Film+Annotation+7

Allison Mrugal 12/14/15 Film Annotation 7: Sust. Ed., 4280-01 Prof. Fortun
 * Kids, Kentucky Fried Chicken and Societal Change **

Prompt: Watch [|Kids, Kentucky Fried Chicken and Societal Change]then describe a one hour program that teaches 5th graders about different ways to "change the world."

Response:
 * Short Description: Kids can change the world in a number of ways. Using civic action, like that shown in the video, “KFC and Cole”, kids be a vital link of large systemic and societal change. To demonstrate this, kids will engage in interactive and creative storytelling as well as physical team building.
 * Literacy Goals:
 * Understanding of how their own actions have an array of proximate and far off effects.
 * Understanding of potential for change, and of alternative ways of doing things and organizing society
 * Capacity to recognize and productively deal with diverse perspectives, avoiding the paralysis often produced by insistence on “balance” and “consensus”…
 * Understanding of the challenges and value of deliberation and cooperative action.
 * Intended Grades: 5
 * Time: 1 hour
 * Activity Description:
 * <span style="font-family: Verdana,Geneva,sans-serif;">Part 1 (10 minutes): Introduction: Students and activity leaders introduce themselves
 * <span style="font-family: Verdana,Geneva,sans-serif;">Part 2 (30 minutes): Students will begin by writing a short story of neighborhood, town or city with a sad ending. Despite common nature for many children, the ending cannot be morbid or solely related to death. In small groups students will share these stories with one another. Students will then individually break off again and re-write the ending of their story. If not already the case, each student will place his or herself in the plot and change the ending of the story for the better.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Once finished writing, students will reconvene as one large group. The activity leader will then ask for volunteers willing to read their story to the class for discussion. The activity leader will ask the volunteer to read their story very slowly as they illustrate it on an overhead projector or black board.
 * <span style="font-family: Verdana,Geneva,sans-serif;">When the story is finished, students will critique the drawing and storyline to see if they can add other types of effective action that creates change. For example, a student could suggest that the protagonist boycott a company that harms a given neighborhood, town or city in their story. Students like this one, that make suggestions to the story, are then drawn into the picture/story doing what they had suggested. Therefore, the student that suggests boycotting could fictionally join a coalition of other students refusing to purchase something. Once all student and instructor ideas about civic action and change are exhausted, the student who initially volunteered to read his or her story will begin reading their story again, this time including all new group additions. At the end, students will applaud and take a short break before starting the final activity.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Part 3 (10 minutes): Students will gather in a circle for an active activity to physically show how they can leverage change. A classic team building exercise that leaders could start would ask students to cross a ‘river’ using only polyspots and random classroom equipment. This involves group strategizing and cooperation, since all students must successfully reach the other side to succeed. Activity leaders can throw curve ball constraints into the game so as to offset students desire for the ‘perfect’ solution.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Part 4 (10 minutes): Reflection and Close: Once the game is over, the activity leader will ask students what they learned in both activities and how they relate to one another. The goal is to have students recognize that they have the power to re-write histories and can do so by asking for help from others. Together students can work collaboratively and ‘cross the river’ and ‘build bridges’ to make change.