Unit Theme: ​Impact Your Communities

Grade: 11th Grade

Timeline: 2 Weeks

Team Claire Candralina Mariah

Members: Williamson

Correlating History Dance English

Subjects:

Essential Questions:
● Candra- How did research on history impact your views of
community?How might personal experience through movement
impact the community today?
● Mariah- How can the power of words help​ ​you to make a difference in
your community?
● Claire- How can learning about WWII (1939-1945) help you to make a
difference in our community?

Rationale:
Learn from the past, and make your community’s future better!
World War II was a devastating time in history. It’s important that we acknowledge what happened
and take action in our communities to prevent these tragedies from happening again.
Impacting the community sometimes isn’t thought about much on a personal level. We wanted to
pick this topic to really connect the students to the communities around them and how it relates to
WWII. We want our students to understand the importance of making a difference. Throughout the
unit our students will learn about World War II, the different music and dance types, and literature
from the time period of WWII. We want our students to understand the causes of the War and the
terrible things that happened during the war.

Interdisciplinary Project:
Based on what the students learn about the negative impacts of WWII caused, students will make a plan
to go out and make their community better one small impact at a time. The Students will be required to
go and volunteer/fundraise/donate to different causes within their communities, at the end of the unit
 they will present what they have done, or what their plan is to go do. Students will reflect on the
changes they are making within the community, and discover how it connects to the past​.

Individual sections:
History - Claire Williamson - WWII (1939-1945)

Week 1 Monday Tuesday Wednesday Thursday Friday

Standards/ Concept 8: Concept 8: Concept 8: PO Concept 8: Concept 8: PO

Objectives PO 2: A: PO 2: B: ​ omefront PO 2: A, B, C
2: C: h 2: D: J​ apanese,
movement economic transformations German, and
away from recovery in the roles of Italian
isolationism from the women and internments and
Great minorities POW camps
Depression

Materials/ Handout with Picture DBQ QUIZ, Graphic

Resources Examples of Book about Guided Notes Organizer for
Isolationism, the Great for Review Notes,
Handout with Depression Session Primary Source
Examples and Journals/Diaries
Nonexamples
of
Isolationism,
Exit Ticket

Instructional Concept Read Mini Lecture, Quiz, Lecture,

Plans (3 Formation Picture DBQ Review of Read Journals
literacy Lesson on Book, what students from Prisoners
events) Isolationism Write 5​❡ have learned that were in
Essay about so far Camps
What you
know, what
you have
learned
about the
GD, and
What
 people did
to help
those in
need during
the GD

Performance Exit Ticket 5​❡ ​Essay DBQ ​QUIZ Reflection of

Tasks/ what student
Assessments read from
Journals/Diaries

Integration of Exit Ticket Picture How to Graphic

course Book Annotate Organizer
materials documents

Week 2 Monday Tuesday Wednesday Thursday Friday

Standards/ Concept 8: Concept 8: Concept 8: PO What did Concept 8: PO

Objectives PO 2: D: PO 2: E: ​war 2: F: ​turning people do to 2: A, B, C, D, E,
Japanese, mobilization points such as help others in F
German, and (e.g., Native Pearl Harbor, their
Italian American D-Day, communities
internments Code- Hiroshima/Nag during WWII,
and POW Talkers, asaki
in the USA,
camps minority
UK, Germany,
participation
in military Russia?
units, media
portrayal)

Materials/ Video Short Pictures and Videos and EXAM

Resources Biography Short Stories about
stories Readings for charities that
about Code folders for were started
Talkers,Afric Centers, during WWII,
an Worksheet and people
Americans with questions who made
in the that need to acts of
Military, be answered kindness.
Women that from each
 were Center
involved in
the Military

Instructional Mini Lesson, Have Group Centers Students will

Plans (3 Video of students get do research of
literacy footage from into pairs, their own after
events) Camps, half of the being
Students will groups will introduced to
take notes have the topic
throughout biography through the
video, and stories to stories that I
after video I read and provide, and
will give them get to know then the
a graphic their students will
organizer to assigned individually
put their notes person, and choose their
into. the other favorite
half will Charity or Act
have of Kindness
worksheets and write a 2
with page paper
questions to about why it
ask the was/is
other important,
groups, the why they
groups with connected to
the it, and the
questions background
will go information
around and about how it
interview started/happe
their ned.
assigned
people, and
then the
students will
sit in
 assigned
seats and
JigSaw the
information
to the other
groups

Performance Notes and The Worksheet 2 Page Paper EXAM

Tasks/ Summary of interview
Assessments video and questions,
graphic and Notes
organizer from the
JigSaw
activity

Integration of How to take JigSaw How to Taking Notes

course notes during a activity Annotate and
materials video, and documents, Annotating the
Graphic and How to stories that I
Organizer Analyze provide to
Pictures them, and the
Research that
the Students
find
 Individual sections:
History - Candralina James - WWII (1939-1945)

Week 1 Monday Tuesday Wednesday Thursda Friday

y

Standards/ DA.CN.10.6b DA.CN.11.HS1a DA.CN.10.6 DA.CR.2. DA.PR.4.HS2a

Objectives b HS1b
&
b. Research a. Develop the b. a. Dance alone
an aspect or dance literacy DA.CN.11.H Choreogr and with others
contrasting skills of dance S1a aph a with spatial
aspects from observation, dance intention. Expand
the cultural, writing (Monday/Tu study that partner and
social or and critique, esday) expresse ensemble skills to
historical understanding s and greater ranges
development history and communi and skill level.
of a dance culture, cates an Execute complex
genre or style, implementing idea or floor and air
and/or the processes of feeling. sequences with
dance evaluation, Discuss others while
elements. recognizing the effect maintaining
Share the meaning and of the relationships
findings and values of dance moveme through focus
discuss how experiences, nt and intentionality.
these engaging in choices.
reinforced or dialogue,
changed contributing
personal knowledge, and
views and utilizing
understanding technology and
s. Document symbol systems
the process of in one's learning.
investigation.
Materials/ Highlighter, access to Electronic Music Music
Resources pencil internet,pencil & device w/
paper access to
internet, pen/
paper

Instructional DBQ DBQ Research Teach Students will be

Plans (3 literacy (Article Link Navigate students given 5-10min to
events) Holocaust article-​https://dan
through the some practice their
Dancer) ceinwwii.weebly. web to find basic dance sequence
Link-​this-holoc com any dance steps of created the
aust-victim-sur styles dance previous day.
vived-by-danci Link created and styles
ng-for-ss-offic Video-​https://ww explored used
er-in-auschwit w.youtube.com/w during WWII. during
z atch?v=mHANNk (Lindyhop, WWII.
KBSNU Jitterbug/jive Example
, swing) s would
be Lindy
Hop,
Jitterbug,
and
Swing)
Performance Get into Have students Have Break the Students will then
Tasks/ partners. Take break into students students perform for the
Assessments turns reading partners again. explore up into teacher and
through the Give them individually groups of students their
article. link/hard copy to on their own. four. Give movement
Discuss w/ swing dance Have them instructio sequence and
partner and style article on take notes ns to explain their
write down 3 movement used on dance create a movement
key points and to get over the styles they few 8 process.
thoughts you great depression. found most counts of
want to Also give them interesting moveme
discuss link to dance during WWII. nt within
w/class. video on swing in Also explore the styles
1930’s. reason of
behind moveme
movement(w nt during
ho, what, WWII,
when, they may
where,why). use the
internet
to
explore
idea. This
will be
presente
d on
Friday to
the
teacher
and
class.
Integration of As a class we Add to Add to Prior Constructive
course materials will begin to flowchart/timeline flowchart/tim Knowled criticism
create a . eline. ge feedback after
(flowchart/time each
line) of Exit Slip performance if
movement/da (Teacher will there is time left
nce during collect notes over. (Class
WWII. as exit ticket Discussion)
and add to
timeline from
students
notes)

Week 2 Monday Tuesday Wednesday Thursda Friday

y

Standards/ DA.CN.10.HS DA.PR.4.HS2a DA.CR.2.HS DA.PR.4. DA.CN.10.HS1b

Objectives 1b 1b HS2a
a. Dance alone (Tuesday b. Research an
& and with others b. ) aspect of the
DA.CR.2.HS1 with spatial Choreograph cultural, social or
b intention. Expand a dance historical
(Week 1 partner and study that development of a
Monday/Thurs ensemble skills expresses dance genre or
day) to greater ranges and style, and/or the
and skill level. communicat dance elements.
Execute complex es an idea or Discuss how
floor and air feeling. these findings
sequences with Discuss the reinforced or
others while effect of the changed
maintaining movement personal and
relationships choices collective views
through focus and
and intentionality understandings.
Apply the findings
to a project.
Document the
process of
investigation and
 application.

Materials/ Music, paper, Music Music, Music, Music,

Resources pencil, paper/pencil Paper/pe Paper/pencil,
electronic ncil phone/internet
device w/
acces to
internet

Instructional Students will Students will Students will Students Have students
Plans (3 literacy individually have time to be given will have research ideas
events) pick a idea practice their instruction to a short 5 on ways they can
from the movement write about a minute use their
flowchart/timel combinations at personal review of personal
ine they want the beginning of experience their experience to
to focus on. class.(5-10min) they are moveme impact the
After warming willing to nt community with
up. share w/ phrases movement.
class. before
performin
g for
class.
Performance Teacher will Students will Students will Students Project:
Tasks/ give present individually will Students will
Assessments instructions to movement write out a perform create a project
focus on a combination and personal their to impact the
moment from artistic process experience create community
the timeline and choices they are moveme through
created in made throughout willing to nt movement with
class on that process. share phrases their personal
WWII. Then w/class. to the experience
they will be class as shared with the
asked to pick They will well as class the
a dance style then pick a process. previous day.
used today to dance style Other
portray that from today classmat Find a way to
idea or they would es will be help other with
moment from use to taking similar
WWII. Last choreograph notes for experiences
they will begin to their questions overcome
to create experience. and through
choreography (emotion/feel discussio movement.
to fit the ing) n.
emotion of the
event and Begin to
style chosen. Create small
(Few 8 phrase of
counts) movements
from their
personal
experience
and dance
style they
picked

Integration of Prior Short Discussion Compare Compare Present to Class

course materials Knowledge, and questions and Contrast and their ideas to
Reflection after each to WWII Contrast “​make their
performance. If experience to WWII mark​” on the
time is left over and experienc community.
then a class Exploration e,
 discussion on the Discussio
overall process. n

Individual sections:

Subject/Teacher: Mariah - English

Monday Tuesday Wednesday Thursday Friday

Standards/Objectives 11-12.W.2 11-12.SL.1 11-12.RL.1 11-12.W.7 11-12.SL.1d.
Write Initiate and Cite strong Conduct short Respond
informative/ex participate and thorough as well as thoughtfully to
planatory effectively in a textual more diverse
texts to range of evidence to sustained perspectives;
examine and collaborative support research synthesize
convey discussions analysis of projects to comments,
complex (one-on- one, what the text answer a claims, and
ideas, in groups, and says explicitly question evidence
concepts, and teacher-led) as well as (including a made on all
information with diverse inferences self-generate sides of an
clearly and partners on drawn from d question) or issue; resolve
accurately grades 11–12 the text, solve a contradictions
through the topics, texts, including problem; when
effective and issues, determining narrow or possible; and
selection, building on where the text broaden the determine
organization, others’ ideas leaves inquiry when what
and analysis and matters appropriate; additional
of content. expressing uncertain synthesize information or
their own multiple research is
Students will clearly and Students will sources on required to
analyze the persuasively display the subject, deepen the
movie trailer. knowledge of demonstrating investigation
Students will Students will content from understanding or complete
write notes on close read The Book of the subject the task.
WWII in and annotate Thief ​by under
graphic The Book taking a quiz. investigation. Students will
organizer. Thief. participate in
Students will Students will Students will a socratic
discuss and cite to support conduct seminar.
analyze in their answers. research Students will
small groups. about WWII. cite from the
Students will novel to
write their Students will support their
reflections in compare and analysis.
journal. contrast the
novel to real
life accounts.
Materials/Resources Movie Trailer Journal Quiz sheet Laptops Graphic
Graphic Sentence The Book Graphic organizer for
organizer starters Thief organizer socratic
laptops The Book seminar
Thief The Book
Thief

Instructional Plans (3 Mini-Lesson Teacher will Teacher will Teacher will Students will
literactiy events) on the model how to go over the activate prior complete
Holocaust/ annotate format of the knowledge socratic
WWII. Guided quiz, open about seminar
notes. Students will ended. conducting graphic
Students will close read a research. organizer with
watch ​The section of Students will citations to
Book Thief book, and take quiz, Students will explain their
movie trailer. discuss in displaying research one analysis of 5
Write a small groups. their topic about major points.
discussion Sentence understanding WWII, Students
board post. starters of the text. completing a discuss and
provided. research listen to
To end graphic peers.
Students will students will organizer, will Students
reflect in record present in complete exit
journal the predictions for small groups. ticket about
importance of the rest of the how the
words and book. Students will socratic
how it relates compare and seminar went.
to change. contrast their
research to
the novel in a
graphic
organizer.

Performance Students will Journal entry. Reading quiz 2 graphic Socratic

Tasks/Assessments write their organizers seminar
reaction/thoug graphic
hts on movie organizer
trailer. Exit ticket
Integration of course Graphic YA novel Modeling Graphic Socratic
materials organizer Sentence Checking for organizers seminar
Prior starters comprehensio Modeling Graphic
knowledge Small group n Small groups organizer
Multiple forms Chunking reflection Exit ticket
of text material

Week 2 Monday Tuesday Wednesday Thursday Friday

Standards/Objectives 11-12.RL.7 11-12.RL.2 11-12.RI.3 11-12.W.5 11-12.SL.4

Analyze Determine Analyze a Develop and Present
multiple two or more complex strengthen information,
interpretation themes or set of ideas writing as needed findings, and
s of a story, central ideas or by planning, supporting
drama, or of a text and sequence revising, editing, evidence in an
poem (e.g., analyze their of events rewriting, or organized,
recorded or development and explain trying a new developed
live over the how approach, style
production of course of the specific focusing on appropriate to
a play or text, including individuals, addressing what purpose,
recorded how they ideas, or is most audience, and
novel or interact and events significant for a task, allowing
poetry), build on one interact and specific purpose listeners to
evaluating another to develop and audience. follow the
how each produce a over the speaker's line
version complex course of Students will of reasoning,
interprets the account; the text. peer edit rough message, and
source text provide an drafts and refine any alternative
objective Students their own. perspectives
Students will summary of will read
compare and the text. and Students will
contrast annotate an present their
scenes from Students will real life paper topic
the ​Book display account with a visual
Thief ​and the knowledge of from WWII. aid.
book. theme of ​The
Book Thief ​by Students Students will
 creating a will reflect evaluate their
movie poster in journal peers
of their own. on what presentation.
they would
do in their
situation.

Materials/Resources Movie clips Laptops Real life Rough drafts Student

The Book Reading quiz accounts Peer edit guide evaluations
Thief The Book Journal
Graphic Thief
organizer
journal

Instructional Plans (3 Teacher will Teacher will Teacher Teacher will give Students will
literacy events) activate prior show a model will have a mini lesson on present their
knowledge of student students peer review, paper with a
about created get in showing a model, visual aide,
comparing movie posters groups to giving a guide to reflecting on
movies and for books. discuss students the texts they
books. “what is read.
Students will bravery?” Students will students to
Students will create a peer edit two write 3
watch scenes movie poster Students students paper compliments/
and complete displaying a will close using the guide 3 suggestions
a compare major theme read and for
and contrast of the novel. annotate a Students will presentations.
graphic real life work on
organizer. Students will account. draft/presentation
complete an
Students will exit ticket Students Teacher will
submit a evaluating will reflect conference with
rough draft. their posters. in their students
journal, one-on-one.
about what
they would
do in their
 situation.

Performance Graphic Movie poster Journal Peer edit guides Final Essay:
Tasks/Assessments organizer Exit ticket entry students will
write/create a
Rough draft. presentation
about how
they can make
difference in
their
community,
even when it
using the
power of
words might
seem difficult.

Integration of course Graphic Exit ticket Small Peer edit Creative

materials organizer Creative groups Modeling assignments
Multiple assignment Personal Small groups
modes of text example/mod connection conferences Real life
el s connections
reflection

Week 1 (Monday)
“Thrive to survive through dance”
Outline
Written By: Candralina
​Title:
Thrive to survive through dance
​Length:
50 minutes
​Materials:
Pen/pencil, paper, Highlighter
​Big Picture:
Students will be able to connect to the tragedies of WWII and the dance movement styles during
that Era that were used to escape the depression and mourning the war brought.
 ​ ain Objective:
M
Understanding the importance of community and social connections related to WWII and present
time. Explore and reflect on the impacts of movement during WWII and current time. See how
movement can be used to make a difference through experiences in today’s society that relates to
how movement was used during WWII.
​Learning Outcomes and Goals:
● ​Students will research and explore the movement styles during WWII and how they
were used to bring joy and comfort during such a devastating time.
● ​Students will read and connect to an article on dance movement during the holocaust and
share key points they found important.
● Students will be able to create and implement information in a flowchart/timeline with
important information they learned as a class from WWII.
Classroom Experience Overview:
Class will begin with a warm-up and introduction to lesson objective. Lesson objective will be
given through use of imagery and examples given by the teacher. Students will stretch and
become warm and ready to go for the next activity. The teacher will break the students up into
groups of two people. The small groups will then grab a piece of paper and an electronic device
such as their phone with internet access and find a space in the room they feel comfortable in.
The teacher will then walk around and give each group a article on a dancer during the
Holocaust. They will take turns reading through the article. Discuss w/ partner and write down 3
key points and thoughts they want to discuss w/class. As a class we will begin to create a
(flowchart/timeline) of movement/dance during WWII starting with the Holocaust article.

● DBQ
(Article Holocaust Dancer)
Link-​this-holocaust-victim-survived-by-dancing-for-ss-officer-in-auschwitz
● Graphic organizer for notes
● Flowchart/timeline of information collected as a class
Extension Activities:
1. ​Move on to research of movement/dancer after the great depression in small groups the
students started with in beginning of class. Teacher will give students a few links to
research and take some notes on.
2. Class discussion with extra time.
Standards:
DA.CN.10.6b
b. Research an aspect or contrasting aspects from the cultural, social or historical
development of a dance genre or style, and/or the dance elements. Share the findings
and discuss how these reinforced or changed personal views and understandings.
Document the process of investigation.
Week 1- Tuesday
The Great Depression
History
Claire Williamson

Length: ​50 minutes

Materials: ​Rose’s Journal by Marissa Moss (Childrens Book), Images from the GD,
Sample Essay, and Instructions for the Essay Assignment
Big Picture:​ Students will be able to understand that no matter what time in history
people have always faced struggles, but when giving you 100 percent effort, working
together and helping others, you and your community can overcome the hardships and
become better.
Main Objective:
Students will be able to connect to the story, Rose’s Journal, and understand that when
you try your best, and help others, they can become better people and help those
around them.
Students will see be able to see the connection between the Great Depression and why
it was a factor in WWII.
Daily Activities:
I will welcome students into the classroom
We will start by watching a short clip about the Great Depression
https://youtu.be/gkAfjRolNCI
We will read the Children’s Book, Rose’s Journal by Marissa Moss, together as a class.
After reading the book, I will ask my students Why I Read a Children’s Book to Them,
and I will ask if they connected to anything in the book, we will have a class discussion.
From the beginning of class, I will have multiple pictures from the Great Depression
hung up around the classroom.
After the class discussion about the book, I will have my students walk around the
classroom and look at all of the images.
https://www.washingtonpost.com/news/wonk/wp/2015/11/13/what-america-looked-like-d
uring-the-great-depression/?utm_term=.e5138061085e​ (Use the Images from the
Article)
Once everyone has had the chance to look at the images, I will hand out the instructions
for an Essay about the Great Depression, the book Rose’s Journal and the Images.
After we have gone over the instructions, and any questions or concerns, the students
can begin their research and outlines for their essays.
Week 1- Tuesday
Close Reading/ Annotating
English
Mariah

Length: ​50 minutes

Materials: ​sample annotations, close reading guide, ​The Book Thief, ​sentence starters,
journal
Standards:
11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions
(one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively
11-12.RI.3 Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of the text.
Big Picture: ​Students will relate how the theme of how “words have power” in ​The
Book Thief ​can help them make an impact in their community. The students will
understand that in rough times, the right thing to do will not always be easy.
Main Objectives: ​Students will close read and annotate a section from ​The Book Thief
and discuss in small groups how the book relates to today’s world. The students will
reflect on how what they read relates to their own life.
Daily Activities:
I will welcome students into the class and we will discuss what they have read so far in
the book.
I will activate their prior knowledge of annotating by asking what they know and what
they do when they read.
I will go over an example of annotating a piece of reading, and pass out a close reading
guide.
I will have students close read and annotate a section from the book. Once they finish
they will get in small discussion groups. I will provide group discussion questions that
have them make outside connections. I will provide sentence starters to help them get
started. I will walk around listening and answering any questions.
After the group discussions, we will have a class discussion summarizing what
everyone talked about, and I’ll highlight what I heard each group discuss.
To end, students will write in their journal reflecting on what they read and discussed
and how it relates to WWII and making a difference in their community.