Museum+of+Social+Justice

=The Buffalo Online Museum of Social Justice=


 * Buffalo Social Justice Online Museum**

There are four key branches of knowledge in this Social Justice unit. They are as follows: v Statistical analysis v History of a major event/Timeline in social justice v Interrelation between Scientific Phenomena and Social Justice v Personal Reflections on Social Justice

Question: How will these be scheduled into the program blocks?

//Students will produce __at least one__ of each of the following tasks:// //Each one of these will cover a different key knowledge. It is at the discretion of the student which of the tasks best lends itself to demonstrating the knowledge. Each student must complete all four tasks with each one representing a different branch of knowledge.//
 * //Non-fiction article//
 * //Power Point//
 * //Artistic impression//
 * //Commercial//


 * 1) Commercial
 * Using the program PhotoStory (already installed on students computers), students will produce on one of the above subjects.
 * A minimum of at least 1 minute in length and at least 4 different slides (not including title or credits).
 * A minimum of at least three pictures
 * A proof written script must be provided with citations as needed.


 * 1) PowerPoint
 * Students will produce a presentation of at least 10 slides
 * Must include at least 3 slides with visual representations of data or facts
 * Must include a controlling idea/thesis statement
 * Must include an extension that either proposes a solution or suggests areas for further study


 * 1) Non-fiction Article
 * Students will produce a researched article analyzing a Social Justice issue through the lens of one of the four key branches of knowledge
 * Must draw a direct correlation between the global and local ramifications of social justice via personal interview, local investigation, student produced survey, etc.
 * Length determined by grade level
 * Requires visual data such as graphs, Pictures, Pull Apart Quotes, etc.


 * 1) Art
 * Students will produce an artistic interpretation of one of the key knowledge with rationale and demonstration of metacognition.
 * Format: rap, poster, painting, drawing, song, photograph or collage.


 * Things to consider:**
 * Can we involve Buffalo museum people in teaching students about what it takes to create a good exhibit?
 * Should student projects need to meet certain criteria in order to be included in the real online museum? What should those criteria be?
 * What process should teachers and students follow?
 * How can we market the online museum, so students can see there is a real audience?