Spring 2018 Social Justice

 

“Injustice anywhere is a threat to justice everywhere.” –Dr. Martin Luther King, Jr.

social justice badge
West-Puckett Claim Code: 2CE-751F-7E6 • Shepley Claim Code: E02-F385-277 • Kim Claim Code: 626-3696-0D2

This badging pathway is meant to help you form a personal theory of social justice and understand the role that writing and research plays in coming to voice about human rights and social issues. During your journey toward earning this badge, you will think globally and act locally, using reading, writing, and research as vehicles for understanding and engaging social justice broadly while developing particular expertise with one issue of your choice.

This badge pathway includes articulating your vision of social justice and watching TED talks to expand on these ideas. It culminates with an interactive teach-in demonstration, complete with resource materials that you’ve written, that will help your peers understand, engage, and take action on an issue of your choosing.
Note: This is a research-intensive badge. If you are on the A or B pathway and you would like to complete this badge, you should schedule it as for first or second badge (A pathway) or your first badge (B pathway).
Level One Activities Level One Activities

    • Don’t Google. Don’t do any research. What does social justice mean to you? What does it look like? What are the causes or consequences? What are important terms or concepts to understand? What is your role or responsibility in creating social justice? Write a 250 word response.
    • Choose two (2) TED talks to watch from this playlist on social justice.
    • As you watch, take notes on the video. Include time signatures (for example, 0:14-1:12 would indicate the section of the video starting at 14 seconds and ending at 1 minute and 12 seconds.) Write a 250 word summary and response to each TED Talk that you chose. Your first paragraph should be a summary of the video. Remember to use the author+rhetorically accurate verb+umbrella statement in your first sentence (see summary guidelines in Resources). Then use the jot dots to capture main ideas. In the following paragraphs of your summary and response, you should respond to the video by addressing the following question: How does this video expand, contradict, or support your current understanding of social justice?
    • Browse these websites that describe, discuss, and explore a host of social justice issues:

After browsing, choose a social justice topic that you are interested in for this project. Remember, you must describe an inequity in society that can be demonstrated through evidence gathered from your research. One way to think about this is to identify a group that lacks access to something available to others (food, safety, job opportunities, etc.)

Level Two Activities

    • Meet with your instructor to discuss your topic. Note: It’s mandatory to discuss your project with your instructor before moving to Level III.
    • Watch the InfoRhode library tutorial videos. You can skip the videos titled How to Find Books and How Do I Choose the Best Databases for My Research? Summarize what you learned from the videos (write 250 words).
    • Find 5-7 credible, reliable sources that answer the following questions:
        • What general information do you provide about this issue to help your peers understand it? How do you explain the issue in a way that makes sense and is relatable to your peers?
        • What is the history of this issue? What are future projections?
        • Does this issue have a local face? What does it look like in South Kingston? In RI or in your home state?
        • Who is primarily impacted by this issue? Who benefits and who suffers? How?
        • What are the factors contributing to this issue?
        • What are the consequences of action or inaction?
        • How, exactly, can your peers take action? What are their choices and pathways to get involved? How can they make a difference?
    • Create an annotated bibliography summarizing each source. Each entry must include all of the following:
        • A summary of the source (use summary guidelines in Resources)
        • An evaluation of the source (use the CRAAP test)
        • An analysis of why the source is relevant to your project.

Share your annotated bibliography with your instructor before proceeding.

Level Three Activities Level Three Activities
Create a design plan for your “teach-in” (see below), and meet with your instructor to get feedback on your plan. At that time, you should schedule a class date and time for the teach-in.
Written Resource Materials. Create written resource materials and activities for a thirty-five minute (35 minute) teach-in for your peers in the WRT 104 classroom. You can find helpful teach-in resources on HIV/AIDS and the worker exploitation in the chocolate industry here. Written resource materials for the teach-in (slide shows, brochures, videos, hand-outs, etc.) should appropriately be primarily your words, meaning that you will mostly paraphrase sources, using direct quotations only when necessary. All sources should be cited both in-text and in a reference list.

Have your written materials for your teach-in peer reviewed by two (2) classmates.
The Teach-in. The teach-in should be participatory and dynamic as you engage the class in active learning processes like making something, doing something, playing something, discussing something, etc. that will help them understand and connect with the issue.

Teach-in Examples: you might create a video game that explores the issue and have students play the game during the teach-in. You might create a zine and have students read a portion and contribute their stories or drawings to it. You might hold a kangaroo court. You might compose a short film and have a viewing and discussion. You might have have students make dolls, build with Legos, or perform a play. The possibilities are endless here as long as the activity works to build understanding and engagement. You must, however, ask your peers to take a particular action (sign a petition, take a pledge, share their stories, etc.) on the issue and provide ways for them to do so during the teach-in.

Survey. Before your teach-in, prepare a short survey that you will distribute to your peers at the end of the teach-in. This survey should gather feedback on how well you met the needs of your audience and how well you achieved your purpose.

Metacognitive Reflection. After you teach-in, you will read the student responses, reflect on their perceptions, and write or record a metacognitive reflection about the effectiveness of your teach-in and resource materials.

Required evidence for to submit in Google Folders for this pathway:  Level 1

    • 250 Word SJ response
    • 250 Word Summary/ Response #1
    • 250 Word Summary/ Response #2

Level 2

    • Summary (GDoc)
    • Annotated bibliography (GDoc)

Level 3

    • Design plan
    • Written Resource Materials for Teach-in
    • Survey
    • Metacognitive reflection on project

Student Examples Student Examples

Advertisements