2nd Quarter Project: Post-Classical Topics: 600-1450



4th Quarter Honors World Project: Social Change

Welcome to your project for 4th Quarter! This may be the most ambitious project you will tackle this year, but it also has the potential to make you a true global citizen, one who is aware of numerous issues of justice and discrimination across the world. You will have an element of choice regarding this project, which you have not had before. All elements are individual this time, so there will be no sharing of work between partners. You will also have the option of completing a community service activity as part of the learning process for this project.

Deadlines for Elements of the Project: * indicates that deadline does not apply to all students

Fri. April 5: Mind Mapping complete

Fri. May 3: UN Declaration on Human Rights Essay due *

Fri. May 10: Service Log/Reflection Forms complete

Mon. May 13: Apartheid/Civil Rights Essay due *

Tues. May 14: Change Makers PowerPoints complete and submitted

Wed. May 15: Change Makers presentation day and Project Evaluations due

Required Elements

1. Planning and Evaluation: 20 points

A. Mind-mapping activity (10 points)

B. Evaluation of entire project (10 points) –Completed on May 15th.

We will begin this process in class on March 29th. You will address questions like: What issue of social justice is important to me? How can I convince others to take action and help people? When we are finished with the entire project, you will also complete an evaluation of the different components and to what extent this project has changed your thinking on the issue you chose.

2. Change Makers PowerPoint presentation: 80 points

You will create a PowerPoint presentation that will address three change makers in the world: two people you research, with the final one being yourself. One of these people must be like you in at least two of the following ways and the other must be unlike you in at least two of the following ways:

- Age: one needs to be less than 10 years older/younger; other must be more than 10 years older/younger

- Race: one needs to share your ethnic background; other needs to have another cultural point of view

- Religion: one should have your basic spiritual or moral beliefs; other should have a different set of values than your own

- Gender: one of the same gender and one of the opposite gender

You only need 2 of the 4 above; you do not have to match all the characteristics to use the individual in your presentation. The statements below, however, you MUST follow:

- One person should be a historical figure who made great changes in the past; other needs to be making change NOW

- One must be doing work in the US; other can tackle change anywhere else in the world

You must conduct research into the lives of the people you choose. You will have 2 days in a computer lab to help you create your PowerPoint, but your presentation is due at the end of class on the second lab day. You are NOT limited in the number of internet sources that you use, but you still are NOT allowed to use encyclopedias, textbooks, or websites like Wikipedia or . You will create a Works Cited page that will go on one or more of your final slides in this presentation. Slides must include images, and images must also be included with the Works Cited slide(s). You will save your work to a flash drive or CD-ROM, and your PowerPoint MUST open on the school computers.

Below are the questions you must answer on your slides. I will provide a slide package for you to use for this project. Create a minimum of one slide per category of questions, which equals a minimum of 6 slides per person (times 3 people = 18 slides total minimum):

Who? Who is this person? Give some details about their life – what is important to them (outside of the change they are making)? Family? Friends? Hobbies? Interests?

What? What change are they making? Does it relate to more than one issue of social justice? What person or people is the change affecting?

When? When did this person start trying to make changes? When did those changes start to occur? When did others start to notice?

Where? Where is this person from? Where are they seeking to make change? Where else in the world do we need to see changes like this?

Why? Why is this person making these changes? Why are they inspired to act on the issue they are tackling?

How? How are they making changes? How did they start? How did they find the money or the resources? How did the change spread? How can other people get involved?

When you get to the slides about yourself, you may not be able to answer How you are making the changes just yet – but you can describe a plan! You can also encourage others to get involved in a cause you care about or the service activity in which you may choose to participate.

Elements of Choice: You will choose to do either:

3. Two essays: (100 points total)

For these essays, you will get instruction in class to assist you. For both essays, you will be required to include a minimum of 1 primary source. You are NOT limited in the number of internet sources that you use, but you still are NOT allowed to use encyclopedias, textbooks, or websites like Wikipedia or . You will type all work, 10-12-point font, double-spaced, with a title page and a Works Cited page.

A. UN Declaration on Human Rights and real-world injustice (40 points)

You will study the UN Declaration of Human Rights from the end of WWII and choose an area in the world where human rights are still being violated. You will conduct research and create a 600-800-word essay, minimum of 4 paragraphs, minimum of 3 sources. Answer the following questions in your essay/for your thesis: Of the rights which are being violated in this nation, which right is most seriously being violated? How is the world responding to alleviate the suffering of the people who lack civil rights?

B. Apartheid in South Africa and the Civil Rights Movement in the US (60 points)

You will ALSO do the second essay comparing racial injustice in South Africa under apartheid and the US through the civil rights movement. You will conduct research and create an 800-1000-word essay, minimum of 5 paragraphs, minimum of 4 sources. Answer the following questions in your essay/for your thesis: how similar and different were South Africa and the US in these eras? In which country did people suffer the most from segregation and discrimination?

OR

4. Service Project: 100 points

You can skip the essays entirely and participate in a community service activity that relates to increasing justice and equality or bringing an end to injustice and inequality. You must complete a minimum of 10 hours of community service related to our project, and you must complete your hours no later than Fri. May 10. Your service activity does NOT have to begin now; it can be one you have done since the start of the school year: Aug. 24, 2018. It must, however, be directed to support a group that has experienced injustice, discrimination, or denial of their rights. You should identify and decide to work on behalf of people who are not as well off as most Northwest High students. Examples could be people with disabilities, refugees, nursing home residents, the homeless, victims of natural disasters, at risk youth and so on. Fundraisers for these groups would also count. Serving family members or friends (as admirable as that might be) will NOT count, NOR will activities for which someone would normally be paid. Also, your parents/guardians cannot be the only people who supervise your service; there must be another responsible adult who can sign your service log. For the purposes of this project, you are encouraged to select activities which concern human rights, justice and equality, as opposed to environmental service or animal rights.

This part of the project is designed to comply with the requirements for the GCS Service Learning Diploma. Requirements for this diploma can be found at:

The forms students will need to complete in order to get credit for their service with GCS are in the middle of the page; there are 3 of them. You will be required to complete all of these forms in order to receive credit for your work in this class: The Service Learning Approval Form, the Service Learning Student Log, and the Service Learning Reflection Form. Once you have submitted all forms to me, I will return them, so you can go online and submit your hours to GCS if you are interested in earning the Service Learning Diploma when you graduate. I will help you with this process if you would like credit for your service this year; we are using a new website called Noble Hour for GCS and you will be receiving training on how to access it and record your hours soon.

If you have already participated in an activity that would count for these hours: please submit your Service Learning Approval Form to me first. Once that has been accepted, complete your Service Log and Reflection Forms. You do not have to wait for the 5/10 deadline; you may submit these forms early.

If you have not participated in a service activity but want ideas for one: please visit the following website for the Volunteer Center of Greensboro: and scroll down a little bit. Click on “Volunteer: Get Involved,” which has a hand icon next to it. On the right-hand side, you will see categories for volunteer activities. Two easy categories to choose are “Service Learning Opportunities” and “Helping Others.” This will bring up listings of activities that need volunteers, requirements for participation (some have age restrictions, so pay attention to this) and contact information. Some of these will count for our project and some will not, so make sure to ask me about your activity before you begin You can serve as an individual, or you might be able to get a group of friends together to serve together – contact the person in charge of the activity and ask questions!

You are also allowed to participate in activities with an organization to which you already belong, provided that an adult other than a parent/guardian can verify your participation. For example, if your church is hosting a fundraiser for Haiti or your Boy Scout troop is collecting toys for a children’s hospital, those would count as service hours for this project.

In order to receive the 100 points for this part of the project, you must complete the 2 required GCS Service Learning forms, participate in a minimum of 10 hours of verified service, AND incorporate evidence of you participating in the service into your Change Makers PowerPoint when you create the slides about yourself. Multiple photos of your service activity (with you in them) would be a great way to do this! (You will need to complete a GCS photo permission form signed by a parent/guardian in order to put photos of yourself in the PowerPoint. If you take pictures of friends doing the activity with you, they will also have to have photo permission forms signed by parents/guardians to go in your PowerPoint.)

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