Download - Rules for Life
Rules for Life, Rules for Living Fifth Grade Big Idea – Ethics / Humans and their relationship to others ~ Man creates the rules that he lives by, and he has a role in creating the rules which govern society. Key Concepts: -‐ In a democratic society all eligible citizens have an equal say in the decisions that affect their lives.” (wikipedia.org) Social, economic and cultural conditions are governed by laws that are proposed and created by the democracy. Essential Investigative Questions:
• What areas of life do rules and laws govern? • Who makes laws? • Are laws important? Why or why not? • What’s the difference between a warning and a law or rule? • Why would a warning become a law? How do you feel about that? • Is it ever okay to break laws? • Are any laws absolute? • What types of personal laws do you create for yourself?
Thinking like an artist: Paying close attention to the world facilitates empathy with others. New possibilities are imagined; one makes meaning of his place and responsibilities in the world. Looking at the big picture of laws and rules leads to a Some/One perspective.
Images and Artist I have selected these images because I want students to think about laws, the individual, and the concept of a collective.
http://farm9.staticflickr.com/8005/7567700560_ef755bd569_z.jpg
Do-‐Ho Suh: Some/One
Do-‐Ho Suh: Floor, 1997 I will conduct VTS using these images dispersed throughout my unit. Asking students to respond to: What’s happening in this picture? What do you see that makes you say that? and What more can we find? teaches them to look deeply and builds critical thinking skills. Through VTS Students will learn to work collaboratively. They will learn to respectfully consider the viewpoint of others and to be flexible in their thinking. They will learn that it is okay for conversations to be open-‐ended, that there does not have to be a right or wrong answer. They will learn that images convey meaning. They will learn to construct work which conveys meaning.
Students will be introduced to the art of Banksy http://www.banksy.co.uk/indoors/sto.html Banksy breaks laws by creating graffiti art. I want them to WONDER – Can graffiti be art? Is it okay to break the law in order to create art? Would Banksy’s work be as interesting if it were created on canvas and hung in a gallery?
1. Activities
Students will watch two short videos –
http://www.youtube.com/watch?v=t-‐9pDZMRCpQ( 3 min) Schoolhouse Rock, the Boston Tea Party. This short video discusses the American Revolution. http://www.youtube.com/watch?v=HSsnYzkKYd4 Don’t Drown Your Food (30 sec.) A Retro public service announcement warning against the use of too much condiment. Students will take an online personality quiz that determines whether they are rule followers, rule breakers, or rule makers. I want them to think about what these labels might mean. http://quiz.mmm-mag.com/quizzes/321459
As a play activity students will work in table groups to establish silly rules that their table will follow for the duration of the next two class periods. At the end of the second class period the class will discuss how they felt during this activity.
Art making -‐ Group work -‐ Graffiti Chalk Art on the Playground and School Sidewalk – What kinds of messages and images would be appropriate to share? Maybe something to do with school rules? Create a personal code of ethics and use it to illustrate pages in an altered book. Create a comic strip that explores rules or laws. Create a poster illustrating a personal feeling about a rule or law.
Assessment VTS discussion and class discussion will be clues to the depth of knowledge students are gaining. Projects will present visual evidence of understanding.
Assessment in my room is direct and ongoing. I walk around the room as students are working, checking for understanding. Before beginning the specific projects I will review a rubric / grading criteria.
Presentation Students will share projects with their classmates. Classmates will respond with “I notice” and “I wonder” statements. Work will be showcased throughout school. Skills for the Conceptual Age Hopefully the design of this unit will enable students to view their position in the world as flexible, active, and interactive. I hope they question rules and view imaginative potential for change, both internal and external. I hope they learn to critically examine visual culture. Project Exemplars – Mixed media book dioramas that humorously illustrate the rules of the art room.