Period 1 - Isabela Cruz

[CALIS]

Thank you for participating in TIRP service-learning outreach!

Your reports are the basis for academic credit.  Whether or not you are seeking a credit option, reports are required as a university record of service-learning efforts and impact in local schools.

Required Format:
Session 1 materials: [The first line of your report is the session number and full title of the database item(s).]
Focus Q: [On a new line, list your focus question from your TAP form. If you changed the question then add the new version after the TAP version.]
*** For the minimum of 3 student specifics, do not refer to students by name; instead call them Student A, B or C.
*** For the minimum of 500 words, guiding questions are here: https://www.forums.usc-calis.net/showthread.php?tid=297

Use clear paragraph structure. If you include too much focus on the step-by-step process of the lesson rather than substance, you may be asked to revise your report.
*** The webboard is public. If you include names, commentary or observations, you will need to revise your post.

To Post:
1. For each report, select Post Reply.  (Do not select New Topic)
2. Copy/paste from your Word file and save a copy until after the semester is over.
3. Before pasting, confirm that you have met the minimum of at least 500 words.
4. Each report must be submitted by midnight within 3 calendar days after each session.

A CALIS staff member will review your report each week and post a message below of the scoring for your performance evaluation.
We welcome any questions or concerns you have about scoring.
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Session #1 report
On time: 3/3
Substantive: 6/6
Student specifics: 1/6
Total: 10/15
Comments: Thank you for your report. I had a look at your teacher feedback form and the teacher loved your lesson, good job! As for your report, it is substantive but it is not student specific enough. Remember to include at least three student's response in the report and identify them as Students A, B, and C. For example, "Student A asked us what infrastructure meant when engaging with the economics world" or "student B ranked infrastructure first". -- OL 10/6

Session #2 report
On time: 3/3
Substantive: 6/6
Student specifics: 6/6
Total:15 /15
Comments: Great Report! Good to see that the icebreakers increased class participation.
-PS, 10/31

Session #3 report
On time:2 /3
Substantive: 6/6
Student specifics: 6/6
Total: 14/15
Comments: Thank you for your report! Great to see that the classes you are teaching are similar to your major. Please try to have your last report ready on time.
-PS 10/31

Session #4 report
On time: 3/3
Substantive: 6/6
Student specifics: 6/6
Total: 15/15
Comments: Awesome report, Isabela. I enjoyed your comprehensive description of how you guys modified the simulation to make it more suitable to the students, as well as your thoughts on the activities.
LY 11/3

[Isabela Cruz]

Session #1 - Equality is an ideal: Dimensions & Distinctions
Focus Question: How do we evaluate and apply the 4 worlds of equality?

The 4 worlds activity helps us explore the focused question by placing the students into a specific world, where they have to make decisions based solely on that world. We introduced this idea by connecting it to the American Dream. It’s something that the students had previous knowledge of, so they were able to connect it to and understand the 4 worlds theory better.
The central concept is that in order for a society to thrive there are four areas that it needs to be successful in (political, economic, social, and cultural). The same goes for us: in order for us to thrive in society, we need to focus on those same four areas.
We presented these ideas by placing them into a “world” and having them break into smaller groups with people from the same “world” as them. In these groups, they had to prioritize certain necessities over others that revolved solely around their worlds. Then, they got together with people from different “worlds” where they had to form a “perfect society.” This activity also emphasized that in any society there are people with diffused interests and priorities, and they need to work together to pass laws and to do what is best for their country/city.
The students had a lower level of engagement within the activity, but they did complete it. Some students asked what certain words (e.g., infrastructure) meant, which we happily answered. We were also asked how they were supposed to decide, as a group, what to prioritize when they had vastly different opinions. We advised them to effectively communicate with one another to understand why each person wanted to prioritize a specific necessity.
Something we will likely be re-adjusting for the next lesson is to create an activity where they will want to be fully engaged with the material and an activity where it’s easier for them to communicate with one another.

The 4 worlds theory relates specifically to my global economy that I’m taking this semester. In this class we are currently learning about trade and how countries have to sacrifice certain industries to thrive in others. Just like the 4 worlds activity, these countries have to choose what they want to prioritize and what things are essential to their society. The 4 worlds theory is one of the most important foundations of international relations. Even though it is not explicitly taught in certain classes, we learn the idea behind it and see real world applications every day. Teaching it to the local youth makes me realize that these concepts are not fairly obvious to those who don’t study international relations. It also gives us a way to incentivize collaboration in any area of their lives.

[Isabela Cruz]

Session 2 Material: Cultural Relativism and Universal Human Rights
Focus Question: What are human rights and how do we evaluate which human rights take priorities over the others?

We started this session with an icebreaker where we asked each student to share one topic that they are passionate about. We used this icebreaker as a bridge to connect it to our human rights topic, by asking them what things were absolutely necessary to make it possible for them to perform said passion. We also asked them to list all the human rights that they knew of: Student A mentioned housing, whereas student B mentioned food. A few other students also participated in this small discussion.

Then we transitioned into our first activity.

The first activity was “cultural relativism and universal human rights” from the CALIS database. In this activity we read two case studies and asked the students how those two specific scenarios violate basic human rights. Although there was some level of participation, it was a lot less compared to our second activity. At the end, we asked the students how they would feel if they were in those scenarios. Student C mentioned that they would not be happy living in a world where the government chose their job, because they wouldn’t be free to follow their passion. (Our first case study revolved around the lack of choice residents had in their society).

We then transitioned to our second activity which is not from the CALIS database. It was a market place activity, from the Equality and Human Rights Commissions. In this activity we divided the students into two groups: buyers and sellers. Each seller had around 4 human rights in which they had to try to sell at the highest price. These human rights differed from seller to seller. Each buyer had a specific budget and tried to buy as many rights as they could. This activity had a lot of participation. Student D, for example, was a seller who was able to sell all of their rights. Whereas Student E was another buyer who was only able to sell 1 human right, because the buyers prioritized other human rights over the ones Student E was selling. There was also a wide range of success amongst the buyers. Student F was able to buy over 5 rights because they were a good negotiator. Whereas Student G could only buy 2 rights because they bought those at a higher price than most buyers. This second activity made the students choose which human rights they would prioritize if they absolutely had to and then they had to explain why they prioritized those specific rights. The majority of students went after similar human rights, which was a point we brought up at discussion at the end of class. We then switched all of the buyers and sellers, so that they could experience this activity from the other perspective.

At the end, we gathered around for a final discussion of how this activity connected to international governments. We explained for a few minutes that there are a few countries that because of their instability they are forced to prioritize certain human rights over others. This discussion also foreshadows our next session where we will be analyzing a human rights timeline and how certain rights were given or taken away over time.

In the next few sessions, we will be trying to incorporate the passions that they shared with us at the beginning of the session into future activities, so that we can continue to increase the class participation.

This session contains elements that I’m studying in my global economy class. Some countries don’t have enough capital to provide everything that their citizens need, so instead they choose which ones take priority over others. Many countries are forced into a comparative advantage, not only to experience the benefits from trade but also to make sure the country can be prosperous during difficult times.

[Isabela Cruz]

Session 3 Material: Egyptian speaks out at protest + Timeline - Legal History: Equal Rights Policy

Session 3 Focus Question: To what extent is freedom inherent or attainable within the framework of the governing system?

We started this session with an icebreaker where we asked each student to share either something that they are grateful for that morning or something that they were annoyed about. For example, student A mentioned how they were a little frustrated that they woke up late this morning. This allowed us to get a sense of how they were feeling and therefore if there was anything that we should address or incorporate into our section.

We wanted to center this session about living with an identity that may be oppressed by a government while also learning to advocate for equality for all.
The first activity we did was the Equal Rights Policy Timeline. This is an activity that has multiple events throughout history (all the way from executive decisions to supreme court cases), in which these events either contributed to a step forward or a step backward to a more just and equitable society. We gave each student two post-its: a pink one and a green one, and asked them to raise the pink one if a certain event was a step backward for society or the green post-it if they considered the event a step forward. So for example, when we analyzed a case that dealt with affirmative action, student B raised their pink one because they didn’t believe in affirmative action and therefore they considered it a step backward for society. On the other hand, student C raised their green post-it because they believed it was a step forward towards a more equitable society. We worked through every event on the timeline and addressed the fact that whereas some events are clearly either good or bad for society in general, others can be opinion-based, such as the one involving affirmative action.

Our second activity was the “Egyptian speaks out against protest” one. This was a specific event that happened a few years ago which we tried to connect it to youth advocacy. We asked them to read a short transcript and work through two quick activities in small groups. Then we came back together as a large group and discussed it. While they were working in small groups, we noticed, for example, that student D placed “activism” under the political square of the four worlds activity whereas student E placed it under the social world box. We noticed them explaining their own reasoning for doing so while not trying to change the other person’s mind.

For the next session, we will be doing an activity where they will have to physically move out of their seats. We noticed that their willingness to participate in this activity was slightly lower than last week’s where they had to walk around the classroom.

This activity connects to my global economy class that I’m taking this semester because whereas some economic decisions (especially those involving trade) can create winners and losers, the same thing happens in supreme court cases. Some people will benefit from the final decisions in certain cases, whereas others will not, or will be left worse off.

[Isabela Cruz]

Session 4 Material: Coping: Multi Ethnic Groups at the Bargaining Table

Session 4 Focus Question: Why is it important for every individual to have human rights and how do those rights contribute to the well-being equality of society as a whole?

We started this session with a quick ice breaker where we asked the students to share what their favorite holiday is and why.

In this session we did one intense and complex activity, which was the bargaining table from the CALIS database activity. We chose this activity to tie together what we have learned from the past 3 sessions. We wanted them to: use the four-world theory when choosing which laws to pass, realize that not everyone (in every country) has the same fundamental rights, and finally to once again understand the process of fighting for human rights.

Our focus question was basically how appealing and fighting for specific rights can improve our society as a whole. We wanted them to be in the position of either denying or approving laws that wouldn’t necessarily benefit them, but also be able to convince opposing groups to pass laws that would not benefit their group.

We introduced this activity by giving a quick summary of the past three lessons and spent the first 20 minutes just explaining the rules of the game and making sure everyone knew how to play. One thing that we emphasized was the idea that every law either benefits or hinders a group of people, otherwise said law wouldn’t be effective.

The students were very receptive to the activity and interacted with each other a lot. For example, Student A tried to get the support of another group to pass a law by saying how that could prompt them to pass the same law in their own “state”. Student B expressed that they did not enjoy voting on other people’s laws because that meant that they could potentially lose voting power. Student C convinced their group not to vote for a law presented by an opposing group during the third round because they remembered that that group had voted against them during the first round.

If I were to do another session with this same class, I would potentially only do simulations, since those were the activities in which they were the most participative at (we did two simulations and two non-simulation activities during our four sessions with them).

Something that I learned from preparing and teaching this topic is that negotiating and being able to debate with others is an essential skill that should be taught at schools.

This specific topic relates to my global economy class I’m taking this semester because it shows that in every interaction (whether it be with a single individual or a country) you risk losing as much as you risk gaining. By opening yourself to negotiating (or let’s say to trade), you are opening yourself to being put in a worse situation as much as you are opening yourself up to being put in a better place.

Teaching concepts that I’m currently learning to the local youth allows me to understand the topics a little better. It also allows me to understand what the younger generation needs (politically) while being a resource to them.