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Gondek- Curriculum Map-extended
- 1. Curriculum Map Ms. GondekHumanities Writing 2011-2012 Unit/Time Frame Essential Questions Content Skills Assessments Standards Racism: lynching and apartheid September-October (7 weeks) How can we examine and question texts relating to lynching and apartheid? How can we create presentations to raise awareness about race-based oppression? Utilized music lyrics, photographs, interviews, film clips to create essays and presentations that analyzed institutionalized racism in the United States and South Africa. Reading strategies: main idea webs, passage maps, outlines, Cornell Notes, coding text, T- chart with quotes and questions Writing strategies: Rule of 3 (Thesis, Evidence, Explanation) Formative: • Main idea webs • Practice paragraphs using Rule of 3 • Timed practice essay: Is Racism a form of injustice? Summative: Two essays based on the questions: • Is Racism institutionalized? • Why and how did South Africans resist apartheid? Multiple Choice Exam Reading: (2) Determine central idea; (4) determine meaning of words; (9a) Analyze seminal U.S. documents of historical significance Writing: (5) Develop writing through planning; (11a) Engage in pre-writing experiences; (11d) create poetry, stories, plays Speaking and Listening: (1) participate in collaborative discussions; (2) integrate multiple sources in diverse media Sexism: witch hunts, school sex- segregation, femicides in Juarez, suffrage movement October-November (7 weeks) Why is there violence against women? How are racism and sexism similar and different? What were the roles of women historically and cross-culturally? Utilized film, music, photographs, and newspaper articles in order to analyze the history of patriarchy and sexism in various cultures and time periods. Reading strategies: Questioning Technique, main idea webs, quote analysis, t-charts Writing strategies: Rule of three, identifying textual evidence to match thesis, analyzing evidence, counterarguments Formative: • Main idea webs • practice paragraphs • midterm review • letter from woman in Juarez to woman killed during witch hunts Summative: • Timed essay: Why is there violence against women • Argumentative essay: Reading: (1) cite strong textual evidence to support analysis; (2) determine central idea of a text Writing: (1) write arguments to support claims using sufficient evidence; (2) write informative/explanatory texts to examine and convey complex ideas Speaking and listening: (4) present information clearly, concisely and logically
- 2. How do societies treatwomen? Is sexism similar to racism? • Multiple choice exam (mid-term covering racism and sexism units) • DBQ short answer women’s roles in history and cross- culturally • DBQ intro and outline for essay on women’s roles • Explaining textual evidence using DBQ on women’s roles • Monologue performance (witch hunts) Creative Activist Project December-January (7 weeks) Are racism, apartheid, lynching, witch hunts and femicides forms of oppression and human rights violations? Final project of the fall semester in which students had to write a 5- 10 paragraph essay to answer the essential questions for the unit. They also had to create a presentation (poster, monologue or powerpoint), a works cited page and reflect on the project. Writing: Rule of 3, analyzing evidence, selecting evidence to match thesis Summative: Essay, works cited, presentation, reflection Writing: (7) Conduct sustained research projects to answer a question, synthesize multiple sources Class, Classism and class consciousness January-February (3 weeks) How does false class consciousness maintain systems of inequality and oppression? We will use song lyrics and films in order to help students understand how class can be used to divide and oppress people and how people unite to fight back against this • Determine point of view of author • Assess whether author is convincing • State point of view using Formative: • T-chart distinguishing class consciousness and false class consciousness in film North Country • Identify evidence of key Reading: (5) determine how author develops argument; (6) determine author’s point of view; (8) evaluate the argument of the author Writing: (9) draw evidence
- 3. How does class consciousness helppeople unite to fight for their rights? oppression (class consciousness). textual evidence • Craft effective thesis • Provide background info on key terminology • Use most effective textual evidence to convince reader • Analyze evidence to show how it proves thesis correct • Use predict/eliminate strategy with MC questions terms in rap songs • Practice body paragraphs • Create rap/poem Summative Assessment: Multiple Choice Test from informative texts Speaking and listening: (3) evaluate a speaker’s point of view Capitalism, Socialism and Industrialization (February-March) 6 weeks Which system is better: capitalism or socialism? Why? When a country industrializes, how does it change? Are these changes positive or negative? Students will use documents to write an essay analyzing the positive and negative effects of industrialization in preparation for final unit on human trafficking. See skills for previous unit as well as • Correctly answer regents-style multiple choice questions • Explain each of the persuasive writing techniques such as logos, ethos, pathos, kairos and research • Find persuasive writing techniques in text • Evaluate sample Formative: • Industrialization Document Packet including short readings and questions • Main idea web & positive/negative effects graphic organizer using industrialization packet • Practice essay using same format at summative assessment Summative DBQ short answer and essay exam Multiple Choice Exam Reading: (5) determine how author develops argument; (6) determine author’s point of view; (8) evaluate the argument of the author Writing: (9) draw evidence from informative texts Speaking and listening: (3) evaluate a speaker’s point of view
- 4. writing to assess whetherit “meets expectations” based on the LDC rubric Imperialism, Global Stratification, Core and Periphery Nations (March-April) 3 weeks Is imperialism right? How are imperialism and global stratification related? Students learn about imperialism in order to understand the social context in India, where the main character in the book Sold ends up after being sold into prostitution. Global stratification is the unequal distribution of wealth. Periphery countries are less industrialized and developed than core countries. Originating countries for trafficking tend to be periphery countries, while destination countries tend to be core or semi- periphery (like India). Find main idea of current event articles Find textual evidence to support main idea Analyze claim and strategies used by author to support claim Summative: Current Events chart based on Imperialism article Persuasive Strategy paragraph based on current event article Reading (5) determine how author develops argument; (6) determine author’s point of view; (8) evaluate the argument of the author Human Trafficking using SOLD April – June (8 weeks) What are causes and effects of human trafficking? How can we identify and analyze the claim of an author? Students are writing letters to music artists of their choosing in order to convince them to join the MTV Exit (End Exploitation and Trafficking) campaign, which raises awareness about human trafficking through videos, concerts and television advertisements, as well as relationships with anti- Reading: Cornell notes Writing: Analyzing task and rubric using annotation TBEAR (thesis, background, evidence, analysis, reflection) Formative: • Brainstorming for essay/letter using main idea web • Analyzing task and rubric • Identifying textual evidence • Cornell notes Summative: Part I: 5 paragraph essay/letter Reading: 1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the test. 2- Determine central ideas or themes of a text and
- 5. trafficking organizations. Students’ letterswill take the form of 5-paragraph essays on the causes and effects of trafficking. They will try to convince the person they are writing to that action must be taken on this issue in order to address both the causes and effects of sex trafficking. They will be graded using the LDC rubric. Their goal is to score at “meets expectations” which is an 85%. After writing the 5- paragraph essay, students will be creating a reference page for their reader as well as an epilogue from Lakshmi’s perspective about what happened to her once she left Happiness House (the brothel where she lived for about a year). Part II: reference page Part III: epilogue to Sold from Lakshmi’s perspective analyze their development; summarize the key supporting details and ideas. 5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole. 8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Writing: 1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 9- Draw evidence from literary or informational texts to support analysis, reflection,
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