Teacher(s

Subject
group
discipline

Unittitle

This I Believe: Perspectives & Perceptions of MYPyear

Groups&Individuals

and

th
7
GradeIS

Unit
(hrs)

duration

67
Weeks

Inquiry: Establishing the purpose of the unit

Keyconcept

Relatedconcept(s)

Globalcontext

Time,
place,andspace

Identity:
Identitydefinesconceptsof
individualsandgroupsandcanberealor
perceiveditcanbechangedbyinternaland
externalfactors.(keyconceptinEnglish,Art,
etc)

Identities&Relationships:
Beliefs,values,
attitudes,andexposuretoideasand
informationshapeourperceptionofindividual
andgroupidentity,roles,andimpactour
interactionsandrelationshipswithothers.

culturesoverdifferentplaces

Culture:
Culturedefineswhoweare.
Relationships:
Relationshipswithothers
comprisethefoundationofthecommunity.
Perspective:
Perspectivescanchange.
Community:
Communitiescanchangeover
time.
Diversity:
Multiculturalsocietieshaveboth
challenges&benefits
Statementofinquiry

1.
2.
3.
4.

Beliefs:
Beliefsandvaluesshapeindividualandgroupperspectives.
Perspectives:
Peoplefromdifferentculturalbackgroundshavedifferingperspectives.
Community:
Globalizationhashadanimpactoncultures.
Diversity:
Culturescaneitherspreadorbeassimilated.

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Inquiryquestions

Factual:
Whatconstitutesculture?
Whatmakesuppersonalindividuality?
Whataresomekeydifferencesbetweencultures?

Conceptual:
Howdoesonescultureshapetheirperspective?
Howdopeopleadapttonewcultures?

Debatable:
Apersoncannotchangewhotheyare.

Objectives

Summativeassessment

Ai
usearangeofterminologyincontext

Aii
demonstrateknowledgeand
understandingofsubjectspecificcontentand
concepts,throughdescriptions,explanations
andexamples.

Summative1:(AiAii)

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Test:

Relationshipbetweensummativeassessment
task(s)andstatementofinquiry:

Assessstudentsknowledgeofvariousreligious
beliefs,rituals,andtextsaswellasvaryingschools
ofthoughtbasedonreligion.

Ci
communicateinformationandideasina
waythatisappropriatefortheaudienceand
purpose

Cii
structureinformationandideasaccording
tothetaskinstructions

Dii
summarizeinformationtomakevalid,
wellsupportedarguments

Summative2:(CiCiiCiiiDii)

CurrentEventReport:
useterminologyand,over
severalclassperiods,prepareareportondifferent
perspectives+thestudentsownopiniononan
issue.Studentscanchoosefromamongvarious
casestudies.Theymustrelatetowhattheyve
alreadylearnedaboutstereotypes.Teachermay
givethestudentsopinionsaboutanissueandthey
canagreeordisagree.Studentsmayhavethe
optiontopresentthereportorally,makeavideo,or
turninawrittenreport.

Approachestolearning(ATL)

Inorderforstudentstoimproverelevantcommunicationskills(
Ci,ii
)
ontheirgroupsummativeassignment,studentsmustdevelop
collaborativeskills
including
takingresponsibilityforonesownactions
whilealso
helpingotherstosucceed
.

Inorderforstudentstoimproverelevant
criticalthinkingskills
(
Dii
)fortheirsummativeassignment,studentsmustdevelopthosecritical

thinkingskillsthatfocuson
analyzingsourcesofdata
intermsoforiginandpurpose,recognizingvaluesandlimitationsinadditionto
recognizing
differentperspectives
.

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Action: Teaching and learning through inquiry. Numbers in
red
refer to formative assessments. Purple
*
indicate resources available.

Content

Learningprocess

UnitOverview:
Recognizethatsomedifferences
amongpeoplestemfromcultureand
thatsomestemfrompersonaltraits
andpreferences.

Studentswillbeabletoexplain
culturalcontext.

1.Beliefs:Beliefsandvaluesshape
individualandgroupperspectives.

Howhavereligionsinfluenced
societies?

Studentswilldistinguishbetweenwhatconstitutescultureandwhatmakesuppersonal
individuality.
2
*

Studentswillexaminehowtheunwrittenrulesofculturedependuponthecontextinwhichan
eventorbehaviortakesplace.
1

CurrentEvent:Howhasreligionshapedvariouscultureregions?

Summative#1

2.Perspective:Peoplefromdifferent
culturalbackgroundshavediffering
perspectives.

Studentswilllearntorecognizeand
modifygeneralizations.(
5.8e
)

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Studentswillexaminehowgeneralizationscanbehurtfulandunfair,andtheywilldeviseways
toqualifystatementssotheyavoidstereotypingotherpeople.
6
*
4


TheDangerofaSingleStory

Studentswatchatalkaboutthedangersofstereotypesandof
onlyhearingoneperspective
.
Studentsmakeavideoingroupstoaddressvariousstereotypes

Readaboutanddiscussacaseof
acculturation/assimilationin
Seedfolks

Readabout
one
storyandstudystereotypes/generalizationsindepthvs.readingthewhole
book

CurrentEvents:Migrants,Bombings,
etc.

3.Community:Globalizationhashadan
impactoncultures.

EvaluatetheimpactofGlobalization
onCultures(
4.8d
and
4.8e
)

Discusshowtheterms"assimilation"
and"acculturation"applyto
Korean
Americans

Whatdowehaveincommonwith
PV?

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Whyarecountriesscaredtotakeinmigrants?

Studentswill,
first
completeaculturalprofile
ofKoreanandAmericancultures.
Then
,students
willwatchvideoclipsanddiscusswhattheyveseen.

StudentsareassignedaPVstudenttointerview(viaSkypeoremail).Theyreporttheirresults
totheirgroupstheneachgrouppresentsanoralreporttotheclass.


4.Diversity:Culturescaneitherspreador
beassimilated.

CulturalAssimilationanddiffusion

Statistics

Summative#2

Migration(
4.8a
):Whyhavepeoplemoved?Howhaveweformedcultureregions?

Identifydifferentperceptions
(3.8f
)

Studyonecountrypopulation,religiousandethnicmakeup(geographylense)

Formativeassessments

1. An
individual

blog

thatillustrateshowmisunderstandingtheculturalcontextofa
situationatschoolorinthecommunitycancauseproblems.Commentonyourpeers
blogs.

2. Written
shortstory

inpairs
whichasksstudentstoimagineacommunitythatallowed
noresidenttodisplayorpracticeanyelementofculturalidentity.Havestudentswrite
shortstoriesdescribingatypicaldayinsuchacommunity.Whenstudentshave
completedtheirstories,askvolunteerstoreadtheircompositions.Arethefictitious
communitiesdesirableorinterestingplacestobe?Woulditbepossibleordesirableto
createsuchacommunityinreality?

3. CulturalProfileoftwocountries
completed
ingroups

4. *
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5. A
writtenreflection
ofonecharacterduringtheSeedfolksbook

6. Groupdiscussionandawrittensummary
ongeneralizationsandstereotypes

7. A
story
writtenaboutafictionalcharacterforanewSeedfolksbook

Differentiation

Opportunitieswillbeprovidedforallstudentstoworkonavarietyofprojectsincluding:
group&individual,textual&visual,handsonandreflective.
Allprojectstobescaffoldedwithformalandinformalfeedbackthroughout.
*
Resources

RecognizingDifferences
:useimageofcultureasaniceberg.Studentsthentakethe
quizhere.
(Teachercouldalsousetheanswers
andcreatea
Kahoot
or
Extitix
).

Generalizations
:Studentscantakea
quizonAsiannationalities
asawarmup

Seedfolks
characters/stories:Studentscanusethe
EncyclopediaofClevelandHistory
toreadaboutimmigrantgroupsandgetsome
backgroundinformation.
AsianAmericanAssimilationvs.Acculturation
Studentscan
readanarticle
toconsolidateinformationanddiscuss.

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Reflection: Considering the planning, process and impact of the inquiry

Duringteaching

Afterteachingtheunit

Priorknowledge
:

Studentswilltakevarious
Kahoot
s

before
webeginanewtopicinordertogaugetheir
knowledgeandhelpadjustlevelof
instruction.

Studentswillneedtocreatevocabulary
flashcardson
Quizlet
for10termstheyneed
topractice.

Priortoteachingtheunit

Studentswillmakeseveraljournalentriesto
drawonwhattheyalreadyknowabouta
particulartopic.

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