Curriculum Map - BHS - Social Studies - American Identities
Unit: Exploring Identity
Length of time: 9 - 10 days
Stage 1 Desired Results | ||
ESTABLISHED GOALS | ||
Standards | ||
Students will be able to independently use their learning to… Practices to be included in every unit:
1.1 Students will identify themselves as an individual in society with the power to make meaningful choices. 1.2 Students will examine the effects of stereotyping 1.3 Students will evaluate the struggle of “we and they” 1.4 Students will examine how different individuals can experience the world differently and have different perspectives. | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… Students will explore various identities (national, state and local), identify identity stereotypes and its impacts, and examine themselves and how they fit in society (AM). • Become more aware of how social identities impact the lives of others and see how they possibly impact their own lives. • Be aware of what are possible unseen social identifies within themselves and their peers | ||
ESSENTIAL QUESTIONS How do internal and external factors contribute to the shaping of my identity and the identity of others? What factors shape our identities? What dilemmas arise when others view us differently than we view ourselves? How do our identities influence our choices?
| ||
Acquisition | ||
Students will independently be able to use their learning for
| ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
PERFORMANCE TASK(S): Identity Chart | ||
OTHER EVIDENCE: Journal Entries, Surveys Discussions, Project-based learning opportunity | ||
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction Identity Chart - Students create charts Mind mapping Activity The Geography of Me, Graphic Organizer Intro. To Identity - Facing History Resources Charles Cooley - Looking Glass Self The Bear that Wasn’t by Frank Tashlin Stereotypes & Danger of a Single Story or Edpuzzle on the Danger of a Single Story Street Calculus - Facing History Resources Project Implicit, Bias Surveys Little Boxes, Identity reading - Facing History Two Names, Two Worlds - on identity Universe of Obligation - Facing History Resources Herd Mentality & the Bystander Effect - Bystander Pre-test; Are you following the Herd? Reading, How Mob Mentality gets worse online Are you a bystander or upstander? Journal Prompts: 1. Think about a group you belong to. It might be your family, a team, a faith community, a club, a classroom, an online community, or some other type of group. How did you become a member of that group? Did you choose to be a member, or are you one automatically? What do you gain by belonging to that group? What, if anything, do you have to give up or hide about yourself to be a member? 2. Has someone else ever made an assumption about you because of some aspect of your identity? Was it a positive assumption or a negative one? How did you find out about the assumption? How did you respond? 3. Have you ever done something in a group that you later regretted because you would not have done the same thing as an individual? 4. What role do you think identity has in the growth and development of America (AM)? | ||
Unit: Race & Ethnicity
Length of time: 9-10
Stage 1 Desired Results | ||
ESTABLISHED GOALS | ||
Standards | ||
Students will be able to independently use their learning to… 2.1 Students will explore various examples of race and racism throughout American history and explain how these institutions have influenced individual citizenship and identity. 2.2 Students will explore how the concept of race and ethnicity has been used to include and to exclude people from their universe of obligation
| ||
Meaning | ||
UNDERSTANDINGS Students will understand that… • Identify what the difference is between race and ethnicity • Identify what are some fundamental causes of racism and prejudice • Uncover how racism manifests itself in society • Understand how is their experience/s is/are impacted by their race and ethnicity • Identify which social movements addressed injustices caused because of racial differences | ||
ESSENTIAL QUESTIONS How do race, ethnicity, nationality, and culture shape identity? Why is dehumanization a recurring theme in history and how has it impacted our society? How does narrative work to either humanize or dehumanize individuals and/or groups of people in society? How have political and social movements (past and present) either advanced or prohibited the experiences of minorities in America? How do systems impact people, how do people impact change in the system? | ||
Acquisition | ||
Students will independently be able to use their learning for
| ||
| ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
PERFORMANCE TASK(S): 1. Research issue for Final Summative Project 2. Develop questions & conduct interview with community member for summative Project 3.” Unsung Heros” - People of Color all Americans should know about - Presentations on a person of color often overlooked in History. What were their contributions? How did they impact American history/society/culture? - Intended Audience - convince teachers of any Dept. to add them to the curriculum | ||
OTHER EVIDENCE: Journal Entries Discussions Engage in historical research; Interpret and assess information found in primary and secondary sources (AM)
| ||
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction Different Perspectives - Eyewitnesses to an accident or “crime” Concept of Race - Facing History Resources Discovering Identity - Facing History Resources Blue Eyes vs Brown Eyes - a Class Divided Edpuzzle - Paul Bloom - Can Prejudice ever be a good thing? - roots of prejudice Census Scavenger hunt - What race/ethnicities are represented in the U.S. today? Forgotten Stories of the Civil Rights Movement Project - research a figure from the Civil Rights Movement that is often left out of traditional narratives. Tell their story in a Google Site. Facing History: Japanese American Incarceration Learning for Justice: Teaching the New Jim Crow lessons Opinion of the Supreme Court in United States v. The Amistad (1841) by Joseph Story (AM) Journal Entries: 1. What is race? What, if anything, can one’s race tell you about a person? How might this concept impact how you think about others or how others think about you? 2. Think about your earliest race-related memory. How old were you? What emotions are attached to the memory? Did you talk to anyone about what happened? Did you tell anyone how you felt? Why or why not? (from Project READY) 3. Do you ever talk about issues of race with your family or friends? Why is race so hard to talk about? (from New York Times) 4. How does your racial and ethnic identity impact your experiences in school? In everyday life? (from Project READY) 5. We have defined the term “racism” today in a way that is consistent with how scholars and others working toward racial equity across systems use this term. However, it’s important to acknowledge that not everyone shares this definition of racism. Over the next week, note in your journal any time you hear or see the word “racism” used in conversation, on the news, in readings, etc. Are people using this term in a way that is consistent with our definition? If not, how are they using the term and what are the potential consequences of using the word in that way? (from Project READY) 6. Based upon your experiences related to race, racism, culture, and history in the U.S., what have you been introduced to in this unit that is new, surprising - maybe even upsetting or disorienting? What are you curious about? (from Project READY) 7. How do you define American? Where do Latinx, Asian and mixed race people fit in the white and Black racial binary? | ||
Unit: Gender
Length of time: 9 - 10 days
Stage 1 Desired Results | ||
ESTABLISHED GOALS <type here> | ||
Standards | ||
Students will be able to independently use their learning to… 3.1 Students will explore various examples of gender and sexuality throughout American history and explain how they have influenced individual citizenship and identity. 3.2 Students will explore how the concept of gender and sexuality has been used to include and to exclude people from their universe of obligation | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… • Identify what is gender and how is this related to sexism • Identify what is homophobia and heterosexism • Explain how gender role messages are communicated and reinforced • Identify which social movements address injustices and are caused because of gender differences • Identify which social movements address injustices and are caused because of sexual orientation differences | ||
ESSENTIAL QUESTIONS What is gender and how is this related to sexism? How are gender role messages communicated and reinforced? | ||
Acquisition | ||
Students will independently be able to use their learning for
| ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
PERFORMANCE TASK(S): 1. Research issue for Final Summative Project 2. Develop questions & conduct interview with community member for summative Project 3. Letter to the Future Journal Activity - By writing a letter to their potential future daughter, telling her what they hope life will be like for her growing up as a girl, and what they will do in their life to help make gender equality a reality, students will be led to reflect on class work related to gender equality and synthesize their own opinions about what they have learned. 4. “Unsung Heroes”Part II - Women & LGBTQ community members all Americans should know about - Presentations on a woman often overlooked in History. What were their contributions? How did they impact American history/society/culture? - Intended Audience - convince teachers of any Dept. to add them to the curriculum | ||
OTHER EVIDENCE: Journal Entries Discussion | ||
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction Traditional Gender Roles - expectations then vs now Expansion of Women’s Rights - Fight for Suffrage & the 19th Amendment - “She Resisted” on PBS Live Respect Curriculum - How to Be a Better Man Rise of Second Wave Feminism - Resistance to Gender roles in 1950s - 1970s - Lavender Scare - treatment of LGBTQ people in the Cold War LGBTQ History and Why it Matters - Facing History Resources Stonewall & Rise of the LGBTQ movement Creation of NOW & Fight for the Equal Rights Amendment Title IX - impact on sports Women in Advertisements - How has the role changed over time? Marriage vs Civil Unions Transgender Rights today Equal Pay for Equal Work - pay inequities Gender and Jobs - Women in the Workforce Lesson: Shirley Chisholm and Kamala Harris - Facing History Resources Facing History LGBTQ History and Why It Matters Journal Entries:
| ||
Unit: Class
Length of time: 9 - 10 days
Stage 1 Desired Results | ||
ESTABLISHED GOALS <type here> | ||
Standards | ||
Students will be able to independently use their learning to… 4.1 Students will explore various examples of class and socioeconomic status throughout American history and explain how they have influenced individual citizenship and identity. 4.2 Students will explore how the concept of class and socioeconomic status has been used to include and to exclude people from their universe of obligation | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… • Identify what is social class and socioeconomic status • Explain how do equality and equity differ • Explain how systems of inequality are related to class and poverty to reinforce themselves • Explain how issues related to class impacted their own experience • Identify which social movements address injustices and are caused because of class differences | ||
ESSENTIAL QUESTIONS How do social, political, and economic systems channel power? How has this power evolved to work effectively with changing power structures in the United States (AM)? How does internal conflict within minority groups work to keep these groups oppressed? | ||
Acquisition | ||
Students will independently be able to use their learning for
| ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
PERFORMANCE TASK(S): Assignment: Research presentation and essay Students will research the wide range of demographics within Beverly. Beverly has a long history of diversity within economic and social classes in the city. For this project, students will investigate how demographics in the City of Beverly has changed overtime. Analysis of city directories, high school yearbooks, and maps of Beverly will be utilized to research the demographic changes. | ||
<type here> | OTHER EVIDENCE: Journal Entries Discussions | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction Learning for Justice Lessons: Interpreting Wealth Disparities (Needs updated numbers) Charity & Justice: What’s the difference? Issues of Poverty: What is poverty?, Lesson 1 Issues of Poverty: Poverty & Unemployment: Exploring Connections , Lesson 2 Issues of Poverty: The Cycles of poverty, Lesson 3 Issues of Poverty: Race & Poverty, Lesson 4 The Color of Law: Creating Racially Segregated Communities, Lesson 1 The Color of Law: Winners and Losers in the Job Market, Lesson 2 The Color of Law: Developing the White Middle Class, Lesson 3 Critiquing Discriminatory Hiring Practices (Restaurant Industry) Facing History: California Grape Workers Strike, 1965-8 Journal Entries:
| ||
Unit: Project on Social Justice & Civics
Length of time: 7 days
Stage 1 Desired Results | ||
ESTABLISHED GOALS <type here> | ||
Standards | ||
Students will be able to independently use their learning to… 5.1 Students will demonstrate civic knowledge, skills, and dispositions 5.2 Students will develop focused questions or problem statements and conduct inquiries 5.3 Students will organize information and data from multiple primary and secondary sources 5.4 Students will argue or explain conclusions, using valid reasoning and evidence 5.5 Students will determine next steps and take informed action, as appropriate | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… • Identify what is social justice and injustice • Identify what is oppression and privilege • Understand how privilege and person are interconnected • Identify what and who is a change agent • Understand why it is important that citizens actively engage others in local, national, and global levels to fight systems of injustices. • Identify what is an action plan • Identify what societal injustice currently faces citizens that they would like to address | ||
ESSENTIAL QUESTIONS What role do you and I play in the transformation of ourselves, our community and our larger society? 2. Is the restriction of freedom/s for individuals and/or communities ever a good thing warranted (AM)? 3. When is it necessary to question the status quo? Who can/should make that decision (AM)? What are the benefits and consequences of questioning / challenging the status quo? | ||
Acquisition | ||
Students will independently be able to use their learning for
| ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
PERFORMANCE TASK(S): Documentary For this project, students will research a social injustice issue (race, ethnicity, gender, class, etc). What is the historical background of the issue? How has this issue effected someone in their community? They will need to interview a family member, someone in the community, or a friend; while asking them a range of questions that are prepared beforehand. What proposals or solutions do they have to address the social injustice issue? They will present their documentary with the class and answer any questions they may have on their topic and interview. This documentary is meant to get a first hand look at social injustice issues from someone who has been affected by this in any way. | ||
OTHER EVIDENCE:
| ||
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction Stage 1: Examine Self and Civic Identity - explore issues and topics that are important to the student, their family, and/or community Stage 2: Identifying an Issue - Choose an issue of social injustice that student wants to change Stage 3: Researching and Investigating - research & digital literacy skills Stage 4: Developing an Action Plan - develop questions for interview and potential action steps Stage 5: Taking Action - Create & film documentary Stage 6: Reflecting and Showcasing - Present documentary in class and post on school website Massachusetts Civic Project Handbook (Word Document) Generation Citizen - Framework for Action Formative - Identifying Root Cause | ||
Unit:
Length of time:
Stage 1 Desired Results | ||
ESTABLISHED GOALS <type here> | ||
Standards | ||
Students will be able to independently use their learning to… <type here> | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… <type here> | ||
ESSENTIAL QUESTIONS <type here> | ||
Acquisition | ||
Students will independently be able to use their learning for <type here> | ||
Students will be skilled at… <type here> | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
<type here> | PERFORMANCE TASK(S): <type here> | |
<type here> | OTHER EVIDENCE: <type here> | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction <type here> | ||