10 th grade injustice expedition overview
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10TH GRADE JUSTICE & HUMAN RIGHTS EXPEDITION
World History II and English II
This semester, we have explored the importance of studying
history, human rights and mass injustices in the 20th century.
Our main case study has been the Holocaust, which was an
aspect of World War II. For each subject, we have examined
the agency of different groups of people. We have been
interested in the choices individuals made to either actively
support oppression or to support it passively as bystanders.
We have been interested in forms of resistance and acts of
solidarity by upstanders, too. Indeed, people’s choices in the
past are precisely what have shaped history.
Many events in the 20th century set several conflicts around
the world in motion. As a result, millions of individuals have
fled home in search of safety. Many have landed on our own
doorstep, here in the United States. These migrants, like all
people, have human rights. Yet, we must still interrogate the
circumstances surrounding their migrations:
What are the stories of those fleeing mass injustice and the advocates dedicated to
supporting them?
What is the history of the conflicts they are fleeing?
What are migrants’ rights?
What are our responsibilities as people living in a country that has received over three
million refugees in the last forty years and countless other types of migrants?
How can we make a difference in addressing an injustice many migrants experience?
What are the choices we make in order to personally and collectively to shape history?
It is your turn to investigate how people in our community are challenging injustice both as
survivors and activists around the issue of migration. After researching your injustice, you will
use journalistic techniques, technology, and photography to tell the stories of these advocates
and survivors, while also informing and politicizing your local community members to get
involved in a local advocacy objective that will ultimately address an aspect of the injustices
migrants face.
“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.
Dear Parents and Families, We are writing on behalf of Capital City Public Charter School to inform you about our Injustice Expedition, which Ms. Cooper and I are coleading for the World History II and English II classes. We are asking students to think about what causes these injustices so that they can be effective global citizens and leaders in today’s world. Students will be interviewing an immigrant who has fled mass injustice in their home country and chosen to come to the United States or an advocate who supports immigrants. Students will be working on this project in either groups of two or three. Each group has been assigned someone to interview. We expect that the majority of the interviews will be conducted the week of January 59, 2014. Students will meet this person in order to conduct their interviews and finish their photo essays. Ms. Cooper and I know each of the interviewees directly or they are connected to someone we know and trust. Most of the interviews will be conducted at an advocacy organization’s office, those that are not will be at school, a coffee shop or other similar public place. Your child can give you the name of their interviewee or organization, location and time of the interview. Either of us will be happy to confirm any information given to you by your child and answer any of your questions. We are excited about the opportunity for students to get out into the real world and interact with some wonderful individuals who have important stories to tell. When students are ready to showcase their work later on this month or in early February, we will invite you to their special presentations! As always feel free to share any questions or feedback you have with us. Our Best, Ms. Laura Moye and Ms. Erin Cooper Lmoye@ccpcs.org and ecooper@ccpcs.org
PROCESS
1. Write a feature article profiling this advocate or survivor of injustice around migration.
Use primary and secondary sources as research for your article. Conduct interviews as part of your research process. Research information about the person using online and hard print resources. Identify the organization’s mission and how you can volunteer and contribute Each group member will fully transcribe at least 1 interview. You will present your article and photo essay to a panel of professional
journalists and photojournalists. They will give you your grade for the project.
2. Create a photo essay to accompany your feature article. Present 6 to 8 photographs with captions. All photos must be taken by you. You can utilize Photoshop or another photo editor. With your group, select one photograph that you took with appropriate captions
and thefinal feature article to post in a gallery space to present to the public, which includes the people you profiled.
3. Create a presentation on a “hotspot” country in the world.
You will research a country where mass injustice has caused large numbers of individuals to flee.
You will research the current state of that country and the historical roots of its presentday problems.
You will create a presentation about this history.
4. Take Action on Martin Luther King Jr. Day 2015. Identify a way you can contribute to helping to fight the injustice you have profiled
and implement your plan to contribute. Think about a way the 10th grade or you can use your article, images and/or
what you have learned in order to inform others about the challenges of migrants and the injustices they face.
Deadlines are final and late work is not accepted on longterm projects. Be sure you communicate with your teachers if you are experiencing any challenges with your group members, your interview subject, writing your article, or anything else that may occur.
DEADLINES
1/5: Interviewee selected and interview scheduled 1/8: First inperson interview conducted; Interview #2 Scheduled 1/12 Interview #1 Transcribed 1/13 Interview #2 Completed 1/20: First Draft of 500word Profile Article 1/21: Photo Essay 1/22: Final Draft of Profile Article 1/23: Photo Selected for GalleryPresentation for Judges TBD: Date and time of Presentation for Judges at The Washington Post
“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.
EXPECTATIONS
We will be using our school email addresses to communicate with each other and our interviewees and submit work via Google Drive. No other emails or format will be acceptable to use for submitting work or contacting potential activists. You must remember your password and check your email and Google Drive frequently (at least daily)!
We will hold you responsible for communicating with your group members and teachers, taking full responsibility for your share of the work assignment.
Interviews are your responsibility to schedule and follow through with. Wednesday afternoons, after school, and weekends are perfect times to schedule interviews. All members of your group must attend the interview.
HONORS EXTENSION: Honors students will be required to create and design a special extension project of their communal choosing. More to come January 6 at 3:45 p.m. in Ms. Cooper’s class!
“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.
RESEARCH and USE OF RESOURCES RUBRIC
Based on ACRL and BIT Standards | Modified from Oglethorpe University – Philip Weltner Library
CRITERIA EXCEEDING STANDARD
4
PROFICIENT 3
DEVELOPING 2
EMERGING 1
Student uses information from various research source types (i.e., books, internet sites, journal articles, etc.) that are relevant to their topic.
Student utilizes information from a variety of source types in their work. A variety of information retrieval tools have been used, and sources chosen reflect a discernment of information quality. The sources are relevant to the chosen topic.
Student utilizes information from a variety of source types in their work. More than one information retrieval tool has been used, and the sources chosen somewhat reflect a discernment of information quality. The sources, in most cases, are relevant to the chosen topic.
Student relies primarily on one source type in their work. Other source types may be consulted, but only marginally. More than one information retrieval tool may have been used, but sources seem to have been chosen for convenience rather than quality. The source(s) are somewhat relevant to the topic.
Student relies on one source type in their work. Only one information retrieval tool has been used. The source is loosely related to their topic matter, but better sources could have been chosen.
Student chooses authoritative research sources that are written by scholars or experts in the field of study.
Student utilizes sources that are written, gathered or created by authorities in the field. The sources reflect discernment of the credentials of the authors and publishers. Articles, data, research are published in official reports, peer review or scholarly periodicals. The books, data or research chosen are by experts and/or are published by a university press or other reputable publishing house. Websites are written by or attributed to experts or scholarly organizations.
Student mostly utilizes sources that are written by authorities in the field, with some popular sources also cited. The sources, in general, reflect discernment of the credentials of the authors. Most of the articles are published in peer review or scholarly periodicals. The majority of the books, data, statistics, information cited are by experts or are published by a reputable organization, university press or other reputable publishing house. Websites are written by or attributed to experts or scholarly organizations, but
Student utilizes a few sources that are written by authorities in the field, but mostly relies on popular sources. The sources are mainly written for the general public rather than for scholars. Many of the sources used are generalpurpose websites, anonymously written or written by authors with little expertise in the field of study. A few sources that reflect discernment of the authors and publishers, such as scholarly journals and books, are used.
Student uses one or two sources that are written by authorities in the field, but mostly relies on popular sources. The sources are mainly written for the general public rather than for scholars. Nearly all of the sources used are generalpurpose websites, anonymously written or written by authors with little expertise in the field of study. One or two sources that reflect discernment of the authors and publishers, such as scholarly journals and books or reputable organizations, may have been used.
“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.
some general websites are consulted.
Student utilizes research sources that are current or properly historically situated.
Student chooses research sources that are up to date and relevant to current research and theories in the field. Older works, when used, are consulted in order to historically connect to past theories and research.
Student chooses research sources that are mostly up to date and relevant to current research and theories in the field, though a few out of date materials may have been utilized.
Student chooses research sources that are somewhat out of date but still relevant to current research or theories in the field. Very few current works are consulted.
Student chooses research sources that are no longer relevant because the material is out of date. The material is no longer valid to current research or theories in the field.
Student leads, organizes and facilitates use of collaboration, communication, and productivity tools among group members to achieve team goals.
Student uses Google Document and Drive resources as directed by instructor. Student maintains systems of organization in order to keep track of information. Student successfully shares all documents and folders with group members and instructors.
Student uses Google Document and Drive resources as directed. Student maintains systems of organization in order to keep track of information, but some documents and folders are out of order. Student successfully shares most documents and folders with group members and instructors.
Student uses Google Document and Drive resources. Student somewhat maintains systems of organization in order to keep track of information; some documents and folders are out of order. Student shares some documents and folders with group members and instructors.
Student uses Google Document Student maintains systems of organization in order to keep track of information, but some documents and folders are out of order. Student successfully shares most documents and folders with group members and instructors.
“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.
JOURNALISM PROFILE ARTICLE RUBRIC
CRITERIA EXCEEDING STANDARD 4
PROFICIENT 3 DEVELOPING 2 EMERGING 1
CONTENT AND DEVELOPMENT
I can explain the human rights of migrants. (WH)
I can explain how governments, IGOS and NGOs support migrant rights. (WH)
Personal stories, anecdotes, details and quotes are mixed with specific facts, data and statistics about the injustice topic to create an engaging profile of an advocate. Includes: Flashback Quotes reveal the flaws and strengths of your profile subject. One or more statistics provide support for the claim
At least two personal stories, details, anecdotes and quotes are used. The profile clearly conveys who the profile subject is, the injustice and why the person is an activist. Includes: Flashback Quotes reveal the flaws and strengths of your profile subject. At least 2 statistics/data provide support for the claim
Content of the article needs work. Reader is left to wonder about the work, motivations and impact of your profile subject. Includes: Quotes reveal the flaws and strengths of your profile subject.
Article lists only a few facts without stories, anecdotes and quotes, or the article is incomplete. No statistics used No flashback or other devices used that would change the pacing and structure of the article
FACTS, STATISTICS
I can explain the human rights of migrants. (WH)
I can explain how governments, IGOS and NGOs support migrant rights. (WH)
The article has at least two (2) statistics, facts or data that demonstrate how the injustice affects a specific group discussed in the article. The facts in the article are attributed to a specific, credible source.
The article has at least two statistics, facts, or data that demonstrates how the injustice affects a specific group included in the article or showed on a graph. The facts in the article are attributed to a specific, credible source.
The article has one strong fact, statistic or data that shows how the injustice affects a specific group in the article. The facts in the article are attributed to a specific, credible source.
The article has one (or no) statistics, facts, or data that shows how the injustice affects a specific group. The facts presented are confusing, does not support the article’s main idea or is from an unreliable source.
LEAD
Lead is engaging and immediately pulls the reader into the story. Lead gives reader a hint or glimpse of an aspect of the profile subject (your interviewee). Lead expertly uses one of the suggested lead forms.
Lead is engaging and pulls the reader into the story. Lead indicates an aspect of the profile subject’s personality. Lead uses one of the suggested lead forms.
Lead is dry, but present. Lead reflects an aspect of the profile subject’s personality. Lead attempts one of the suggested lead forms, but does not fully execute it.
Lead is totally absent from the article.
QUOTES
Quotes used in the article include quotes from the profile subject and someone who knows the profile subject. Quotes fully support the claims made in the article about the profile subject, vividly showing — not
Quotes fully support the claims made in the article about the profile subject, showing — not telling — who the person really is. At least three strong quotes are used. At least
There are no quotes in the profile article. If quotes/lead are present, neither illustrates or supports the profile article’s illustration of the profile subject.
“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.
telling — who the person really is. At least three strong quotes from the profile subject are used. Several quotes — direct and indirect — (paraphrased) are used to illustrate the profile subject.
Direct and indirect — (paraphrased) are used to illustrate the profile subject. Quotes from at least two different sources are used.
KICKER (Closing)
The article ends with a strong kicker that avoids clichés, superficial summaries, generic thoughts for the future.
The article ends with a kicker that avoids clichés, superficial summaries, generic thoughts for the future.
The article ends with a kicker, but it is dry or contains clichés, superficial summaries.
Does not include the kicker; either ends abruptly, extremely confusing or without an ending.
MECHANICS No errors in Mechanics and/or a word count of at least 500+ words. Title reflects the heart of the profile and the interview subject.
1 or 2 errors in mechanics are present and/or a word count of 500+ words. Title reflects the profile’s central idea.
3 or 4 errors in mechanics are present and/or a word count of 500+ Title reflects an aspect of the profile subject.
5 or more errors in mechanics and/or a word count of less than 500 words. No title or title is not reflective of the profile subject.
“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.
PHOTO ESSAY
CRITERIA EXCEEDING STANDARD
4
PROFICIENT 3
DEVELOPING 2
EMERGING 1
PHOTO CHOICES
5+ photos are a mix of profiles and candids, which help illustrate the profile article.
5 photos are a mix of profiles and candids shots, which help illustrate the profile article.
5 or fewer photos are a mix of candids and profile shots, which illustrate profile article.
Photos are poorly chosen, don’t connect to the article or were never taken.
IMAGE QUALITY
Photos are correctly exposed. Pictures are clean. All photos are in focus.
Photos are usually correctly exposed. Pictures are usually clean. Photos are in focus.
a mix of photos with correct exposure and focus and those with dark and light extremes that obscure the photo’s content
Photos are too dark or too light. Pictures are blurry, hard to make out or not in focus.
CONTENT
Photography provides unique and interesting approach to subject in the photography, including: the profile subject and/or objects that illustrate the identity of the subject additional visual information that adds depth to the article.
Photography provides a lens to the profile subject, including: the profile subject and/or objects that illustrate the identity of the subject additional visual information that adds depth to the article
Photography illustrates the profile subject, including: the profile subject and/or objects that illustrate the identity of the subject or an aspect of the subject’s identity
Photos do not illustrate the profile subject or any aspect of who the profile subject is, what the person does and/or their challenges.
PHOTO ESSAY: CAPTIONS
Captions correspond to photos and summarize main points of profile article, adding context to the photo. Includes the Who, What, When, Where, Why Includes statistics and quotes (taken from interview with the subject) connected to the photo, profile subject and/or topic of the profile article
Captions correspond to photos and highlight some parts of the profile article. Includes the Who, What, When, Where, Why Includes factual information connected to the photo, profile subject and/or topic of the profile article
Captions correspond to the photos but it doesn’t consistently connect to the profile article. Includes most of the Who, What, When, Where, Why
No captions present or captions do not correspond with the photos.
PHOTO ESSAY OVERALL
GRADE
Photos are chosen well; captions are written well, and essay enhances the article.
Photos and captions reflect the overall profile article.
Photos and captions are present but needs improvement.
Photos and captions are incomplete.
“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.
PRESENTATION RUBRIC
CRITERIA EXCEEDING STANDARD
4
PROFICIENT 3
DEVELOPING 2
EMERGING 1
ORGANIZATION OF IDEAS
I can analyze and use appropriate development, organization and style for a specific audience, purpose and task.
Students present their process for writing the profile article, taking and choosing photos in a logical, interesting sequence that audience can follow.
Students present the process used to complete the project in logical sequence that audience can follow.
Audience has difficulty following presentation because students jump around from step to step in the process leaving things unclear.
Audience cannot understand presentation because there is no sequence of information.
CONTENT KNOWLEDGE
I can speak analytically and with insight about by perspective on injustice.
Students demonstrates full knowledge by answering all questions with explanations and elaboration.
Students are at ease with answers to all questions, but does not explain why or elaborate.
Students are uncomfortable with information and able to answer only simple (Who, What, Where, When) questions.
Students do not have a grasp of information; student cannot answer questions about subject.
ENUNCIATION I can speak analytically and with insight about by perspective on injustice.
Students use a clear, distinct voice, appropriate pacing and volume, precise pronunciation of terminology appropriate to the project
Student voices can be clearly heard; student speaks at appropriate pace and volume; most terminology is pronounced correctly.
Students’ voices are low, there is some difficulty in hearing or fully comprehending the presentation.
Students mumble, incorrectly pronounce terms, speak too quietly for audience to hear or understand what they are saying.
NONVERBAL COMMUNICATION I can speak analytically and with insight about by perspective on injustice.
Holds attention, using direct eye contact, seldom looks at notes. Students display relaxed, confident nature.
Consistent use of direct eye contact, but still returns to notes. Makes minor mistakes, but quickly recovers; displays little or no tension.
Displays minimal eye contact; reads mostly from notes. Displays mild tension; has trouble recovering from mistakes.
No eye contact; entire report read from notes. Tension, nervousness obvious; has trouble recovering from mistakes.
PRESENTATION OF WORK
I can layout and design a three web pages that clearly discusses an injustice using my profile article, photo essay and other images.
Display of work is straight and aligned on the website. All work posted can be seen by audience and does not need to be adjusted. Student has photo and profile article displayed.
Display of work is straight. Most of the work posted can be seen by audience and does not need to be adjusted. Student has photo essay and profile article displayed.
Display of work is somewhat in order. Some information posted can be seen by audience, but there need to be adjustments made. Student has either a photo or an article displayed, but not both.
Display of work looks haphazardly posted. Work must be adjusted during presentation and/or judge reminds students about their work quality. Student has either a photo or an article displayed, but not both.
ARTICLE AND PHOTO
Article has only one or two spelling, punctuation, sentence
Article has a few spelling, punctuation, sentence fluency, grammar errors.
Article has several spelling, punctuation, sentence fluency, grammar errors.
Spelling, punctuation, grammar, sentence fluency errors overwhelm the article.
“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.
I can write a journalistic feature article that profiles and discusses someone who is working against a specific injustice in the D.C. community. I can use research rituals and routines in order to investigate and locate an advocate or survivor of injustice in D.C.
fluency, grammar errors. Article includes quotes and statistics/data about injustice The writing compels reading and enhances an understanding of the advocate.
Article includes some quotes and statistics/data about injustice The writing enhances an understanding of the advocate.
Article includes either quotes or data, possible sources that are dubious or very little quotes or data. Errors in writing hamper an understanding of the advocate.
Article does not include any quotes or about injustice Due to errors or lack of information, the writing does not allow for a clear understanding of the advocate
“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.
Group __________________________________________________________ Judge Name ___________________________________________________
PRESENTATION SCORESHEET + QUESTIONS
1. What is your definition of injustice?
2. What did you learn about injustice while completing the Journalism expedition?
3. What was your process for gathering the information to write the article?
4. In terms of writing, how did you decide what information to use and what info
should not be included in the article?
5. For the photography, what choices did you make in how to shoot and frame the
photos? How did you decide which photos to keep, which to select?
6. What would you do differently now that the expedition is almost over?
7. What did you learn about the injustice and the person (people) you wrote about
while completing this project?
CRITERIA Your Score (out of four points)
ORGANIZATION OF IDEAS
/4
CONTENT KNOWLEDGE
/4
ENUNCIATION
/4
NON-VERBAL COMMUNICATION
/4
PRESENTATION OF WORK
/4
DISCUSSION OF ARTICLE AND PHOTO
/4
TOTAL (AVERAGE)
Use the area below to take notes about what the groups discussing as you speak with them.
“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.
11/7/2014 Potential Partner Organizations
Laura Monét
++[contacts given, Lindsay willing to speak] UNHCR ++[Sarnata guest speaker] Refugees International +U.S. Committee for Refugees and Immigrants (USCRI) +[ongoing]Contacts @ Amnesty +[no]Advocates for Survivors of Torture and Trauma (Karen Hanscom) +[contacted by Sarnata, too] IRC Bob LGBTI Asylumseekers and Detention: +http://www.casaruby.org/ +http://transequality.org/ ++Shawn Gaylord Human Rights First TASSC and CVT Report: http://www.cvt.org/sites/cvt.org/files/Report_TorturedAndDetained_Nov2013.pdf +Annie Sovcik, CVT: asovcik@CVT.ORG +Mary mary@tassc.org +UACs: https://www.supportkind.org/en/ ECDC Ethiopian Community Development Center: http://ecdcus.org/ +Susan KenneyPfalzer: SKPfalzer@ecdcus.org [responded, will put me in touch with silver spring office] +Genderbased Asylum: www.tahirih.org +Kayleen Hartman, kids, immigration lawyer +Laura Stump, Catholic Charities +Meredith Larson, Oxfam, formerly at AIUSA
+ = contacted
1. Casa de Maryland (Victor) 2. Capital City families?
(Lisvette) 3.
What do we want from these organizations?
Interview migrants Refugee from an injustice
personal safety persecution against someone for reasons of race/ethnicity, culture, sexuality,
religion, status economic injustice
Documented or undocumented
Asylum seekers or not Commonality: traveled from another country here in order to seek refuge from an
injustice that has compromised their lives Equity of Experience
Gender Age Sexuality Faith: Muslim, Hindu, Atheists Continents
10/10/14 Expedition Planning Day What are we doing to support those who are impacted by atrocities who come to the U.S. for asylum — safety and support? English overarching
How do my personal experiences in education inform my relationship with my future? What are genocide, homophobia, racism and what are the lasting impacts of these isms? How can the personal story provide a different lens into an issue or topic? Why is the telling of one’s own story powerful? Is the narrative voice always a trustworthy one? How do history and memory interact with each other in memoir? Can we trust narrative voice in a memoir? Should we?
History overarching
Why is it useful to understand mass atrocities from the past? How do massive instances of injustices occur? What should our society do about injustices of the past? What should our society do about ongoing injustices? What is my responsibility in the face of injustice
End Product
Profile article and photo essay Presentation of process and learning @ WaPo offices Gallery Exhibition in a public space for the photo essay Culminating Event at WaPo offices
journalists judge writing and photo essay student awards in each criteria and best all around
Fieldwork and Experts
Washington Post leads workshops (how to interview; how to write; photojournalism; looking at data) CooperRoberts can fishbowl interviewing and creating interview questions Newseum: Ethics presentation in photographs and writing Poynter webinar (for those who do not go on fieldwork or need a refresher)
OWNERSHIP CHART
Does not necessarily happen exclusively in our respective classrooms, but at times will.
English II World History II
Interview HowTo Introduction of Topics/Injustices
Write journalism article How to locate advocacy groups conversations with advocacy groups
Revise journalism article How to make initial phone call and set up an interview
Photo Essay Photo Essay
Presentation Support Presentation Support
Culminating Presentation + Gallery Event Culminating Presentation + Gallery Event
Timeline (Give timeline to advisors) November
Week of November 17: Expedition Kick Off Will probably happen on Monday, 11/17 Choose Groups by Thursday, 11/20
Week of November 24
Topics intro Monday, 11/24 Starter list of topics with criteria.
Topic chosen by 11/25 Research day: 11/26 (day before)
December December 1: how to make a phone call December 4: Fieldwork to WaPo by 12/4 December 4: deadline 12/4
how to interview model lesson by 12/4 interview questions completed by 12/9
December 812 is INTERVIEW WEEK! Complete your interview by 12/15 812: In ELA Examine articles (organization, voice, quotes)
December 1519 is WRITING WEEK! First Draft due on 12/17 Peer revision 12/18 Revisions due on 12/19 All photos due on 12/18
January
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