socialvoice

unitone

Page history last edited by John Spencer 2 yrs ago

UNIT ONE

ESSENTIAL QUESTIONS:

What is history? Why do we study it? What are the methods used? How does this relate to my life? In other words, what is my story and how does it relate to the larger story? How can I use social studies to understand my own life? (my story, my geography, my philosophy, my oppression) What is a social voice?

IDEAS HERE:

This is the place where we can post ideas of what can work, what can change, etc.

UNIT OBJECTIVES

ARIZONA STATE STANDARDS

PROJECTS

My Social Voice - a student-created website that will continue throughout the year. Students will link their blogs, their articles, their portfolios, their independent projects, etc. to this site. We will place as few limitations as possible. Students can choose their own style, format and organizational structure.
Group Wiki - Students will begin using the more synchronous google docs and then they will transfer it to a pbwiki. From there, they can expand, using visuals, hyperlinks and any other feature available.

READING INCLUSION

WRITING INCLUSION

TECHNOLOGY INTEGRATION

DAILY LESSONS

Week 1

Day One: An Introduction to the class

Time	Format	Activity
1-15	Individual	School is like a _________ and I am a __________ Explain your answer in a paragraph
15-25	Whole	Review bell work - pursue a dialogue Rules and Procedures
25-30	Group	Discussion: What is a project your teacher did that you enjoyed?
30-40	Whole	Brainstorm: What are ways we can use this technology in class?
40-45	Whole	Go over technology rules and consequences Game Q & A

Day Two: What is history? Why is it important?

Time	Format	Activity
1-10	Individual	Discussion Board What is history? Why is history important?
10-20	Whole	Discuss as a class -Class discussion
20-25	Individual	Begin planning for the project -What should your website have? (make a list)
25-35	Group	Analyze the article about google What should they have done differently? Write a letter to google offering suggestions for their company
35-45	Partners	Create a List of the Student Bill of Rights
45-55	Whole	Vote on our list of rights

Homework: Have students sign papers

Day Three: What is IMPACT?

Time	Format	Activity
1-10	Individual	Add to the brainstorm – ideas for IMPACT
10-20	Whole	Presentation of IMPACT – watch the IMPACT video
20-30	Partners	-Read the article – making a difference and post a reflection in your blog
30-50	Partners	Brainstorm – how we can make a difference *Rotating - add to each list of ideas

Homework: Create a plan – what you will do this year to make a difference, which ones you are interested in, etc.

Day Four: Student Bill of Rights

Time	Format	Activity
1-10	Individual	Create a list of rights
10-15	Partner	Differentiate between which ones are rights and privileges
15-20	Whole	Explain the Constitutional Stucture
20-40	Individually	Vote on rights

Homework: List of goals, what you will do to accomplish them (this year, five years, life)

Day Five: Primary vs Secondary Sources

Time	Format	Activity
1-10	Individually	Blog – how do you know what if something is true? Post this to your website
10-30	Whole	Discussion – what is truth? How do you know something happened? -Interactive – an event – how would we prove it’s true? Primary vs. Secondary sources – on board, online
30-55	Partners	Primary or secondary and why -Passing things around

Week 2

Day One

Time	Format	Activity
1-10	Individual	Bell Work: Tell a story from your life
10-20	Whole	Explain the methods of studying history -which one they fit best in – posted in parts of the room
20-30	Partner	Brainstorm events from your life – that happened in the world
30-45	Individual	Create a timeline and include four larger events
45-55	Whole	Review game

Day Two

Time	Format	Activity
1-15	Individual	Read the story and identify bias -Is it pro or anti dihydrogen monoxide?
15-25	Whole	Explain critical theory
25-35	Individual	Textbook analysis -Assigned pages – content and pictures (using the grid)
35-45	Whole	Tally them together as a class
45-55	Individual	Letter to the textbook company

*Homework – Consider your life. Who holds the power in your neighborhood? In your school? On television? What ethnic or gender groups are represented the most? The least?

Day Three

Time	Format	Activity
1-10	Individual	Discussion Board: -Describe your: (for each one describe it in 3-5 sentences) Neighborhood Nation World
10-25	Whole	Kinesthetic Activity – moving around the school
25-35	Individual	History of Me – My Geography
35-45	Partner	Web of the five themes of geography
45-55	Whole	Review Game

Homework – Describe your neighborhood

Day Four

Time	Format	Activity
1-10	Individual	Survey of symbols
10-20	Whole	Discussion of symbolism -For example – contrasting Nazi sign
20-40	Individual	Create a collage of symbols from magazines

Homework – an item and why it’s symbolic to you

Day Five

Time	Format	Activity
1-10	Individual	What would topic would you like to study in this class? Explain why.
10-20	Whole	Explain the project Choose topic Choose format
20-25	Partners	Brainstorm topics
25-30	Group	Brainstorm formats
30-55	Individual	Create your plan Topic How topic relates to social studies Format for presenting it Writing Inclusion Research Inclusion Formative feedback questions Materials you might need Technology inclusion

Week 3

Day One

Time	Format	Activity
1-10	Individual	Survey of beliefs regarding gender ideas
10-20	Whole	Belief Walk
20-35	Individual	Analyze the famous quotes for gender bias
35-45	Individual	Continue typing previous work
45-55	Whole	Review Game

Homework – Watch a television show and keep a log of the number of men and women who were represented. Write a paragraph explaining what gender bias existed and what could be done to prevent it.

Day Two

Time	Format	Activity
1-10	Individual	Is it possible for someone to really know a person of another culture?
10-15	Whole	Watch the video clip from Napoleon Dynamite and discuss – what type cultural conflict occurred in this scene? *Partners and then whole class
15-20	Partner	Brainstorm: What makes up culture? What is the cause of cultural conflict?
20-25	Whole	Discuss brainstorm
25-35	Partner	Reading and Response (to the discussion board) -some readings and some visuals (ex: mistranslated signs in Chinese) -fill out the graphic organizer for it
35-45	Individual	My Culture – Describe your culture in a paragraph *If internet – find a picture to go with it
45-55	Whole	Game -Items – whether they are an element of culture

Homework: Item from my culture – describe it and write why it is important to you

Day Three

Time	Format	Activity
1-10	Individual	What is the good life? What does it mean to live well?
10-20	Whole	Demonstration -Why philosophy matters
20-30	Partner	Generate a list of ten questions
30-45	Whole	Game
45-55	Individual	Type more of the website

*Homework – Ethnographic Survey

Day Four

Time	Format	Activity
1-15	Individual	Take the final test for the unit
15-25	Individual	Begin working on the basic lay-out – the color scheme, the size of fonts, etc.
25-40	Individual	Add specific pages and hyperlinks Copy and paste from what was already written

Day Five

This is the last lesson, which is designed to let them present, peer-review and finish the website. Here, they will learn (independently), how to create their own picture folder, etc. I’ll try and do the ftp by the end of the day, so that they can have it available online.

So, I don’t necessarily have a strict sequence on this particular date.

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