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Relevant Thematic Unit Design Map (A)

Unit Theme / Topic / Problem? Students will examine the effect of High Stakes Testing on their community and on the history of the United States. Students will e aluate how High Stakes Testing has aided in creating ad antages and disad antages for certain groups! and how that system operates in their community.
Unit &ele ance? '(hy is this topic important for students to study / act upon?) This unit is rele ant to the students because it infuses an issue 'high stakes testing) that directly impacts their school ' ia opting out/state funding) and examining how that same issue is related to their communities ailments such as po erty! excessi e taxation! media etc. *urthermore! the acti ities seek to allow students to draw connections from past historical situations to their current ones. +ll while learning state mandated standards and necessary skills. .ssential /uestions? '0rainstorm 1 to 2 dri ing ?s)
3. (hat is the history of High Stakes Testing 1. How has high stakes testing aided in creating a system of ad antages and disad antages for certain groups of people. 4. How does society $ustify those ine5ualities

"rade # Sub$ect% Social Science

,uration% - (eeks

6earning +cti ities? These must line up


with the standards in the section below 'show how your acti ities will de elop stated skills) and you must pro ide attachments of these acti ities.

.ssential Threads? 'Place an :<; for those that apply)


class'ism) =ulture .conomics "ender < < < < labor land / geography 9igration < >ppression < politics / go . < race'ism) < &esources < &esistance <

6earning Product 73% 8nfograph Unit will begin with introduction to the history of high stakes tests! and include a guest speaker to speak about high stakes testing. Students will then learn about historical context of high stakes tests and then construct a digital image 'poster) that displays comprehension of the 9exican oting and literacy tests! as well as the history of high stakes testing. 6earning Product 71% ,emonstration/.ssay. Students will learn about regressi e taxes within demographics and the successes and failures of high stakes tests within demographics. Then the Students will be broken up into groups representing certain demographics. They will each be issued :currency; and it will be taken away as a :tax; representing the current ine5ualities with regressi e taxes. Students will then be re5uired to write an essay connecting those benefiting from high stakes tests and regressi e taxes

6earning Product 74% &ole Play/Skit Students will watch 1 ideos on how their community is represented in the media. They will then read about their schools boycott of the 8S+T tests and produce a skit demonstrating how they feel their school should be represented and what

they can do to change that media representation. Students will also write a 3?1 page essay demonstrating their understanding of their media analysis Students will then attend a field trip to the +0= news station and tour how the station works! as well as attempt persuade them to air one of their skits.

>ther Understandings Students (ill "ain? 6ocal% =urrent and/or Historical Understandings Pro iding a guest speaker from their school who is at the forefront in the battle against High Stakes Testing will build a strong sense of Solidarity between faculty and students. Students will see faculties struggles in defending their education &eadings on 9exican oting and literacy tests parallel historical struggles with local struggles on 8S+T boycotting. *urthermore the readings focus on primarily the ma$or ethnicity of the community '9exican) Understanding how ine5ualities in taxation directly affect their community and how those ine5ualities parallel with the results of high stakes testing. Understand how the local media represents their community and what that means for them. "lobal =onnections '=urrent / Historical) Students will see that ine5uality exists e erywhere in the world! and in their community 6earn the arious forms of High Stakes Tests other than the ones they see in schools =onnect their struggle in the community with arious =i il &ights Struggles across time. 9ain Texts? 'readings! ideo! photos! art! music! etc.) +cti ity 3 Video: Growing National Movement Against "High Stakes" Public School !esting htt":##www$%outube$com#watch&v'gbd!he()u*+ !he ,atino Vote: Historical Anal%sis www$his"anicvista$com#hvc#-"inion#Guest./olumns#001012schmal$html High Stakes !esting 3ncertaint% and Student ,earning 4 P56 Pgs: 7489)40: A brie; and ugl% histor% o; intelligence testing www$crackingthelearningcode$com#bonus0$html ............................................................. . Activity 2 /ha"ter 0: !a< 6airness 6undamentals www$ite"$org#"d;#guide0$"d;

+pplicable ,isciplines and Specific Standards?


Place an :<; for applicable disciplines 'write in details) 6anguage +rts < .ssay/ (riting 9athematics 9edia / Tech < 8nfograph/ =artoon 9usic @atural Sciences Psychology Social Sciences < +ll sub$ect matter Theater / ,rama < Skit/&ole Play Aisual +rts < 8nfograph Specific sub$ect% Social Science

Bey =ompetencies '=ommon =ore! +=T! or 86S)


'use Skills =luster 9aps for additional planning)

32 = Stage H% =ompare historical examples of issues in local! state or national elections that affect the ci il rights of arious groups 3- . Stage H% 8dentify examples of proportional! progressi e! and regressi e taxes in the economy! e aluate the fairness and efficiency of each tax 3# + Stage H% Predict how the media will affect the culture of a student within their lifetime! analyCe how the media creates/ reinforces social norms and stereotypes

Ma%or 3rges House =e"ublicans to Pass >mmigration =e;orm ?ill www$chicago$cbslocal$com#:107#1@#12#ma%or4urges4house4re"ublicans4to4 "ass4immigration4re;orm4bill# /?-: !a< ?reaks /ost 0: !rillion 5ollars -ver 5ecade9 ?ene;it Most Aealth% www$hu;;ington"ost$com#:107#1B#:)#cbo4ta<4breaks4 wealth%.n.77BBC78$html !est Scores9 Povert%9 Dthnicit%: !he New American 5ilema $ P56 ............................................................. . Activity 3 ,atino Portra%als in the Media htt":##www$umich$edu#Eac:07#student."roFects1@#latinoad#,atinomedia$html ,ittle Village SchoolGs !eachers Vote to ?o%cott >SA! htt":##www$suntimes$com#news#education#:BC:@82)420C#little4village4 schools4teachers4to4bo%cott4isat$html Video: =acist 3S 3niversit% Students on ,atino Students htt":##www$%outube$com#watch&v'PSwbFh2=Nag Video: /hicagoGs Great ,atino Po"ulation htt":##www$%outube$com#watch&v'cwo.dVHk<DM *inal Pro$ect 01 6acts %ou might not know about High Stakes !esting in N+/ P56 !he >m"act o; High4Stakes !ests on Student Academic Per;ormance : P56 Pgs 040: =ritical Aocabulary Terms% Plethora! High Stakes! .ugenics &egressi e Taxes! Tax 0reaks! Socioeconomic ,i ersity! "lobal =ommunity! Stereotypes Primary 8nstructional +pproaches? Pro$ect 0ased! =hoice >rientated! =reati ity! "roup (ork! 8ndi idual work

*inal Pro$ect
'(hat will students do to present their learning and take action?)

The students will partake in a 4 part final pro$ect. The 3 st part is a group pro$ect in which the students will create a final exam for the unit by assigning D 5uestions with specific criteria for each learning acti ity. The 5uestions are to be rele ant to all three acti ities and essential 5uestions and demonstrate a comprehensi e understanding of the unit. The 1nd part will be an indi idual assignment in which the students will create a 3E 5uestion 5uiC which will con ey the negati e conse5uences of high stakes testing. The 4 rd and final component will be a class field trip to the =PS board meeting on 9ay 1# th. 8 ha e reser ed 4E speaking slots for each student to present their 3E 5uestion 5uiC to the school board. They are to try and persuade them to include the 5uestions on all =hicago High Stakes Tests. This final component will dri e the

=ommunity connection? 'field trips! speakers! e ents) "uest SpeakerF 8samar Aargas? Principal 9aria Saucedo School *ield Trip% Students will tour the +0= @ews Studio and attempt to persuade the station to air one of their clips on media representations. *ield Trip% 8S0./=PS school board

students to not only demonstrate a thorough understanding of the unit! but into action. This will show them the alue of knowledge supplemented with action

meeting to present alternati e High Stakes Tests.

Scope and Se5uence 'a list of key acti

ities / steps towards the learning pro$ect / action)

See folders 1c for skill support! 1d for instructional support and 1e for assessment ideas in the =urriculum Toolkit! 4rd ed. 3.) Students will be introduced to the concept of High stakes and High Stakes Testing and watch an introductory ideo. 1.) The school principal 8samar Aargas will come into the class and explain what High Stakes Testing means to her! and why she is fighting with the school board against them. 4.) Students will then learn the history of High Stakes Tests as well as the 9exican Aoting/6iteracy tests in the early 3GEEHs. 2.) Students will ha e class discussion on the implications of this lesson. -.) Students will complete and present the infograph assignment and present them to the class I.) Students will be introduced to the unit on taxation and how and why it affects their community 'little illage) D.) Students will be introduced to statistics about demographics and success with high stakes testing #.) Students will be broken into groups and be issued :currency; and shown the concept of regressi e taxes and how they are linked to the success and failures of high stakes testing G.) Students will be assigned a paper that will re5uire them to write on the connection between those ad antaged by tax breaks! and those ad antaged by high stakes testing. 3E.) Students will ha e an in class discussion regarding the unit and what it means to them 33.) Students will be introduced to the concept of media representation and how it affects their community 31.) Students will watch two ideos regarding media representation of their community 34.) Students will break into groups and perform a skit that reflects the ideal way they feel they should be represented in the media 32.) Students will be assigned an essay that is to demonstrate their understanding on the effects of media representation on their community 3-.) Students will ote and select one skit that they feel represents their community best 3I.) Students will attend a field trip to a tour of the +0= studio in =hicago and try and persuade the station to air one of their skits 3D.) Students will be introduced to the final pro$ect and broken into groups 3#.) Students will ha e an in class discussion on what they learned in the readings 3G.) Students will spend 2 days working on their group pro$ects in class 1E.) Students will begin presenting their group pro$ects on week 13.) Students will attend the class field trip to the =PS board meeting on may 1#th and present their indi idual 5uiCCes to the school board

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