identity- seventh/eighth grade - winnetka€¦ · seventh grade social studies unit – world...
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IDENTITY- SEVENTH/EIGHTH GRADE
Political Science Economics History Geography Social Science/Culture
How do people address
conflicting beliefs and
identities?
What is the proper
balance between local
and national
sovereignty?
How is the US
Constitution a
revolutionary
document?
How does the
Constitution affect civic
participation?
How does government
balance diverse
identities?
How does the
Constitution adapt to the
needs of a changing
society?
In what ways were
rights expanded to be
more inclusive?
How do the actions of
your country impact
who you are?
How has the US tried to
remake the world in its
own image?
What is the political
spectrum?
How do individuals
create their own political
identity?
How have Americans
used the court system to
acquire more rights?
In what ways do non-
state actors play a role in
world affairs?
What should the role of
government be in
distributing resources?
In what ways has
America used human
labor to meet its needs?
How does
socioeconomic status
influence one’s identity?
How is wealth
accumulated and
distributed?
How does the
contemporary world
influence ones identity?
How does a planned
economy differ from a
capitalist economy?
How do economies
affect the political
system?
How are individual
economic rights
balanced within the
larger economy?
How doe economic
conditions cause conflict
between nations?
How do economic
factors influence a
nation’s universe of
obligations?
What role can revolution
play in political change?
Under what conditions
do individuals choose
revolution instead of
compromise?
How do religious
differences affect the
development of
America?
How do diverse
identities impact
governance?
In what ways have
American rights been
exclusive?
In what ways were
rights expanded to be
more inclusive?
In what ways has
immigration changed
America’s identity?
How have political
beliefs impacted
individuals,
communities and the
world?
In what ways have the
ideals of the Declaration
of Independence been
realized for different
groups?
What factors create the
conditions that lead to
genocide?
How has America’s role
in the world changed
throughout history?
How did slavery create
sectional divisions in
America?
How did expansion
affect American self -
perception?
How does geography
influence personal/group
identity?
How do natural
resources influence
national identity?
How does government
inform human
movement?
How have different
regions been affected by
immigration?
How does religion
impact individuals,
communities and the
world?
How did revolution
forge new American
identity?
How does religion affect
a sense of inclusion
and/or exclusion in a
community?
How has our collective
image changed as new
arrivals have become a
part of our culture?
Do different forms of
government shape
culture or vice versa?
How do different
cultures define human
rights?
In what ways have race
and ethnicity defined
who is an American?
In what ways do groups
or nations determine
who is in their universe
of obligation?
As an individual, how
do you choose to
participate?
Essential Questions:
How does identity affect the decisions we make and the communities we create?
Unifying Themes:
Individual and community identity
Context:
Identity, World Religions, Constitution, Revolution (7th Grade)
Identity, Collective Identity and Global Comunity, Rights (8th Grade)
Teacher Note: While the
strands appear separate in
the middle of the
document, this simply
serves as a means of
developing focus questions
for discussion and inquiry.
The sample performance
tasks blend the strands
back into cohesive culminating experiences.
2
PERFORMANCE TASKS:
Research Projects
Map activities
Drama/Simulation/Role-playing activities
GLOBAL CONNECTIONS:
World Religions and Cultures
International Current Events Magazines
Global Community Identities
Seventh/Eighth Grade Social Studies Unit – Identity
STAGE 1 – DESIRED RESULTS
Established Goals:
Students will explore the relationship between the individual and the group in terms of
how people are defined, who makes the determination, and for what purpose.
Students will explore their personal identity, what constitutes it, and how that identity
frames their approach to daily life.
Understandings:
Students will understand that:
Membership in groups is a major
component of one’s identity.
A person’s identity is composed of
elements including race, gender, class,
religion, etc.
People define themselves and others define
them in different ways (Stereotypes)
Essential Questions:
How does socioeconomic status influence
one’s identity?
How does geography influence
personal/group identity?
How does identity affect the decisions we
made and the communities we create?
How do I define myself, and how is that
influenced by others?
What constitutes one’s personal identity?
Students will know:
The factors that constitute one’s identity.
The fundamental relationships between
individuals and groups in communities.
The ways in which individuals, family,
friends, and strangers define each other.
Students will be able to:
Express how they view themselves and
how they believe they are viewed by others
Explain how individuals and groups are
identified and defined in society.
Discuss how multiple factors affect their
identities including stereotyping.
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
Readings and discussions
Homework assignments
Reflective writing and projects
Other Evidence:
Journal writing
STAGE 3 – LEARNING PLAN
Learning Activities:
The Bear That Wasn’t
The Story of Your Name- What’s in a name?
Biopoem
Identity Chart – House on Mango Street
Identity Boxes
STAGE 4 – RESOURCES AND MATERIALS
Stories of Identity
The Bear That Wasn’t
House on Mango Street
What’s in a name?
Facing History and Ourselves Resource Guide
Facing History and Ourselves Website
RELATED VOCABULARY:
Power Socioeconomic Status
Definition Religion
Membership Perspective
Stereotyping Bias
Family Groups
Identity Names
Community Internal
Race External
Class
Gender
POSSIBLE FIELD TRIPS:
Seventh Grade Social Studies Unit – World Religions
STAGE 1 – DESIRED RESULTS
Established Goals:
• Gain a basic understanding of the world’s five major religions: Hinduism, Buddhism,
Judaism, Christianity, and Islam.
• Gain a basic understanding of the ways in which religions affect the creation and
development of cultures.
• Gain a basic understanding of the ways in which religions affect individuals,
communities and the world.
• Gain respect for the religious beliefs of people around the world.
• Gain a basic understanding of some current issues in India, Pakistan, China, Tibet,
and the Middle East.
Understandings:
Students will understand that:
• Almost all religions share some basic
features: clergy, place of worship,
sacred texts, rituals, etc.
• The five major religions were all
created and developed in different
ways.
• There is a range of how strictly or
flexibly people choose to adhere to the
basic “rules” of their religion.
• Each of the five major religions has
experienced sectarian conflicts;
sometimes the divisions have resulted
in violence.
• Religious, economic, and cultural
differences have caused conflict in
some parts of the world.
Essential Questions:
• How does religion affect individuals,
communities, and the world?
Students will know:
• Children will know the biographies of
Buddha, Abraham, Moses, Jesus, and
Muhammad.
Students will be able to:
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
• After studying each religion, children
will write a report explaining the main
features and beliefs of the religion.
• Children will create a zen garden.
• Children will take notes on the key
features of each religion, create a study
guide from their notes, and then take an
objective test on the information.
Other Evidence:
• Read and annotate the book The
Homeless Bird.
• Write an essay responding to the book
The Homeless Bird.
STAGE 3 – LEARNING PLAN
Learning Activities:
• Create a zen garden.
• Watch several movies: The City of Joy, Abraham, The Ten
Commandments (just the last 45 minutes), The Kings of Kings (just the
last 45 minutes), Arabs, Muslims, and Islam.
• Read the book The Homeless Bird
STAGE 4 – RESOURCES AND MATERIALS
• Religion “textbooks”.
• Several movies (those listed above) and several others on current issues
in the Middle East.
RELATED VOCABULARY:
• Clergy, sacred text, sectarian, rituals, caste system, hierarchy.
POSSIBLE FIELD TRIPS:
• Islamic Cultural Center in Northbrook, IL
Seventh Grade Social Studies Unit - Constitution
STAGE 1 – DESIRED RESULTS
Established Goals:
• Students will understand the fundamentals of the United States Constitution.
• Students will learn the basic structure of the three branches of government.
Understandings:
Students will understand that:
• The United States is based on a
Federalist system of shared power.
• The United States Constitution
contains control mechanisms
including checks and balances and
procedures for revision.
• The United States government is
charged with protecting the rights
of individuals, communities, and
organizations.
Essential Questions:
• What is the proper balance between
local and national sovereignty?
• How is the US Constitution a
revolutionary document?
• How does the Constitution affect
civic participation?
• How does government balance
diverse identities?
• How does the Constitution adapt to
the needs of a changing society?
Students will know:
• The powers and structure of the
Legislative, Executive, and Judicial
Branches of government
• The relationships the three branches
have with each other.
Students will be able to:
• Explain the powers and structure of
the Federal Government as laid out
in the Constitution.
• Explain the balance between
government and individual citizens.
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
• Objective tests and quizzes
• Research Projects
• Papers
• Homework readings
Other Evidence:
• Class Discussions
• Skits and Performances
• Group work
STAGE 3 – LEARNING PLAN
Learning Activities: • Class simulations • Analysis of primary documents • Discussions of essential questions and key issues • Historical and civic videos • Homework readings • Research projects
STAGE 4 – RESOURCES AND MATERIALS
• Civics in America Textbook
• History Alive: The United States
• Schoolhouse Rock Video
• Nazis in Skokie Video
• 12 Angry Men Video
• The Story of a Trial Video
• The Presidents Video Series
RELATED VOCABULARY:
Legislative Branch Executive Branch Judicial Branch
Congress President Supreme Court
House of Representatives Vice President Appeals Courts
Senate Cabinet District Courts
Bills Veto Majority Opinion
Committee Pardon Minority Opinion
Filibuster Commander in Chief Dissenting Opinion
Electoral College Checks and Balances Elastic Clause
Supremacy Clause Redistricting Census
POSSIBLE FIELD TRIPS:
Courts visit
Seventh Grade Social Studies - Revolution
STAGE 1 – DESIRED RESULTS
Established Goals:
Students will be able to:
• Create maps of Colonial America, Sectional America
• Identify reasons that Americans started to identify as a distinct community
apart from Britain
• List causes of the American Revolution, Civil War
• Analyze primary source documents
• Debate the merits of the Declaration of Independence, Secession, Civil War
Understandings:
Students will understand that:
• Essential Questions: • How does identity affect the
decisions we make and the
communities we create?
• How did revolution forge new
American identity?
• How do people address conflicting
beliefs and identities?
• What is the proper balance between
local and national sovereignty?
• What role can revolution play in
political change?
• Under what conditions do
individuals choose revolution
instead of compromise?
Students will know:
• The origin of the American
Revolution
• The origin of the Civil War
Students will be able to:
-
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
• tests
• projects
• papers
• homework
Other Evidence:
• discussion
• group-work
• concept checks
STAGE 3 – LEARNING PLAN
Learning Activities: • Students will read historical novels.
• Students will examine relevant primary source documents.
• Students will examine relevant secondary source documents (texts).
• Students will view historical documentaries, dramas.
• Students will participate in historical simulations.
• Students will debate the merits of historical choices.
STAGE 4 – RESOURCES AND MATERIALS
• The Keeping Room, Johnny Tremain, My Brother Sam is Dead, April Morning,
Uncle Tom’s Cabin, Soldier’s Heart, An Island Far from Home,
• The Declaration of Independence, The Crisis, The Emancipation Proclamation
• History Alive – the United States, America – The People and the Dream
• 1776, John Adams, The Crossing, Glory, Slavery and the Making of America,
Shenandoah
• The King’s M+Ms Simulation, Revolutionary War Capture the Flag,
Constitutional Convention Simulation, Civil War Songs and Marching, Civil War
Day
RELATED VOCABULARY:
Independence, Sectionalism, Slavery,
POSSIBLE FIELD TRIPS:
Civil War Day
Eighth Grade Social Studies Unit - Collective Identity and Global
Community
STAGE 1 – DESIRED RESULTS
Established Goals:
• Students will gain an understanding of international relations in the 20th
Century.
• Students will gain an understanding of how America’s role in the world has
changed over the course of the 20th
Century.
Understandings:
• Students will gain an understanding
of international relations in the 20th
Century.
• Students will gain an understanding
of how America’s role in the world
has changed over the course of the
20th
Century.
Essential Questions:
How do the actions of your country impact
who you are?
How has the US tried to remake the world
in its own image?
How do political beliefs impact
individuals, communities and the world?
How has America’s role in the world
changed throughout history?
In what ways do groups or nations
determine who is in their universe of
obligation?
Students will know:
• The origins, course, and
consequences of World War I.
• The origins, course, and
consequences of World War II.
• The origins, course, and
consequences of the Cold War
including the conflicts in Korea and
Vietnam.
• The causes and effects of current
global conflicts.
Students will be able to:
• Identify the location of the conflicts
of 20th
century and the current
global hotspots.
• Explain the evolving technological
nature of warfare.
• Research
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
• Projects
• Papers
• Homework Readings
Other Evidence:
• Group Work
• Discussion
• Concept Check
• Historical Novels
• Tests and Quizes
• Multi-genre Research Paper
STAGE 3 – LEARNING PLAN
Learning Activities:
• Students will read historical novels and books about the 20th
global conflicts.
• Students will read assigned texts about the material.
• Students will study primary source documents that are relevant
to the unit.
• Students will view historical videos.
• Students will debate the merits of historical choices made by
figures in positions of power.
• Students will participate in historical simulations.
• Students will hear from guest speakers.
STAGE 4 – RESOURCES AND MATERIALS
• All Quiet on the Western Front, Night, The Things They Carried, The
Crisis of Islam
• History Alive Supplemental Materials
• History Alive, America, The People and the Dream
• ABC: The Century, The War, Days That Shook the World, WWI in
Colour, The Forgotton War, Why Vietnam?, Saving Private Ryan
• Mrs. JoAnn King, Mr. Chuck Meyers, Holocaust Survivors, World
War II veterans, Vietnam War veterans
RELATED VOCABULARY:
Imperialism, nationalism, militarism, alliances, propaganda, armistice, treaty, trench
warfare, scapegoats, fascism, dictator, totalitarianism, communism, weapons of mass
destruction, concentration camps, Holocaust, mutual assured destruction, containment,
doctrine, domino theory, subversive, mccarthyism, international organizations, jihad,
supply side economics, détente, perestroika, glasnost, gulag, proxy war
POSSIBLE FIELD TRIPS: Cantigny, Skokie Holocaust Museum, Hanoi
Eighth Grade Social Studies Unit - Rights
STAGE 1 – DESIRED RESULTS
Established Goals:
• Understand that there are different types of rights, including legal and moral.
• Understand the rights guaranteed to citizens in the US Constitution.
• Understand that the rights of individuals extend beyond national and legal rights
to encompass moral rights.
Understandings:
Students will understand that:
Nationally:
• The Bill of Rights was created to
ensure certain rights to all
Americans.
• Certain groups within American
society have fought and continue to
fight to have equal rights in
America.
• Rights guaranteed to Americans
continue to expand to encompass all
groups within America.
Internationally:
• The rights of individuals differ from
country to country.
• The UDHR was established to
extend Human Rights to all
individuals in all countries.
Essential Questions:
In what ways were rights expanded to be
more inclusive?
In what ways have American rights been
exclusive?
How have Americans used the court
system to acquire more rights?
In what ways have race and ethnicity
defined who is an American?
How do different cultures define human
rights?
Students will know:
• The specific rights granted to
Americans in the Bill of Rights.
• The struggle for civil rights
throughout American history as
applied to Native Americans,
African-Americans, Asian-
Americans.
• The methods used to secure civil
rights throughout American history.
Students will be able to:
• Identify American rights being
exercised in daily life and media.
• Compare and contrast American
rights to the rights granted to
citizens of foreign nations.
• Explain the tools and methods used
to deny rights to groups using de
facto and de jure policies.
• Current civil rights struggles within
the US and abroad.
• The reasons the UDHR was
established.
• The purpose and enforceability of
the UDHR.
• Assess human rights in various
countries.
• Debate and discuss current event
issues concerning civil and human
rights in America and
internationally.
• Assess the impact of various court
rulings on the expansion of civil
rights in America.
• Explain the impact of court rulings
on civil rights in America.
• Identify how rights have been
expanded by Constitutional
Amendments.
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
• Projects
• Essays
• Quizzes/Tests
• Debates
Other Evidence:
• Class discussions
• Concept checks
STAGE 3 – LEARNING PLAN
Learning Activities:
• Read and analyze Bill of Rights and its modern interpretation.
• Read and discuss UDHR.
STAGE 4 – RESOURCES AND MATERIALS
Videos:
• Eyes on the Prize
• Race: The House We Live In
• Voices of the Civil Rights
Supplemental Readings:
• FHAO Choices in Little Rock
• Race and Membership Resource Book
• Holocaust and Human Behavior Resource Book
• UDHR
• Bill of Rights
Textbooks:
• Civics in America
• Facing History Civil Rights Movement
RELATED VOCABULARY:
Civil
Right
De jure
De facto
Discriminate
Refugee
Rule of Law
Human
Declaration
Ethics
Resolution
Universality
Jim Crow
Civil Disobedience
Nonviolent resistance
Boycott
Sit-in
Teach-in
Freedom Riders
Integration
Black Codes
Redlining
Amendment
POSSIBLE FIELD TRIPS:
Holocaust Museum
Federal Courts