Written By
Andrew Greene, iEARN Sierra Leone (Freetown, WA/WESTERN)
Grade Level
5-8, 9-12+
Subject
Arts - Media, Arts - Visual, Arts - Music, English/Language Arts, Social Studies
Photo courtesy of The Carter Center
Objectives
Students around the world will use the Internet and other educational technologies to explore and find peacemaker heroes. Students will emulate the character qualities and activities of their peacemaker heroes through role play. Using multi-media art forms and technology, students will creatively express qualities and works of the heroes they admire.
The primary goal of this lesson is to help students learn how to become involved in peace missions and translate this awareness into action. By identifying peacemaker heroes and participating in an activity that promotes peace in their community, students will learn that they, too, can impact the world and make a difference. Using the MY HERO Web site to make entries in the Guestbook and create Web pages for their heroes, students will have the opportunity to interact with their peers who have been directly affected by war and, together, share ideas to promote peace in their community and nation. They will learn the power of the Internet as a forum for bringing the international community together to discuss how we can live in a peaceful environment and what peace means to them personally. This will be insightful for all of the students involved and provide an opportunity for learning the value of peacemaking efforts.
Computers with Internet access, flip chart, printers, scanners, digital cameras, digital video cameras, drawing and painting sets, and a Web cam for students to see themselves as they chat about their peacemaker heroes.
Handouts:
Lesson Presentation
Step 1: TEACHERS WILL ASK STUDENTS TO IDENTIFY PEACEMAKER HEROES IN THEIR LOCAL COMMUNITIES AND AROUND THE WORLD.
Students will identify peacemaker heroes and, through research, describe the qualities and activities that make these individuals peacemakers.
Step 2: TEACHERS WILL INVITE STUDENTS TO SHARE STORIES AND INFORMATION ABOUT THEIR PEACEMAKER HEROES WITH THEIR PEERS AROUND THE WORLD.
Using the Guestbook and Create Program on the MY HERO Web site to build a Web page about their heroes, students will share stories about peacemakers and peacemaking with other students around the world to promote tolerance, respect and peace.
Step 3: TEACHERS WILL INSTRUCT STUDENTS TO ARTISTICALLY PRESENT THEIR PEACEMAKER HEROES.
This will be done in the form of creative writing, scanned photos, drawings, the creation of music that celebrates the works of heroes, and videos and film media to make documentaries about peacemakers.
Students will be assessed based on class participation, successfully building a Web page about their peacemaker hero, and the artistic presentation of their hero through drawing, painting, creative writing, film, and/or music.
1: Unsatisfactory: Students have not fully participated by creating their webpage, participating in discussion, and creating their artwork.
2. Satisfactory: Students have partially participated by creating their webpage, participating in discussion, and creating their artwork.
3. Exceptional: Students have thoughtfully and fully participated by creating their webpage, participating in discussion, and creating their artwork.
nas_k4
2c
Using knowledge of structures and functions: Use visual structures and functions of art to communicate ideas.
nas_58
1a
Understanding and applying media, techniques, and processes: Select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choice.
iste_t
2a
Design and Develop Digital Age Learning Experiences and Assessments: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
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3d
Research and Information Fluency: Process data and report results.
nas_912
1c
Communicate ideas regularly at a high level of effectiveness in at least one visual arts medium.
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3c
Model Digital Age Work and Learning: Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats.
4b
Promote and Model Digital Citizenship and Responsibility: Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
5a
Participate in local and global learning communities to explore creative applications of technology to improve student learning.
cce_w_k5
9
Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
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8
Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
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9
Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
ccm_612
16
Reading Science and Technology, 9, Grade 6-8: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
17
Writing, History, Science, and Technology 2: 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
cce_l_k5
2
Conventions of Standard English 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
