Skills4Life: Developing Social-Emotional, Life, and Civic Skills, Transcriptions of English

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Module

Skills4Life

Introduction

Skills4Life Module 1 HS - L4L Skills4Life (2022) i COURSE DESCRIPTION: This project-based interdisciplinary elective equips you with well-rounded skills and knowledge necessary for success in high school, career, and beyond. Each of the five Modules represents steps in a scientific learning process as you navigate interconnected content areas including Social Emotional Learning, Life Economics, Literacy Skills, and Civic Education. The curriculum follows a gradual release of responsibility model in which you will progress from knowledge acquisition to guided practice and ultimately to independent application. Module Name Learning Goals Performance Task Module 1 Introduction

• Identify five key social-emotional learning competences
• Apply knowledge of SEL competencies to real-world needs
• Gain understanding of the scientific writing process
• Launch exploration of social justice leaders Topic Selection: Social Justice Leader Module 2 Research (Part 1)
• Explore key social-emotional learning competences
• Apply knowledge of SEL competencies to real-world needs
• Follow the scientific writing process
• Write a clear thesis on a social justice topic Thesis & Research Questions Module 3 Research (Part 2)
• Explore key social-emotional learning competences
• Apply knowledge of SEL competencies to real-world needs
• Follow the scientific writing process
• Research a social justice topic Evaluated Sources Module 4 Analysis
• Explore key social-emotional learning competences
• Apply knowledge of SEL competencies to real-world needs
• Follow the scientific writing process
• Write an annotated bibliography on a social justice topic Annotated Bibliography Module 5 Application
• Explore key social-emotional learning competences
• Apply knowledge of SEL competencies to real-world needs
• Follow the scientific writing process
• Write an expository piece on a social justice topic Published Paper

Course at a Glance

Skills4Life Module 1 HS - L4L Skills4Life (2022) ii Module DESCRIPTION: You will be introduced to the major content areas in the course: Social-Emotional Learning, Life Economics, Literacy Skills, and Civic Education. In your Performance Tasks, you will launch your semester-long research projects by selecting a person or organization that has contributed to making the world a better place. Lesson Name Learning Goals Activities Lesson 1 Social- Emotional Learning

• Develop and apply knowledge of social-emotional learning
• Identify and foster the key areas of social and emotional competence
• Demonstrate critical-analysis and literacy skills in this content area † Warm-Up Activity † Introduction to SEL † CASEL Wheel Lesson 2 Life Economics
• Apply SEL competencies to real-world situations
• Foster real-world decision making capabilities
• Effectively manage financial and personal resources † Warm-Up Activity † Self-Efficacy Lesson 3 Literacy Skills
• Communicate effectively when writing and speaking
• Follow a guided writing process to develop an expository piece.
• Identify and analyze research sources † Warm-Up Activity † Introduction to Literacy Skills † Effective Communication Lesson 4 Civic Education
• Follow a guided research process
• Research a social justice leader
• Write an expository text † Warm-Up Activity † Introduction to Civic Education † Social Justice Topics Semester-Long Project Description Your Expository Research Paper will be developed throughout the Performance Tasks in each Module as illustrated on the following page. The final product will be a finalized expository paragraph published using MLA Formatting for style and citations. Purpose: You have landed a job interview with a local Think Tank, a body of experts providing advice and ideas on specific socio-political or economic problems. In preparation for the interview, you are tasked to research a 21st century social justice leader of your choice. Task: You will conduct guided research and write a (approximately) 350-word expository piece, which is a genre of writing that requires you to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. Audience: Educated adults with high-level knowledge of the content matter.

Module at a Glance

Skills4Life Module 1 HS - L4L Skills4Life (2022) iii

Performance Task Preview

Note: In this course, you will complete a semester-long project through the Performance Tasks at the end of each module. The five steps to the project are detailed in the table below, with this module’s focus highlighted. Module 1 Module 2 Module 3 Module 4 Module 5 Select Research Topic Thesis & Research Research Annotated Bibliography Final Expository Piece Below is a preview for the Performance Task assignment you will complete at the end of this module. Full instructions will be provided in the Performance Task section. In this module, you will choose the person or organization you believe will be highly suitable for your semester-long research project, detailed below. This is the first “step” in your semester- long project. Once you have decided, you will state your Topic Selection and respond to the introductory questions in the space provided.

Content Description Throughout the five Modules, the lessons in this content area will foster knowledge, skills, and attitudes across five levels of social and emotional competence. Module 1 Module 2 Module 3 Module 4 Module 5 Introduction to SEL Self-Awareness Self-Management & Responsible Decision-Making Relationship Skills & Social Awareness Future Self Lesson Goals Develop and apply knowledge of social-emotional learning Identify and foster the key areas of social and emotional competence Demonstrate critical-analysis and literacy skills in this content area Lesson Activities Warm-Up Activity Intro to SEL CASEL Wheel Warm-Up Activity

Lesson 1: Social-Emotional Learning

Think about the term Social-Emotional Learning. What do you think this means? How do you think this type of learning may connect with learning academic subjects like Math, English, History, and Science?

Introduction to Social-Emotional Learning (SEL)

Now that you have thought about what “social-emotional” learning might mean and how it connects with or differs from academic content learning, let’s formally define this term. “ Social-Emotional Learning (SEL) is the process through which young people and adults acquire and apply the knowledge skills and attitudes that help us to understand ourselves, connect with others, achieve our goals and support our communities” [(Collaborative for Academic, Social and Emotional Learning (CASEL)]. Our schools follow a vision with regards to SEL that drives the learning environment and content that you as a student receive. We envision a school culture:

• That centers the beauty, resilience, and joy of our students. We envision a school culture where students can identify their emotions, recognize that it is acceptable to feel those emotions fully, demonstrate empathy for others, and build resiliency to overcome obstacles.
• Where students learn about self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
• Where all students – inclusive of race, ethnicity, gender, sexual orientation, immigration status, income, learning abilities, home language, and other factors – have the social emotional capacity to thrive. How do you think social-emotional learning can benefit you and all of your fellow students:

CASEL Wheel

Take a look at the graphic on the left, a wheel that identifies the five Social-Emotional Learning competencies according to the CASEL Framework. A competency, or area of competence, is a specific ability to do something successfully or efficiently. DIRECTIONS: Please review chart below, which describes each competency. Then, reflect on where you think you currently stand in each area. You may start to think about whether this is a personal strength or an area for improvement. This is the first step towards the action plan you will develop in Module 5. We will dive closer into each Competency in Modules 2-5.

SEL Competency Description Your Reflection

Self-awareness The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. Self-management The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. Responsible Decision Making The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. Relationship Skills The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. Social Awareness The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. SelfSelf AwarenessAwareness SelfSelf ManagementManagement SocialSocial AwarenessAwareness RelationshipRelationship SkillsSkills ResponsibleResponsible DecisionDecision MakingMaking

Content Description Throughout the five Modules, the lessons in this content area will foster real- world decision making capabilities, guide you through applying SEL competencies to real-world situations, and teach you to effectively manage financial and personal resources. Module 1 Module 2 Module 3 Module 4 Module 5 Introduction to Life Economics Applying Self-Awareness Managing Resources Networking Goal-Setting Lesson Goals Apply SEL competencies to real-world situations Foster real-world decision making capabilities Effectively manage financial and personal resources Lesson Activities Warm-Up Activity Self-Efficacy Warm-Up Activity

Lesson 2: Life Economics

What makes a person have motivation —the reason for which humans and other animals initiate, continue, or terminate a behavior at a given time? SelfSelf AwarenessAwareness The learning activities in this Lesson are intended to foster the SEL-competency:

Self-Efficacy

Focusing on social-emotional health can help us improve our self-efficacy, which refers to an individual’s confidence in their ability to complete a task or achieve a goal. DIRECTIONS: Visit the link below, which illustrates Albert Bandura’s cognitive learning theory of self-efficacy and motivation by following the provided link or QR code. Use the guiding questions to take notes, then write your final responses in the right-hand column. https://360learn.in/I7eoD Guiding Question Notes Final Response Why do you think people accomplish more when they believe in themselves? What are the four factors of self-efficacy? What are vicarious experiences and how do they impact self-efficacy? How can physiological states impact our ability to accomplish tasks?

Self-Efficacy

1. “Using the Model.” What are the four approaches you can take to increase self-efficacy? Explain how you can apply at least two of these in your daily life.
2. How can “misinterpreting” your physical state negatively impact how you view a task? How can we turn this around?

Content Description Throughout the five Modules, the lessons in this content area will foster literacy skills and guide you through 21st century application of reading, writing, speaking, listening, and language. Module 1 Module 2 Module 3 Module 4 Module 5 Introduction to Literacy Skills Science of Writing Research Methods Works Cited & Annotations Draft, Revise & Finalize Lesson Goals Communicate effectively when writing and speaking Follow a guided writing process to develop an expository piece. Identify and analyze research sources Lesson Activities Warm-Up Activity Introduction to Literacy Skills Effective Communication Warm-Up Activity

Lesson 3: Literacy Skills

In which ways do we communicate with others in today’s world? Why might effective communication be more important in today’s world than ever before?

Introduction to Literacy Skills

Literacy is the way that we interact with the world around us, how we shape it and are shaped by it. It is how we communicate with others via reading and writing, but also by speaking, listening, and creating. It is how we articulate our experience in the world and declare, “We Are Here!” (1) Why does literacy matter? Kofi Annan, Nobel Peace Prize laureate and former Secretary-General of the United Nations, once described literacy as “a bulwark against poverty, a building block of development and a platform for democratization.” Literacy is more than the ability to read and write. It opens doors to academic and personal success. On a larger scale, literacy impacts the social and economic health of our community and our nation. Statement Description Real-World Application They demonstrate independence. Students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. This means that I can make meaning out of what I read and what I hear without relying on others. This gives me the freedom to learn and think independently. 1: https://ncte.org/blog/2020/03/literacy-just-reading-writing/ 2: https://www.dailycitizen.news/opinion/columns/mike-ewton-why-literacy-matters/article_a77c9a2e-85b8-11ec-9339-7bf6234e764d.html DIRECTIONS: Read the article on the following page, which illustrates the skills and abilities a 21st-century literate individual possesses. Select three of the statements and follow the example provided to summarize and explain how each can benefit you in the real world.

What are the skills and attributes of a 21st-century literate person? They Demonstrate Independence. Students can, without significant scaffolding, comprehend and eval- uate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are independently able to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. They Build Strong Content Knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowl- edge and discipline-specific expertise. They refine and share their knowledge through writing and speaking. They Respond to the Varying Demands of Audience, Task, Purpose, and Discipline. Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science). They Comprehend as well as Critique. Students are engaged and open-minded—but discerning—read- ers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning. They Value Evidence. Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence. They use Technology and Digital Media Strategically and Capably. Students employ technology to enhance reading, writing, speaking, listening, and language use. They tailor searches online to acquire useful information efficiently, and they integrate what they learn through technology with what they learn offline. They are familiar with strengths and limitations of technological tools and media and can select and use those best for communication goals. They come to Understand other Perspectives and Cultures. Students appreciate twenty-first-cen- tury classroom and workplaces are settings in which people from divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students ac- tively seek to understand other perspectives and cultures through reading and listening, and are able to communicate effectively with people of varied backgrounds. They evaluate oth- er points of view critically and constructively. Through reading great classic and contempo- rary works of literature representative of a variety of periods, cultures, and worldviews, stu- dents can vicariously inhabit worlds and have experiences much different from their own.

Introduction to Literacy Skills (continued)

Effective Communication

Task, Purpose, and Audience (also known as What, Why, and Who) Whenever we communicate with others, whether speaking or in writing, we want to communicate a certain idea. Ultimately, we want our intended audience—the people to whom we are writing or speaking—to fully understand our message. This is why we need to think about what we are communicating, why we are communicating, and to who we are communicating. In the academic world, this is called task (what), purpose (why), and audience (who). No matter what kind of writing assignment or speaking engagement you have, considering these three essential things can ensure that your message is not only effectively delivered, but more importantly effectively received. It then allows you to choose words and tone that is appropriate for the particular conversation. Word Choice (Color) and Tone We learn about the world by using our five senses: sight, sound, smell, taste, and touch. The words we use target the five senses, using what we call sensory details, to bring our message to life. The more descriptive our words – the more “colorful” – the greater the impact. Word choice also creates tone , which is your perceived attitude toward a subject. You can have a friendly tone, angry, reflective, etc. It is not just what is being said, but how it is being said. We know from life experience that this could make all the difference. Ultimately, your word choice and tone dictate the message you are sending. This is why it is so important that they align with, or match, the task , purpose , and audience of your communication. Let’s use an everyday example. You are writing a text message.

• The task (what) is to tell your friend the time and location of a movie you are seeing.
• The purpose (why) is so that they have the information they need to get to the movie on time.
• The audience (who) is your best friend. Many of us send enough texts on a daily basis that we make these choices subconsciously, or without even knowing it. If you break it down, though, you can apply the same concepts to all kinds of communication, whether it’s a school assignment, a job interview, or a speaking engagement. DIRECTIONS: Consider task, purpose, and audience to draft an effective text in the space below. Think about what kind of words you will choose. For example, will the writing be very formal or more informal? Also, what will be the tone of your message (such as excited, anxious, or serious)?

Content Description Throughout the five Modules, the lessons in this content area will foster knowledge of civic education and applying literacy skills to a guided research project. You will analyze social justice-thematic examples of each step in the research process previously identified. Module 1 Module 2 Module 3 Module 4 Module 5 Introduction to Civic Education Thesis & Research Questions Example Research Methods Annotated Bibliography Example Expository Writing Example Lesson Goals Follow a guided research process Research a social justice leader Write an expository text Lesson Activities Warm-Up Activity Introduction to Civic Education Social Justice Topics Warm-Up Activity

Lesson 4: Civic Education

What does it mean to be an informed citizen? Why is this important? Reflect on your current involvement in your community.

In the previous lesson, we learned that literacy is the way that we interact with the world around us, how we shape it and are shaped by it. It is how we communicate with others via reading and writing, but also by speaking, listening, and creating. It is how we articulate our experience in the world and declare, “We Are Here!” As a student you have certain responsibilities that you are supposed to carry out. For example, you might have to attend school five days per week or earn two credits per week. You may also have certain privileges, such as use of the school’s computers and resources. In a similar way, U.S. citizens have both rights and duties. The founders of the United States strongly believed in the value of civics. In order to truly have an effective government, citizens must understand their rights and responsibilities. Informed citizens are able to make wise decisions about public questions and to make choices about who should serve in public office. Additionally, citizens’ duties to the government include paying taxes and serving in the armed forces. In this course, we will examine these civic rights and duties. The most essential part of a democracy is civic engagement, or active participation in the democratic process, by its people. Without participation from the people, a democracy will not work. Civic engagement is vital for the continuation of a democracy and can take many forms, including volunteering, protesting, advocacy, boycotts, attending community meetings, and writing to bring awareness. Civic engagement is working to make a difference in our communities by using knowledge, skills, values, and motivation. It means promoting the quality of life through political or non-political means. Throughout the history of the United States of America, civic engagement has led to many changes in how our government works and increasing the rights of the citizens. From rallies and protests in favor of women’s suffrage, to sit-ins and boycotts to end segregation, citizens have enacted a great amount of change to the quality of our lives through civic engagement. Civics is the study of the rights and obligations of citizens in society. In a democracy, the individual needs to be aware and see the various moral and civic issues that affect their community in order to take action. Civic literacy , then, is the knowledge and skills to participate effectively in civic life through knowing how to stay informed, understanding governmental processes, and knowing how to exercise the rights and obligations of citizenship at local, state, national, and global levels. It is applying your literacy skills to the real-world as an informed, active citizen. For us, a young person with civic literacy is one that can confidently acquire and apply knowledge.

Introduction to Civic Education

DIRECTIONS: Watch this video from YouTube , “What is Civic Engagement” by following the provided link or QR code and reflect using the questions below. https://360learn.in/rTHyU What does civic engagement look like? How can civic engagement benefit your life and your community? Why is literacy so important to civic engagement? How can civic engagement promote social-emotional growth? Reference your learning in Lesson 1 of this Module. Introduction to Civic Education

Social Justice Topics

DIRECTIONS: In this course, as you saw in your Performance Task Preview, you will construct a written piece on a social justice leader. To get started, visit the website below by following the provided link or QR code and describe three social justice topics. Then, briefly research each topic to identify some influential leaders involved with the topic. Record your findings in the right-hand column. https://360learn.in/meW Social Justice Topic Description Influential Community Leaders (People, Organizations) Ex: Voting Rights Exercising the right to vote is one of the social justice issues prioritized by the National Association of Social Workers. NASW’s goal is twofold: encourage those who can vote to exercise their right and work to eliminate barriers to participation. Ida B. Wells Ella Baker Shirley Chisholm Common Case The Voting Rights Alliance League of Women Voters NAACP

Social Justice Leaders

DIRECTIONS: Below are two examples of introductions to research topics involving social justice leaders. Read each entry and then complete the table in the space provided. Shirley Chisholm While I was in Washington D.C. for NHD Nationals 2019, I visited the Smithsonian National Museum of African American History and Culture. There was an exhibit dedicated to Shirley Chisholm and a poster from her 1972 Presidential race caught my eye. The heading of the poster stated “Unbought and Unbossed” with a picture of her. I began to research more and I came across a quote that she stated in the 1970s, “if they don’t give you a seat at the table bring a folding chair.” The inclusion of underrepresented people in politics and the business sector is still a barrier we face today in 2020. I knew that her candidness and fighting spirit would be a great topic to show breaking barriers in America. https://360learn.in/QZEMM American women flight attendants We discovered the topic of female flight attendants in an exhibit in Smithsonian’s National Air and Space Museum in Washington D.C., where our group had traveled for the National History Day 2015 competition. It highlighted the objectifying regulations and uniforms forced upon flight attendants. We pondered how by fighting the sexism they encountered at their workplace, flight attendants exchanged their previous sexualization for empowerment. As we continued researching, we discovered how they explored women’s unionization and were avid Title VII activists. To find a topic we are passionate about and that is so well-suited for the theme is rare, so we quickly chose it as our topic. https://360learn.in/jdE5T Social Justice Leader (Person or Organization) How have their efforts positively influenced their community? Why did the researcher select this specific leader over others? Shirley Chisholm American women flight attendants

Performance Task: Topic Selection

DIRECTIONS: Consider your learning about social justice in the previous lesson, including your exploration of possible topics and people/organizations. Choose the person or organization you believe will be highly suitable for your semester-long research project. Once you have decided, state your topic selection and respond to the introductory questions in the space provided.

1. Who is the person or organization that you selected?

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2. How have their efforts positively influenced your community? (Could be town, city, state, region, country.)

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3. Why did you select this specific person or organization over other possibilities?

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100 people who changed the world (Biography Online) https://360learn.in/Qx2Ad Civil Rights Leaders of Today ( USA Today ) https://360learn.in/KKk4u

Performance Task: Topic Selection

Performance Task Rubric

Target Areas Student Achievement Approaches Standards Meets Standards Exceeds Standards Content (15 pts) Project deliverable clearly addresses all aspects of the task, purpose, and process. Project purposefully meets all medium specific requirements (i.e. infographics - images; podcasts - audio) Language Conventions (5 pts) Grammar, punctuation, and usage in written and spoken products makes content very clear and is highly appropriate for the selected medium. Note to Student: “Meets Standards” earns full credit for each Target Area. If you approach or exceed the standards, please review the given score and provided feedback.

Assignments Points Available Points Earned Lesson 1 Social-Emotional Learning 20 Lesson 2 Life Economics 20 Lesson 3 Literacy Skills 20 Lesson 4 Civic Education 20 Performance Task^20 TotalTotal /100 Student Name: ___________________________ Notes:

Scoring Guide