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- Creators: School of International Letters and Cultures
- Creators: Sivak, Henry
Description
This project created a teaching curriculum resource guide for using the popular series, The Hunger Games, in 6th-8th grade classrooms to introduce cultural issues such as child soldiers and international development to students. Studies have shown that literature can cultivate empathy and encourage youth to act. This combined with the expanding phenomenon of participatory culture and fandom activism as outlined by Henry Jenkins demonstrate the potential for youth to learn and act when given the opportunity and resources to do so. The curriculum is composed of three units: The first is a three-week reading of the books with various activities for students to really understand the narrative and source text. The second and third units address the issues of child soldiers and international development using The Hunger Games as a framework and a keystone to build connections so that these complex issues are accessible to youth. This project is a first step in the development of a curriculum that spans the full trilogy and covers a variety of current event topics.
ContributorsSimpson, Rebecca (Author) / Sivak, Henry (Thesis director) / Blasingame, James (Committee member) / Nelson, Margaret (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-05
Description
This project covered different components to strengthen Model United Nations organizations, especially programs in Arizona itself. The lack of strong programs in Arizona can be attributed in many ways to a lack of resources, and this project's work aims to bolster programs by providing some resources. The written component contains a write-up of a 2013 High School Model United Nations Conference at Arizona State University; a write-up of a 2014 Middle School Model United Nations Conference at Arizona State University; a guide on how to run such a conference, focused at the high school level; a university-level curriculum that integrates a Model United Nations organization into a classroom setting, including assignments and; a grade school lesson plan with seven lessons that focuses on teaches students about international relations and global affairs while preparing them for a Model United Nations conference.
ContributorsLanza, Jentry Elizabeth (Author) / Von Hagen, Mark (Thesis director) / Hutchinson, Marcie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
Abstract As we move forward in education reform in the globalized 21st century, the United States must visit new ways to teach science in high school classrooms. The goal of this investigation is to analyze the current research literature for the best and most promising teaching strategies and techniques in secondary education biology classrooms that promote academic excellence for all students. Looking at policy and school reform literature in science education to establish the context of the current system, the paper will not focus on the political as or systematic changes needed to ground an overall successful system. However, because of their inherent effect on the education system, the political aspects of education reform will be briefly addressed. The primary focus, by addressing the emphasis on standardization, inflexibility of instruction and lack of creativity specifically in high school biology classrooms, seeks to clarify small changes that can influence students' academic outcomes. The United States is performing on such a poor level in science and math proficiency that it cannot match students abroad and this is seen through test scores and the production of competent graduates. This investigation serves to organize literature from education researchers and showcase best and promising teaching and learning practices that catalyze academic excellence for all students in our pluralistic, democratic and complex schooling and societal contexts.
ContributorsHildebrandt, Kevin Andrew (Author) / Ovando, Carlos (Thesis director) / Schugurensky, Daniel, 1958- (Committee member) / Fischman, Gustavo (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor)
Created2013-05
Description
For my honors creative project, I decided to create and teach an elementary school Latin curriculum. As a Classics major, I love the Latin language and I was thrilled to be able to introduce my students to the Latin language in an interesting and fun way. I have taught weekly Latin lessons for this school year on Friday afternoons at a local private school. Each class is forty-five minutes long and involves students from kindergarten through eighth grade. The Latin classes were an optional offering after school. The creative element of this honors creative project was recording and compiling my weekly lesson plans. Since these lesson plans were taught in an after school setting, I wanted to ensure that my students found the lessons enjoyable. Therefore, each lesson has a project for the students to work on which enforces the concepts learned in each lesson. I tried to teach the students a variety of vocabulary that would be found in any introductory Latin course. In addition to teaching Latin nouns and verbs, I also tried to teach the class Latin roots that are found in English. I supplemented these lesson plans with stories of Roman mythology or Roman history, so that my students would have a greater appreciation for the Latin language. Almost all of these stories had to be simplified to ensure that they would be age-appropriate to tell to my class. Although my students all had taken Spanish classes, none of them had experience with Latin instruction. It was therefore unsurprising that most of the class showed huge improvement in their pre and post tests, given at the beginning of the school year in August, and again in March. I supplemented these lesson plans in my honors project with a literature review on the history and benefits of Latin instruction. Additionally, I included an extensive annotated bibliography of scholarly and didactic works useful to Latin instructors.
ContributorsFleming, Emma (Author) / Harris, Pamela (Thesis director) / Smudde, Christopher (Committee member) / Haberman, Lidia (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
Description
This thesis aimed to further research of indigenous land rights by examining the Norwegian Finnmark Act and how it interacts with the international indigenous land rights movement. The Finnmark Act was legislation that returned land to the indigenous people, the Sami. This project examined the impact that the International Labor Organization’s Convention 169 on Indigenous Tribal Peoples in Independent Countries had on the passage of this Act and what other indigenous communities can learn from the Finnmark Act.
ContributorsGough, Emily (Author) / Sivak, Henry (Thesis director) / Ripley, Charles (Committee member) / School of Social Transformation (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
"Phoenix as Refuge: A Photographic Exploration of Refugees Within the City" was a creative thesis project that aimed to bridge the gap between divided communities by creating awareness of refugees within the city of Phoenix. Through an IRB approved research study, multiple refugee families were interviewed and photographed. The project documented refugees and their stories and then made those interviews accessible to the greater Phoenix community. The purpose was to make the Phoenix community more aware of refugees in the hopes that this awareness would increase community activism and advocacy for this resilient yet vulnerable minority group. This paper explains the refugee resettlement process and addresses the social and economic implications of refugee resettlement and advocacy within an urban area. Many inhabitants of Phoenix are unaware the refugees that live in their city because of the geographic divide between social classes and ethnic groups. In highly urbanized communities, the geographic layout of the city leads to a more individualistic and segregated society. This notion leads to a discussion of Robert Putnam's theory of social capital, which argued that by improving and fostering social connections, one could increase social well-being and even make the economy more efficient. This paper then applies Putnam's ideas to the interaction between refugees and non-refugees, using space as a determining factor in measuring the social capital of the Phoenix community. As evident in the study of Phoenix's geographic divide between social and economic classes, Phoenix, like many urban cities, is not designed in a way that fosters social capital. Therefore, advocacy must go beyond people and into advocacy for a different kind of city and place that sets up refugees, and non-refugees alike, to succeed. In this way, rethinking the city through urban planning becomes integral to making new social networks possible, building social capital, and increasing social welfare in urban spaces.
ContributorsRutledge, Chloe Grace (Author) / Sivak, Henry (Thesis director) / Larson, Elizabeth (Committee member) / School of Art (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Economics Program in CLAS (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Human trafficking is not a new problem, but has gained recognition in the last decade as one of the world's most serious and large-scale violations of human rights. Though the figures vary wildly due to insufficient data, the U.S. State Department estimates that there are as many as 20 million victims of trafficking around the world. As more attention is shifted towards the problem, even the most developed nations of the world are recognizing the gravity of human trafficking and slavery within their borders. Stories of trafficking have many similarities across borders and cultures, but all countries have unique methods of addressing this issue in their own backyard. In response to the rising interest in this issue both academically and politically, this honors thesis is intended to contribute to the literature on human trafficking in the Peruvian case. Specifically, this document examines how U.S. Embassies can influence anti trafficking efforts abroad through effective collaboration with host county governments and NGOs. The argument of this paper is that, through collaboration with these two partners, U.S. Embassies can improve the existing anti-trafficking efforts, or aid in the creation of new ones. In order to explore this argument, I examine how the U.S. Embassy in Lima works with the Peruvian government and Peruvian non-governmental organizations (NGO) on combating trafficking.
ContributorsLawson, Shelby Marie (Author) / Hinojosa, Magda (Thesis director) / Lake, Milli (Committee member) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
International intellectual property law has become an important factor in international trade as the world economy has become increasing interconnected. The foundational international intellectual property agreement is the TRIPS (Trade-Related Aspects of Intellectual Property Rights) Agreement, negotiated in 1994 and required by the World Trade Organization of all its member states. The TRIPS regime establishes minimum standards of protection, but developed states, especially the United States, continually push other countries to enact more stringent laws. This paper explains the power dynamic underlying this international legal order, and furthermore answers how developing states respond. By drawing on Immanuel Wallerstein’s world systems theory, Alisha Holland’s forbearance – the practice of states with the capacity to enforce laws choosing no to do so – and existing empirical studies of seven East and Southeast Asian states’ actions in the realm of intellectual property law in recent years, I argue that the intellectual property agreements under scrutiny are created and pushed by developed American and Western European states to serve their own economic interests. This is supported by a pattern of hegemonic meddling and threats, often by the United States, seeking to influence the domestic laws of developing states, and as a result prompts those states to pursue policies of deliberately partial enforcement – a prime example of forbearance – in an attempt to retain legal legitimacy under international agreements and drive their own economic development. This stands as a refutation of the naïve understanding that developed states have weak intellectual property protections due to apathy, ignorance, ineptitude, or other such moral failings (as developed states such as the United States have claimed). Instead, developing states are pursuing rational and deliberate legal strategies of partial enforcement.
ContributorsDendy, Christopher (Author) / Sivak, Henry (Thesis director) / Thomas, George (Committee member) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
For the past few decades, the education system in the United States has failed many students because of its inability to increase student achievement. While there are many layers to this problem that cannot be solved with one simple solution, a curriculum change that provides students with more engaging and hands on learning opportunities along with teaching them to be advocates for their own education and community betterment offers a great start to the momentum for change. Service-learning is an ideal way to accomplish this because it incorporates civic engagement and community service into lesson plans that directly align with academic standards. Through service-learning, students are given the opportunity to apply their knowledge in direct and hands on ways meanwhile witnessing the difference that they can make in their community with their knowledge and abilities. Service-learning is a type of instruction typically employed in high school or junior high grades because it requires the course content to coincide with a service project of some kind. In this essay, we look into the research behind service-learning as well as several issues within the community that could be addressed with this kind of curriculum. The aim of this research is to adapt the models of service-learning intended for more advanced grades to align with the standards of a first grade curriculum and also consider the critical thinking skills, self-examination abilities, and social awareness of students at this age when making these adaptations. We believe that service-learning can benefit young students just as much, if not more than older students because it can help them to see the value in their education from early on and demonstrates real life uses for what they are learning. The curriculum created from this research is intended for use at schools within low-income communities in order to empower the students to actively fight against the challenges they face that prevent them from succeeding. However, this curriculum can easily be used in any school setting and adapted to various different age levels.
ContributorsBayer, Kendall Rose (Author) / Oliver, Jill (Thesis director) / White-Taylor, Janel (Committee member) / Division of Teacher Preparation (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05