IDENTITY- SEVENTH/EIGHTH GRADE Essential Questions: How does identity affect the decisions we make and the communities we create? Unifying Themes: Individual and community identity 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. Context: Identity, World Religions, Constitution, Revolution (7 th Grade) Identity, Collective Identity and Global Comunity, Rights (8 th Grade) Political Science Economics History Geography Social Science/Culture How do people address conflicting beliefs and identities? What should the role of government be in distributing resources? What role can revolution play in political change? How did slavery create sectional divisions in America? 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 nonstate actors play a role in world affairs? 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? 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 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? 1
GLOBAL CONNECTIONS: World Religions and Cultures International Current Events Magazines Global Community Identities PERFORMANCE TASKS: Research Projects Map activities Drama/Simulation/Role-playing activities 2
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) 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. Performance Tasks: Readings and discussions Homework assignments Reflective writing and projects Learning Activities: 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 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 Other Evidence: Journal writing STAGE 3 LEARNING PLAN 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 Definition Membership Stereotyping Family Identity Community Race Class Gender Socioeconomic Status Religion Perspective Bias Groups Names Internal External 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. Students will know: Children will know the biographies of Buddha, Abraham, Moses, Jesus, and Muhammad. Essential Questions: How does religion affect individuals, communities, and the world? Students will be able to: STAGE 2 ASSESSMENT EVIDENCE Performance Tasks: Other Evidence: 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.
Read and annotate the book The Homeless Bird. Write an essay responding to the book The Homeless Bird. Learning Activities: STAGE 3 LEARNING PLAN 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. 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. 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 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. Performance Tasks: Objective tests and quizzes Research Projects Papers Homework readings STAGE 2 ASSESSMENT EVIDENCE 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: Students will know: The origin of the American Revolution The origin of the Civil War 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 be able to: - Performance Tasks: tests projects papers homework STAGE 2 ASSESSMENT EVIDENCE 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 20 th Century. Students will gain an understanding of how America s role in the world has changed over the course of the 20 th Century. Understandings: Students will gain an understanding of international relations in the 20 th Century. Students will gain an understanding of how America s role in the world has changed over the course of the 20 th 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 20 th century and the current global hotspots. Explain the evolving technological nature of warfare. Research STAGE 2 ASSESSMENT EVIDENCE Performance Tasks: Other Evidence: Projects Group Work Papers Discussion Homework Readings 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 20 th 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 Established Goals: STAGE 1 DESIRED RESULTS 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. 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. 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 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: Other Evidence: Projects Class discussions Essays Concept checks Quizzes/Tests Debates 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