Hicks TGC Fellow Unit Plan

Prepared by: Jayme H Hicks

School/Location: Peachtree Ridge High,
Suwanee, Georgia
Subject: Language Arts/Media Literacy Grade: 12th
Unit Title: You, Social Media, and Social Change
Time Needed: 2 weeks
Unit Summary: Following an individual inventory of self with respect to the rest of the universe, this unit is an
examination of social media and its powerreal or perceivedin promoting social change. Through
reflection, research, discussion, writing and presentation, the students will investigate several social media
campaigns and the identified levels of social media activism and participation. Ultimately, students will choose
an issue to investigate and design a social media campaign to achieve a stated goal.

Stage 1 Desired Results

ESTABLISHED GOALS:
G1: Reading informational texts
1.a. cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text, including determining
where the text leaves matters uncertain.
1.b. analyze a complex set of ideas or
sequence of events and explain how
specific individuals, ideas, or events
interact and develop over the course of the
text.
1.c. integrate and evaluate multiple sources
of information presented in different media
or formats (e.g., visually, quantitatively) as
well as in words in order to address a
question or solve a problem.

G2: Writing
2.a. write informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
2.b.conduct short as well as more
sustained research projects to answer
questions (including self-generated
questions) or solve problems; narrow or
broaden the inquiries when appropriate;
synthesize multiple sources on the
subjects, demonstrating understanding of
the subjects under investigation.
2.c.gather relevant information from
multiple authoritative print and digital
sources, using advanced searches
effectively; assess the strengths and
limitations of each source in terms of the
task, purpose, and audience; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and overreliance on any one
source and following a standard format for
citation.
G3 Speaking and Listening
3.a.integrate multiple sources of
information presented in diverse formats
and media (e.g., visually, quantitatively,
orally) in order to make informed decisions
and solve problems, evaluating the
credibility and accuracy of each source and
noting any discrepancies among the data.
3.b.present information, findings, and
supporting evidence, conveying a clear and

Transfer
Students will be able to independently use their learning to(real world
purpose)
Analyze a variety of sources for credibility and critically examine complex texts
and issues. Students will be able to convey their ideas in written form, digitally,
and present their findings to a group of peers.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
1. Who am I and how do I fit in
this world?
Who they are and where they
2. How do the perspectives of
are situated on this planet
others influence social and
Recognizing the perspectives
political conflict?
of others is essential in
3. Why is it important to
complex problem solving
understand multiple
The media is a powerful tool
perspectives in problem
for the greater good as well as
solving?
a powerful weapon
4.
What is the role of social
Complex issues can be
media in social and political
addressed with multiple
activism?
perspectives contributing to
5.
How can social media be
creative problem solving
used in moving people from a
There are many ways to take
level 2 participant through
action on an issue of local or
the stages of action up to
global import using technology
accepting leadership roles in
effectively and efficiently
a particular movement or
organization?
6. How do we determine what
an effective social media
campaign is?

Acquisition
Students will know (Content)
Students will be able to (Skills)
1. What a global perspective is
1. Gather and evaluate
according to Giadellis four
information from a variety of
aspects and domains.
sources.
2. At least three social media
2. Identify complex problems
activists campaigns that have
and develop questions that

distinct perspective, such that listeners can

follow the line of reasoning, alternative or
opposing perspectives are addressed, and
the organization, development, substance,
and style are appropriate to purpose,
audience, and a range of formal and
informal tasks.
3.c.make strategic use of digital media
(e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to
enhance understanding of findings,
reasoning, and evidence and to add
interest

been successful in either

promoting policy change or
fundraising for research or
supplies on the ground.
3. Identify the levels of social
engagement on social media.
4. How to use easybib to
organize research
5. How to examine and evaluate
a philanthropic organization
for effectiveness in stated
goals and missions.

when researched may point

to a creative solution.
3. Write their findings in a
coherent and cogent
argument formally
researched, cited, and
formatted.
4. Present their findings using a
variety of digital support.
5. Engage their audience into
action on their chosen
issue/organization.

GLOBAL COMPETENCY:
Investigate the world beyond
their immediate environment
Recognize perspective, others
and their own
Communicate ideas effectively
with diverse audiences
Take action to improve
conditions
RESOURCES:
http://www.easybib.com/
Changing the Face(book) of Social
Activism
Notes on Slacktivism
Kony 2012: Anatomy of a Social Media
Sensation
Student Activism Today
The Rise of Online Organizing
The Power of New Media for
Transformation
Trayvon Martin, Social Media and
Inactive Activism
#iftheygunmedown
Quantifying Social Media and the Arab
Spring
Turn Slacktivists into Activists
Emily's Entourage
Charity Navigator
START Organizations

Stage 2 - Evidence
Assessment
Assessments FOR Learning: (ex: kwl
chart, exit ticket, observation, draft,
rehearsal)

Evaluation Criteria (Learning Target or Student Will Be Able To)

EasyBib Research Notes/Bibliography: Students will use EasyBib to organize
their research.
1. Informal assessment at the end of first lesson day of the EasyBib
tutorial. Students should have created a new projectone works cited

entryat least three complete notes with color coding and individual
tags. Proper MLA formatting of all sources used in this exercise.
2. In the EasyBib notebook students will have three categories with
three notes under each. Each note will have the fact or statement from
the source suitable for evidence in an examination of social media
activisms efficacy.
3. Daily informal checks on EasyBib notes.
Discussion Boards
1. Day three will reveal students understanding of Slacktivism and the
levels of social media activism on a discussion post which includes an
initial post plus response to one other peer.
2. Students will post their chosen organization/issue link on a discussion
post and ask for ideas/comments on planning a campaign. Students
will respond to three other peers.
Writing
1. Initial self-reflection on their own behavior on social media,
community service, ideas activism.
2. Mid-research written reflection on social media activism thus far.
3. Completed questionnaire(s) of potential issue or organization to
support. This questionnaire guides students through an examination of
the issues involved, basic information regarding where the
organization is located and what exactly it is that they do. It guides the
student to uncover data about the finances and where money is
invested.
4. The final category will be notes on their chosen organization or
movement. The notes will included what the organization is, what the
issue is and how the organization addresses that issue, an assessment
of its effectiveness per the Charity Navigator or Star Organizations, and
one additional outside credible source illustrating the organizations
effectiveness.
Collaboration
1. Based on discussion board responses, students will be grouped in such
a way that each member has a different type of organization. For
example, a human rights issue, ecological, education, political, etc.
Each student will present his/her organization to the group and their
initial ideas for a campaign using the Campaign Planning organizer.

Assessment OF Learning: (ex:

performance task, project, final paper)

Digital and Social Media Campaign

Digital promotional video for the organization: The video needs to explain fully
the organization and the issue. This includes specific information about where
the organization is located, charts and/or graphs on funding and how money is
allocated, evidence of its efficacy, why the issue is important to a global
audience (if the organizations work is in another country, students must
articulate how our actions locally contribute to or hinder solutions and if the
organization is local, how the local issues impacts global citizenry), and how a
teenager can get involved.
Social Media Campaign: the students must design a social media campaign
they can implement themselves. Students will identify which social media
platform they will use, how they will promote their cause, and an explanation
of how they will assess their impact.

Bonus: Students can earn bonus points on their final grade if they can
document the impact of their social media campaign via number of likes,
shares, retweets, or funds raised.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson
plans will be separate)
Week One:
Students will spend the first week reflecting on their own ideas of activism and social media, learning how to use EasyBib
for research, examining several resources on social media and activism, organizing their ideas on each article and
resource, reflecting on some of the issues in writing, and discussing issues with classmates via the discussion board.
Students will finish the week with an organization/issue they will embrace for the digital and social media campaign.
Week Two:
Students will spend week two dissecting their organization, creating their digital promotional video, and their social
media activists plan. Week two will also allow for collaboration and ideas from classmates regarding the plan.
*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

Lesson Title: Are You A Slacktivist?

Subject: 12th LA/Media Literacy Prepared by: J.Hicks

Materials Needed: Large index cards, overhead projector, laptop, internet connection, posters with one
large black square, a square with rainbow colors, one with Kony 2012, and one with clip art of a bucket
filled with ice.
Global Competency: Perspective
Where is the lesson going?
(Learning Target or SWBAT)

A critical self-reflection of students activities and attitudes toward

social media activism.

Hook:

Tailored Differentiation:

As students come into the room, they will be given a large index
card. The word Activism will be projected on the screen in large
block letters. At the bell, students will power write for two minutes --students with accommodations
on everything they know and/or questions about the word. Next,
and/or IEP may continue writing
Ill point out the posters placed around the room and ask all
throughout and after the video.
students who blackened their profile picture for Trayvon Martin to
go stand by the black square. Those who turned their profile
picture to a rainbow in support of same-sex marriage to go stand at
that poster (students will be moving around). Those who changed
their profile picture to KONY 2012same drill. Finally, look at the
ice bucket poster. Go stand there if you did the ice bucket
challenge. Keep standing if you challenged someone else. Keep
standing if you posted the video of you and your ice bucket. Keep
standing if you actually donated money to the challenge.
Equip:
Students will return to their card and reflect on their movements
through each of these posters.
Then, students will view the Slacktivism vs Activism video and
discuss in their table groups their thoughts and observations.
Rethink and revise:
Power write for five minutes on your participation in activism
and/or slacktivism. What say you, now? Are you a slacktivist,
and if so, what good does it do?
Evaluate:
The index card reflections will determine the depth to which
students self-reflected, synthesized the information, and
understood slacktivism and their role in social media activism.

Notes:
Organization:

Greet students at the door with

cards. Activism needs to be on
the projector. Video needs to be
cued up with correct volume.
Posters arranged around the
room.