Humaan Gevangenisbeleid: Rechtvaardigheid Voor Iedereen
Created byAbdelhalim El Hankari
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Humaan Gevangenisbeleid: Rechtvaardigheid Voor Iedereen

Grade 6Sociology5 days
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Inquiry Framework

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the key components of humane and fair prison policies.
  • Students will learn to identify and articulate diverse perspectives on prison policies.
  • Students will evaluate the benefits and challenges of implementing humane prison policies.
  • Students will develop skills to measure the effectiveness of humane prison policies.
  • Students will analyze the societal impact of humane prison policies.

Common Core Standards

CCSS.ELA-LITERACY.RI.6.1
Primary
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: This standard aligns with the project's requirement to analyze various text resources on prison policies and draw inferences about humane and fair policies.
CCSS.ELA-LITERACY.W.6.1
Primary
Write arguments to support claims with clear reasons and relevant evidence.Reason: Students will need to write arguments and proposals for humane prison policies, aligning with this writing standard.
CCSS.ELA-LITERACY.SL.6.1
Primary
Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues.Reason: Students will engage in discussions about prison policies, reflecting different perspectives and leading to a humane policy proposal.
CCSS.ELA-LITERACY.SL.6.4
Secondary
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes.Reason: Students will present their prison policy proposals, requiring presentation skills that align with this standard.
CCSS.ELA-LITERACY.RH.6-8.4
Supporting
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.Reason: Understanding domain-specific vocabulary is crucial in discussing and analyzing prison policies, aligning well with this standard.

Common Core Standards for Literacy in History/Social Studies

RH.6-8.9
Secondary
Analyze the relationship between a primary and secondary source on the same topic.Reason: Students will explore primary and secondary sources to understand and shape humane prison policies, aligning with this standard.

Entry Events

Events that will be used to introduce the project to students

Simulated Jail Experience

Students participate in a controlled, simulated jail experience where roles of inmates, guards, and policy makers are enacted. This role-playing exercise fosters empathy and stimulates dialogue on how prison environments can reform to be more humane.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Humane Prison Policy Exploration Rubric

Category 1

Critical Analysis

Evaluate the student's ability to analyze text resources and draw inferences about humane prison policies.
Criterion 1

Textual Evidence Integration

Assesses the student's ability to support analysis of prison policy texts with explicit and inferred textual evidence.

Exemplary
4 Points

Consistently integrates a wide range of textual evidence to support a sophisticated analysis of prison policies.

Proficient
3 Points

Integrates sufficient textual evidence to support a thorough analysis of prison policies.

Developing
2 Points

Uses some textual evidence with limited effectiveness to support analysis.

Beginning
1 Points

Struggles to integrate textual evidence and support claims effectively.

Criterion 2

Perspective Articulation

Assesses the student's ability to identify and articulate diverse perspectives on humane prison policies.

Exemplary
4 Points

Provides comprehensive articulation of multiple perspectives with clear rationales.

Proficient
3 Points

Articulates a range of perspectives with adequate explanations.

Developing
2 Points

Identifies some perspectives with limited explanation or rationale.

Beginning
1 Points

Struggles to identify or explain perspectives on prison policies.

Category 2

Collaborative Engagement

Assesses the student's participation and effectiveness in discussions about humane prison policies.
Criterion 1

Discussion Contribution

Evaluates the student's contributions to collaborative discussions on humane prison policies.

Exemplary
4 Points

Leads and enriches discussions with insightful comments and questions.

Proficient
3 Points

Contributes meaningfully to discussions with relevant comments.

Developing
2 Points

Participates occasionally with basic contributions.

Beginning
1 Points

Participates minimally or not at all in discussions.

Category 3

Presentation Skills

Assesses the student's ability to present proposals for humane prison policies effectively.
Criterion 1

Argument Presentation

Evaluates the logical sequencing and clarity in presenting proposals for humane prison policies.

Exemplary
4 Points

Presents arguments with exceptional clarity, logical flow, and impactful details.

Proficient
3 Points

Presents coherent arguments with logical flow and appropriate details.

Developing
2 Points

Presents arguments with some clarity and logical flow, but lacks detailed support.

Beginning
1 Points

Struggles to present arguments coherently or logically.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your understanding of humane and just prison policies. How has your perspective evolved throughout this project?

Text
Required
Question 2

On a scale from 1 to 5, how confident are you in your ability to discuss humane prison policies?

Scale
Required
Question 3

What was the most impactful activity for you in understanding the different perspectives on prison policy?

Multiple choice
Required
Options
Simulated Jail Experience
Textual Analysis
Group Discussions
Policy Proposal Presentations