Ebook Stand Up! Speak Out!: The Social Action Curriculum for Building 21st-Century Skills, by Troy Drayton, Joe Bernhart, David Sebek
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Stand Up! Speak Out!: The Social Action Curriculum for Building 21st-Century Skills, by Troy Drayton, Joe Bernhart, David Sebek
Ebook Stand Up! Speak Out!: The Social Action Curriculum for Building 21st-Century Skills, by Troy Drayton, Joe Bernhart, David Sebek
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Stand Up! Speak Out!: The Social Action Curriculum for Building 21st-Century Skills is a guide to developing social consciousness in students by blending literary thematic explorations, historical investigations, and 21st-century research and evaluation skills. Each practical unit is arranged in progression from an in-depth study of a literary theme, to a historical examination and analysis of that theme, and finally, to an enriching real-world application that builds off students' research. Each unit includes a culminating project meant to develop students' social awareness and encourage social action. The process fosters students who are independent in their thinking, active in their search for knowledge, and productive in their creation of new solutions to real-world problems. This collection of units will give students a voice in their developing social awareness through analyzing our past and culture and daring to dream of a better future.
- Sales Rank: #1514535 in Books
- Published on: 2015-06-10
- Released on: 2015-06-15
- Original language: English
- Number of items: 1
- Dimensions: 10.90" h x .40" w x 8.40" l, .0 pounds
- Binding: Paperback
- 172 pages
About the Author
Troy Drayton has taught since 2002 and has served in many additional leadership roles.
Joe Bernhart has been a passionate practitioner and instructor of middle school English language arts for the past 20 years. During this time, he has been a teacher leader and conducted professional development for educators at the state and national levels.
David Sebek started teaching in 1995; his roles in gifted education include classroom teacher, campus specialist, and state presenter on gifted curriculum. In 2011 he was named the Texas Association of Gifted and Talented Teacher of the Year.
Most helpful customer reviews
2 of 2 people found the following review helpful.
Rich Resource with Reservations
By Avidreader
The introduction states that the authors perceive citizenship as " . . . a set of tools and understandings that allow for people to accurately interpret and, hopefully, respond with courage to the sometimes unpleasant realities of the real world." The goal of their curriculum is to give students the tools to become " . . . active participants with a social conscience who are willing and informed enough to speak up or out when it is needed." These are worthy goals and I appreciate their overall approach. There are clear lesson plans with specified objectives, activities and projects, and suggestions for literary and historical resources. As a retired teacher of communication, I appreciate the content related to persuasion and the variety of instructional strategies. However, I have concerns about aspects that need more attention.
First, I think some key terms need revising. I wouldn't allow a student to use the authors' circular definitions, where a word is defined by using the root of that same word (e.g. "persuasion is the action or fact of persuading someone. . ." ). More problematic is the handling of the term equality. The authors' definition states that "equality is the state of being equal, especially in status, rights, and opportunities." However, the exercise they present is not about rights and opportunities, but about the unfairness of equalizing people's talents and abilities. To me, that misses the point. Being a citizen of social conscience is more about understanding "equality before the law." This chapter would be better served with a study of the United Nation's Universal Declaration of Human Rights; appreciating the equal treatment that humans deserve regardless of their differing abilities or talents. Finally, defining justice simply as "just behavior" gives short shrift to an essential term for understanding social consciousness. Collecting and discussing the myriad definitions that can be found for social justice would complement the human rights discussion.
A term that needs definition is race. Students are asked to break down the elements of their identities by age, gender, and race, and then recognize how advertisers target those aspects. The Encyclopedia Britannica says race is "the idea that the human species is divided into distinct groups on the basis of inherited physical and behavioral differences." This may be the first opportunity that students have to understand how race is actually a social construct. The Encyclopedia Britannica goes on to explain that, "Genetic studies in the late 20th century refuted the existence of biogenetically distinct races, and scholars now argue that “races” are cultural interventions reflecting specific attitudes and beliefs that were imposed on different populations in the wake of western European conquests beginning in the 15th century." A better approach to understanding targeted audiences is to identify co-cultures to which we belong. A culture is defined by Dictionary.com as "the total range of activities and ideas of a group of people with shared traditions, which are transmitted and reinforced by members of the group." Using culture instead of race (and explaining why) can focus the discussion of targeted advertising analysis on legitimate criteria of "shared traditions" rather than perpetuating racial stereotypes.
One topic that I believe was effectively addressed was bullying. The topic culminates with the students' presentation of a Bullying Expo with interactive exhibits they have created in response to their research. One thing I would add is to examine the school's policy on bullying (surely each school should have one) and have students discuss how that policy relates to their research and whether the policy is adequate and effective.
The authors' objective to encourage students to speak their own minds is clear. I would like to see it balanced with a more obvious intent for students to also demonstrate a respect for differing opinions and multiple perspectives. The authors encourage teachers to use whatever aspects of their work is relevant and adapt the units accordingly. Even though I would do many things differently, as indicated above, there is much that is useful and well worth considering. With adaptation, STAND UP! SPEAK OUT! is a rich resource for teachers to, in the authors' words, "bring children together and help them develop as a socially responsible community."
1 of 1 people found the following review helpful.
Step-by-Step ready to use Unit Plans that develop social consciousness
By Larry J Romero
As a middle school teacher I found this book to be an excellent guide for teachers how to encourage social awareness among their students. Part-1 of the book describes idea of students developing social consciousness. Then the book expresses the importance of strong vertical alignment within the English/Language Arts curriculum path as well the importance of interdisciplinary approach to education. Part-2 are ready to use step-by-step Unit Plans that help build student social consciousness. These Unit Plans are vertically aligned to reinforce previously learned material. Many of the Unit Plans combine the curricula of English/Language Arts and History as an interdisciplinary lesson. Each of the Units includes a culminating project, student handouts, and rubrics. The Units are well developed and complex, but easy for any teacher to follow and implement. This book would be very helpful in any 6th-8th grade English/Language Arts or History classroom.
1 of 1 people found the following review helpful.
Rigorous, Interactive, Real-World Application Units
By Aaron and Nanette
If you are looking for a rigorous curriculum that will naturally intertwine ELA and Social Studies together in an authentic and engaging way then Stand Up! Speak Out! is a must read. The units are creatively laid out in a manner that I can easily integrate into my World Cultures class and will give students a purpose for understanding the world around them. I am especially excited to see the real-world connections between various governments today and the dystopian novels that they so love to read through Unit One: Citizens of the Future.
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