Project 2: Glog "Freedom of Speech"

The assignment: 

Description

The purpose of this project is to illustrate a powerful strategy for having students communicate their understanding of a concept or topic by tapping into their desire to create their own content. For this project you will select a topic or concept that you teach and model the creating mind for your student by developing a “glog” that can be used an instructional tool. You will use Glogster EDU, a free Web 2.0 tool, to complete this project. The project will integrate content from Discovery Education streaming via the assignment builder, quiz builder and/or writing prompt builder.

Requirements and Deliverables

A “glog” that includes all of the following:

• At least one Discovery Education streaming builder (Assignment, Quiz or Writing Prompt) that integrates video content. You will link to the builder from your glog.
• At least two hyperlinks to external websites.
• At least two still images (original or from a copyright-approved source)
• Credits/Citations

Reflection posted on your blog (300-500 words) that includes your Glog project (embedded or linked).
How can you use Glogster in your classroom this school year to foster the development of the creating mind? Elaborate on the instructional purpose and the standards you will address. 

The glog:  http://shawhollis.edu.glogster.com/speech

The process:

My first thought was what subject do I want to cover in the glog? Looking at the requirements for the project, and the content in Discovery Education, I realized that my first choices, Steve Jobs and the History of Computing, didn't have many resources to use within the Discovery site. So, I thought about what else I could use in my computer lab, and what students I would target.I decided to create an assignment that covers current events, and that the students could relate to within their own lives. The Occupy Together (Occupy Wall Street, Occupy Philadelphia, etc) protests would be a perfect starting point, and I could tie in a Civics lesson and the Constitution! Middle school would be the perfect students to assign this project. They always are testing the waters, and want to push the envelope with their speech. From this line of thought, I came up with the idea of a lesson on what Freedom of Speech means, and relating it to the protests of today.


This subject would synthesize several academic disciplines: Social Studies, Civics, and Literacy, as well as relating to their lives, whether comparing it to their economic status, or their rights as an individual to what they are allowed to say and protest. I wanted to allow the students to summarize their conclusions from the videos and articles in a creative setting, using their speech, so I came up with the idea of a Photobooth video. When I actually assign this to the students, I may also use some type of green screen for their background.


I'm excited to introduce this to the students! I can also relate this to the protests I have been involved in and the testimony I have given in regard to worker safety. Many of the middle school students know of my participation in worker safety advocacy, and I can channel this right into the free speech discussion we'll have in the classroom. Hopefully I can empower these students to want to speak their mind, want to stand up for their rights and want to make a difference in this world!


This also ties right in to the 6th grade Philadelphia School District Core Curriculum and Civics lessons. Social Studies standards being taught include:

(from Center for Civic Education)
  
What are the Roles of the Citizen in American Democracy?

1. What is citizenship?
2. What are the rights of citizens?
3. What are the responsibilities of citizens?
4. What dispositions or traits of character are important to the preservation and improvement of American constitutional democracy?
5. How can citizens take part in civic life?

Common Core Standards

ELA: Comprehension and Collaboration

• SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
• Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
• Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
• Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
• SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
• SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

My worker safety advocacy resources:


Congressional testimony  April 2010 (start at 197:50)   written statement (pdf)
Congressional testimony  May 2004
Worker Memorial Day: Philadelphia (article)
Worker Memorial Day 2011 (video)
Philaposh
USMWF-a national family support group