Schreier_Interdisciplinary-Unit

Dominican University Graduate School of Library and Information Science LIS 725 School Libraries and Curriculum

Understanding by Design Unit Plan: U.S. Trial System Stage 1: Desired Results
Established Goals: ISTE NETS Standard 5: Digital Citizenship

Grade: 9

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. Advocate and practice safe, legal, and responsible use of information and technology. c. Demonstrate personal responsibility for lifelong learning. I-SAIL Technology Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. y Practices strategies that promote personal safety and protect online and offline reputation y Recognizes a variety of networked environments as public places that are governed by codes of behavior y Knows how to protect electronic devices from harm in an online environment AASL Standards for the 21st Century Learner Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners 3.1.3 Use writing and speaking skills to communicate new understandings effectively 3.1.6 Use information and technology ethically and responsibly 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions ILLINOIS S OCIAL SCIENCE S TANDARDS GOAL 14 - POLITICAL S YSTEMS D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. y Early High School: 14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state and national policies.

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GOAL 18 - SOCIAL S YSTEMS B. Understand the roles and interactions of individuals and groups in society. y Early High School: 18.B.4 Analyze various form of institutions (e.g., educational, military, charitable, governmental).

C. Understand how social systems form and develop over time. y Early High School: 18.C.4b Analyze major contemporary cultural exchanges as influenced by worldwide communications. Essential Questions:  What is the impact of sexting on students lives?  How can sexting impact our school learning communities?  How can teens responsibly incorporate technology into their lives?

Students will understand and know...  How the U.S. trial system operates  What the components are of the trial system  How crimes are prosecuted  What kinds of crimes can young people be charged with  What constitutes ethical and nonethical use of technology  The guidelines for responsible text messaging and communicating

Student will be able to  Communicate the guidelines for responsible electronic activity  Outline the U.S. court and trial processes  Connect actions in the digital realm to real world consequences  Communicate with peers about pervasive legal issues surrounding sexting  Analyze the content of print and digital media

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Stage 2: Assessment Evidence

Performance Tasks: Other Evidence:

Students will role-play in mock trial or job Students will communicate with each other in small groups interview after having participated in a lesson throughout the lesson and final activity. on sexting and its consequences. Self-Assessments: Students will write a brief reflection at the end of the unit summarizing what they have learned and gained from the contents of the unit. Other Evidence, summarized: Students ongoing impressions as communicated either orally or via notes in their research notebook may be considered as a basis for formative assessment.

Stage 3: Learning Plan

Overview: Sexting, or the transmission via electronic device of sexually explicit, semi-nude to nude photographs or videos, is rapidly becoming a pervasive issue among young people in this country. As part of an interdisciplinary unit on the United States legal system, the 9th grade Social Studies department will collaborate with the school library information specialist to present the deleterious effects of sexting. This is a lesson to coincide with a 9th-grade Civics/Social Studies class studying court cases and the trial process. Emphasized in this unit are crimes young people can be charged with. One of these is child pornography, for which a growing number young people, including those under 18, have been prosecuted; possession and/or distribution of child pornography is a felony offense. Learning Activities:   Teacher introduces topic by engaging whole class in pre-assessment discussion on prior knowledge of court and trial systems  Teacher utilizes textbooks and database articles to present various instances of notable court cases  Students utilize a legal/law dictionary to define key unit-themed vocabulary.  Students use a graphic organizer to diagram the U.S. court and trial systems  LIS-led lesson, performance task, self-assessment and rubric for the unit are introduced.  Students take notes on their thoughts and observations from the sexting PSA videos and tech survey  Students use the Internet to locate, access and interact with sexting PSA videos

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 LIS leads hour-long lesson on dangers of sexting, incorporating multimedia  Students complete brief reflection piece on the impact the unit has made on their subsequent choices and electronic activity  Students participate in role-playing authentic assessment activity  Teacher and LIS use the rubric to evaluate student understanding of legal concepts and impact of sexting

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Information Literacy Lesson Plan

Title of Project: No Sexts Before Marriage Standards: ISTE NETS Standard 5: Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. Advocate and practice safe, legal, and responsible use of information and technology. c. Demonstrate personal responsibility for lifelong learning. I-SAIL Technology Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. y Practices strategies that promote personal safety and protect online and offline reputation y Recognizes a variety of networked environments as public places that are governed by codes of behavior y Knows how to protect electronic devices from harm in an online environment AASL Standards for the 21st Century Learner Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners 3.1.3 Use writing and speaking skills to communicate new understandings effectively 3.1.6 Use information and technology ethically and responsibly 3.2.1 Demonstrate leadership & confidence by presenting ideas to others in both formal & informal situations

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3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions ILLINOIS S OCIAL SCIENCE S TANDARDS GOAL 14 - POLITICAL S YSTEMS D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. y Early High School: 14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state and national policies.

GOAL 18 - SOCIAL S YSTEMS B. Understand the roles and interactions of individuals and groups in society. y Early High School: 18.B.4 Analyze various form of institutions (e.g., educational, military, charitable, governmental).

C. Understand how social systems form and develop over time. y Early High School: 18.C.4b Analyze major contemporary cultural exchanges as influenced by worldwide communications.

Objectives: Library Media Skills: Students will integrate visual and media literacy skills to interpret the content and message of sexting PSAs, as well as utilize critical thinking to analyze the consequences of the failure to be a responsible digital citizen. Social Science Curriculum: Students will utilize knowledge of governmental systems (e.g., courts and trials) in order to understand the process and impact of being prosecuted with a crime. Grade Level/Grouping Arrangement: 9th grade class, small groups of 4-5 students Collaboration(s): Library information specialist, 9th grade Civics/Social Studies teacher Time: One hour-long class period for LIS-led lesson; another hour-long class period for collaborative assessment activity Environment: The LIS lesson will take place in one of the computer labs in the library media center. Materials: Computer lab computers, research notebook for note taking, note cards or nametags for mock trials/job interviews, evaluation rubric

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Resources: Sexting PSA videos from YouTube and NetSmartz.org, articles and court cases culled from vetted Internet sources and online databases (e.g., LexisNexis & ProQuest), short video clip of recent Anthony Weiner case Instructional Roles: LIS: LIS will compile a video playlist of various warning and PSA videos about sexting and its consequences, including current news items such as the Anthony Weiner case. LIS will similarly aggregate a list of recent court cases involving teens/minors who have been prosecuted on felony charges for possessing child pornography through sexts. LIS will also adapt a recent survey (see attached) assessing students use of and attitudes regarding technology and electronic activity. Civics teacher: Civics teacher will introduce unit with lessons on the U.S. court and trial systems, gradually honing in on crimes that teens/minors can be charged with. Will emphasize the fact that many of these charges are not related to major crimes such as murder or robbery, but rather ones that many young people may not even realize constitute a criminal offense, such as sexting. Project Description Overview: Sexting, or the transmission of sexually explicit, semi-nude to nude photographs or videos, is rapidly becoming a pervasive issue among young people in this country. As part of an interdisciplinary unit, the 9th grade Social Studies department will collaborate with the school library media specialist to present the deleterious effects of sexting as part of a unit on the United States legal system. This is a lesson to coincide with a 9th-grade Civics/Social Studies class studying court cases and the trial process. Emphasized in this unit are crimes young people can be charged with. One of these is child pornography, for which a growing number young people, including those under 18, have been prosecuted; possession and/or distribution of child pornography is a felony offense. Activity and Procedures for Completion: Small groups of 4-5 students will each watch a series of videos that demonstrate, through various forms, the circumstances and consequences of sexting. Some of these videos are interactive, prompting students to select how to proceed from the scenario given. Students will also take a survey adapted from a recent Sex and Tech report published by The National Campaign to Prevent Teen and Unplanned Pregnancy and discuss their results as compared with the report results. Students will also read and discuss court cases involving young people who have been prosecuted for child pornography due to sexting inappropriate images or videos, prompted by the questions stated in the Essential Questions area of the Unit Plan. Teacher and LIS will supervise and observe group interactions, and confer with groups as they discuss videos, court cases and take survey.

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Assessment: Assessment will take the form of mock trials and mock job interviews. Students will role-playjudge, defendant, applicant, employer, etc. In each situation, the defendant/applicant will have been caught with inappropriate content in his/her possession, and possibly charged. After each skit, the class will convene to discuss the impact of the outcome.

Modifications/Differentiation: A combination of print, visual and auditory media will be incorporated into the lesson in order to accommodate various preferred learning styles. For the role-playing assessment activity, students may select the role they want to play; students will also be able to take behind-the-scenes jobs if desired. Students with difficulty reading or filling out the survey may have the survey read/dictated to them. Evaluation: Teacher and LIS will utilize a rubric for students mock trials/job interview adapted from http://www.markville.ss.yrdsb.edu.on.ca/history/american/amtakingsidesrubric.html in order to evaluate student understanding of lesson and unit.

Extension/Follow-up: y y y Track cases presented during lesson Extended report/independent investigation on topic Service learning project: advocate group performs the skits, warning about the dangers of sexting, for other classes or at the local junior highs

Appendix A: Instructional materials for lesson Thats Not Cool video: Pressure Pic Problem (Total time for both videos and choices is approximately 3 minutes) http://www.thatsnotcool.com/TwoSidedStories.aspx?Title=PRESSURE+PIC+PROBLEM A part of Thats Not Cools Two Sided Stories series, these two videos depict sexting from various perspectives. One video uses fruit pressuring a friend (Apple) to ask his girlfriend (Orange) to peel for photos and the other involves a female puppet pressured by her boyfriend to send nude photos. At the end of the videos, students choose how to resolve the dilemmas and can see how their choices play out.

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NetSmartz.org Teens: http://www.nsteens.org/Videos/InformationTravels This is a bank of videos depicting a roundtable of current high school students discussing their personal experiences with sexting. Several sexting PSA videos: http://www.youtube.com/watch?v=OhBknvwgfmk http://www.youtube.com/watch?v=3caBQyEOFzM&playnext=1&list=PL526ED543ADD56945 Sample articles on recent sexting cases:
http://www.nytimes.com/2011/03/27/us/27sexting.html http://articles.cnn.com/2009-04-07/justice/sexting.busts_1_phillip-alpert-offender-list-offender-registry http://articles.cnn.com/2009-04-08/justice/galanos.sexting_1_sexting-phillip-alpert-six-teens

(Plus additional court cases and articles distributed as time allows) Appendix B: Sex Tech Survey http://www.thenationalcampaign.org/sextech/PDF/SexTech_Summary.pdf

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Appendix C: Evaluation Rubric

Rubric: Responsible Digital Citizen Skits Name: . Level 4 (8-10 Marks) -shows a high to very high degree of understanding of ideas/concepts/ themes/information -uses critical/creative thinking skills to plan a panel discussion collaboratively with a high to very high degree of effectiveness -uses critical listening skills (e.g., identifying main ideas and significant supporting details; note making; assessing validity of arguments and conclusions; making inferences; evaluating implicit and explicit ideas; detecting assumptions, omissions, biases) with a high degree of effectiveness -applies oral communication skills (e.g., correct grammar and sentence structure; rhetorical devices; voice projection; gestures; body language; timing) with a high to very high degree of effectiveness Level 3 (7 Marks) -shows a considerable degree of understanding of ideas/concepts/ themes/information Level 2 (6 Marks) -shows a moderate degree of understanding of ideas/concepts/ themes/information Level 1 (1-5 Marks) -shows an insufficient degree of understanding of ideas/concepts/ themes/information

Knowledge/ Understanding

Thinking/ Inquiry

-uses critical/creative thinking skills to plan a panel discussion collaboratively with a high degree of effectiveness -uses critical listening skills (e.g., identifying main ideas and significant supporting details; note making; assessing validity of arguments and conclusions; making inferences; evaluating implicit and explicit ideas; detecting assumptions, omissions, biases) with effectiveness

-uses critical/creative thinking skills to plan a panel discussion collaboratively with moderate effectiveness -uses critical listening skills (e.g., identifying main ideas and significant supporting details; note making; assessing validity of arguments and conclusions; making inferences; evaluating implicit and explicit ideas; detecting assumptions, omissions, biases with a moderate degree of effectiveness -applies oral communication skills (e.g., correct grammar and sentence structure; rhetorical devices; voice projection; gestures; body language; timing) with a moderate degree of effectiveness

-uses critical/creative thinking skills to plan a panel discussion collaboratively with insufficient effectiveness -uses critical listening skills (e.g., identifying main ideas and significant supporting details; note making; assessing validity of arguments and conclusions; making inferences; evaluating implicit and explicit ideas; detecting assumptions, omissions, biases with little or no effectiveness -uses little application of oral communication skills (e.g., correct grammar and sentence structure; rhetorical devices; voice projection; gestures; body language; timing) -does not use

Communication

-applies oral communication skills (e.g., correct grammar and sentence structure; rhetorical devices; voice projection; gestures; body language; timing) with a sound degree of effectiveness

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Application

-uses academic theoretical language with a high to very high degree of effectiveness - organizes researched ideas and information coherently with a high to very high degree of effectiveness

-uses academic theoretical language with a sound degree of effectiveness - organizes researched ideas and information coherently with considerable effectiveness

-uses academic theoretical language with a moderate degree of effectiveness - organizes researched ideas and information coherently with moderate effectiveness

academic theoretical language

- organizes researched ideas and information coherently with insufficient effectiveness

Comments:

Final Mark: