Positive Futures Fair

Title: Positive Futures Fair — Application of Year-Long Content Skills

Author: Sarah White

Grade Level: 9-12

Subject/Content: Social Studies / Current Events / Civics / Global Studies

Summary of Lesson: Students will work in groups to research a problem that they feel is significant in the world today.  Students will use their research to inform members f their community and convince others to take action in a public "Positive Futures Fair.

Focus Question: What can members of my school and community do to make a positive difference in the world?

Databases(s): InfoTrac Student Edition K-12, Gale Virtual Reference Library, General Reference Center, Student Resource Center.

Procedures:

Steps / Activities by the teacher:

• If you will be integrating this lesson with other subject areas, coordinate your directions and class time with the appropriate teachers
• Provide students with access to Gale databases for topic research.
• Allow students to choose 3 – 4 problems they are interested in researching for this project.
• Put students in groups of 3 – 4 based on topic interest.
• Invite school and community members to the Positive futures Fair that your students will be hosting.

Steps/Activities by student(s):

• With group members students will conduct background research into the causes and consequences of the problem they have chosen to address.
• Students will work with their group to decide on an appropriate action they want their audience to take to solve the problem they are addressing.
• Students will create 3 public relations devices (such as newsletters, commercials or letters) to reach their audience.
• Students will include background research in these public relations devices.
• Students will create a display board about their topic which includes relevant research. 
• Students will compile folders of their research notes and bibliography.
• Students will take part in the Positive Futures Fair, interacting with their audience to educating them and take action to help solve the problem being addressed by the group.

Outcome: Students will have gained in-depth knowledge into one public policy issue and will advocate for themselves and others to take action to make a positive difference in this issue.

Related Activities: Students may write letters to appropriate real-world groups who can help solve their problem including government officials, the United Nations or other relevant non-government organizations.

Standard Date: Approved

Content Standard(s):

• Apply ideas, theories and modes of historical inquiry to analyze historical and contemporary developments and to inform and evaluate actions concerning public policy issues.
• Analyze the causes, consequences and possible solutions to persistent, contemporary and emerging global issues, such as health, security, resource allocation, economic development and environmental quality.
• Identify, analyze, interpret and evaluate sources and examples of citizens' rights and responsibilities.
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view.
• Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
• Analyze and evaluate the influence of various forms of citizen action on public policy.
• Analyze a variety of public policies and issues from the perspective of formal and informal political actors.
• Construct a policy statement and an action plan to achieve one or more goals related to an issue of public concern.
• Participate in activities to strengthen the "common good," based upon careful evaluation of possible options for citizen action.

Performance Indicators:

• At Level 1, the student is able to:
  • Identify a public policy concern and why it is a concern.
• At Level 2, the student is able to:
  • Describe the causes and consequences of the issue.
• At Level 3, the student is able to:
  • Advocate for and justify a specific action for the audience to take to solve the issue being studied.

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.
• The student will use technology resources to improve problem solving and decision making skills and apply these skills to real world situations.
• The student will analyze the social impact and explore the ethical issues of technology usage.

ISTE NETS for Students

• Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning and workplace needs.
• Make informed choices among technology systems, resources and services.
• Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication and productivity.
• Select and apply technology tools for research, information analysis, problem solving and decision making in content learning.  
• Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce and disseminate information, models and other creative works.

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.
• Standard 3: The student who is information literate uses information accurately and creatively.
• Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
• Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
• Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
• Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.