Trauma center second opinion changes tv#

>Will need tables for art work on Day 4 according to however you socially distance the youth >All art supplies must be sanitized if shared between students >All art supplies need to be counted out and in, and checked off on a supplies checklist >Each student should have a copy of the media release as well as a pen (no lid) and any other paperwork required >Please set up chairs in a semi-circle where possible

Trauma center second opinion changes tv#

Large paper, paper & pens, internet connection, TV screen Sample media release form in English and Spanish > Journey from MexicoвЂќ from PBS Learning Media > вЂњThe Fight for a True Democracy:вЂќEpisode 1 of The 1619 Project podcast from The New York Times Gain enough shared trust and enthusiasm that they want to return to the program Explore three news clips and analyze how the history represented in these clips connect to their livesД¤. Practice voice, sound, and writing skillsДЈ.

Explore the program goals and structureДў. Signs should demonstrate what systemic changes have been identified as most meaningful to students and how they will become involved in their communities when returning to their homes.Дay 1: Building Norms and Trust, and Introducing the Role of Exploring History in Understanding the Present Lesson Objective(s) or Essential Question(s)ДЎ.

The culmination of this program will be the creation of protest signs that students will create using art supplies. Students ultimately apply their learning by creating protest signs that can be used to challenge injustices in their communities. Students engage with multiple texts and guided discussions, practice mindfulness and personal reflection, and reflect their learning using multiple art forms. We also use the Arts as a vessel to teach the reality of American history, and to guide participants in better understanding the roots and branches of the вЂњjusticeвЂќ system and the struggle for civil rights. We engage students in discussions about how voting can be a tool to make change in participantsвЂ™ communities. Using artistic approaches, such as theatre exercises, written and drawn art and music, we impart the importance of civic engagement in a relevant, impactful way. The Art Attacks! Program, which was created by the nonprofit organization Creative Acts, is designed to civically engage students in youth prisons in Los Angeles county. The program is specifically designed to cater to the needs of incarcerated youth, but can be easily adapted for other young adult audiences. Unit OverviewДЄrt Attacks! uses arts-based exercises and techniques to teach civic history and engagement to youth in juvenile camps and halls. Create protest signs that reflect the impacts of underreported issues they explored in the unit and/or actions they think should be taken to combat injustices in their communities. Increase studentsвЂ™ awareness of the power of their voices through historical examples of youth and BIPOC-led movements.Д¤. Connect historical events with current circumstances and encourage students to take action through analysis of primary source documents, podcast episodes from The 1619 Project, poetry, and music.ДЈ. Increase knowledge of the benefits of civic engagement for communities.Дў. It is designed for facilitation across approximately four sessions that are two hours each.

This unit was created by the Art Attacks! Program from Creative Acts in southern California, as part of the 2021 cohort of The 1619 Project Education Network.