TH

10
GRADE JUSTICE & HUMAN RIGHTS EXPEDITION

World History II and English II

Thissemester,wehaveexploredtheimportanceofstudying
history,humanrightsandmassinjusticesinthe20thcentury.
OurmaincasestudyhasbeentheHolocaust,whichwasan
aspectofWorldWarII.Foreachsubject,wehaveexamined
theagencyofdifferentgroupsofpeople.Wehavebeen
interestedinthechoicesindividualsmadetoeitheractively
supportoppressionortosupportitpassivelyasbystanders.
Wehavebeeninterestedinformsofresistanceandactsof
solidaritybyupstanders,too.Indeed,peopleschoicesinthe
pastarepreciselywhathaveshapedhistory.

Manyeventsinthe20thcenturysetseveralconflictsaround
theworldinmotion.Asaresult,millionsofindividualshave
fledhomeinsearchofsafety.Manyhavelandedonourown
doorstep,hereintheUnitedStates.Thesemigrants,likeall
people,havehumanrights.Yet,wemuststillinterrogatethe

circumstancessurroundingtheirmigrations:

Whatarethestoriesofthosefleeingmassinjusticeandtheadvocatesdedicatedto
supportingthem?

Whatisthehistoryoftheconflictstheyarefleeing?

Whataremigrantsrights?

Whatareourresponsibilitiesaspeoplelivinginacountrythathasreceivedoverthree
millionrefugeesinthelastfortyyearsandcountlessothertypesofmigrants?

Howcanwemakeadifferenceinaddressinganinjusticemanymigrantsexperience?

Whatarethechoiceswemakeinordertopersonallyandcollectivelytoshapehistory?

Itisyourturntoinvestigatehowpeopleinourcommunityarechallenginginjusticebothas
survivorsandactivistsaroundtheissueofmigration.Afterresearchingyourinjustice,youwill
usejournalistictechniques,technology,andphotographytotellthestoriesoftheseadvocates
andsurvivors,whilealsoinformingandpoliticizingyourlocalcommunitymemberstoget
involvedinalocaladvocacyobjectivethatwillultimatelyaddressanaspectoftheinjustices
migrantsface.
Injustice anywhere is a threat to justice everywhere. Martin Luther King Jr.

DearParentsandFamilies,

WearewritingonbehalfofCapitalCityPublicCharterSchooltoinformyouaboutourInjusticeExpedition,
whichMs.CooperandIarecoleadingfortheWorldHistoryIIandEnglishIIclasses.

Weareaskingstudentstothinkaboutwhatcausestheseinjusticessothattheycanbeeffectiveglobalcitizens
andleadersintodaysworld.Studentswillbeinterviewinganimmigrantwhohasfledmassinjusticeintheir
homecountryandchosentocometotheUnitedStatesoranadvocatewhosupportsimmigrants.

Studentswillbeworkingonthisprojectineithergroupsoftwoorthree.Eachgrouphasbeenassigned
someonetointerview.WeexpectthatthemajorityoftheinterviewswillbeconductedtheweekofJanuary59,
2014.

Studentswillmeetthispersoninordertoconducttheirinterviewsandfinishtheirphotoessays.Ms.Cooper
andIknoweachoftheintervieweesdirectlyortheyareconnectedtosomeoneweknowandtrust.Mostofthe
interviewswillbeconductedatanadvocacyorganizationsoffice,thosethatarenotwillbeatschool,acoffee
shoporothersimilarpublicplace.

Yourchildcangiveyouthenameoftheirintervieweeororganization,locationandtimeoftheinterview.Either
ofuswillbehappytoconfirmanyinformationgiventoyoubyyourchildandansweranyofyourquestions.

Weareexcitedabouttheopportunityforstudentstogetoutintotherealworldandinteractwithsome
wonderfulindividualswhohaveimportantstoriestotell.Whenstudentsarereadytoshowcasetheirworklater
onthismonthorinearlyFebruary,wewillinviteyoutotheirspecialpresentations!Asalwaysfeelfreetoshare
anyquestionsorfeedbackyouhavewithus.

OurBest,

Ms.LauraMoyeandMs.ErinCooper
Lmoye@ccpcs.organdecooper@ccpcs.org

PROCESS
1. Writeafeaturearticleprofilingthisadvocateorsurvivorofinjusticearound
migration.
Useprimaryandsecondarysourcesasresearchforyourarticle.
Conductinterviewsaspartofyourresearchprocess.
Researchinformationaboutthepersonusingonlineandhardprintresources.
Identifytheorganizationsmissionandhowyoucanvolunteerandcontribute
Eachgroupmemberwillfullytranscribeatleast1interview.
Youwillpresentyourarticleandphotoessaytoapanelofprofessional
journalistsandphotojournalists.Theywillgiveyouyourgradefortheproject.

2. Createaphotoessaytoaccompanyyourfeaturearticle.
Present6to8photographswithcaptions.Allphotosmustbetakenbyyou.
YoucanutilizePhotoshoporanotherphotoeditor.
Withyourgroup,selectonephotographthatyoutookwithappropriatecaptions
andthe finalfeaturearticletopostinagalleryspacetopresenttothepublic,
whichincludesthepeopleyouprofiled.

3. Createapresentationonahotspotcountryintheworld.
Youwillresearchacountrywheremassinjusticehascausedlargenumbersof
individualstoflee.
Youwillresearchthecurrentstateofthatcountryandthehistoricalrootsofits
presentdayproblems.
Youwillcreateapresentationaboutthishistory.

4. TakeActiononMartinLutherKingJr.Day2015.
Identifyawayyoucancontributetohelpingtofighttheinjusticeyouhaveprofiled
andimplementyourplantocontribute.
Thinkaboutawaythe10thgradeoryoucanuseyourarticle,imagesand/or
whatyouhavelearnedinordertoinformothersaboutthechallengesofmigrants
andtheinjusticestheyface.

Deadlinesarefinalandlateworkisnotacceptedonlong
termprojects. Besureyou
communicatewithyourteachersifyouareexperiencinganychallengeswithyourgroup
members,yourinterviewsubject,writingyourarticle,oranythingelsethatmayoccur.

DEADLINES

1/5:Intervieweeselectedandinterviewscheduled
1/8:FirstinpersoninterviewconductedInterview#2Scheduled
1/12Interview#1Transcribed
1/13Interview#2Completed
1/20:FirstDraftof500word
ProfileArticle
1/21:PhotoEssay
1/22:FinalDraftofProfileArticle
1/23:PhotoSelectedforGalleryPresentationforJudges
TBD:DateandtimeofPresentationforJudgesat
TheWashingtonPost

Injustice anywhere is a threat to justice everywhere. Martin Luther King Jr.

EXPECTATIONS

Wewillbeusingourschoolemailaddressestocommunicatewitheachotherandour
intervieweesandsubmitworkviaGoogleDrive.Nootheremailsorformatwillbe
acceptabletouseforsubmittingworkorcontactingpotentialactivists.Youmust
rememberyourpasswordandcheckyouremailandGoogleDrivefrequently(atleast
daily)!
Wewillholdyouresponsibleforcommunicatingwithyourgroupmembersandteachers,
takingfullresponsibilityforyourshareoftheworkassignment.
Interviewsareyourresponsibilitytoscheduleandfollowthroughwith.Wednesday
afternoons,afterschool,andweekendsareperfecttimestoscheduleinterviews.All
membersofyourgroupmustattendtheinterview.
HONORS EXTENSION:

Honorsstudentswillberequiredtocreateanddesignaspecial
extensionprojectoftheircommunalchoosing.MoretocomeJanuary6at3:45p.m.in
Ms.Coopersclass!

Injustice anywhere is a threat to justice everywhere. Martin Luther King Jr.

RESEARCH and USE OF RESOURCES RUBRIC

Based on ACRL and BIT Standards |

Modified from Oglethorpe University Philip Weltner Library

EXCEEDING
STANDARD
4

CRITERIA

Student uses
information
from various
research
source types
(i.e., books,
internet sites,
journal
articles, etc.)
that are
relevant to
their topic.

Student
chooses
authoritative
research
sources that
are written by
scholars or
experts in the
field of study.

PROFICIENT
3

DEVELOPING
2

EMERGING
1

Studentutilizes
informationfroma
varietyofsource
typesintheirwork.
Avarietyof
informationretrieval
toolshavebeen
used,andsources
chosenreflecta
discernmentof
informationquality.
Thesourcesare
relevanttothe
chosentopic.

Studentutilizes
informationfroma
varietyofsourcetypes
intheirwork.
Morethanone
informationretrieval
toolhasbeenused,
andthesources
chosensomewhat
reflectadiscernment
ofinformationquality.
Thesources,inmost
cases,arerelevantto
thechosentopic.

Studentrelies
primarilyonone
sourcetypeintheir
work.Othersource
typesmaybe
consulted,butonly
marginally.
Morethanone
informationretrieval
toolmayhavebeen
used,butsources
seemtohavebeen
chosenfor
conveniencerather
thanquality.
Thesource(s)are
somewhatrelevantto
thetopic.

Studentutilizes
sourcesthatare
written,gatheredor
createdbyauthorities
inthefield.The
sourcesreflect
discernmentofthe
credentialsofthe
authorsand
publishers.
Articles,data,
researchare
publishedinofficial
reports,peerreview
orscholarly
periodicals.
Thebooks,dataor
researchchosenare
byexpertsand/orare
publishedbya
universitypressor
otherreputable
publishinghouse.
Websitesare
writtenbyor
attributedtoexperts
orscholarly
organizations.

Studentmostly
utilizessourcesthat
arewrittenby
authoritiesinthefield,
withsomepopular
sourcesalsocited.The
sources,ingeneral,
reflectdiscernmentof
thecredentialsofthe
authors.
Mostofthearticles
arepublishedinpeer
revieworscholarly
periodicals.The
majorityofthebooks,
data,statistics,
informationcitedare
byexpertsorare
publishedbya
reputableorganization,
universitypressor
otherreputable
publishinghouse.
Websitesarewritten
byorattributedto
expertsorscholarly
organizations,but

Studentusesoneor
twosourcesthatare
Studentutilizesafew
writtenbyauthoritiesin
sourcesthatare
thefield,butmostly
writtenbyauthoritiesin
reliesonpopular
thefield,butmostly
sources.Thesources
reliesonpopular
aremainlywrittenfor
sources.Thesources
thegeneralpublic
aremainlywrittenfor
ratherthanfor
thegeneralpublic
scholars.
ratherthanfor
Nearlyallofthe
scholars.
sourcesusedare
Manyofthesources
generalpurpose
usedare
websites,
generalpurpose
anonymouslywrittenor
websites,
writtenbyauthorswith
anonymouslywrittenor
littleexpertiseinthe
writtenbyauthorswith
fieldofstudy.
littleexpertiseinthe
Oneortwosources
fieldofstudy.
thatreflect
Afewsourcesthat
discernmentofthe
reflectdiscernmentof
authorsand
theauthorsand
publishers,suchas
publishers,suchas
scholarlyjournalsand
scholarlyjournalsand
booksorreputable
books,areused.
organizations,may
havebeenused.

Studentreliesonone
sourcetypeintheir
work.
Onlyoneinformation
retrievaltoolhasbeen
used.
Thesourceisloosely
relatedtotheirtopic
matter,butbetter
sourcescouldhave
beenchosen.

Injustice anywhere is a threat to justice everywhere. Martin Luther King Jr.

somegeneralwebsites
areconsulted.

Student utilizes
research
sources that
are current or
properly
historically
situated.

Studentchooses
researchsourcesthat
areuptodateand
relevanttocurrent
researchand
theoriesinthefield.
Olderworks,when
used,areconsulted
inordertohistorically
connecttopast
theoriesand
research.

Studentchooses
researchsourcesthat
aremostlyuptodate
andrelevanttocurrent
researchandtheories
inthefield,thougha
fewoutofdate
materialsmayhave
beenutilized.

Studentchooses
researchsourcesthat
aresomewhatoutof
datebutstillrelevantto
currentresearchor
theoriesinthefield.
Veryfewcurrentworks
areconsulted.

Studentchooses
researchsourcesthat
arenolongerrelevant
becausethematerialis
outofdate.The
materialisnolonger
validtocurrent
researchortheoriesin
thefield.

Student leads,
organizes and
facilitates use
of
collaboration,
communicatio
n, and
productivity
tools among
group
members to
achieve team
goals.

Studentuses
GoogleDocument
andDriveresources
asdirectedby
instructor.
Studentmaintains
systemsof
organizationinorder
tokeeptrackof
information.
Student
successfullyshares
alldocumentsand
folderswithgroup
membersand
instructors.

StudentusesGoogle
DocumentandDrive
resourcesasdirected.
Studentmaintains
systemsof
organizationinorderto
keeptrackof
information,butsome
documentsandfolders
areoutoforder.
Studentsuccessfully
sharesmost
documentsandfolders
withgroupmembers
andinstructors.

StudentusesGoogle
DocumentandDrive
resources.
Studentsomewhat
maintainssystemsof
organizationinorderto
keeptrackof
information;
some
documentsandfolders
areoutoforder.
Studentsharessome
documentsandfolders
withgroupmembers
andinstructors.

StudentusesGoogle
Document
Studentmaintains
systemsof
organizationinorderto
keeptrackof
information,butsome
documentsandfolders
areoutoforder.
Studentsuccessfully
sharesmost
documentsandfolders
withgroupmembers
andinstructors.

Injustice anywhere is a threat to justice everywhere. Martin Luther King Jr.

JOURNALISM PROFILE ARTICLE RUBRIC

EXCEEDING
STANDARD 4

CRITERIA

CONTENT AND
DEVELOPMENT
I can explain the
human rights of
migrants. (WH)
I can explain how
governments, IGOS
and NGOs support
migrant rights. (WH)

FACTS,
STATISTICS
I can explain the
human rights of
migrants. (WH)
I can explain how
governments, IGOS
and NGOs support
migrant rights. (WH)

LEAD

QUOTES

PROFICIENT 3

DEVELOPING 2

EMERGING 1

Personalstories,
anecdotes,detailsand
quotesaremixedwith
specificfacts,dataand
statisticsaboutthe
injusticetopictocreatean
engagingprofileofan
advocate.Includes:
Flashback
Quotesrevealtheflaws
andstrengthsofyour
profilesubject.
Oneormorestatistics
providesupportforthe
claim
Thearticlehasatleast
two(2)statistics,factsor
datathatdemonstratehow
theinjusticeaffectsa
specificgroupdiscussedin
thearticle.
Thefactsinthearticleare
attributedtoaspecific,
crediblesource.

Atleasttwopersonalstories,
details,anecdotesandquotes
areused.Theprofileclearly
conveyswhotheprofile
subjectis,theinjusticeand
whythepersonisanactivist.
Includes:
Flashback
Quotesrevealtheflawsand
strengthsofyourprofile
subject.
Atleast2statistics/data
providesupportfortheclaim

Contentofthearticle
needswork.Readeris
lefttowonderabout
thework,motivations
andimpactofyour
profilesubject.
Includes:
Quotesrevealthe
flawsandstrengthsof
yourprofilesubject.

Articlelistsonlya
fewfactswithout
stories,anecdotes
andquotes,orthe
articleisincomplete.
Nostatisticsused
Noflashbackor
otherdevicesused
thatwouldchange
thepacingand
structureofthe
article

Thearticlehasatleasttwo
statistics,facts,ordatathat
demonstrateshowthe
injusticeaffectsaspecific
groupincludedinthearticleor
showedonagraph.
Thefactsinthearticleare
attributedtoaspecific,
crediblesource.

Thearticlehasone
(orno)statistics,
facts,ordatathat
showshowthe
injusticeaffectsa
specificgroup.
Thefactspresented
areconfusing,does
notsupportthe
articlesmainideaor
isfromanunreliable
source.

Leadisengagingand
immediatelypullsthe
readerintothestory.
Leadgivesreaderahint
orglimpseofanaspectof
theprofilesubject(your
interviewee).
Leadexpertlyusesone
ofthesuggestedlead
forms.
Quotesusedinthearticle
includequotesfromthe
profilesubject
and
someonewhoknowsthe
profilesubject.
Quotesfullysupportthe
claimsmadeinthearticle
abouttheprofilesubject,
vividlyshowingnot

Leadisengagingandpulls
thereaderintothestory.
Leadindicatesanaspectof
theprofilesubjects
personality.
Leadusesoneofthe
suggestedleadforms.

Thearticlehasone
strongfact,statisticor
datathatshowshow
theinjusticeaffectsa
specificgroupinthe
article.

Thefactsinthe
articleareattributedto
aspecific,credible
source.
Leadisdry,but
present.
Leadreflectsan
aspectoftheprofile
subjectspersonality.
Leadattemptsoneof
thesuggestedlead
forms,butdoesnot
fullyexecuteit.

Thereareno
quotesintheprofile
article.
Ifquotes/leadare
present,neither
illustratesor
supportstheprofile
articlesillustrationof
theprofilesubject.

Quotesfullysupportthe
claimsmadeinthearticle
abouttheprofilesubject,
showingnottellingwho
thepersonreallyis.
Atleastthreestrongquotes
areused.
Atleast

Injustice anywhere is a threat to justice everywhere. Martin Luther King Jr.

Leadistotallyabsent
fromthearticle.

KICKER
(Closing)

MECHANICS

tellingwhotheperson
reallyis.
Atleastthreestrong
quotesfromtheprofile
subjectareused.
Severalquotesdirect
andindirect
(paraphrased)areusedto
illustratetheprofile
subject.
Thearticleendswitha
strongkickerthatavoids
clichs,superficial
summaries,generic
thoughtsforthefuture.
NoerrorsinMechanics
and/orawordcountofat
least500+words.
Titlereflectstheheartof
theprofileandthe
interviewsubject.

Directandindirect
(paraphrased)areusedto
illustratetheprofilesubject.
Quotesfromatleasttwo
differentsourcesareused.

Thearticleendswithakicker
thatavoidsclichs,superficial
summaries,genericthoughts
forthefuture.

Thearticleendswitha
kicker,butitisdryor
containsclichs,
superficialsummaries.

1or2errorsinmechanics
arepresentand/oraword
countof500+words.
Titlereflectstheprofiles
centralidea.

3or4errorsin
mechanicsarepresent
and/orawordcountof
500+
Titlereflectsan
aspectoftheprofile
subject.

Injustice anywhere is a threat to justice everywhere. Martin Luther King Jr.

Doesnotincludethe
kicker;
eitherends
abruptly,extremely
confusingorwithout
anending.
5ormoreerrorsin
mechanicsand/ora
wordcountofless
than500words.
Notitleortitleisnot
reflectiveofthe
profilesubject.

PHOTO ESSAY
EXCEEDING
STANDARD
4

CRITERIA

PHOTO
CHOICES

IMAGE
QUALITY

CONTENT

PHOTO ESSAY:
CAPTIONS

PHOTO ESSAY
OVERALL
GRADE

PROFICIENT
3

DEVELOPING
2

EMERGING
1

5+photosareamixof
profilesandcandids,
whichhelpillustratethe
profilearticle.

5photosareamixof
profilesandcandids
shots,whichhelp
illustratetheprofile
article.

5orfewerphotosarea
mixofcandidsandprofile
shots,whichillustrate
profilearticle.

Photosarepoorly
chosen,dontconnect
tothearticleorwere
nevertaken.

Photosarecorrectly
exposed.
Picturesareclean.
Allphotosarein
focus.

Photosareusually
correctlyexposed.
Picturesareusually
clean.
Photosareinfocus.

Photosaretoodark
ortoolight.
Picturesareblurry,
hardtomakeoutornot
infocus.

Photographyprovides
uniqueandinteresting
approachtosubjectin
thephotography,
including:
theprofilesubject
and/orobjectsthat
illustratetheidentityof
thesubject
additionalvisual
informationthatadds
depthtothearticle.

Photographyprovidesa
lenstotheprofile
subject,including:
theprofilesubject
and/orobjectsthat
illustratetheidentityof
thesubject
additionalvisual
informationthatadds
depthtothearticle

amixofphotoswith
correctexposureand
focusandthosewithdark
andlightextremesthat
obscurethephotos
content
Photographyillustrates
theprofilesubject,
including:
theprofilesubjectand/or
objectsthatillustratethe
identityofthesubjector
anaspectofthesubjects
identity

Captions
correspondto
photosand
summarizemain
pointsofprofile
article,adding
contexttothephoto.
IncludestheWho,
What,When,
Where,Why
Includesstatistics
andquotes(taken
frominterviewwith
thesubject)
connectedtothe
photo,profile
subjectand/ortopic
oftheprofilearticle
Photosarechosen
well;
captionsare
writtenwell,and
essayenhancesthe
article.

Captions
correspondto
photosandhighlight
somepartsofthe
profilearticle.
IncludestheWho,
What,When,
Where,Why
Includesfactual
information
connectedtothe
photo,profilesubject
and/ortopicofthe
profilearticle

Captionscorrespond
tothephotosbutit
doesntconsistently
connecttotheprofile
article.
Includesmostofthe
Who,What,When,
Where,Why

Nocaptionspresent
orcaptionsdonot
correspondwiththe
photos.

Photosandcaptions
reflecttheoverall
profilearticle.

Photosandcaptions
arepresentbutneeds
improvement.

Photosand
captionsare
incomplete.

Injustice anywhere is a threat to justice everywhere. Martin Luther King Jr.

Photosdonotillustrate
theprofilesubjector
anyaspectofwhothe
profilesubjectis,what
thepersondoesand/or
theirchallenges.

PRESENTATION RUBRIC
EXCEEDING
STANDARD
4

CRITERIA
ORGANIZATION
OF IDEAS
Icananalyzeand
useappropriate
development,
organizationand
styleforaspecific
audience,purpose
andtask.
CONTENT
KNOWLEDGE
Icanspeak
analyticallyand
withinsightabout
byperspectiveon
injustice.
ENUNCIATION
Icanspeak
analyticallyand
withinsightabout
byperspectiveon
injustice.
NONVERBAL
COMMUNICATION
Icanspeak
analyticallyand
withinsightabout
byperspectiveon
injustice.
PRESENTATION
OF WORK
Icanlayoutand
designathreeweb
pagesthatclearly
discussesan
injusticeusingmy
profilearticle,photo
essayandother
images.
ARTICLE AND
PHOTO

PROFICIENT
3

DEVELOPING
2

EMERGING
1

Studentspresenttheir
processforwritingthe
profilearticle,taking
andchoosingphotos
inalogical,interesting
sequencethat
audiencecanfollow.

Studentspresentthe
processusedto
completetheprojectin
logicalsequencethat
audiencecanfollow.

Audiencehasdifficulty
followingpresentation
becausestudents
jumparoundfromstep
tostepintheprocess
leavingthingsunclear.

Audiencecannot
understand
presentationbecause
thereisnosequence
ofinformation.

Students
demonstratesfull
knowledgeby
answeringall
questionswith
explanationsand
elaboration.

Studentsareatease
withanswerstoall
questions,butdoes
notexplainwhyor
elaborate.

Studentsare
uncomfortablewith
informationandableto
answeronlysimple
(Who,What,Where,
When)questions.

Studentsdonothave
agraspofinformation;

studentcannotanswer
questionsabout
subject.

Studentsuseaclear,
distinctvoice,
appropriatepacing
andvolume,precise
pronunciationof
terminology
appropriatetothe
project
Holdsattention,using
directeyecontact,
seldomlooksatnotes.
Studentsdisplay
relaxed,confident
nature.

Studentvoicescanbe
clearlyheard;
student
speaksatappropriate
paceandvolume;

mostterminologyis
pronouncedcorrectly.

Studentsvoicesare
low,thereissome
difficultyinhearingor
fullycomprehending
thepresentation.

Studentsmumble,
incorrectlypronounce
terms,speaktoo
quietlyforaudienceto
hearorunderstand
whattheyaresaying.

Consistentuseof
directeyecontact,but
stillreturnstonotes.
Makesminor
mistakes,butquickly
recovers;
displayslittle
ornotension.

Displaysminimaleye
contact;
readsmostly
fromnotes.Displays
mildtension;
has
troublerecovering
frommistakes.

Noeyecontact;
entire
reportreadfromnotes.
Tension,nervousness
obvious;
hastrouble
recoveringfrom
mistakes.

Displayofworkis
straightandalignedon
thewebsite.
Allworkpostedcan
beseenbyaudience
anddoesnotneedto
beadjusted.
Studenthasphoto
andprofilearticle
displayed.

Displayofworkis
straight.
Mostofthework
postedcanbeseenby
audienceanddoesnot
needtobeadjusted.
Studenthasphoto
essayandprofile
articledisplayed.

Displayofworkis
somewhatinorder.
Someinformation
postedcanbeseenby
audience,butthere
needtobe
adjustmentsmade.
Studenthaseithera
photooranarticle
displayed,butnot
both.

Articlehasonlyone
ortwospelling,
punctuation,sentence

Articlehasafew
spelling,punctuation,
sentencefluency,
grammarerrors.

Articlehasseveral
spelling,punctuation,
sentencefluency,
grammarerrors.

Displayofworklooks
haphazardlyposted.
Workmustbe
adjustedduring
presentationand/or
judgereminds
studentsabouttheir
workquality.
Studenthaseithera
photooranarticle
displayed,butnot
both.
Spelling,punctuation,
grammar,sentence
fluencyerrors
overwhelmthearticle.

Injustice anywhere is a threat to justice everywhere. Martin Luther King Jr.

Icanwritea
journalisticfeature
articlethatprofiles
anddiscusses
someonewhois
workingagainsta
specificinjusticein
theD.C.
community.
Icanuseresearch
ritualsandroutines
inorderto
investigateand
locateanadvocate
orsurvivorof
injusticeinD.C.

fluency,grammar
errors.
Articleincludes
quotesand
statistics/dataabout
injustice
Thewritingcompels
readingandenhances
anunderstandingof
theadvocate.

Articleincludessome
quotesand
statistics/dataabout
injustice
Thewritingenhances
anunderstandingof
theadvocate.

Articleincludeseither
quotes
or
data,
possiblesourcesthat
aredubiousorvery
littlequotesordata.
Errorsinwriting
hamperan
understandingofthe
advocate.

Articledoesnot
includeanyquotesor
aboutinjustice
Duetoerrorsorlack
ofinformation,the
writingdoesnotallow
foraclear
understandingofthe
advocate

Injustice anywhere is a threat to justice everywhere. Martin Luther King Jr.

Group __________________________________________________________
Judge Name ___________________________________________________

PRESENTATION SCORESHEET + QUESTIONS

1. What is your definition of injustice?
2. What did you learn about injustice while completing the Journalism expedition?
3. What was your process for gathering the information to write the article?
4. In terms of writing, how did you decide what information to use and what info
should not be included in the article?
5. For the photography, what choices did you make in how to shoot and frame the
photos? How did you decide which photos to keep, which to select?
6. What would you do differently now that the expedition is almost over?
7. What did you learn about the injustice and the person (people) you wrote about
while completing this project?

CRITERIA
ORGANIZATION OF IDEAS
CONTENT KNOWLEDGE
ENUNCIATION
NON-VERBAL COMMUNICATION
PRESENTATION OF WORK
DISCUSSION OF ARTICLE AND PHOTO

Your Score
(out of four points)
/4
/4
/4
/4
/4
/4

TOTAL
(AVERAGE)

Use the area below to take notes about what the groups discussing as you speak with them.

Injustice anywhere is a threat to justice everywhere. Martin Luther King Jr.

11/7/2014
PotentialPartnerOrganizations

Laura
++[contactsgiven,Lindsaywillingtospeak]UNHCR
++[Sarnataguestspeaker]RefugeesInternational
+U.S.CommitteeforRefugeesandImmigrants(USCRI)
+[ongoing]Contacts@Amnesty
+[no]AdvocatesforSurvivorsofTortureandTrauma
(KarenHanscom)
+[contactedbySarnata,too]IRCBob
LGBTIAsylumseekersandDetention:
+
http://www.casaruby.org/
+
http://transequality.org/

Mont
1. CasadeMaryland(Victor)
2. CapitalCityfamilies?
(Lisvette)

3.

++ShawnGaylordHumanRightsFirst

TASSCandCVTReport:
http://www.cvt.org/sites/cvt.org/files/Report_TorturedAndDetain
ed_Nov2013.pdf

+AnnieSovcik,CVT:
asovcik@CVT.ORG
+Marymary@tassc.org

+UACs:
https://www.supportkind.org/en/

ECDCEthiopianCommunityDevelopmentCenter:
http://ecdcus.org/
+SusanKenneyPfalzer:
SKPfalzer@ecdcus.org
[responded,willputmeintouchwithsilverspringoffice]

+GenderbasedAsylum:
www.tahirih.org
+KayleenHartman,kids,immigrationlawyer
+LauraStump,CatholicCharities
+MeredithLarson,Oxfam,formerlyatAIUSA

+ =contacted

Whatdowewantfromtheseorganizations?
Interviewmigrants
Refugeefromaninjustice
personalsafety
persecutionagainstsomeoneforreasonsofrace/ethnicity,culture,sexuality,
religion,status
economicinjustice
Documentedorundocumented

Asylumseekersornot
Commonality:traveledfromanothercountryhereinordertoseekrefugefroman
injusticethathascompromisedtheirlives

EquityofExperience
Gender
Age
Sexuality
Faith:Muslim,Hindu,Atheists
Continents

10/10/14ExpeditionPlanningDay
WhatarewedoingtosupportthosewhoareimpactedbyatrocitieswhocometotheU.S.for
asylumsafetyandsupport?

Englishoverarching
Howdomypersonalexperiencesineducationinformmyrelationshipwithmyfuture?
Whataregenocide,homophobia,racismandwhatarethelastingimpactsoftheseisms?
Howcanthepersonalstoryprovideadifferentlensintoanissueortopic?
Whyisthetellingofonesownstorypowerful?
Isthenarrativevoicealwaysatrustworthyone?
Howdohistoryandmemoryinteractwitheachotherinmemoir?
Canwetrustnarrativevoiceinamemoir?Shouldwe?

Historyoverarching
Whyisitusefultounderstandmassatrocitiesfromthepast?
Howdomassiveinstancesofinjusticesoccur?
Whatshouldoursocietydoaboutinjusticesofthepast?
Whatshouldoursocietydoaboutongoinginjustices?
Whatismyresponsibilityinthefaceofinjustice

EndProduct
Profilearticleandphotoessay
Presentationofprocessandlearning@WaPooffices
GalleryExhibitioninapublicspaceforthephotoessay
CulminatingEventat
WaPo
offices
journalistsjudgewritingandphotoessay
studentawardsineachcriteriaandbestallaround

FieldworkandExperts
WashingtonPost
leadsworkshops(howtointerviewhowtowritephotojournalismlookingatdata)
CooperRobertscanfishbowlinterviewingandcreatinginterviewquestions
Newseum:Ethicspresentationinphotographsandwriting
Poynterwebinar(forthosewhodonotgoonfieldworkorneedarefresher)

OWNERSHIPCHART

Doesnotnecessarilyhappenexclusivelyinourrespectiveclassrooms,butattimeswill.
EnglishII

WorldHistoryII

InterviewHowTo

IntroductionofTopics/Injustices

Writejournalismarticle

Howtolocateadvocacygroups
conversationswithadvocacygroups

Revisejournalismarticle

Howtomakeinitialphonecallandsetupan
interview

PhotoEssay

PhotoEssay

PresentationSupport

PresentationSupport

CulminatingPresentation+GalleryEvent

CulminatingPresentation+GalleryEvent

Timeline(Givetimelinetoadvisors)
November
WeekofNovember17:ExpeditionKickOff
WillprobablyhappenonMonday,11/17
ChooseGroupsbyThursday,11/20

WeekofNovember24
TopicsintroMonday,11/24
Starterlistoftopicswithcriteria.
Topicchosenby11/25
Researchday:11/26(daybefore)

December
December1:howtomakeaphonecall
December4:FieldworktoWaPoby12/4
December4:deadline12/4
howtointerviewmodellessonby12/4
interviewquestionscompletedby12/9
December812isINTERVIEWWEEK!
Completeyourinterviewby12/15
812:InELAExaminearticles(organization,voice,quotes)
December1519isWRITINGWEEK!
FirstDraftdueon12/17
Peerrevision12/18
Revisionsdueon12/19
Allphotosdueon12/18

January

Monday,1/5PhotoEssayintroduction
Friday,1/9PhotoEssayDue
Monday,1/12Tuesday,13PracticePresenting
Wednesday,1/14CulminatingEvent
Monday,1/19NationalDayofService