This interdisciplinary unit focuses on the history of slavery in the United States and New York specifically. Students will analyze primary source documents and personal narratives to understand the origins and daily life of slavery. They will compare historical social justice movements to those today. The unit aims to expose students to the less known history of slavery in the North. The summative assessment will have students write an op-ed addressing an issue from their own identity and perspective, while demonstrating understanding of argumentative strategies used by historical figures involved in abolition and suffrage movements.
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Assessment for cultural learning in contexts for students learning. By an interchange for minimun needs. Indeed this can enhange your qualifications in social studies habilities in language. By Vielka Reece D.
A presentation given to parents at Shanghai American School, Pudong campus as an introduction to the new Humanities program, an integrated approach to learning
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The realm of humanities opens a window to the tapestry of human experiences, exploring
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Home assignment II on Spectroscopy 2024 Answers.pdf
Skeletons in Our Closets...
1. Teacher(s) Hannah Ticoras
Mark Isakson
Crystal Palacio
Subject groups &
disciplines
Language & Literature
Individuals and Societies
Unit title
Skeletons in our Closets
(And Below our Streets)
MYP year 2 Unit
duration
(hrs)
Approx. 50 hours
Inquiry: Establishing the purpose of the interdisciplinary unit
Purpose of Integration
The purpose of this unit is to expose students to the history of slavery not only in the South of the United States, but to
make them aware of the history of slavery in the North as well, particularly in New York. Through a study of primary
source documents, personal narratives, and field trips to locations of historical significance, students will develop an
understanding of the origins of slavery in America. Students will analyze texts for their use of rhetorical devices, and
strengthen their own argumentation skills Additionally, students will compare it to social justice movements today.
Key concept / related concept(s) Global context
Language & Literature
Communication (Self-expression, Genre)
Individuals & Societies
Time, Space, and Place (Power, Equity)
Fairness and Development
Statement of inquiry
The ways in which individuals respond to situations of inequity in power are dependent on their own identities and
place in time.
Inquiry questions
Factual— What is the history of slavery in the United States, and NY in particular? What was daily life like for
a slave in NY? Who was involved with the the Abolitionist and Suffrage movements?
Conceptual— How do individuals respond to inequity to affect change?
Debatable— In what ways do issues of power, wealth, and morality influence national policy? What does it
mean to be revolutionary?
Kid-friendly: How does who you are as a person impact what you do (your actions)?
Summative assessment – interdisciplinary performance(s) of understanding
Interdisciplinary Criteria
LANGUAGE & LITERATURE
A. ANALYSING:
i. identify and explain the content,
context, language, structure,
technique and style of text(s) and the
relationships among texts
Outline of summative task / GRASPS
Students will write an op-ed about an issue of their choice (or teacher
provided choices), making sure that they are fully addressing the
audience they are responding to, as well as addressing the way their
own identity affects their reaction to their issue.
Extension: a proper analysis of the argumentative strategies used by
one or two of the historical figures (e.g. Douglass/Anthony/Jacobs).
Middle Years Programme Unit planner
1
2. iii. justify opinions and ideas, using
examples, explanations and
terminology
iv. interpret similarities and differences
in features within and between genres
and texts
C. PRODUCING TEXT
i. produce texts that demonstrate
thought, imagination and sensitivity,
while exploring and considering new
perspectives and ideas arising from
personal engagement with the creative
process
ii. make stylistic choices in terms of
linguistic, literary and visual devices,
demonstrating awareness of impact on
an audience
iii. select relevant details and
examples to develop ideas.
D. USING LANGUAGE
i. use appropriate and varied
vocabulary, sentence structures and
forms of expression
ii. write and speak in an appropriate
register and style
INDIVIDUALS & SOCIETIES
A. KNOWING AND UNDERSTANDING
I. use a range of terminology in context
ii. demonstrate knowledge and
understanding of subject-specific content
and concepts, through descriptions,
explanations and examples.
C. COMMUNICATING
i. communicate information and ideas in a
way that is appropriate for the audience
and purpose
ii. structure information and ideas
Middle Years Programme Unit planner
2
3. according to the task instructions
D. THINKING CRITICALLY
i. analyse concepts, issues, models, visual
representation and/or theories
ii. summarize information to make valid,
well-supported arguments
iv. recognize different perspectives and
explain their implications
Approaches to learning (ATL)
Information literacy skills: Identify primary and secondary sources
Organization skills: Understand and use sensory learning preferences (learning styles)
Action: Teaching and learning through interdisciplinary inquiry
Disciplinary Grounding
Subject: Language and Literature Subject: Individuals & Societies
Related concepts:
Self-expression, Genre
Related concepts:
Power, Equity
Content
Frederick Douglass’ Narrative of the Life of Frederick
Douglass, Harriet Jacobs’ Incidents in the Life of a
Slave Girl
Content
Primary source documents/accounts of interaction
between slaves, slave holders, interactive maps,
profiles of some of the individuals buried at the
African Burial Ground in Manhattan,
CCSS: CCSS:
Disciplinary learning engagements and teaching
strategies
Disciplinary learning engagements and teaching
strategies
Interdisciplinary learning process
Middle Years Programme Unit planner
3
4. Interdisciplinary learning
experiences and teaching
strategies:
The unit culminates in a
summative task which
requires students to use
their knowledge of Personal
Narratives and their content
knowledge of the history of
slavery in NY to create a
modern narrative.
Formative assessments:
●
Differentiation:
Scaffolding specific to writing a thesis:
● Fill-in-the-blank walk-through.
● Lists of transition words to connect claims and reasons
● Models
● List of words to complicate (deepen, specify) thesis
● Prompts to deepen thinking (Can you explain… What is the effect of… etc)
● Lists of dead words
● Provide summaries of evidence to be used
Resources
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
Middle Years Programme Unit planner
4
