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1) The document provides guidance to students for several educational activities and projects around the themes of unity, brotherhood, and peace. 2) Students are instructed to work in groups on topics like war and peace, and to debate with different views on each side. 3) A field trip is suggested where students can interview soldiers at the India border to learn about their experiences firsthand, but should avoid sensitive areas and be supervised.

Education

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60 5 Good Curriculum as a Basis for Differentiation The Giver flicked his hand as if brushing something aside. “Oh, your instruc- tors are well trained. They know their scientific facts. Everyone is well trained for his job. It’s just that . . . without the memories it’s all meaningless.” “Why do you and I have to hold these memories?” [the boy asked.] “It gives us wisdom,” the Giver replied. Lois Lowry, The Giver A young teacher tried her hand at developing her first differentiated lesson plan. “Could you give it a look and see if I’m on the right track?” she asked me. Her 4th graders were all reading the same novel. She had fashioned five tasks, and her plan was to assign each student one of the tasks, based on what she perceived to be their readiness levels. She showed me the task options: 1. Create a new jacket for the book. 2. Build a set for a scene in the book. 3. Draw one of the characters. 4. Rewrite the novel’s ending. 5. Develop a conversation between a character in this novel and one from another novel they’d read in class that year. Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all learners, 2nd edition. Retrieved from http://ebookcentral.proquest.com Created from liberty on 2020-01-21 19:12:59. C op yr ig ht © 2 01 4. A ss oc ia tio n fo r S up er vi si on & C ur ric ul um D ev el op m en t. A ll rig ht s re se rv ed . Good Curriculum as a Basis for Differentiation 61 After I looked at the tasks, I asked a question that I wish someone had insisted I answer daily in the first decade of my teaching: “What do you want each student to come away with as a result of this activity?” She squinted and paused. “I don’t understand,” she answered. I tried again: “What common insight or understanding should all kids get because they successfully complete their assigned task?” She shook her head. “I still don’t get it.” “OK, let me ask another way.” I paused. “Do you want each child to know that an author actually builds a character? Do you want them all to understand why the author took the time to write the book? Do you want them to think about how the main character’s life is like their own? Just what is it that the activities should help the students to make sense of?” Her face flushed. “Oh my gosh!” she exclaimed. “I don’t know. I thought all they were supposed to do was read the story and do something with it!” “Hazy” Lessons Many of us could have been this novice. We entered the profession with a vague sense that students should read, listen to, or watch something. Then they should do “some sort of activity” based on it. Consider the following examples: • A 1st grade teacher reads her students a story. Then she asks them to draw a picture of what they heard. But what should the picture portray? The story’s beginning and end? How the main character looked when she was frightened by the stranger? The big tree in the barnyard ...

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