Thursday, 19 February 2015

Child Soldiers - ELA Project - Grade 8



Group Activity

Each group will pick a Country (country can only be picked by one group) where children are made into soldiers, and research this country.

Each student must complete their own work on the country, HOWEVER, the material may be split up and shared amongst your groups members.

**Wikipedia is NOT a source to use.

You must have these 7 details:
  1. Name of Country
  2. What is the name of the Soldier Group's involved in the Country?
  3. Why do children join armed forces/or are forced to?
  4. What are the age groups of child soldiers?
  5. Why are children used as soldiers?
  6. 3 - 4 What are some ideas to help stop children from becoming soldiers?
  7. 2 - 3 unique facts about child soldiers
** Some key phrases for your searches:
  1. (name of Country) Child Soldiers
  2. (name of Country) War Child
  3. etc...
PICK YOUR COUNTRY HERE!!!
  • Africa
    • Burundi
    • Chad
    • Congo
    • Sierra Leone
    • Somalia
    • Sudan
    • Uganda
  • Asia
    • Afghanistan
    • Iran
    • Iraq
    • Philippines
    • Syria
  • South America
    • Columbia
SOME GREAT INFORMATION:
INFORMATION ON EACH COUNTRY:

Burundi

Iran

Iraq 

Phililppines 

Syria




Access to Lesson Plan:

https://drive.google.com/open?id=0B83Jc0xa77tla2V6VmFLSmpzUms&authuser=0

Access to PowerPoint

https://docs.google.com/document/d/1ZBIl7CaOegqxNeazZI98ZkFc2rovupImjUqY8Gjsu0g/edit?usp=sharing

https://docs.google.com/presentation/d/1XQompPs83wgiFpxX2d6nG0N4frRcdAyPEferyGs7AnI/edit?usp=sharing

Saskatchewan Curriculum Outcomes:

  • CR8.1View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).
  • CR8.2Select and use appropriate strategies to construct meaning before (e.g., previewing and anticipating message), during (e.g., making inferences based on text and prior knowledge), and after (e.g., paraphrasing and summarizing) viewing, listening, and reading.
  • R8.4View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text.
  • CR8.5Listen critically to understand, gather information, follow directions, form an opinion, and analyze oral presentations for diverse opinions, presenter’s point of view, values, and biases, stereotypes, or prejudices.
  • CC8.1Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Telling One’s Life Story), social responsibility (e.g., Examining the Influence of Popular Culture), and efficacy (e.g., Creating Turning Points).
  • CC8.2Create and present a group inquiry project related to a topic, theme, or issue studied in English language arts.
  • CC8.3Select and use the appropriate strategies to communicate meaning before (e.g., plan, organize, and sequence ideas to fit purpose, point of view, and format), during (e.g., use and maintain appropriate point of view for audience and purpose), and after (e.g., revise final drafts and presentations to ensure that the format and patterns within that format contribute to the effectiveness of the composition) speaking, writing, and other representing activities.




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