thoughts.
Students looking for information about the abortion issues in this country.
Mr. Bahena helping students get through the research prompts.
3rd Quarter Update (11 April 2008)
1. How has this project changed the way you each teach your respective subjects? Mary bases her art classes on projects her students have to complete. This project isn't anything new to her, just the topic. Renferi and Carlo have to adjust their classes to work the project into their courses. It is not the easiest adjustment to make, but the students seem to understand the concepts argued for this project.
2. What kind of attention has this project created on your campus?
Very little attention has been made on the campus. San Diego High School is divided between 6 schools. Every school has their own focus. So at the School of Communication everyone knows what is going on with our PBL and the PBL that other teachers are doing within our small school. Around the big campus, not so much.
3.
B. If you are not producing a product for a client, how could this project be redesigned to include a beyond-the-classroom, authentic assessment?
B. We first designed this project with a client in mind. With limitations on time for all three teachers it limited our time to try and get clients. We did make phone calls, but we didn't have the time to really go after a client. Our responsibilities outside the classroom in small schools limits the time to go out and find clients. As for the projects these projects the students are doing could be used with clients. The don't have the outside the classroom person to critique, but we are demanding professional work.
4. What comments have you received from the parents of the students involved in the project and teachers on your campus who are not involved in the project?
Very little comments, but kids do ask about the project. They generally seem interested in it. It was the schools year to be reviewed by WASC. The WASC committee seemed really happy with the fact that we are trying project based learning in our classroom. It was a plus.
5. Photos.
