Overview:

This lesson, designed for Grades 8 to 10 asks students, working in groups, to produce a storyboard (and an actual video if time and equipment is available) for a short dramatic story presentation. Each group will select one of the 6 different topics about the Plight of Children.

As well as learning a great deal about the tragic situation of many of the world's children, students will learn many important skills, not the least of which is how to work cooperatively and productively as a team. This lesson integrates many subject areas, including: history, geography, writing, art, design, technology, and media.

Objectives/Outcomes:

Students will learn:

• to analyze a short video for its effectiveness and content;
• to research using the Internet for relevant information;
• to create a storyboard, including illustrations and script, for a short video;
• how to work cooperatively with classmates;to present orally their display and discuss what they have learned from their research and work.
• about six issues that are causing great harm and suffering to children around the world;
• about the plight of children.

Equipment:

• Computers with Internet capabilities and colour printers
• Large pieces of newsprint or chart paper
• Rulers, markers, pencils for drawing
• Map of the world
• Video camera and supporting equipment (If these are available. If not produce the storyboards on large pieces of newsprint and use these for the presentation.)

Process:

1. Show the whole class the Heritage Minute, Water Pump, available at http://www.histori.ca/minutes/default.do. Discuss the content of the video. How did the students feel when they saw this story? What was the issue presented? What is the story? Also discuss the structure of the video. How is a sense of story created? How is a drama developed? What is the climax of the story? What makes this Heritage Minute effective?

2. Explain to the class that you want them, working in film production teams of 4 or 5, to make a video from a storyboard about one of the following issues:

• Exploitation of children through child labour.
• Victimization of children through armed conflict.
• The plight of child soldiers.
• The tragedy of homeless children living on the streets.
• The search of refugee children for safe haven.
• The cruel prospects of children with disabilities including HIV/Aids infection.

3. Show your class an example of a video made by students and of a storyboard from the Historica Web site http://www.histori.ca.

4. Establish clear criteria for the video production:

• Present some solid factual information about the issue;
• Include a story about a child or children as an exaé;l2 of the issue;
• Identify a country or countries where the issue is very acute;
• Feature an example of how Canada/Canadians could help with this issue;
• Use a storyboard with illustrations and a script;
• The length of the video should not be more than 3 minutes.

For information about the issues:

Direct the students to these websites

http://www.acdi-cida.gc.ca/childprotection
http://www.savethechildren.ca/en/index.html
http://www.unicef.org/specialsession/activities/armed-conflict-report.htm
http://www.unhcr.ch/children/index.html
http://www.unhchr.ch/html/menu3/b/25.htm
http://www.gmfc.org/en/protectchildren/learnmore.html
http://www.rb.se/engindex.htm
http://www.savethechildren.net/homepage
http://www.warchild.ca/music_diaries.asp

For different forms of aid and assistance programmes:

http://www.unicef.org/voy
http://www.savethechildren.ca/en/whatwedo
http://www.plan-uk.org/action/stories

For examples of relevant stories:

http://www.oxfam.ca
http://www.worldvision.ca
http://www.gmfc.org/en/about.html
http://www.freethechildren.org
http://www.savethechildren.ca/en/whatwedo/index.html

6. When the storyboards and/or the videos are completed each group should present their project to the class and discuss what they were trying to do and what they learned about their issue and the plight of children in developing countries.

7. Finally, individually they should write a reflection paper describing what they learned, what they think about the plight of children around the world. They should also record their thoughts on how they learned.

Assessment and Evaluation:

1. Evaluate each group on the video they produced. Criteria to consider:

• content (Is the issue thoroughly researched and presented?);
• thoroughness (Is all the criteria met?);
• effectiveness (Is the story element effectively and dramatically presented?);
• teamwork (Did they work effectively as a team?);
• effort (Did they work in a dedicated and cooperative manner, maximizing the talents of the individuals within the group?)

2. Assess the students individually on their:

• knowledge of the plight of children. (A written test of common knowledge may be appropriate.);
• cooperation, decision-making and research skills;
• presentation and discussion skills.