Basic Lesson plan template (From Wiggins & McTighe,1998)

Use this in conjunction with a standard lesson planning template.

Lesson Title

Rights and Social Actions what are they and how can we evaluate them?

Date
27/9/2017
Stage 1: Desired results
To supply a clear picture of what constitutes a social action for social studies (as
opposed to sociology), to develop some familiarity with human/indigenous rights, and
begin to understand the nuance involved in evaluating a social action.

Stage 1: Goals for this lesson:

What do I want students to learn and be able to do as a result of this lesson?
A social action is: Deliberate action that results or is
intended to result in a change in the institutions or conditions of social
life; an instance of this.
Locate the relevant Human or Indigenous right that is
connected to Ihumatou
Understand that the effects of a social action are by nature
social and therefore they need to think about what are the consequences of
my social action for other peoples lives?
How are the lesson outcomes linked to the curriculum outcomes?
The lesson outcomes will set the foundation needed for
students to achieve merit or excellence in 3 standards covered in the
curriculum outcomes
91040 SS 1.2 Conduct a social inquiry
91042 SS 1.4 Report on personal involvement in a social justice and human rights
action
91043 SS 1.5 Describe a social justice and human rights action
Understandings:
i.e. students will understand that:
-There are specific Human/Indigenous Rights which have a relevant connection to the
subject of their social inquiry/action.
- in order to evaluate a social action, attention must be paid to the potential effects on
others, both negative and positive.
- a social action is most effective when one utilizes their natural skill-sets in the action

Essential questions
What provocative questions can I pose that will foster inquiry, understanding,
and, ultimately transfer?
Can we find a specific clause in either declaration of rights
that is relevant to Ihumatou?
What natural skill-sets can we utilize to perform an
effective social action?
What do we/Banksy/telesur want to achieve via the social
act they/we perform?
Who are the groups of people that could be affected by our
social action? How?

Students will know

What key knowledge will students acquire as a result of this

lesson?
 How to effectively construct a social action incorporating
personal expertise, and insightfully evaluate a social action attending to the
potential effects on peripheral communitys to their inquiry
What should they eventually be able to do as a result of
such Knowledge and skills?
Design a blueprint for social action that allows them to achieve
excellence in their assessment
Students will be able to.

Identify and describe observable social actions

Establish a general rubric for evaluating social action
Situate their own skill-sets in a context of thinking about
performing social actions

Stage 2: Assessment evidence

Performance tasks
Through what authentic performance tasks will students
demonstrate the desired understandings?
In pairs, identifying a link between either UNDHR or UNDRIP
and Ihumatou
In groups, discussing which social groups are potentially
affected by this link
Individually generating a relevant social condition connected to
a relevant social group they feel should be changed.
By what criteria will performances or understandings be
judged?
Applying the implicit analytic frame they have developed to
Banksy in Palestine Identifying the relevant right, connecting this right to
a specific social group, and demonstrating what social condition the social
action of Banksy intended to influence.
Generating a relevant scope and focus for a potential social
action relating to Ihumatou, including the potential effects on other social
groups

Other evidence
 Through what other evidence will students demonstrate
achievement of the desired results?
They will be able to describe one human/indigenous right with
relevance to their social inquiry
They will be able to demonstrate how their natural skill-set can
be utilized in a social action
How will students reflect on and self assess their learning?
Informed of exit through the gift shop as informative source
around understanding Banksy better
By developing an awareness of potentially hidden negatives in
a social action with positive intentions
Linking the content of the lesson to their upcoming assessment
Stage 3: Learning plan

Learning Activities:

W: Where are we headed? What are you to demonstrate you can do at the end?
Understanding that a social action involves key categories of: a social condition I feel
needs to change, a range of social groups that will be affected by that change, a way
that my talents can effect change in the social condition, reference to a
human/indigenous right that is being violated by some social group.

H: Hook the students with engaging and provocative entry points.

Telesur human rights clip,
Banksy in Palestine 2 clips,
Class discussion of potential conditions, groups, and actions, aimed at change for a
social context that includes reference to natural skill-sets and UNDRIP or UNDHR.

E: Explore and enable or equip through appropriate learning challenges.

R: Reflect and rethink. Revise, rehearse and refine as needed.

E: Exhibit and evaluate. Exhibit student work, engage students in self-

assessment.
Teacher Activities

What am I going to be doing during the lesson?

20mins Introduce sequence of learning for the day, LO, SC, and thesis.
LO to demonstrate that a social actions construction and evaluation includes the
consideration of: a social condition, a human/indigenous right, the potentially affected
social groups, and a natural skill-set.
SC Have a framework relating to Ihumatou which names a social condition, a
specific and relevant right from either UNDRIP or UNDHR, a range of potentially
affected social groups, and one aspect of personal expertise which can be utilized in a
social action.
Thesis:
The social condition which I feel needs to change in relation to Ihumatou is
The right which is relevant to this social condition is clause in (UNDRIP or
UNDHR)
This social condition affects the following social groups, in the following ways.
My talent in . Can be used in a social action relating to Ihumatou to change
A possible social action I could pursue is
Because it addresses the social condition ofin reference to the right ofand uses
my skills in. to influence my chosen social condition in such a way that the social
group of
What I wish to achieve with this social action is
The social group ofmay disagree with my action because

25mins Telesur clip given as an example of a social action, 1st section of worksheet

Is this clip a social action? Yes/no why?

What social groups are mentioned?
What social conditions are mentioned?
What skill-set did the media outlet use to produce this clip?
Who would be upset by this clip being spread around the internet? Why?
Who would be happy about this clip being spread around the internet? Why?

10mins In pairs skim through the human/indigenous rights documents and find one
clause which is relevant to this video, come up with two reasons why this clause is
relevant to the clip just seen (students may want to re-watch at this point)

10mins class discussion, can we see any crossover between the Telesur clip and
Ihumatou? (return to worksheet for answer)
Would something like this clip be an effective social action for Ihumatou? I think so
What would it achieve? Increase awareness of the violation of human/indigenous
rights in New Zealand.

Banksy in Palestine.

25mins - Now we will look at an example of a social action; remembering what we

have thus far discovered, that a social action needs a condition to change, a skill-set to
use, and social groups to affect, and a human/indigenous right to refer to; what I want
you to pay attention to is:

What does Banksy call Gaza in Palestine? Is this a social condition?

What does Banksy do to address the social condition he identifies?
Which social groups (who) are affected by Banksys action?
What human or indigenous rights that we have discussed today are at issue in Gaza,
Palestine?
Do you think Banksys action was successful or a failure? Why?
If you were Banksy, would you do anything different? Why?

20mins need to know.

What else do you need to know from me in order to begin thinking about how you
would go about designing an effective social action and evaluating its results?
We have five categories to address
1 a social condition related to a human or indigenous right.
2 a range of social groups that will be possibly affected by our action.
3 Our individual skills/expertise that can be used in a social action.
4 what do we want to achieve in our social action and for whom?
5 what might go wrong in our social action?

20mins Pair up students with someone who has a differing skill-set and a common
rights reference, using either Ihumatou or some other relevant context to attempt to
draw up a plan for a small social action that could be performed in their pairing
effectively (linking to skill-sets) and generate two potential barriers to their social
actions success (identifying the social groups that may produce these barriers, extra
points for mentioning perspective-values).

10mins linking the days lesson to future endeavours, especially in regard to social
inquiry/action assessment around Ihumatou

Student Activities.

What are the learners going to be going during the lesson?

Receive lesson resources (UNDRIP UNDHR, worksheet 1 & 2)

Understanding the sequence of learning for the day from, human/indigenous rights
Ihumatou Telesur and how evaluating social action Banksy how constructing and
evaluating social action with personal expertise Ihumatou (or other relevant context)
and constructing and evaluating social actions that utilize the expertise in students
natural skill-set
Watching clip, as a class going through worksheet, linking to LOs and SCs and
thesis
Pair study of rights documents, relating specific clauses to Telesur clip (re-watch
option)

Providing answers to list on board which connect telesur clip to Ihumatou via specifc
rights

Watching clip as class

Individually working through worksheet with guidance linking in LOs, SCs and
thesis
Questioning, seeking clarification, beginning to build a framework for constructing
and evaluating a social action that involves one own talents.

Pair working to generate an example for future use of how to go about conducting and
evaluating a social action effectively.
Any further questions and clarifications, mention exit through the gift shop,
encourage further reflection on personal expertise being connected to a social action
maybe talk about my experience in occupy and how chefs would cook, builders
build, scholars teach, direct democracy, place for homeless and the complaints of
property owners around the grass in Aotea square leading to police intervention as a
failed, idealistic attempt to address inequality substantially by occupying protest.

Closure:
How will I bring the lesson to a close?

Linking to past and future learning relating to assessment

Lesson Evaluation.
How will I evaluate the success of the lesson?
On the efficacy of the social action rubric students develop to construct and evaluate
select social actions
Reflection on what went well and what to change next time.