Shared Learning Objectives Project - Option 2

District:  Watervliet City Schools
School District Representative: Donna Watson
SLO Project Name:  Voices of War: Visions of Peace-- An Information Quest: Why Man's Inhumanity to Man?
Authored by:  Maureen Aumand, Robert Assini, Beth McGarvey
E:mail: emcgarve@vliet.neric.org
Homepage address: http://www2.neric.org/capboces/slohp/watervliet/district.htm
Grade levels: 10
Subject area: English Language Arts
Learning context: 
   Actual Learning Standards Referenced: 

English Language Arts- Standard 1- Language for Information and Understanding (Commencement)  Students will read, write,  listen and speak for information and understanding.

Listening and Reading

* synthesize information from diverse sources
* make distinctions about the relevant value and significance of specific data, facts, and ideas
* interpret and analyze complex informational texts and presentations

Speaking and Writing

* present a controlling idea that presents an individual perspective and insight into the topic

(ELA Standard 2) - (Commencement) Students will read, write, listen and speak for literary response and expression.

Listening and Reading

* read and view independently and fluently across many genres of literature from many cultures and historical periods
* recognize and understand the significance of a wide range of literary elements and techniques and use those elements to interpret the work

Speaking and Writing

* produce literary  interpretation that explicate the multiple layers of meaning
* use standard English skillfully and with an individual style
* write original pieces in a variety of literary forms correctly using the conventions of the genre and using structure and vocabulary to achieve an effect

(ELA Standard 3) - (Comencement) Students will read, write, listen and speak for critical analysis and evaluation.

Listening and Reading

* make precise determinations about the perspective of a particular writer or speaker by recognizing the relative weight they place on particular arguments and criteria
* evaluate and compare their own and others work with regard to different criteria and recognize the change in evaluations when different criteria are considered to be more important

Speaking and Writing

* present orally and in writing well-developed analysis of issues, ideas, and texts explaining the rationale for their positions and analyzing their positions from a variety of perspectives in such forms as: formal speeches, debates, theses/ support papers, literary critiques, and issues analysis.
* monitor and adjust their own oral and written presentations that have the greatest influence on a particular audience

(ELA Standard 4) - (Commencement) Students will read, write, listen and speak for social interaction.

Listening and Speaking

* engage in conversations and discussions on academic technical and community subjects anticipating listeners needs and skillfully addressing them
* express their thoughts and views clearly with attention to the perspectives and voice concerns of the others in the conversation

Reading and Writing

* use a variety of of print and electronic forms for social communication with peers and adults
* make effective use of language and style to connect the message with the audience and context

Assessments:

(1) Completion of Web-Inquiry
(2) Completion of writing task that encompasses research and critical thinking
(3) Performance of student assessment of chosen historical period

Student Outcomes (Exemplars):

(1) Students will be able to become familiar with taking online assessments and gathering research material from the Web. These skills can be applied to other topics and curriculum areas.
(2) Students will use information gathered to compose an essay designed for critical thinking and analysis.
(3) Students will have a better understanding of sectarian violence and the solutions that may alleviate said conflict by presenting a skit, song, dance,  pictorial, or written narrative.

Procedure

Specific inquiry/activity:

* Teachers introduce the concept of genocide and sectarian violence
* Students will be exposed to various guest speakers on topics such as: the Holocaust, Northern Ireland and the Middle East.
* Students spent a week researching the various genocidal / sectarian conflicts through a Web-based inquiry
* Students attended workshops to familiarize themselves with various forms of artistic expression such as: dance, songwriting, and poetry
* Students wrote an essay using a critical lens as the basis for exploring each genocidal campaign
* Students held a symposium of reflection using various artistic forms of expression based on their writings and research

Time Required: 6-8 week unit

Resources (materials):
  Web sites utilized: 

http://cain.ulst.ac.uk/othelem/factes.htm
http://cain.ulst.ac.uk/issues/violence/majinc.htm
http://cain.ulst.ac.uk/events/omagh/events.htm
http://cain.ulst.ac.uk/issues/violence/cts/dyer.htm
http://news.bbc.co.uk/1/hi/northernireland/706555.stm
http://www.ief.org.uk/files/history1.htm

The above are only a sampling of the web sites utilized for this project.  Northern Ireland was only one of five conflict examined.