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ADVOCACY MEDIA PROJECT By Greg Dempsey and Doug MacDonald St. Rita Catholic Elementary School 908 Dundas Street Woodstock, Ontario

Rationale for this Rich Performance Task: The rationale for this project is rooted in two certainties related to the students of the Millennial Generation the generation born in, or after 1982.1 Firstly, our vast world is now defined as a Global Village, a symbolic term referring to the growing connectedness of our society as a result of the immense expansion of technology and media outlets. Secondly, due largely in part to this first assertion, this generation of youth has more information at their disposal than any of the previous generations. Combined, these factors have led to the creation of not only new circumstances for todays youth, but also for all future generations.

As a group, Millennials are unlike any other youth generation in living memory. They are more numerous, more affluent, better educated, and more ethnically diverse. More important, they are beginning to manifest a wide array of positive social habitsincluding a new focus on teamwork, achievement, modesty, and good conduct.2

1 2

Neil Howe and William Strauss, Millennials Rising The Next Generation (New York, Vintage Books, 2000), 4. Howe and Strauss, Millennials Rising, 4

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One of the foremost changes is the drastic increase in available forms of media. This generation of youth is the first to have constant access to the internet, social networking, and instant messaging. Through the influence of the media and advertising, this generation places an increased emphasis on the sharing of thoughts, opinions, and individual expression. Our youth have the opportunity to be a most informed generation with regards to current international events and have an opportunity to congregate and unite around shared goals and principles on an international scale. This generation has the ability to become the first predominant group of global citizens citizens with a we have to build a truly global level of consciousness about what our relationships and responsibilities are going to be. - Former United States President Bill Clinton, January 29, 2002, Berkeley University

view of the world that is holistic in the sense that there are no essential reasons why barriers, borders, diversity, and the disparateness of the human condition render one person and their conditions and actions irrelevant to any other.3 As Catholics, we are also called to act lovingly and compassionately towards others. Throughout the teachings of Jesus Christ, there are countless examples of calls for the people of the world to take ownership over not only the welfare of the environmental world, but also those beings within it How many living things you have made, O Lord! You have exhibited great skill in making all of them; the earth is full of the living things you have made.4 As Catholic citizens, we must remember that we are called to be stewards of the earth. In the historical sense, stewardship was the term used to describe the responsibilities and duties that a servant

3 4

Nigel Dower and John Williams, Global Citizenship A Critical Introduction (New York, Taylor and Francis Group, 2002), 2 Psalms, 104:24

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had to their master. Therefore, when our Master calls for us to be stewards, He is thereby providing us with duties and responsibilities to be fulfilled on this God-given earth. When these God-given resources are coupled with the active pursuit of Catholic social teachings, our youth will have the opportunity to ..promote equality, democracy, and solidarity for a just, peaceful, and compassionate society. This call to care for the earth, and care for each other, intends for us also to care for our relationship with God. Through our baptism each one of us is called to be in active relationship with God and these callings are best lived out through, with, and in, our faith community the Catholic Church.

Six Million Paperclips: The book Six Million Paperclips and the accompanying documentary, Paperclips, is based on a handful of educators goal to educate a rural community about diversity and intolerance. Using the Holocaust as the primary reference point, the documentary depicts the schools quest to collect six million paperclips to represent the number of Jewish people lost during World War Two due to religious intolerance and racism. Throughout the documentary, the students become immersed in not only the historical significance of the Holocaust, but also the moral and ethical questions that surface as they dig deeper. It is these questions that unite the students to advocate for a common goal to use the events of the Holocaust as a tool to promote tolerance, acceptance, and diversity in contemporary society.

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One of the foremost themes of the book and the film is that of advocacy. While the students involved became educated about the historical importance of their project, they also became advocates of justice and tolerance. The monument erected as a result of their dedication and hard work is symbolic of their efforts to promote an awareness of intolerance. Not only does this monument stand as a testament to the brutal history of the Holocaust, but it also signifies the pleas of many for atrocities such as this to never occur again. It is this message that we must instill in our students. The advocacy of the students in Whitwell, Tennessee, was not a protest or call to arms; but merely a project aimed at increasing awareness of both the cause and effect of intolerance. In essence, the book and the documentary are media productions that explore both a factual event and the students reactions to that event. The students were presented with information and evidence of the atrocities of the Holocaust and, after they had reflected on their thoughts, feelings, and experiences, they then began to identify certain elements such as intolerance, prejudice and injustice that they believed were still existent in our modern society. For us, to remember is to pray for peace and justice, and to commit ourselves to their cause. Only a world at peace, with justice for all, can avoid repeating the mistakes and terrible crimes of the past. - Pope John Paul II, March 23, 2000, Yad Vashem We wish to remember. But we wish to remember for a purpose, namely to ensure that never again will evil prevail, as it did for the millions of innocent victims of Nazism. - Pope John Paul II, March 23, 2000, Yad Vashem

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Social Advocacy Rich Performance Task: Essentially, this rich performance task project is fashioned in a similar method. The students will be presented with a variety of issues and events that have occurred in modern times. As the students research the topics and events related to intolerance, injustice, and prejudice they will be encouraged to reflect upon what they have learned, communicate their thoughts and voice their opinions. Ultimately, it is the aim of this project to allow students to become advocates for awareness and recognition of injustice and inequality. Rich Performance Tasks are authentic activities, exercises, problems, or challenges that require students to show what they know and what they can do. Performance tasks lead students to demonstrate their understanding by applying their knowledge and skills to real life situations or scenarios. The purpose of this project is to encourage students to embrace their roles as global citizens the idea that all citizens have a moral and ethical duty to each other, despite international barriers. Our students are called to live out the Catholic social teachings by not only respecting the diversity of humanity but also by promoting these The burdens of global citizenship continue to bind us together. Partnership among nations is not a choice; its the one way, the only way, to protect our common security and advance our common humanity. - United States President Barack Obama, Berlin Address, July 24, 2008

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values in their actions and attitudes. The goal of this task is to have students begin thinking of themselves as global citizens who can exert positive change by using the same technological and media tools and forms they are currently familiar with. Entertainment media, advertisers and the internet are key sources of images that children use to create perceptions and make decisions. Media Awareness Network Use of Media: Our students are bombarded with technology and media. In essence, media texts combine several languages or forms of communication visual images (still or moving), audio (sound, music, or speech), and written language.5 Due to the varied techniques used in media, there is a distinct need for our students to become more aware and educated in media forms.

Media education therefore aims to develop a broad-based competence, not just in relation to print, but also in these other symbolic systems of images and sounds. This competence is frequently described as a form of literacy; and it is argued that, in the modern world, media literacy is just as important as the more traditional literacy of print.6

5 6

Buckingham, David, Media Education: Literacy, Learning, and Contemporary Culture, (Cambridge, Polity Press, 2003), 4. Buckingham, Media Literacy, 4

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While the increase in media outlets has led to a variety of advantages and benefits for our society, these advancements have also created risks and hazards that are unique to this generation. In todays media, there are numerous examples of biases, stereotyping, and prejudice that are often looked over in favor of entertainment. Additionally, the media employs a variety of techniques and practices to ensure that their message is both accessible and aesthetically pleasing. While these elements may be used to misinform and mislead, when used correctly, these elements can be utilized to promote positive ideals to a wide and varied audience. This task will challenge students to think critically about media messages and how they can impact an audience.
To belong, it is important that we support each other, that we pray for each other, that we come together as people who have the same face. We need to love each other and then, as we learn to work together in a place of belonging and togetherness, we begin to see that it is important to listen to each other. You have ideas much better than mine. I may have some that are better than yours. We dont have to be powerful; we dont have to be right. - Jean Vanier, Address to the Business Community, April 05 http://www.larche.ca/en/jean_vanier/daily_thoughts/belonging

CulminatingTask: Students will form sets of advocacy groups based on topics related to justice and tolerance issues of their choice. After choosing a relevant and current issue the groups will then need to focus their efforts on creating a compelling media campaign aimed at informing citizens and raising awareness of their cause. The students will be in charge of creating an authentic media piece with audiences and purpose in mind.

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Media Choices: A Poster - the poster will be used to inform student peers about their topic of choice. A Presentation the presentation will be used to raise awareness among government leaders as to the importance of the students chosen topic. An Audio or Video Commercial the commercial will be used to gain empathy for the students chosen cause from the general public.

The students will be evaluated based on their completed products and the effectiveness of their respective campaigns. Please note that due to the diversity of tasks and subject matter, this project could be evaluated as a cross-curricular activity that is integrated into a variety of subject areas (See Appendix A). Furthermore, due to the rich nature of this task, assessment and evaluation could address a number of the overall Grade 6, 7, and 8 curriculum expectations (Oral Communication, Reading, Writing and Media Literacy, Mathematics, The Arts and Social Studies, History and Geography) as outlined in the Ontario Ministry of Education curriculum documents.

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APPENDIX A CROSS-CURRICULAR INTEGRATION Appendix A

Catholic Graduate

A Discerning Believer Formed in the Catholic Faith Community: Develops attitudes and values formed founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good. (CGE1d) An Effective Communicator: Uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. (CGE2e)

Expectations

Reflective and Creative Thinker: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socioeconomic and ecological) for the development of a just and compassionate society. (CGE3f) A Collaborative Contributor: Finds meaning, dignity, fulfillment and vocation in work that contributes to the common good. (CGE5d) A Responsible Citizen: Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. (CGE7e)

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SUBJECT RELIGION

Grade 6
Students begin to examine their feelings of justice, and to explore situations which to them are clearly unjust (Unit 5, theme 14) Students deal with global relationships and how what we do, or dont do, affects people (Unit 5, Theme 14)

Grade 7
Students will explore some of the difficulties people have in accepting and valuing others as they are (Unit 4.3) Students will explore the meaning of human dignity and the ways we have enhanced or undermined that dignity (Unit 4.3) Students will examine and challenge some of the ways our culture and other cultures undermine the dignity of men and women (Unit 4.3) Students will be challenged to make their classroom and the world a place where dignity is enhanced (unit 4.3)

Grade 8
Students will reflect on the wonder of life, including human life (Unit 7.1) Students will practice stewardship for the gift of all life (Unit 7.1) Students will identify patterns of behavior that lead to peaceful relationships or to violence (Unit 7.2) Students will examine how Jesus asks us to live in peace with one another (Unit 7.2) Students will support peacemaking activities and develop appropriate skills (Unit 7.2) Students will evaluate experience of injustice (Unit 7.3) Students will identify what living justly requires in their own lives (Unit 7.3)

Note to Teacher: Using Six Million Paperclips and the Advocacy Media Project, students in Grades 6, 7, and 8 will begin to explore (though not exhaust) the following expectations of the Religion Curriculum.

Students research issues of justice and injustice on a global level (Unit 5, Theme 14)

Students find ways to respond to situations of injustice (Unit 5, Theme 14)

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Subject

VISUAL ARTS

Grade 6 CREATING AND PRESENTING: Use elements of design in art works to communicate ideas, messages, and understanding. (D1.3) Use a variety of materials, tools, techniques and technologies to determine solutions to design challenges. (D1.4)

Grade 7 CREATING AND PRESENTING: Create art works, using a variety of traditional forms and current media technologies, that express feelings, ideas, and issues, including opposing points of view. (D1.1) Use a variety of materials, tools, techniques and technologies to determine solutions to design challenges. (D1.4) Reflecting, Responding, and Analyzing: Interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey. (D2.1)

Grade 8 CREATING AND PRESENTING: Create art works, using a variety of traditional forms and current media technologies, that express feelings, ideas, and issues, that demonstrate an awareness of multiple points of view. (D1.1) Use a variety of materials, tools, techniques and technologies to determine solutions to design challenges. (D1.4) Exploring Forms and Cultural Contexts: Identify and analyze some of the social, political, and economic factors that affect the creation of visual and media arts and the visual and media arts community. (D3.2)

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Subject GEOGRAPHY/SOCIAL STUDIES

Grade 6 CANADAS LINKS TO THE WORLD: Identify some important international organizations/agreements in which Canada participates and describe their purpose. Describe Canadas participation in international efforts to address current global issues.

Grade 7 THE THEMES OF GEOGRAPHIC INQUIRY: Apply the perspective of one or more themes of geographic inquiry to produce a report on an actual or fictional environmental event. Conflict and Change: Identify types of conflict and describe strategies for conflict resolution.

Grade 8 MIGRATION: Identify the push and pull factors that influence people to move.

HISTORY

Appendix B

Subject Mathematics

Grade 6 Demonstrate an understanding of relationships involving percent.

Grade 7 Demonstrate an understanding of proportional relationships using percent.

Grade 8 Solve problems by using proportional reasoning in a variety of meaningful contexts.

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APPENDIX C NELSON LITERACY LINKS: GRADES 7 and 8 Nelson Resource Nelson Literacy 7: STEP UP Relevant Reading Pieces Resisting Hitler (12) Signs of the Times (16) Principals and Principles (19) Igniting Global Change One Candle At A Time (21) Welcome to the Global Village (25) The Blame (31) The Tiger Who Would be King (34) Release the Crickets (38) I Need to Wake Up (40) The Girl Who Called For Peace (43) The Birdman (46) How People Affect the Environment (54) Nelson Literacy 7: SEND A MESSAGE The Power of the Press (8) Whats Manga? Modern Manga Focus Focus on Reading (Making Connections) Focus on Reading (Making Connections) Focus on Writing (Develop Ideas) Focus on Writing (Develop Ideas) Focus on Writing (Develop Ideas) Focus on Listening (Listen Effectively) Focus on Listening (Listen Effectively) Focus on Media (Purpose and Audience) Focus on Media (Purpose and Audience) Focus on Text Patterns (Sequence) Focus on Text Patterns (Sequence) Transfer Your Knowledge Focus on Reading (Synthesize) Focus on Media Focus on Media Type Magazine Article Signs Personal Essay Newspaper Article Newspaper Article Script Fable Comic Strip Song Graphic Nonfiction Picture Book Informational Article Glossary Newspaper Article Appendix C

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Nelson Resource Nelson Literacy 8: GLOBAL CITIZENS

Relevant Reading Pieces A Global Citizen Is(3) Love The Planet (8) Two Islands (12) It Takes A Village (21) Kids Encouraged To Build Peace (25) What is Child Labor? (27) Child Slavery Protestor Murdered (30) Lucille Teasdale (33) Who Owns The Land? (36) Selling Change (40) Global Kitchens (42) Doctors Without Borders (47) Art, Politics, and Questioning Authorities (51)

Focus Focus on Reading (Connections) Focus on Reading (Connections) Focus on Reading (Connections) Focus on Reading (Connections) Focus on Writing (Develop Ideas) Focus on Writing (Develop Ideas) Focus on Writing (Develop Ideas) Focus on Listening (Listen Effectively) Focus on Listening (Listen Effectively) Focus on Media (Purpose and Audience) Focus on Media (Purpose and Audience) Focus on Text Patterns (Sequence) Focus on Text Patterns (Sequence)

Type Nonfiction Article Tips from Artists Picture Book Poems and Quotations Newspaper Article Magazine Article Nonfiction Article Transcript Oral Tale Magazine Advertisement Photo Essay Diary Autobiography

Appendix C Appendix D

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MEDIA LITERACY T.A.P.P

TECHNIQUE AUDIENCE PURPOSE POINT OF VIEW

DECONSTRUCTING MEDIA CONSTRUCTING MEDIA

DECONSTRUCTING MEDIA

PRINT ADVERTISEMENT

NEWSPAPER

MUSIC

COMMERCIALS

PAPERCLIPS

MEDIA LITERACY

ADVOCACY

CONSTRUCTING MEDIA

RICH PERFORMANCE TASK

PRINT ADVERTISEMENT (YOUTH)

PRESENTATION (GOVERNMENT LEADERS)

COMMERCIAL (MASSES)

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