Service Learning/ Art/ Social Justice
Socially Just Service Learning/Art/Social Justice Plan
ITU Theme: War and Society
Group Members: Mr. Collins, Mr. Gongwer, Mr. Plantz
Service Learning Project- Vets and Art. 10th G
This Lesson will be condcuted at the end of the Units
1. Focus on Social Justice
Students will focus on the acclimation of soldiers back into civilian life by creating a mission statement for soldiers and their business. Students will be working with the organization Archie's Acres which is a farming enterprise that teaches veterans not just how to farm and produce crops using hydro-organic techniques. Students will conduct research and interviews to better serve the veterans who have served our country.
2. Focus on Art
Students will take a field trip as a thank you for their work with the veterans we will be visiting the USS midway the San Diego Maritime Museum and the statue of “The Kiss” which is the iconic image at seaport village students will then create an Iconic image of their own.
3. Evidence of Learning – Intended Product or Outcome
Students will create a mission statement that reflects each individual veteran and their specific business plan. Students will conduct interviews with each veteran and must submit their preplanned interview questions prior to the interview. Students will also be asked to reflect on their experience of working with their veteran and how each veteran has impacted their view on war and the soldiers who fight them by writing an AXES paragraph. Students will also create an iconic image of their own to illustrate the end of the second Iraqi war sharing their image using social media and the hash tag #warandsociety
4. Enduring Understanding – Service Idea
Awareness of the contributions by veterans to our country and how the skills learned in the military are transferable to acclimation back into society. The impact of images on society and how they reflect society's views on the end of various wars.
5. Essential Questions
How can we aide the acclimation of veterans back into society?
What skills are transferable from military to civilian life?
How can students combine economic and writing skills in order to promote businesses in a real life setting?
How can images reflect the values and feelings of society at the end of a war?
6. Content Areas & Standards Addressed
Writing Standard 7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST Standard 4 (9-12): 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 6 (9-10) 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
7. Stages of Service Learning
Identify the day of activity, describe student activity, & describe assessment
7. Social Justice Learning
Students will conduct interviews with the veterans asking them about their life before during and after their service in the military to better understand why each veteran joined and served their country.
8. Art Learning through Consumption of Art
Students will reflect on the Iconic image of “The Kiss” during our field trip to seaport village by participating in class discussion about what feelings are invoked by this iconic image.
9. Art Learning through Production of Art
Students will then create their own iconic image (picture, sculpture, drawing, painting) to illustrate the feelings veterans feel about the end of the second Iraqi War. Students will then share their image using social media with a class hash tag #warandsociety.
10. What graphic organizers will you create to guide student learning?
Students will utilize a graphic organizer the create their interview questions and to guide their creation of the mission.
ITU Theme: War and Society
Group Members: Mr. Collins, Mr. Gongwer, Mr. Plantz
Service Learning Project- Vets and Art. 10th G
This Lesson will be condcuted at the end of the Units
1. Focus on Social Justice
Students will focus on the acclimation of soldiers back into civilian life by creating a mission statement for soldiers and their business. Students will be working with the organization Archie's Acres which is a farming enterprise that teaches veterans not just how to farm and produce crops using hydro-organic techniques. Students will conduct research and interviews to better serve the veterans who have served our country.
2. Focus on Art
Students will take a field trip as a thank you for their work with the veterans we will be visiting the USS midway the San Diego Maritime Museum and the statue of “The Kiss” which is the iconic image at seaport village students will then create an Iconic image of their own.
3. Evidence of Learning – Intended Product or Outcome
Students will create a mission statement that reflects each individual veteran and their specific business plan. Students will conduct interviews with each veteran and must submit their preplanned interview questions prior to the interview. Students will also be asked to reflect on their experience of working with their veteran and how each veteran has impacted their view on war and the soldiers who fight them by writing an AXES paragraph. Students will also create an iconic image of their own to illustrate the end of the second Iraqi war sharing their image using social media and the hash tag #warandsociety
4. Enduring Understanding – Service Idea
Awareness of the contributions by veterans to our country and how the skills learned in the military are transferable to acclimation back into society. The impact of images on society and how they reflect society's views on the end of various wars.
5. Essential Questions
How can we aide the acclimation of veterans back into society?
What skills are transferable from military to civilian life?
How can students combine economic and writing skills in order to promote businesses in a real life setting?
How can images reflect the values and feelings of society at the end of a war?
6. Content Areas & Standards Addressed
Writing Standard 7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST Standard 4 (9-12): 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 6 (9-10) 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
7. Stages of Service Learning
Identify the day of activity, describe student activity, & describe assessment
- Investigation
- Preparation & Planning
- Action
- Reflection
- Demonstration
- Evaluation
7. Social Justice Learning
Students will conduct interviews with the veterans asking them about their life before during and after their service in the military to better understand why each veteran joined and served their country.
8. Art Learning through Consumption of Art
Students will reflect on the Iconic image of “The Kiss” during our field trip to seaport village by participating in class discussion about what feelings are invoked by this iconic image.
9. Art Learning through Production of Art
Students will then create their own iconic image (picture, sculpture, drawing, painting) to illustrate the feelings veterans feel about the end of the second Iraqi War. Students will then share their image using social media with a class hash tag #warandsociety.
10. What graphic organizers will you create to guide student learning?
Students will utilize a graphic organizer the create their interview questions and to guide their creation of the mission.