Michelle -- You did so much great work. I think we really have the foundation for most of what we need in the things you did. I have some sort of "out of the box" kinds of thoughts and questions that are more things I wish we'd discuss in terms of the hows and whys of teaching this... You will see what I mean as I go through it all. I'll start with the social justice section and work my way down... I thought it might be easiest if I just went down through all this work that you did, and made comments or suggested changes "in place." I've put my thoughts in blue.
Sue
Sixth Grade
In the following areas of Social Studies, the grade 6 student will:
Peace and Justice: (focus on dignity of work and rights of workers)
- Work is a way to continue participation in God’s act of creation
- The basic rights of workers, owners, and others must be respected
- These rights must be exercised in a way that advances the common good.
From a philosophical standpoint, it seems to me that the reason for teaching the tenets of social justice is to help our students grow in understanding so that they can begin to apply these ideas and concepts to their own lives. Eleven and twelve year olds are a ways from being "workers" in the traditional sense, and most likely, even further from being employers. Wouldn't it make this more real for them if it were put into the context of their lives and their experiences?
Is it appropriate or valuable to somehow suggest or direct that, in this context, 6th graders would benefit from a very clear discussion /exploration of the place and value of work in their own lives. It might be difficult for young pre-adolescents to fully comprehend the "value of work" in the context of adult lives, but if it were anchored in their own experience, it might make more sense. Too, it would help students to "see" their own place in the "work" of their education. Questions we might want to explore: What is your own work? In school, at home, in the community, in the Church? In what ways is your work a "participation in the creation?" What are your rights and responsibilities as a worker? How does the work you do, and the way in which you do it, advance the common good? And what, really, is the common good?
Is it appropriate or valuable to somehow suggest or direct that, in this context, 6th graders would benefit from a very clear discussion /exploration of the place and value of work in their own lives. It might be difficult for young pre-adolescents to fully comprehend the "value of work" in the context of adult lives, but if it were anchored in their own experience, it might make more sense. Too, it would help students to "see" their own place in the "work" of their education. Questions we might want to explore: What is your own work? In school, at home, in the community, in the Church? In what ways is your work a "participation in the creation?" What are your rights and responsibilities as a worker? How does the work you do, and the way in which you do it, advance the common good? And what, really, is the common good?
I'll get to other sections here in the next few days...
Sue
Sue,
ReplyDeleteWhat if we put a little summary statement before the section to address your thoughts. I agree that this needs to be made much more aplicable to their lives for them to understand it better. It could look something like this:
Peace and Justice:
Students will focus on the dignity of work and rights of workers as it applies both to the historical settings studied as well as their own experience. Questions to address could include: What is their own work at school, home, in the community, and in the Church? In what ways is this work a "participation in the creation?" What are the students’ rights and responsibilities as a worker? How does the work you do, and the way in which you do it, advance the common good? And what, really, is the common good?
1.Work is a way to continue participation in God’s act of creation
2.The basic rights of workers, owners, and others must be respected
3.These rights must be exercised in a way that advances the common good.