Before I begin sharing the resources I have used or plan to use in my course, I wanted to take a moment to address how my units are currently structured. As curriculum maps are constantly evolving, this will most likely change. However, I have used this format before in my US History and Global units last year, and it worked beautifully. It's a slightly adapted version of a template my Teachers College Coach, Janice shared with me. (She is phenomenal and made curriculum planning significantly easier to wrap my head around.) Below is the format I plan to follow throughout each of my units. I greatly welcome additional suggestions!
DAY 1: Hook Lesson (I like to include a personal connection to the students, often using art, thought-provoking images, videos, or relevant current events) DAY 2: Review what students already know about topic (I use mind maps, story frames, brainstorming lists, discussions surrounding the essential question/images/popular phrase or song lyric, pre-assessments (like the Adolescent Social Norms Regarding Violence and Gender - go here for similar assessments) DAY 3: Overview of content in unit (this could be a timeline, map work, an article, infographics - whatever you use, it's here students construct the overarching idea for the unit) DAY 4: Primary Source Texts (quote interpretation/categorization, a speech, poem, song - I like to keep the texts here short so struggling readers are not overwhelmed) DAY 5: Discussion (since I'm teaching at an international school, I want to focus these discussions on how to situate the topic of the unit in a global context - e.g. What are society's expectations of men in my home country? - these discussions could be more broad - e.g. How is does our use of language affect society?) DAYS 6-?: Case Studies (I have no set amount of case study days - my larger units might have 15 case study days, a shorter one might have 6 - these days focus on one particular subtopic of the unit e.g. Identity Unit Case Studies: Gender, Race/Ethnicity, Nationality, Social Class, Sexuality, Ability, Religion, Age) DAY 14 (or whatever day this is for you): Discussion: Answer the EQ (in class students apply intersectional analysis & cite textual evidence to answer the EQ orally - I want to provide sentence starters & scaffolding questions and focus on connections to self, text, & world; for homework, students answer the EQ independently, in writing) DAY 15: Introduce Project (give directions, show model, provide scaffolding outlines/ sentence starters- my project ideas are: an artistic representation of a student's intersectional identity, media critique, research paper, debate, map creation, infographic, activist project) DAY 16 -?: Students Work on Project (no set amount of days here - depends on your project & your students - I like to have the first few days be guided for those who need additional support & then gradually release responsibility as needed) DAY 20 (or whatever day this will be): Present Projects (this may need to be more than one day - you could also have a wrap up day following this for reflection or make a current events connection to the unit)
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June 2018
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