THe beGINNING
Project Launch:
Calling all student thinkers, writers and change makers! We need passionate, trustworthy citizens such as yourself to help spread the word about events affecting the people of today. To do this, you are about to step into the shoes of a prominent international journalist from the country you'll be representing during our MUN conference in May.
You'll start by researching issues that matter to the citizens of your country, then narrow and refine those topics into two primary articles - one investigative cover story and one opinion editorial.
Step 1: History Crash Course
Students started by investigating their country's surrounding neighbors, allies and enemies. (1) After they tried to create a geographically accurate (and tiny) map of the world using our classroom, (2) groups were able to collaborate on research plans for their Extra! Extra! articles. To help build some context for this new global perspective (3) each class also held socratic seminars on the history and complexity of imperialism in their countries.
Students started by investigating their country's surrounding neighbors, allies and enemies. (1) After they tried to create a geographically accurate (and tiny) map of the world using our classroom, (2) groups were able to collaborate on research plans for their Extra! Extra! articles. To help build some context for this new global perspective (3) each class also held socratic seminars on the history and complexity of imperialism in their countries.
Step 2: Investigate like a (Young) Professional
Once students had the chance to read and discuss a quick history of their region everyone dove into primary research. Some members from our school's MUN club shared helpful resources and tips for dissecting various political, military, economic and social structures; our students returned the favor to one of HTMCV's 7th grade teams that are prepping for their very own MUN conference this year. (4) The middle schoolers have been ecstatic to work (5) and play games with their 10th grade buddies, who will continue to guide their younger buddies' research and speeches until the middle school conference.
Once students had the chance to read and discuss a quick history of their region everyone dove into primary research. Some members from our school's MUN club shared helpful resources and tips for dissecting various political, military, economic and social structures; our students returned the favor to one of HTMCV's 7th grade teams that are prepping for their very own MUN conference this year. (4) The middle schoolers have been ecstatic to work (5) and play games with their 10th grade buddies, who will continue to guide their younger buddies' research and speeches until the middle school conference.
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To make sure our team was prepared to teach the 7th graders solid journalism techniques, (6) we studied several articles and tips by professionals to build our expert status. The challenge in finding reliable and impartial news sources became clear early on, but our students adapted by pooling and discussing sources between similar countries. |
Many students were able to find awesome resources to help teach these skills to a new audience. (7) The New York Times provided several helpful guidelines for identifying and testing author bias during research, which (8) students later used to plan and refine their own written work. These two documents became essential to creating and assessing high quality written products.
Step 3: Plan and Write like an Expert
Students started their writing process by (9) outlining important concepts for both the cover story and opinion editorial. For the cover story, this meant framing a specific enough investigation question that the article could provide an interesting but impartial view of an event within their country. (10) For the editorial students first identified what the issue was, then created an evidence-backed claim about that issue. This provided a substantial blueprint to get verbal and written feedback from peers before writing a first draft.
Students started their writing process by (9) outlining important concepts for both the cover story and opinion editorial. For the cover story, this meant framing a specific enough investigation question that the article could provide an interesting but impartial view of an event within their country. (10) For the editorial students first identified what the issue was, then created an evidence-backed claim about that issue. This provided a substantial blueprint to get verbal and written feedback from peers before writing a first draft.
Step 4: Critique and Revise
Once students had a working first draft of each of their articles, they were free to formulate their own critique structure. The team found three different styles of critique per article (general feedback, note-catchers, rubrics, etc). For the cover story it was important to assess reader engagement and author bias, and for the Op-Ed we needed to refine author's presentation of opinion vs. fact. Students used peers from our team and Brooke's team to get early feedback on their work. Later in the process (11) we had undergraduate students from UCSD come to our class to conference with students about their articles. These undergraduates continued to consult with our team several times so they could build a real mentorship, which will pick back up after spring break to help kids prepare for the MUN conference.
Once students had a working first draft of each of their articles, they were free to formulate their own critique structure. The team found three different styles of critique per article (general feedback, note-catchers, rubrics, etc). For the cover story it was important to assess reader engagement and author bias, and for the Op-Ed we needed to refine author's presentation of opinion vs. fact. Students used peers from our team and Brooke's team to get early feedback on their work. Later in the process (11) we had undergraduate students from UCSD come to our class to conference with students about their articles. These undergraduates continued to consult with our team several times so they could build a real mentorship, which will pick back up after spring break to help kids prepare for the MUN conference.
Step 5: Format and Publish
After each author worked through multiple critiques and revisions, it was time to design a newspaper template for their final product. (12) Many students used news templates found online while several brave souls created new ones from scratch.
(13) Some of our resident design and Photoshop experts were able to offer guidance to those who needed it, which was greatly appreciated. Students received feedback before finalizing their layouts and linking them to our website, complete with author bios, pictures and reflections.
After each author worked through multiple critiques and revisions, it was time to design a newspaper template for their final product. (12) Many students used news templates found online while several brave souls created new ones from scratch.
(13) Some of our resident design and Photoshop experts were able to offer guidance to those who needed it, which was greatly appreciated. Students received feedback before finalizing their layouts and linking them to our website, complete with author bios, pictures and reflections.
Step 6: Exhibition!
Once students started wrapping up their individual products, it was time to start thinking about how to curate our work for audiences at exhibition and beyond. Our team originally wanted to print and display hard copies of our newspapers but quickly found that our writing process needed more time than originally planned. We also wanted to avoid final products that get thrown away after exhibition, so we created this website that will soon be linked to student DPs to be used whenever they want.
Please enjoy exploring our News Cafe, and make sure to ask student docents about their work or experiences this semester. Thanks for stopping by!
- The Action Faction 2014-2015
Once students started wrapping up their individual products, it was time to start thinking about how to curate our work for audiences at exhibition and beyond. Our team originally wanted to print and display hard copies of our newspapers but quickly found that our writing process needed more time than originally planned. We also wanted to avoid final products that get thrown away after exhibition, so we created this website that will soon be linked to student DPs to be used whenever they want.
Please enjoy exploring our News Cafe, and make sure to ask student docents about their work or experiences this semester. Thanks for stopping by!
- The Action Faction 2014-2015