Global Health Equity: IB Language and Literature

Statement:

Claudia Franklin teaches IB Language and Literature and World Literature at The Carrollton School of the Sacred Heart. Ms. Franklin believes that words matter, that using words skillfully matters, that words are these little things so full of power, that good writing can change the world we live in, and that literature can change your life for the better if you let it.


Essential Questions:

  • Having read Hard Times by Charles Dickens and having studied other texts that point to the ongoing problem of child labor world-wide, what can we do to spread and disseminate all that we know?
  • How can we become more attentive and aware to the economic, social, and health problems facing poor children in this country and abroad?
  • What is our part in this social and economic problem?
  • How can we be part of the change and stop partaking in the problem?
  • How can we engage with our local and global community to get children out of the workplace, out of factories, and into schools and health clinics?

QUESTIONS essential to creating an effective Further Oral Activity (FOA):

  • How is language used to create meaning?
  • How is language and style used to create a particular effect in a text or an oral activity?
  • How does the choice of register and style affect the oral activity?

Concepts/Content:

The students will know and understand…

  • The history of child labor by studying a variety of text formats
  • The role children played in factories–from the Industrial Revolution to the present by studying a variety of text formats
  • The effect of child labor on the health of children by studying a variety of text formats
  • The effect of child labor on children’s education by studying a variety of text formats
  • The effect of child labor on life-expectancy by studying a variety of text formats

CONCEPTS/CONTENT related to shaping an effective Further Oral Activity:

  • How audience and purpose affect the structure and content of texts or an oral activity.
  • How language and meaning are shaped by culture and context.

Skills:

The students will be able to…

  • Conduct research into the history of child labor and its implications
  • Present the history of child labor and why it has been an essential–even necessary–element in the economic systems of various countries, as well as whole continents
  • Discuss the effect of child labor from an economic perspective. What are its benefits? Why is it difficult to eradicate?
  • Discuss the health and educational price paid by children engaged in child labor.

SKILLS related to shaping an effective Further Oral Activity:

  • Students will demonstrate the ability to use language in a purposeful and focused manner,effectively organizing their oral activity and demonstrating a thorough understanding of their topic. This may mean that students have a command of Powerpoint. They might also use the format of a TED talk.
  • Good preparation also includes the writing of a proposal and a reflective statement.

Curriculum Frameworks

DP Group 1:Language A: Language and literature (1st exams 2015)

DP – Age 16-18

Assessment Objectives

1. Knowledge and understanding

  • Demonstrate knowledge and understanding of a range of texts
  • Demonstrate an understanding of the use of language, structure, technique and style
  • Demonstrate an understanding of how different perspectives influence the reading of a text

2. Application and analysis

  • Demonstrate an ability to choose a text type appropriate to the purpose required
  • Demonstrate an ability to use terminology relevant to the various text types studied
  • Demonstrate an ability to analyse the effects of language, structure, technique and style on the reader
  • Demonstrate an awareness of the ways in which the production and reception of texts contribute to their meanings
  • Demonstrate an ability to substantiate and justify ideas with relevant examples

3. Synthesis and evaluation

  • Demonstrate an ability to compare and contrast the formal elements, content and context of texts
  • Discuss the different ways in which language and image may be used in a range of texts
  • Demonstrate an ability to evaluate conflicting viewpoints within and about a text
  • At HL only: Produce a critical response evaluating some aspects of text, context and meaning

4. Selection and use of appropriate presentation and language skills

  • Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication
  • Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers and situations
  • Demonstrate an ability to discuss and analyse texts in a focused and logical manner

Syllabus Content

Part 1: Language in cultural context

  • Analyse how audience and purpose affect the structure and content of texts.
    • Areas to be considered could include:
    • the use of persuasive language in political speeches
    • the features of SMS messages
    • postcolonial rereadings of texts
  • Analyse the impact of language changes.
    • Points to be considered could include:
    • the impact of electronic communication on meaning
    • the influence of government policy
    • the emergence of new vocabulary from the language of groups (for example, young people)
    • the disappearance of vocabulary and of languages themselves.
  • Demonstrate an awareness of how language and meaning are shaped by culture and context.Show details
  • Assessments:

    Further Oral Activity (FOA)

    Summative: Oral Report

    • Demonstrate knowledge and understanding of a range of texts
    • Demonstrate an understanding of the use of language, structure, technique and style
    • Demonstrate an understanding of how different perspectives influence the reading of a text
    • Demonstrate an ability to choose a text type appropriate to the purpose required
    • Demonstrate an ability to use terminology relevant to the various text types studied
    • Demonstrate an ability to analyse the effects of language, structure, technique and style on the reader
    • Demonstrate an awareness of the ways in which the production and reception of texts contribute to their meanings
    • Demonstrate an ability to substantiate and justify ideas with relevant examples
    • Demonstrate an ability to evaluate conflicting viewpoints within and about a text
    • At HL only: Produce a critical response evaluating some aspects of text, context and meaning
    • Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication
    • Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers and situations
    • Demonstrate an ability to discuss and analyse texts in a focused and logical manner
    • Analyse how audience and purpose affect the structure and content of texts.
    • Analyse the impact of language changes.
    • Demonstrate an awareness of how language and meaning are shaped by culture and context.

    Learning Activities:

    • For the Global Equity Health Symposium, and in light of the topic of our Break Out Session (Child Labor), students will be encouraged to use their FOA to give a TED talk of about 10 minutes and then take 5 minutes of questions.
    • They will also be asked to consider various other oral presentation formats, such as a panel discussion.

    They may also do their FOA in the form of role play, such as:

    • A dialogue between two public figures with a follow-up discussion highlighting the way meaning is constructed
    • A public figure interviewed by the student as him/herself, or in another role (for example, a fellow politician)

    Yet another option is a dramatic presentation, such as:

    • Writing and performing a scene concerning an issue encountered in the study of child labor they pursued in a variety of different text formats, including the reading of Charles Dickens’s Hard Times.

    And here are other options:

    • A formal speech based on an aspect of child labor and the various texts read
    • A report related to an aspect of child labor and the various texts read. For example, comparing two newspaper articles on the same topic and identifying the stance taken by the newspapers
    • An introduction to a particular topic, for example, the social and cultural contexts of a text related to child labor or Hard Times.
    • The examination of a particular interpretation of a text or event
    • The setting of a particular writer’s text against another body of material, for example, details on social background or political views
    • A commentary on the use of a particular image, idea or symbol in a text or texts studied
    • An account of a student’s developing response to a text
    • A presentation on an image as text
    • A presentation highlighting the codes used in a particular visual text

    Goals and Criteria:

    Goal Three: Educate to a social awareness which impels to action.:

    • The school educates to a critical consciousness that leads its total community to analyze and reflect on the values of society and to act for justice
    • The school offers all its members opportunities for direct service and advocacy and instills a life-long commitment to service.
    • The school is linked in a reciprocal manner with ministries among people who are poor, marginalized and suffering from injustice.
    • In our multicultural world, the school prepares and inspires students to be active, informed, and responsible citizens locally, nationally, and globally.
    • The school teaches respect for creation and prepares students to be stewards of the earth’s resources.

    Resources:

    • Hard Times by Charles Dickens
    • In the Company of the Poor: Conversations with Dr. Paul Farmer and Fr. Gustavo Gutierrez, by Paul Farmer and Gustavo Gutierrez
    • various essays