Skip a Pizza...Feed the World?

While driving this morning, I heard "news" that Pizza Hut expects to have 60,000 drivers on tap Sunday for an expected 2 Million orders.  I said, "Wow. And, that's only a piece of the pie!"  

Pizza Hut is only one American pizza vendor. There's Papa Johns, Dominos, and Little Caesars--to say nothing of the local pizza joints serving up splendid treats.   If we conservatively assume 4 major vendors, each serving 2 million pies, Americans will easily consume over 8 million pizzas this Superbowl Sunday.  That's in addition to the 1.23 Billion Chicken Wings (that's billion with a "B"...) TBC (to be consumed) as reported by USA today.    

Let's look at this through our SS lenses which want us to compel kids to "civic action."  Here's a quick outline for a relevant SS - Civic Action lesson:  Present students with the facts and ask them what they think.  

• Use this USA Today article as a "seed text." (Or, find a more recent one if you can.) This text comes in at a Fleisch Kincade HS level appropriate for 11th-12th grade. 
• Hold an "evidence-based discussion" and see what their reaction is.  Do they see this as a national economic shot in the arm?  Do they see this event as a social holiday or dietary travesty?  Your EQ could be:  How does the Superbowl Affect America and Americans? 
• After the discussion, ask them what other questions they have.  Aggregate the questions and ask them all to choose 2 or 3  to investigate.  Each investigation becomes their own "inquiry path."  
• Proceed to your library for a short-term research project to look up additional facts, research, and to dig deeper into the affect of the Superbowl upon Americans.  - Make no bones about it: This is a major economic event. Calculate the expenditures for your locality alone.  
• As a learning concierge, guide the question brainstorming to include other geographic areas that are suffering from famine.  (Have pictures queued-up?)
• Final knowledge product suggestions: Infographic to inform and advocate in the form of an Evidence-based Claim?  Evidence-based discussion and debate.  Local advocacy: "Skip a pizza - Feed the Poor?"  
• Let students extrapolate the impact of [4] million homes replacing the cost of one pizza with a donation.  How many hungry people could we feed with that sum? 

I just did it.  I don't need the 300 calories in 1 slice.  I have my Rotel and Velveeta I can munch.  Enjoy the game and... your wings! 

Here are three good links, in case you're convicted.  

• Feed the Children 
• Heifer International 
• Samaritan's Purse 

Wall of Shame? Or, Wall of Fame?

On our collegial listserv, operating as an informal PLC, someone asked for ideas on a 
R-E-S-P-E-C-T  or Dignity character education lesson.  I thought I'd share my response as an example of "repackaging" a lesson into an Inquiry-based Learning adventure.  This is something that might fit our new moniker "Mininiquiry" or a short research project that can be done in a lesson or two -- as compared to a "more sustained" research project.  

The CCSS calls for research to build and present knowledge to be an "anchor standard."  Have your teachers dropped anchor in your domain lately?  Here's one idea for them! 

____________________________________________________________________

Original email request:

"A 6th grade teacher just came to me. She is doing a project on "respect"

and "dignity" with her class and I am trying to help her come up with a

way for her kids to research this. (She originally just wanted the

computer lab where she was going to let her kids loose on the Internet -

until I stepped in and said, "Let me teach the class").

She doesn't even know yet what the final project will be - a paper? a

PSA? a trifold board? So I don't have a lot to go on...."

_________________________________________________________________________

Here are some possible thoughts to digest: 

* Begin with the end in mind —  You are correct that your teacher needs to

determine the final "knowledge product” (I.e. How will they show they have

learned the material - What do you want your students to KNOW or BE ABLE

TO DO)

* Final knowledge products should be linked back to the "big idea" - in  this case respect and dignity.

* She needs an essential question to hook the students into the relevance.

* So with all that in mind here¹s just 1 simple idea:

EQ:  If you were to build a "Wall of Fame"  and a "Wall of Shame" for

respect and dignity, who would be on it and why?   —  Build an EBC.

With an EQ like that, they are beginning with the end in mind.

• This is student-centered. - They are in control of their search
• They will think like “historians" - cause and effect  - historical heroes, etc. (You could align this with a historical “era" to hit a SS standard,etc.)
• This is Inquiry based as they have choice and a voice.
• It might help for the class to brainstorm together (Wonder) the characteristics of “respectful” or “dignified" people.  You could even activate thinking by having copies of newspapers or TIME magazines and ask them to find people currently who would qualify for either side.  Ask why?  That will incubate the thoughts of characteristics for either side.
• These characteristics may become some of the keywords for searching.*   This also gives you an opportunity to use either a biography database, a newspaper database, or other resources and teach narrowing your search.
• It also allows them to build an EBC (evidence-based claim) to support their answers. This correlates to ELA standards. 
• This allows an easy way to layer technology via many different apps such as collage.com 
• This is also not technology-dependent, if your school lacks it. 
• The new C3-SS Standards encourage kids to get to “civic action.”  This is a perfect lesson to incubate that response.
• Include a slogan for the school? - Create a slogan for “dignity.”  (Have them visit www.sloganizer.net to create one…if it’s not blocked in your school.  Choose the English version not the German.)