Final Project

Grades

11-12

Standard

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (North Carolina Department of Public Instruction, 2017)

Lesson abstract

Students watch/listen to public figures (e.g., news commentators, legislators, interest group advocates) discussing the notion of book bans in public schools. Students analyze and discuss the rhetorical strategies at play and then write their own response speeches that address the issue of access to information.

Guiding questions

• Who do book bans impact? Is this impact equal across groups?

• How do speakers seek to build support for and against book bans?

• What is your stance on access to information in school libraries and through school digital networks? What should students have or not have access to? At what ages? Who gets to decide? Why?

Grade

3

Standard

NC.3.NF.1 Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts;

• Explain that a unit fraction is one of those parts.

• Represent and identify unit fractions using area and length models.

(North Carolina Department of Public Instruction, 2018)

Lesson abstract

Students engage with varied media (e.g., written, illustrated diagram, video explanations from YouTube and social media) about the concept of fractions as parts of wholes. Based on these explanations, they then practice dividing wholes into parts. Finally, the teacher facilitates discussion among peers of which explanations they find most helpful and why.

Guiding questions

• Which explanation did you find most helpful? Why?

• What did the explanation format you preferred do that others did not? What did the other formats do that your preferred format did not?

• Why is it valuable to have similar information conveyed in multiple media?

Grade

8

Standard

8.L.1 Understand the hazards caused by agents of diseases that affect living organisms. (North Carolina Department of Public Instruction, 2016, April 27a)

Lesson abstract

Students conduct research about the COVID-19 pandemic to understand the characteristics of the disease, how it spread, and how it impacted communities. As students use various sources to inform their research, the teacher guides them in conversation about how easy or hard it is to access these resources (e.g., a free-to-read news article with clear bias versus a scholarly paper behind a paywall). Students consider and discuss how varying levels of access can impact public knowledge.

Guiding questions

• What sources of information about the COVID-19 pandemic are easy to access? Which are harder?

• Which sources are most reliable?

• Do you notice any correlation between ease/difficulty of access and source credibility?

• Should scientific information always be made freely available to the public? Why or why not?

Grade

1

Standard

1 B.1.1 Identify cultural practices and traditions in local communities and places around the world. (North Carolina Department of Public Instruction, 2021, June 21b)

Lesson abstract

Students research cultural practices in their own community and compare/contrast these with those of other communities. The teacher facilitates discussion about how we learn about our culture -- e.g., through written records, oral tradition, artistic expression, culinary art, etc.

Guiding questions

• What is our community’s culture?

• How does our culture compare and contrast with others?

• How do we learn about our culture? Where does this information come from, and how is it passed on to us?

• How will we pass on information about our culture to people who come after us?

Grade

Kindergarten

Standard

K.MR.1.3 Recognize that music is performed in a variety of settings and for a variety of purposes. (North Carolina Department of Public Instruction, 2016, September 20b)

Lesson abstract

The teacher guides students in discussing the various places they hear and experience music (e.g., the radio, YouTube, church, performed by family members, etc). Students compare and contrast these various musical experiences; if possible, they could bring music from these various sources.

Guiding questions

• What music do you like? Where and when do you listen to it?

• What do we do when we hear music? 

• How do we respond to music differently in different places?

Grade

8

Standard

RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. (North Carolina Department of Public Instruction, 2017)

Lesson abstract

Students read and discuss a text (e.g., a novel or short story). They then watch or listen to an adaptation of the text. As they do so, the teacher provides guiding questions to facilitate discussion about the differences between the source material and the adaptation and the possible reasons for these changes.

Guiding questions

• Who is the audience for the text? The adaptation? How and why do they differ?

• How does the adaptation differ from the source material? Why might these changes have been made?

• Do you believe the changes from source to adaptation were necessary? If you were in charge, what would you do differently? Why?

Grades

9-12

Standard

NC.M1.S-ID.8 Analyze patterns and describe relationships between two variables in context. (North Carolina Department of Public Instruction, 2018, June 5b)

Lesson abstract

In small groups, students review data from various sources on U.S. immigration over time. Using the mathematical practices in this standard, students analyze patterns and make sense of the data. With teacher facilitation, they then discuss whether the various sources agree on the trends in U.S. immigration over time, as well as what narrative about immigration each source may be seeking to convey and why.

Guiding questions

• According to various sources, how has U.S. immigration changed over time? (e.g., How many people are immigrating to the United States? From where?)

• Based on your mathematical analysis, do these sources concur with one another? If discrepancies exist, how might they be explained?

• What stories about immigration do these sources tell? How? Why?

Grade

4

Standard

4.L.2 Understand food and the benefits of vitamins, minerals and exercise. (North Carolina Department of Public Instruction, 2016, April 27b)

Lesson abstract

After learning about the benefits of vitamins, minerals, and exercise, students review recommendations about healthy living found on social media. Students discuss whether the information from these sources is accurate. With teacher support, students investigate the background of these social media accounts to determine their authorship and possible bias; on this basis, students then discuss why the information in these posts may differ from what they have studied in class.

Guiding questions

• What do social media posts convey about the role of vitamins, minerals, and exercise in healthy living?

• How do these posts make you feel? What techniques do they use to get your attention?

• Is the information in these posts consistent with what reliable sources tell us on this topic?

• Who created these posts? Why might their information agree with or differ from the sources we’ve studied in class?

Grade

Kindergarten

Standard

K.C&G.1 Understand that people work together to create and follow rules. (North Carolina Department of Public Instruction, 2021, June 21f)

Lesson abstract

The teacher facilitates students in discussing what they know about rules in various contexts (e.g., home, school, in public places). Students share (or even bring examples of) how rules are communicated in these contexts. The teacher takes students on a walk through their school building to look for examples of how rules are communicated, then leads students in discussing what techniques for communicating rules are effective and why those techniques might be used in those particular places.

Guiding questions

• What rules do we follow at home, at school, and in other places?

• How do we know what rules to follow?

• How are rules communicated to us in ways that make us pay attention? 

• Why would it be important to get our attention when we need to know about rules?

Grades

9-12

Standard

A.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was created. (North Carolina Department of Public Instruction, 2016, September 20a)

Lesson abstract

Students watch a live or recorded performance (to include movies and television). As they watch, they pay particular attention to and take notes on representations of various identities (e.g., race, gender) in the production. Following the viewing, the teacher facilitates discussion on whether and how various identities were represented, and how this relates to/reflects the historical  and cultural context of the production.

Guiding questions

• Who is present in this production? Who isn’t? Why?

• Why may have the director made these choices about representation? Do you think they were intentional? Why or why not? (Does that matter?)

• If this production were made 5/10/50/100 years ago/in the future, how would representation look different? Why?

• If you were directing this production, what representational choices would you make? Why?

Grade

2

Standard

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (North Carolina Department of Public Instruction, 2017)

Lesson abstract

With teacher support, students read fables/parables from various cultures. The teacher guides students in identifying the lesson/moral of each story, and the class then discusses how specific aspects of the text (e.g., word choices, illustrations, characterization, plot elements, etc.) help convey this lesson/moral. Finally, students discuss whether/how this lesson/moral relates to their own values.

Guiding questions

• What is the moral of this story?

• What specific aspects of the story help us realize this moral?

• Does this moral match up with our own values? Why or why not?

Grade

7

Standard

NC.7.SP.6 Collect data to calculate the experimental probability of a chance event, observing its long-run relative frequency. Use this experimental probability to predict the approximate relative frequency. (North Carolina Department of Public Instruction, 2018, October)

Lesson abstract

As part of exploring probability, students analyze data about the North Carolina Education Lottery (or, time permitting, the lotteries in various states) -- e.g., win probabilities, demographic data of players. Students also read/view media messages related to the lottery -- e.g., advertisements for the state lottery, government press releases, and news coverage about lottery winners (especially players who have won multiple times). Students then discuss the cultural and economic representations present in these media messages, and whether these messages square with the quantitative data available about the lottery.

Guiding questions

• What are the public’s perceptions of the state lottery?

• What does the available public data tell us about the lottery?

• What do public media messages tell us about the lottery?

• By comparing the quantitative data and media messages, what can we conclude about playing the lottery?

• Based on our analysis of the state lottery and its related media messages, would creating a school lottery be an effective way to fund a schoolwide improvement project (e.g., a new gym, playground, library, etc)?

Grades

9-12

Standard

EEn.2.6 Analyze patterns of global climate change over time. (North Carolina Department of Public Instruction, 2016, April 27c)

Lesson abstract

Students research, gather, and read/view various media messages from a variety of sources (e.g., moderate and extreme news outlets, social media, state and federal government press releases, etc.) about climate change. Students evaluate and discuss the implicit messages in each and how these may correlate to broader political/ideological stances. Students then analyze the available data on climate change (which also may come from varied sources) and use this to fact-check their media messages.

Guiding questions

• What messages do we hear about climate change? From where/whom?

• Why might different sources say different things about climate change?

• What does the data tell us about climate change? Why might various sources agree or disagree with this data?

• Is climate change real? How do we know?

Grade

5

Standard

5.C&G.2.1 Summarize the ways in which women, indigenous, religious, and racial groups use civic participation and advocacy to encourage government protection of rights. (North Carolina Department of Public Instruction, 2021, June 21d)

Lesson abstract

Students research various local, state, and/or national advocacy groups for women, indigenous peoples, religious groups, and racial groups. Students explore the various media messages these groups produce (e.g., websites, press releases, social media content) and, after analyzing the specific techniques at play, evaluate the broader impact of these techniques -- e.g., how these groups convey their values, political positioning, and societal goals.

Guiding questions

• What advocacy organizations exist for various identity groups?

• What are these groups’ goals? How do they convey these goals?

• As a member of the public, how do these messages impact you? After exploring these messages, what are you motivated to do (or not do)?

Grade

5

Standard

3.00 Understand promotion and types of promotion including selling and the technological, legal, and ethical components of promotion. (North Carolina Department of Public Instruction, n.d.)

Lesson abstract

Students identify a corporate advertising campaign and analyze its components. They then discuss how the campaign’s specific strategies convey the values of the brand. Students then discuss whether/how these apparent values align with the ethical components of promotion.

Guiding questions

• How do corporations effectively advertise to us?

• What values do these advertising messages convey?

• Are these apparent values consistent with the actual goals of the corporation? Why or why not? How do you know?

• Are these apparent values consistent with promotional ethics? Why or why not?

• Do you believe inconsistencies between perceived and actual brand values (or between perceived values and promotional ethics) matter to consumers? Why or why not?

Grade

3

Standard

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (North Carolina Department of Public Instruction, 2017)

Lesson abstract

After reading various narrative mentor texts, students discuss the common traits of effective stories. Students then use this collaboratively developed list of traits as the basis for writing their own narratives. Students then publish their work by recording audio or video of themselves reading their story aloud.

Guiding questions

• What do the stories we’ve read have in common?

• In general, what do good stories do?

• What would you want to include in a story you write?

• What do you want your audience to think about after reading/hearing your story?

Grade

Kindergarten

Standard

NC.K.OA.2 Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem. (North Carolina Department of Public Instruction, 2018, June 5a)

Lesson abstract

After students have practiced several examples of solving addition and subtraction word problems, the teacher explains they will now be creating a resource to help future mathematicians. Students use Flip to record themselves explaining how they have solved a particular addition or subtraction word problem -- e.g., how they knew what the problem was asking, how they chose and implemented a strategy, how they knew their answer was correct. Students then watch and provide feedback on each others’ videos.

Guiding questions

• How do we know what a word problem is asking us to do?

• What strategies can we use to solve addition and subtraction problems?

• How can we clearly explain to someone else how to solve a word problem? What steps might be especially tricky or hard that we should emphasize in our videos?

• What makes a good explanation? What should we be sure to do (or not do) in our videos?

Grade

6

Standard

All 6th grade Science standards (North Carolina Department of Public Instruction, 2016, April 27b)

Lesson abstract

Students view and listen to several examples of scientific concepts being explained and discussed in popular media (e.g., YouTube channels, social media accounts, podcasts). Students discuss the common effective traits these media exhibit. As part of end-of-year review, the teacher then divides students into seven groups, with each being assigned one of the essential standards for 6th grade Science. Students then review their notes and other materials from the year and use this information as the basis to write and record a video or podcast reviewing this standard. Students then view/listen to their peers’ creations and discuss them both as a review of content and as media artifacts.

Guiding questions

• What do we know about each of the scientific concepts we’ve studied this year?

• How do popular media explain scientific concepts in engaging ways?

• How can we create engaging explanations of scientific concepts using video and/or audio?

Grade

9-12

Standards

AH.G.1.3 Explain the reasons for and effects of forced and voluntary migration on societies, individuals and groups over time.

AH.G.1.4 Explain how slavery, forced migration, immigration, reconcentration and other discriminatory practices have changed population distributions and regional culture.

(North Carolina Department of Public Instruction, 2021, June 21a)

Lesson abstract

Students research various instances of forced migration/reconcentration/etc in U.S. history (e.g., the Trail of Tears, Japanese internment camps). Using primary and secondary source documents, audio, and/or video (or even, if possible, oral histories gathered from student-conducted interviews), students use mapping software (e.g., GIS or Google My Maps) to create a map annotated with writing and multimedia artifacts showing the forced migration of a group over time and the impacts on that group’s life and culture.

Guiding questions

• What groups in the U.S. have been forcibly displaced during its history? From where? To where? By whom? Why?

• How does removing a population from their home impact that group’s lives? Culture?

• What media artifacts (both primary and secondary sources) document these displacements?

• How can we use digital mapping technology and media artifacts to tell the story of displaced people in compelling ways?

Grade

9-12

Standards

NH.CLL.3.3 Produce simple dialogues and short skits using familiar structures and vocabulary. (North Carolina Department of Public Instruction, 2016, June)

Lesson abstract

Students view and discuss social media posts (e.g., TikToks, Instagram reels) from their language and culture of study that engage in current trends (e.g., a trending dance or meme) students are familiar with. Students compare and contrast these foreign language posts with posts on the same trend in English. Students then create posts of their own as part of this trend in their language of study.

Guiding questions

• What is currently trending on English-language social media?

• Are any of these trends also popular on foreign language social media? Why or why not?

• How are the foreign-language posts on this trend similar to and different from English-language posts?

• What might our own foreign-language posts on this trend look and sound like?

Grades

9-10

Standard

SL.9-10.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (North Carolina Department of Public Instruction, 2017)

Lesson abstract

Following a unit on argumentative writing, students view and listen to audio and video examples of persuasion and argumentation. They analyze the techniques used (including how they differ from writing) and evaluate their effectiveness. Students then adapt their argumentative writing into an audio or video format (e.g., a podcast, a YouTube video, a series of TikTok or Instagram Reel posts), considering how to most effectively and persuasively represent their position and evidence in this new medium. Students then view/listen to and provide feedback on one another’s work.

Guiding questions

• What makes effective argumentative writing?

• Compared to writing, how is effective argumentation different over audio or video? How is it the same?

• How might your argumentative writing be most effectively adapted to an audio or video format?

Grade

5

Standard

NC.5.MD.2 Represent and interpret data. 

• Collect data by asking a question that yields data that changes over time.

• Make and interpret a representation of data using a line graph.

• Determine whether a survey question will yield categorical or numerical data, or data that changes over time.

(North Carolina Department of Public Instruction, 2018)

Lesson abstract

The teacher supports students in identifying an issue in their school or local community that they would like to improve in some way and about which they could gather quantitative data. Students gather this data over time, graph it, and interpret it, sharing their preliminary findings and conclusions with peers. Students then develop advocacy presentations that seek to inform the public of this issue and, if possible based on the gathered data, suggest a course of action. Students make these presentations to an authentic audience (e.g., a school improvement team or school board meeting, a community night event).

Guiding questions

• What issues in our school or local community matter to us? Why?

• How could we use math to better understand these issues? What data would we need to collect? How would we do so? For how long?

• What makes an effective presentation of mathematical data? How does our data help us tell the story of our issue?

• Who do we want to care about this issue? What do we want them to do?

• Where, when, and how will we present our findings?

Grade

2

Standard

2.L.1 Understand animal life cycles. (North Carolina Department of Public Instruction, 2016, April 27d)

Lesson abstract

Students research and discuss the life cycle of honeybees and their importance in various ecosystems, especially those of their local community. Students then research and discuss human factors that disrupt honeybee life cycles and lead to colony collapse. Students then discuss possible means of advocacy on this issue (e.g., creating a presentation to make at a local government meeting, writing to local or state representatives, creating a video to be posted on the school website), create a message (with the guidance of exemplars in that form), and deliver it to a public audience.

Guiding questions

• What is the life cycle of a honeybee?

• What role do honeybees play in our ecosystems?

• How have humans disrupted the life cycles of honeybees?

• What can we do about this issue? Who would we need to communicate with? What would we want them to know?

• What will we make to share our message? What will make this message convincing?

• Where, when, and how will we share our message?

Grade

7

Standard

7.C&G.1.3 Deconstruct changes of various modern governments in terms of the benefits and costs to its citizens. (North Carolina Department of Public Instruction, 2021, June 21e)

Lesson abstract

Students research issues and policies being acted on by local or state government, considering the costs and benefits to themselves and other citizens. Students then conclude whether they agree or disagree with the changes being proposed/implemented. Students then choose a means to engage in public discourse on this issue (e.g., speaking at a public meeting, posting and engaging in respectful discussion on social media, writing to their representatives), craft a message (using exemplars to guide their work), and deliver it.

Guiding questions

• What changes is my local or state government proposing or implementing?

• Are these changes beneficial to me? My peers? Other members of my community? Why or why not? How do I know?

• What is my stance on this issue?

• How can I engage in public discourse about this issue? In what forum?

• How might I craft an informed message on this issue and respectfully engage in this public conversation?

Grade

4

Standard

4.MEH.1.1 Summarize effective coping strategies to manage stress. (North Carolina Department of Public Instruction, 2019)

Lesson abstract

Students research healthy stress management strategies. They discuss which strategies might be most needed by and effective for their peers. (Time permitting, students could design, administer, and interpret the results of a survey to their peers about stress.) Students then examine, analyze, and discuss examples of public health advertising campaigns and use these as the basis to develop their own multimedia campaign (e.g., printed posters, school announcements, social media posts) for their peers to respond to stress in healthy ways. Students then develop a proposal for school and/or district administrators to implement this campaign.

Guiding questions

• What stressors do I/my peers face?

• How do we respond to this stress? Are these strategies healthy or not?

• What healthy coping strategies can we use?

• How do groups bring attention to public health issues and communicate about them in convincing ways?

• How might we develop an attention-grabbing campaign about healthy ways to manage stress?

• Who would we need to talk to about using this campaign? How would we convince them? What information would we need to share?