HOW DOES PERSUASION AFFECT WHAT WE CHOOSE?
Benchmark 1: The What - The Road to Suffrage
Benchmark 2: The How - Mechanisms of Persuasion
Bridge to B3: Areas of Focus
Benchmark 3: Question Creation (High School)
Benchmark 3: Question Creation (Middle School)
Bridge to B4: Sources for Research
Benchmark 4: "Notecard" Research
Bridge to B5: Main Arguments/Key Events
Benchmark 5: Script Development (High School)
Benchmark 5: Suffrage Ditty (Middle School)
Benchmark 6: Exhibition Prep (High School)
Benchmark 7: Reflection
Project X Steps
OVERVIEW OF PROJECTFor the HDPAWWC project middle schoolers studied an array of suffrage efforts, going both back in time and across the globe -- from womens' suffrage movements in the historical US, to women's suffrage in Suadi Arabia today...from the felon suffrage movement to the suffrage efforts of US citizens living in Puerto Rico. Students viewed these stories through the acute lens of persuasion strategies, rooted each in science, mathematics, or language arts. Students looked into the ways that individuals and groups changed minds and shaped movements, all in the effort to gain a voice in the decisions that shape our worlds. In small groups students created original ditties that told the stories of sugffrage; they performed these ditties live at the exhibition.
High school groups examined and evaluated one of four propositions on California's 2016 ballot. Each group took on the stance of FOR, AGAINST, or NEUTRAL. They too viewed this content through the lens of mechanisms of persuasion, learning to identify and utilize specific persuasion strategies in the domains of science, mathematics, and language arts. Students applied these new skills both to their in depth research on the propositions, and to the development of their own arguments which they used in their final presentation, a staged debate on the proposition.
ITEMS TO ARCHIVEProject Overview (text)
Area of Focus Notecards - B1 (photo)
Area of Focus Summaries - B1 (screenshot)
Mechanisms of Persuasion Handbook
Working Works Cited (live link)
Slidedeck (photo gallery)
GQ Summaries (screenshot, just your own)
Debate Pathways - HS (screenshots)
Script Development - MS (screenshot)
Ditty Script - MS (screenshot)
Program - Neutral group (screenshot)
Group MLA (screenshot)
Video of Exhibition (live link with time stamp)
BLOG PROMPTS FOR HDPAWWCBlog #1: Open Letter to Your Groupmates
Draft a letter to your new HDPAWWC groupmates. Formally introduce yourself as a member. How do you handle group work? What are your common struggles when working in groups? How might your group mates best help you confront these struggles? What are your strengths and where might you be able to help your groupmates? Do you have any ground rules you'd like to suggest? Help your new team understand where you're coming from.
Blog #2: Reflection of IT Block
How did the first I.T. block go for you today? How did your group do with staying on task in the MPR? Did your group get the final sign off? Why or why not?
Now think about the second I.T. block. How did you decide what to work on? Are you now on schedule to finish all of your assignments on time? Looking back, is there anything you would change about your decisions? Explain.
Blog #3: Your Topic
Now that you have been given your proposition (HS) and area of focus (MS), write about your personal connection with your topic. Why did you choose it? What do you know about your topic? What would you like to learn about your topic? What excites you about your topic? What concerns you about your topic? Explain.
Blog #4: Using Time Wisely...or Not
Near the end of every project, right before the exhibition, there comes a point when work time is very precious and you don't have a minute to spare. Not every person or even every group makes it to the exhibition. Imagine yourself two weeks before the exhibition and look back at today. Did you use your research time wisely today? Discuss.
Blog #5: Keeping a Schedule
Make a work schedule for yourself this week. What do you need to complete by the end of today? What do you need to complete by the end of tomorrow? Schedule your week, and make sure you keep to the schedule. Remember, notecard research is due on Friday. Present your schedule in a table or in bullet or list form, not in paragraph format. Next, write yourself a brief paragraph of advice for how to accomplish these daily goals. (HS: 100 words for this portion. MS: 60-70 words for this portion)
Blog #6: Letter Home
This week's blog is a little different. It is a formal letter to your parents/guardians. In Crossroads class you will be perfecting your letter and making it ready to read at student-parent-teacher conferences on October 10th. Your letter will be broken into four paragraphs. Follow the prompts below for each paragraph:
Paragraph 1: Start with a greeting (Dear Mom and Dad,). Then briefly explain the HDPAWWC project to them.
Paragraph 2: If you were to give yourself a grade for this project so far what would it be? Support your "claim" with evidence in the form or specific examples.
Paragraph 3: Tell your parent/guardian one piece of advice you have for yourself to help you finish this project strong. Now give your parent/guardian one piece of advice for them. What is one thing they can do to help you finish strong?
Paragraph 4: Thank your parents for reading your letter and leave them with a closing thought or two. Sign the letter as you wish.
Blog#7 for Project X: Progress
Assess your Steps document. How much progress have you made? What could you do differently? What’s your plan to finish by the 3rd of November?
Blog #7: Self Critique on Rough Performance
What has challenged you in the rough exhibition performances so far? Step back and view your performance from outside eyes. How are you doing with public speaking? Is the information you've prepared sufficient? What can you do to ease any difficulty or address any shortcomings?
Blog #8: Your Place on the Spectrum
You are at a school where there are students of different grade levels working together in one group, and students of different skill and ability levels working together in one grade. This means that teachers' expectations of each student are personalized and specific to where each student is along his or her educational journey. How do you view your own effort and accomplishments in comparison to the expectations you imagine your teachers have for you? Are you living up to your true potential as a learner? Are you skating by with minimal effort? Are you giving up and checking out altogether? Where are you on this spectrum of academic effort and commitment?
Blog #9: Worst Case Scenario
Sometimes the best way to confront anxiety is to stare it in the face, letting it run its course, but only in your imagination. In an effort to beat down some of the anxiety that may be brewing about the exhibition on Thursday/Friday, imagine the worst case scenario. Start with the seed of your anxiety (maybe it's forgetting your lines, maybe its tripping on the stairs, maybe it's not making any sense to the audience, etc). Then build on that fear, let it grow into an all-out terrible outcome. Use descriptive language to capture the important details. Go overboard, be creative, have fun. Then step back and assess the likelihood of something similar ever happening. Feel better.
#10: Project Overview
A) In 3-4 sentences describe the HDPAWWC project to outside readers. This will be pasted at the beginning of your archive as an introduction to the entire project.
B) Now go to the archiving page and see what you are responsible for archiving. For each item explain what the item is, and how it contributed to the project as a whole. These blurbs will be added to each item in the archive, so that outside readers can better understand what they are looking at.