News & Blog

This lesson plan provides a outline for incorporating 10,000 Solutions (10000solutions.org) into your classroom with options for accommodating different age groups, settings and topics around which instructors can incorporate their own ideas. At the end of the lesson plan, there is also a sample rubric. Learn more about 10,000 Solutions basics, visit our FAQs or contact us with questions. 

Materials

• Computer(s) with internet access and/or word processing
• Whiteboard or butcher paper for brainstorming
• Flip camera or other digital camera (optional)
• Tripod (optional)

Background

The 10,000 Solutions community revolves around eight “Challenges”. Instructors can assign different groups to address each challenge or can focus on a specific challenge for the entire class. The questions below are examples of potential prompts for each challenge.

• Education
  • How should we prepare teachers to be the most effective leaders in education?
• Technology
  • What is your idea for the next great smartphone/iPad application?
  • How could technology be included in classrooms to help students learn more effectively?
• Communities
  • Some people think that technology is making our communities less “social” and not as close. Do you have a solution for how to make our communities more connected?
  • The current U.S. Congress has the lowest approval rating in history, partly because of its inability to compromise. What can be done to ensure our legislators accomplish more?
• Economy
  • In what ways can we best prepare you, as students, to enter the workforce in XX years?
  • The unemployment rate is the highest it has been in 30 years. What is your solution for creating more jobs?
• Health
  • Obesity is becoming an increasingly bigger problem, especially here in the United States. Do you have a solution for how to encourage Americans to eat healthier and exercise more?
• Human Rights
  • What can we learn from famous civil rights leaders such as Martin Luther King Jr., Mahatma Ghandi or Cesar Chavez to improve human rights?
  • What are the most important human rights challenges to you, and how do we solve them?
• Discovery
  • What can we learn from famous entrepreneurs or inventors like Thomas Edison (light bulb), Henry Ford (Ford Motor company, assembly line), Steve Jobs (Apple Computers, iPod), or Mark Zuckerberg (Facebook) to come up with the next great discovery?

Introduction

• View outstanding examples of persuasive solutions or Public Service Announcements (PSAs) from 10,000 Solutions site or YouTube. Discuss what makes them persuasive or interesting.
• Read aloud a portion of a famous speech, such as those from Lincoln, Martin Luther King Jr or other historical or famous figures.  Discuss what makes the speeches famous related to the concept of a “solution”.
• Discuss a recent “problem” seen in your class, school, community or the news. If a solution has been created, talk about the process of how someone might have come up with the solution.

Introduction to New Material

• Discuss the meaning of a “solution” and what makes a solution strong. Focus on what it means to be persuasive, demonstrating evidence or a plan for accomplishing something.
• Discuss the meaning of persuasiveness. Highlight elements of language that are particularly persuasive.
• If the class is topic-focused (science, technology, social studies, etc.), give the background information on the “Challenge” described above and how some are addressing it, or why it is such an important challenge to society. 
• The instructor could create and upload a solution of their own ahead of time, and then print out the script for students to see and read. Then show students the instructor’s solution online and have them discuss its effectiveness (using the rubric, if applicable).
• Model how the brainstorming process works. If the instructor has created a solution ahead of time, use “think-aloud” to highlight the thought process used when it was developed. 

Guided Practice

• If time permits, have a whole-class brainstorming session on one of the challenges. Ask members of the class to evaluate potential solutions and explain why they think they are stronger or weaker than others.
• Inform students of their task to create a solution. Assign groups and/or challenges based on the needs of your class. Make students aware of the time you are allotting and the resources (computers, cameras) available. Also make them aware of the 10,000 Solutions rules and limits (1,000 characters and/or 1 minute of video).
• Students work independently or in groups on writing a script for their solution.
  • If using a rubric (see Assessment), remind students to keep those factors in mind when writing their script. 
  • Also ensure that the 10,000 Solutions limits of 1,000 characters and 1 minute of video are being upheld.
  • Help students edit, or have students peer-review each other’s script for clarity, persuasiveness, grammar, and spelling.

Assessment/Independent Practice

• If using video, help students tape their solutions. Other groups can rehearse solutions while waiting for the camera.
• If using visuals, have students edit and enhance videos using iMovie, Movie Maker or similar software if available.
• Have students finalize and upload their solutions to 10,000 Solutions site.
• Decide on a classroom “tag” to use on the 10,000 site. Make sure that all students tag their solutions when uploading.
• Create a rubric (see sample on the next page) that either instructors or students themselves can use to assess solutions. Use age and topic-appropriate categories such as:
  • persuasiveness
  • how realistic the solution is 
  • presentation of facts or information
  • creativity
  • how well it addresses the proposed “challenge”
  • grammar
  • public speaking ability
  • use of visuals
• Ask students to view all of their classmates’ videos and write a reflection on which were the most persuasive and why.
• Have students choose 3 solutions to “build on” with their own ideas. Encourage everyone to go back and look at their own solutions to see how they have been built on.

Conclusion

• Have a “viewing party” to see the class’s solutions altogether. Invite other classes, teachers, administrators, or parents to attend!
• Ask students how they plan on following up on their solutions to see them through.
• Ask students how they can take what they learned about creating solutions and translate that into their persuasive writing.

Sample Rubric

	Exceeds expectations (4 pts)	Meets expectations (3 pts)	Approaches expectations (2 pts)	Falls short of expectations (1 pt)	No attempt (0 pts)
Persuasiveness	Excellent use of persuasive language, facts and information, and images to get message across effectively.     Message is very clear and consistent.	Solid use of persuasive language, facts and information, and/or images to get message across, although not all three are used.   Message is clear and consistent.	Some use of persuasive language, facts and information, or images to get message across.       Message is inconsistent and unclear at times.	Minimal use of persuasive language, facts and information, or images.         No true message or main idea to solution.	No use of persuasive language, facts and information, or images to persuade audience.     No true message or main idea to solution, or no solution submitted.
How realistic the solution is	Participants provide well-thought out, concrete, realistic plan for carrying out solution.      It is clear in the instructor’s and students’ minds of how the solution could be implemented.	Participants provide general plan for how solution could possibly be carried out.     Solution could potentially be implemented, although some aspects of the plan are vague.	Participants have some portion of a plan for carrying out solution, but many aspects are vague or unrealistic.   Somewhat unrealistic that the solution could be implemented, although some aspects of the plan are reasonable.	Participants have a solution, but plan for carrying out solution is completely unrealistic or entirely vague.   Unrealistic that the solution could be implemented.	No plan exists for carrying out solution, or no solution submitted.
Creativity	Completely original idea.              Solution is creative and inventive.	Mostly original ideas, although some aspects of solution come from others’ ideas (and credit is given).    Solution shows new ideas and insights.	Some original thoughts, but mostly uses others’ ideas (and credit is given).       Not much originality demonstrated.	Uses others’ ideas completely (and credit is given).           No creativity demonstrated.	Uses other’s ideas completely and no credit is given, or no solution submitted.
Spelling, grammar, and vocabulary	Spelling and grammar of script are error-free.     Vocabulary utilized is consistently above grade-level expectations and meets topic expectations.	Spelling and grammar of script are error-free.     Grade and topic-appropriate vocabulary utilized throughout solution.	Spelling and grammar of script have minor errors.   Vocabulary approaches grade-appropriate and topic-appropriate, but may be used incorrectly or inconsistently.	Significant errors in spelling and/or grammar of script.     Vocabulary is consistently below grade level and is not topic-appropriate.	No script is submitted

Since the last time we updated you all on who is on 10,000 Solutions, many leaders and popular innovators have used the platform to share their ideas.

Wendy Kopp, the CEO and founder of Teach For America, posts a solution called “Teach For All” which is an expansion of Teach For America to other countries. She and her colleagues aim to end educational inequity everywhere; so, in her video, she says, “we envisioning the day when all kids have the chance to achieve an excellent education.”

Steve Coll, the president of The New America Foundation, aims to end what he terms the stagnancy of the US senate and get it working again. He suggests that the US end the cloture rule required to end filibusters.

One of the speakers from TedxPhoenix submitted solutions too. One of those submissions was from Jacob Soboroff, the executive director of Why Tuesday? His solution is to stop elections from happening on Tuesday – a day when most Americans work – and hold them on a more convenient day to increase voter participation.

One of the fun parts about 10,000 Solutions is that people can submit as many solutions as they want. Michael Crow, the president of Arizona State University, added another solution. His idea is called “The New Teacher.” He proposes that universities find and craft teachers who can teach students from every background, use the newest technologies, and advance education.

This week's Solution of the Week responds to the communities challenge: that is, it answers how we can foster strong, vibrant communities.

Emilio G. proposes the idea of the reverse Groupon. But it is not just nopuorG. Rather, it is an online platform that helps users join together, when they all have an interest in buying something. These users then make an offer for a product that they would all like to purchase - that's anything from a bike to a computer. Companies can then choose or refuse to sell the product to the group. And that's "real buying power," says Emilio.

Check out his solution here.

 Program Leader: Erik Johnston

Program: School of Public Affairs, Center for Policy Informatics
Years with ASU: 5

Success Story at ASU: Our PAF 300 class learned to solve the problems in their community by participating in the 10,000 solutions project at ASU. We had solutions from solar energy, to increasing blood drives, to getting abandoned pets into homes. It seemed that civic participation is not only contagious, but addictive. The class came together the next week, contributed their own money, and helped to fund two projects through the Kiva project. The first was to a man in Kenya who needs a motorcycle to run his company as a shoemaker and a group of women in Costa Rica who will buy calves and feeds to create an education fund for their community.  

What you need help with: We need more students to realize that their frustration with how things are going are just the first step to making a difference. The excuses for not improving our world are disappearing and if you want to help, the ability to be an entrepreneur is more possible than ever. 

Contact Info: erik.johnston@asu.edu