Suggested Age Range: High School + College/University
An impact campaign starts with one thing: inspiration. Here, students will watch a lineup of SIMA films curated by the educator and create an impact advocacy campaign in their schools and communities.
- Understanding and critically evaluating a social issue
- Engaging with the ecosystem of a social issue and applying it to one’s own community
- Student collaboration
- Learning how to structure and execute an actionable campaign
- Exercising presentation and communication skills
- Learning how to mobilize a community
- Understanding and participating in democratic processes
STEP 1 – EDUCATOR ACTION
Select 3-5 films. The number of films screened can vary depending on how long you want the lesson to run, or how many groups you’d like to divide the class into.
STEP 2 – EMPATHY
Screen the films. Students can write down their thoughts and questions they have while watching the films and talk about it in class.
STEP 3 – CRITICAL THINKING
Students evaluate the films and select one film they’d like to build an impact advocacy campaign around. Based on the film they select, students should form groups and work together to design and execute their impact campaign.
Students are tasked with devising an impact campaign based on the film’s social issue that is both plausible and actionable inside their own communities. (e.g. students who select E-WASTELAND may build a campaign urging students to recycle their electronic devices and create an information resource with e-waste recycling stations positioned throughout their school/neighborhood.)
After the social issue is selected, students should complete ample research on the social issue, review previous impact campaigns, and effective tactics for their campaign. Students should have a detailed plan and proposed goal prior to implementing their campaign.
STEP 4 – COLLECTIVE ACTION
- The students present their campaigns to the class, with each group evaluating the other campaigns and providing feedback to help better build the impact of each.
- Then the students can work together to implement their campaigns in their school.
General Lesson Duration:
Depending on how many films are screened and the scale of the campaign, this engagement model could last several weeks, or move as quickly as one week. Students at New Roads High School in Santa Monica, CA spent an entire semester creating a campaign around their chosen film.
Additionally, students can work together to implement their campaign on a larger scale. This can mean permanently implementing the campaign into other schools in their area. Students are encouraged to take action and contact principals or education administrators in their area to propose a plan for implementation.
This engagement model aligns with Global Competency standards, including:
Global competence is the capacity to analyze global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.
- Knowledge and understanding of global issues
- Intercultural knowledge and understanding
- Analytical and critical thinking
- Ability to interact respectfully, appropriately and effectively
- Openness towards people from other cultures
- Respect for cultural otherness
- Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
- Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
- Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
- Take action to improve conditions, viewing themselves as players in the world and participating reflectively.
This engagement model aligns with the Common Core Standards:
- CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCSS.ELA-LITERACY.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- CCSS.ELA-LITERACY.CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
- CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
This lesson plan aligns with the International Baccalaureate focus and subjects.
The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish. The programmes focus on teaching students to think critically and independently, and how to inquire with care and logic.
Diploma Programme 16-19 years (DP)
The DP aims to make students aware of the interpretative nature of knowledge, including personal ideological biases. It offers students and their teachers the opportunity to:
- Reflect critically on diverse ways of knowing and areas of knowledge
- Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
- Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
- Recognize the need to act responsibly in an increasingly interconnected but uncertain world.
Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.
- Individuals and Societies
- Studies in Language and Literature
- The Arts (Film, Visual Arts)
- Science (Biology, Chemistry, Physics, Computer Science, Design Technology, Sports, Exercise and Health Science)
Career-related Programme 16-19 years (CP)
The CP enables students to:
- Follow their chosen education and career pathways in life
- Combine academic subjects with their personal and professional interests and skills
- Engage in learning that makes a positive difference to their community
- Think critically and creatively
- Communicate clearly and effectively in a variety of situations
- Work independently and in collaboration with others
- Consider new perspectives and other points of view
- Develop greater self-confidence and self-awareness
- Demonstrate high levels of resilience and flexibility
- Be internationally-minded and globally aware
- Apply their knowledge to real-world scenarios and situations