World Today                                                                                         Page  of

Units:

Unit #1 Hot Button Topics

Unit #2 Terrorism-Homeland Security

Unit #3 Government and Politics

Unit #4 Social Issues  

Unit #5 Energy, Economy and the Environment

Unit #6 Health Care and Education

Unit #7 North and Central America

Unit #8 Europe

Unit #9 Asia

Unit #10 Middle East

Unit #11 Africa

Unit #12 South America

Unit #13 Oceania-Culminating Project 




Unit Title

Unit #1 Hot Button Topics

Timeframe 

14 days

Unit Summary

To explore the current issues and controversial topics affecting domestic and international policy. 

Learning Targets

Essential Questions

  • What economic, political and social trends have you noticed?

  • What topics would you like to research more about this year?

Enduring Understandings

Students will understand:

  • The world is now interconnected globally and more competitive.
  • Conflict in one part of the world affect other parts of the world.

Know

By the end of this unit, students will know

  • major local, domestic and international hot button topics.
  • how to explain to a classmate important people and events in the news this summer.         

Do

By the end of this unit, students will be able to

  • determine their position on controversial issues facing lawmakers.
  • analyze political cartoons related to controversial topics.
  • communicate in writing their opinion on a controversial issue of interest to them.

Evidence of Learning

Formative

  • What you need to know now quiz
  • Current Events
  • My World Today Assignment
  • What Happened this Summer Bingo Board
  • What Happened this Summer Taboo Review Game

Summative/ Benchmark

Unit Test

Alternative Assessments

Major Events Multimedia Presentation

Learning Activities

Days Vary by Year

Students will have a choice on researching current events on topics of their choice. Students will read newspaper articles, discuss current events and write one paragraph summary and reflection.

Day 1-2

Students will complete what you need to know quiz and teacher will debrief quiz to give an overview of courses topics.

Day 3-4

 Teacher will model My World Today sample and then ask students to create a brief multimedia presentation to be given to the class and introduces themselves to the class and focuses on their passions, hobbies, social media,potential career areas and other areas of interest. This will be formative assessment on presentation skills and use of technology.

Day 5

Students will play Major Event Bingo by identifying which events they recognize related to what happened this summer.

Days 6-7

Students will work in cooperative learning groups to research and create a brief multimedia presentation on current event topics including political cartoons, images, textual information, videos related to topics. Students will have choice of what they research within their groups.  

Days 8-10

Students will share their Major Events presentations with the class. Students will be asked to take notes during presentations using a graphic organizer.

Day 11-12

Students will review for unit test on major events by playing Taboo review game. Students will then take unit test on Hot Button Topics

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer, Time Magazine Articles, Websites on Hot Button Topics, Course Syllabus, What you need to know quiz, People and Places in the News Bingo Board/ Graphic Organizer,Taboo Review Game

Equipment

Chromebooks, Sample My World Today Presentation      

Supplemental Resources

Choices Program Materials if applicable

Standards

Content Statement

Indicator

SOC.6.1.12: U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

SOC.6.1.12.A.14.b: Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.

 SOC.6.1.12.A.14.c: Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups.

SOC.6.1.12.A.14.d: Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.

SOC.6.1.12.D.14.d: Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society.

SOC.6.1.12.D.14.e: Evaluate the role of religion on cultural and social mores, public opinion, and political decisions.

SOC.6.3.12: Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

SOC.6.3.12.CS2: Analyze sources of prejudice and discrimination and propose solutions to eliminate them.

SOC.6.3.12.CS3: Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

SOC.6.3.12.CS4: Critically analyze information, make ethical judgments, and responsibly address controversial issues.

 SOC.6.3.12.CS5: Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Language arts: Giving a formal oral presentation to the class

Health: Awareness of health related crisis: ie. Zika Viru

Science: Development of new technologies

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Major Events Presentation and My World Today Project is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments/ Modification of Test if needed
  • Extended time is allotted for students when directed by IEP’s Modification of project dimensions or materials for students with special needs

504s

  • Follow individual 504 plans: extended time, preferential seating, modification of assessments as needed
  • Major Events Presentation and My World Today Project is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments/ Modification of Test if needed
  • Extended time is allotted for students when directed by 504’s
  • Modification of project dimensions or materials for students with special needs

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators if needed
  • Provide work for completion or understanding to ELL teacher to continue during ELL class
  • Choose appropriate text or modify text to fit the needs of learners

G/T

  • Choose appropriate higher level text or modify text to challenge the needs of learners
  • Major Events Presentation is designed so teacher may extend criteria based on student needs.
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities



Unit Title

Unit #2 Terrorism-Homeland Security

Timeframe 

15 days

Unit Summary

To explore our nation's homeland security policies, and to examine potential threats to the nation.

Learning Targets

Essential Questions

 

  • What should we value more our security or our freedom?

  • Can Terrorism be prevented?

  • How do you prepare for emergency situations?

  • How does a nation address the issue of illegal immigration? 

Enduring Understandings

Students will understand:

  • Whether you value security or freedom more effects the security policies you support.

  • The growth of terrorism can be addressed in multiple ways.

  • Planning for emergency situations is done best ahead of time with careful thought and regular practice.

  • Immigration is a complex topic with many different solutions depending on political perspectives.  

Know

By the end of this unit, students will know

  • define terrorism, characteristics of terrorists and examine their motives
  • explain how terrorism in the 21st century affects the world community’s security and safety.
  •  analyze changes in homeland security, surveillance and communication, the war on terror and emergency preparedness in post 9/11 era        

Do

By the end of this unit, students will be able to

  • determine their position on controversial issues facing lawmakers.
  • communicate in writing or a multimedia presentation their opinion on the homeland security policies of the nation.
  • evaluate the United States’ commitment to protecting the safety of citizens and protecting civil rights
  • create a home disaster plan

Evidence of Learning

Formative

Pre Survey

Current Events

Home Emergency Plan

Town Hall Meeting on Immigration Reflection

Summative/ Benchmark

Unit Test

Alternative Assessments

Responding to Terrorism Focus Group Problem Solving Scenarios

Learning Activities

Current Events Days mixed in during course of unit

Day 1 Pre Survey on Edconnect/ Reactions to 9/11 and Boston Marathon Slideshow

Day 2 Defining Terrorism/ Guest Speaker from Department of Homeland Security/ICE

Day 3 Terror Groups Today: Research ISIS, Hamas, Hezbollah, AL Qaeda, Boko Haram using chromebooks

Days 4-6 Responding to Terrorism Focus Group Problem Solving Scenario Preparation using chromebooks

Days 7-10 Student presentations on War on Terror, Travel Security and Procedures, Prevention and Protection,  Commerce and Trade

Preparedness and Response,Information Sharing and Analysis and  Protection vs. Civil Rights

Days 11-12  Town Hall Meeting on Immigration: Students will be asked questions related to immigration and asked to demonstrate their opinion by choosing an option and defending their position.

Day 13-15 Review/ Unit Test online on Ed Connect

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer, Time Magazine Articles, Gloucester County and Gateway Crisis Management Handbooks, Resources from Department of Homeland Security

Equipment

Sept 11/Boston Marathon Slideshow, Homeland Security Slideshow, Immigration Townhall Slide Show, Music CD, Focus Group Scenarios, Websites related to terrorism, Chromebooks, Dry Erase Boards/Markers,

Supplemental Resources

Unit Pre Survey, Unit Test

Standards

Content Statement

Indicator

SOC.6.1.12:U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

SOC.6.1.12.D.15.d: Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.

SOC.6.1.12: Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

SOC.6.3.12.CS4: Critically analyze information, make ethical judgments, and responsibly address controversial issues.

SOC.6.3.12.CS1: Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives.

 SOC.6.3.12.D.1: Analyze the impact of current governmental practices and laws affecting national security and/or individual civil rights/ privacy.

SOC.6.1.12: U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities

SOC.6.1.12.B.14.a: Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Language Arts: Oral presentation and writing a clear and precise document

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

Modification based on IEP

  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Modifications based on 504 plans
  • Additional time for test preparation
  • Review/testing matched to student pace

ELLs

  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue (immigration)




Unit Title

Unit #3 Government and Politics

Timeframe 

14 days

Unit Summary

To explore the voting process and the role of political parties in American government. To identify key issues in the current year’s election.

Learning Targets

Essential Questions

  • Why should citizens vote in elections?

  • How do citizens of Gloucester County NJ vote in elections?

  • What values do the major US political parties hold?

  • What is the role of minor political parties in the US?

  • Which candidates for office best meet your values?

Enduring Understandings

Students will understand:

  • The importance of voting in influencing politics and law.
  • How to register to vote in Gloucester County.
  • The US has 2 main political parties (Democrat and Republican) and many smaller political parties that focus on core issues.
  • Candidates and political parties offer choices to voters.

Know

By the end of this unit, students will know

  • explain the process of how to vote in an election in the U.S.
  • examine why and how citizens vote in the U.S.
  • identify the major political parties in the U.S. and their values        

Do

By the end of this unit, students will be able to

  •  determine their criteria for choosing a political party and candidates to support.
  •  develop their position on economic and social issues related to upcoming elections.  

Evidence of Learning

Formative

Politics and Government Pre Assessment

Current Events

Politics and Government Scavenger Hunt

Preparation for Political Platform Assignment 

Summative/ Benchmark

Quiz

Alternative Assessments

Political Platform Assignment

Learning Activities

Current events mixed in throughout the unit

Day 1 Pre Assessment on Politics and Government

Day 2 Guest Speaker (Gloucester County Clerk) on voting process, voter registration

Day 3 Independent Research on Election Basics/ Factors that Influence Voting and Political Parties

Days 4-9 Student led teams (Political Parties)  will conduct research for Political Platform Assignment including basic party information, party platform, current candidates, marketing plan and fundraising.

Day 10 Election Day: Student presentations of Political Platform Assignment/ Mock Election

Day 11 Quiz

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer, Time Magazine, Websites, Politics and Government Slide Show 

Equipment

Chromebooks, Websites related to current election,

Supplemental Resources

Voter Registration Materials, Resources from the Gloucester County Clerk

Standards

Content Statement

Indicator

SOC.6.1.12: U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

 SOC.6.1.12.A.14.d: Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.

 SOC.6.1.12.A.14.e: Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern.

  SOC.6.1.12.A.14.f: Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy.

 SOC.6.1.12.A.14.g: Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools).

 SOC.6.1.12.A.16.c: Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Civics: Students will learn the voting process and how to participate in government.

Business: Students will develop a marketing plan for their political party

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.

Technology Standards - 8.1

9-12th Grade

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Demonstrate personal responsibility for lifelong learning.

8.1.12.D.2 Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of personal information.

8.1.12.D.3 Compare and contrast policies on filtering and censorship both locally and globally.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Modification based on IEP
  • Students will work in cooperative groups and may focus on specific tasks within the group that best meet their strengths

504s

  • Modification based on IEP
  • Extended Time if needed on quiz or project section

ELLs

  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Political Platform Project is designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issues (issues vary by student choice)



Unit Title

Unit #4 Social Issues

Timeframe 

15 days

Unit Summary

To explore the current social problems facing the United States today and brainstorm solution to those issues.

Learning Targets

Essential Questions

  • What makes an issue a social issue?

  • What points of view exist on the many social issues we face?

  • How do we successfully debate/argue?

Enduring Understandings

Students will understand:

  • Social issues are problems that influences a considerable number of the individuals within a society. It is often the consequence of factors extending beyond an individual's social issue is the source of a conflicting opinion on the grounds of what is perceived as a morally just.
  • Individuals should be able to understand multiple perspectives on issues and listen to people who disagree with them.
  • Students who are able to use credible sources and cite them accurately make successful arguments.  

Know

By the end of this unit, students will know

  •  Examples of social problems facing the United States today.         

Do

By the end of this unit, students will be able to

  • develop their opinions on controversial topics relating to stratification and equity, gender roles and education.
  • develop their opinions on controversial topics related to crime and social control and political institutions.
  • conduct a formal debate.
  • use library database system to conduct research.

Evidence of Learning

Formative

Current Events

Preparation for Oral Debates/ Argumentative Essay

Summative/ Benchmark

Quiz

Alternative Assessments

Oral debate

Argumentative Essay

Learning Activities

Current Event Days throughout the unit

Day 1 KWL about Databases,  Identifying Social Domestic Issues, Use Points of View Website/ Brainstorm topics

Day 2 Introduce Oral Debate/ Argumentative Essay Assignments, Students choose topics and side of argument.

Days 3-7 Preparation for Oral Debate/ Argumentative Essay assignment using chromebooks with progress checks each day

Days 8-12 Student led Oral Debates on chosen topics, audience gives feedback and expresses their opinion on topic orally

Day 13 Open ended quiz with choice involved asking students to express their opinions on debate topics.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer, EBSCHO Host, Points of View Database, Taking Sides: Clashing Views on Social Issues 15th Edition by Kurt Finsterbusch

Equipment

Chromebooks

Supplemental Resources

Choices program resources (if applicable)

Standards

Content Statement

Indicator

SOC.6.1.12: U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

  SOC.6.1.12.A.16.a: Examine the impact of media and technology on political and social issues in a global society.

SOC.6.3.12: Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

SOC.6.3.12.CS1: Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives.

SOC.6.3.12.CS3: Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

SOC.6.3.12.CS4: Critically analyze information, make ethical judgments, and responsibly address controversial issues.

SOC.6.3.12.CS5: Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Language Arts: Argumentative writing, formalized oral debates

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.

Technology Standards - 8.1

9-12th Grade

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Project is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s Modification of project dimensions or materials for students with special needs

504s

  • Project is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Oral Debate/ Argumentative Essay is designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issues (issues vary by student choice)



Unit Title

Unit #5 Energy, Economy, and the Environment

Timeframe 

10 days

Unit Summary

To explore current trends in the economy and including the exploration of alternative fuel sources, global warming, job security and globalization.

Learning Targets

Essential Questions

  • What impact does the global economy have on the United States?

  • How will current economic trends affect the common person?  

Enduring Understandings

Students will understand:

  • The U.S. economy is now interdependent upon the nations to which it trades goods and services.
  • Economic trends change every year and the economy goes through cycle of expansions and contractions.

Know

By the end of this unit, students will know

  • how to analyze economic trends and their impact on society,
  • determine the effectiveness of the US in pursuing national interests while attempting to address economic problems.

Do

By the end of this unit, students will be able to

  • judge to what extent government should intervene at the state and national levels including regulation of stock market, real estate market and on trade agreements
  • brainstorm ways to help the U.S. cut down on our dependence on foreign oil.
  • evaluate the impact of climate change on the environment and business.

Evidence of Learning

Formative

Current Events

Brainstorm/ KWL about global economic trends

Summative/ Benchmark

Unit Test on Ed Connect

Alternative Assessments

Economy, Energy and Environment Focus Group Problem Solving Scenarios

Learning Activities

Current Event Days throughout unit

Day 1 Brainstorm/ KWL about economic trends, Identifying US Economic Trends:   Readings/ Video clip related to Economic Trends

Day 2-3 Economy, Energy and Environment Focus Group Problem Solving Scenarios Preparation

Day 3-5 Student Led Presentations on Problem Solving Scenarios

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer, Time Magazine, Global Issues: Globalization and Free Trade by Natalie Goldstein, Global Issues: Energy Supply and Renewable Resources by Regina Anne Kelly

Equipment

Chromebooks

Supplemental Resources

Choice Program

Standards

Content Statement

Indicator

SOC.6.1.12: U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

  SOC.6.1.12.C.14.b: Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy.

  SOC.6.1.12.C.14.c: Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debt and their impact on society.

  SOC.6.1.12.C.15.a: Relate the role of America's dependence on foreign oil to its economy and foreign policy.

 SOC.6.1.12.CS16: Contemporary United States: Interconnected Global Society: Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science- students will be researching green technologies.

Statistics- students will be examining economic statistics on their method of alternative fuel.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Economic Problem Solving Scenarios are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s
  • Modification of project dimensions or materials for students with special needs

504s

  • Economic Problem Solving Scenarios are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by 504’s
  • Modification of project dimensions or materials for students with special needs

ELLs

  • Economic Problem Solving Scenarios are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Economic Problem Solving Scenarios are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issues (Economic, Energy, Environmental issues)



Unit Title

Unit #6 Health Care and Education  

Timeframe 

14 days

Unit Summary

To explore current trends in health care including debate over future of health care legislation and obesity in America. To explore trends in education including the debate over merit pay and school reform movements.

Learning Targets

Essential Questions

  • What can be done to address the cost of and access to health care in the US?

  • Is it the government’s responsibility to regulate what its citizens eat?

  • How will education change in the next few year?

Enduring Understandings

Students will understand:

  • Many factors influence the cost of health care and access to health care is a very divisive political issue.
  • Obesity is a public health issue that has various potential solutions.
  • Educational reform movements vary in nature.
  • School choice is a political issue that many parents and educators are passionate about.

Know

By the end of this unit, students will know

  •  how to identify and  analyze trends in health care and education.
  •  evaluate the current health care legislation
  •  to develop their opinion if the government should pass legislation to address the issue of obesity of Americans.  
  •  explain basic educational terms that the average citizen should know

Do

By the end of this unit, students will be able to

  • analyze newspaper and magazine articles related to health care and education
  • analyze educational reform movements including 21st century skills.
  • shop for health care plan.

Evidence of Learning

Formative

Pre Test on Health Care Trends

Current Events

KWL on Affordable Healthcare Act or any revisions/new legislation

Access to Health Care Town Meeting

Summative/ Benchmark

Health Care and Education Unit Test

Alternative Assessments

Health Care Jigsaw

Education Jigsaw

Learning Activities

Current Events throughout the unit

Day 1 Pre Assessment and Identification of Health Care Trends

Day 2 Independent Work on Jigsaw related to Affordable Health Care and/or replacement(s)

Day 3 Access to Health Care Town Hall Meeting/ Shopping for Health Care Plans

Day 4 Independent Work on Jigsaw (Obesity in the US)

Day 5-7 HealthCare Jigsaw- Students choose readings and conduct analysis and group discussion of current articles related to health care.

Day 8-9 Independent work on Jigsaw related to education reform and education terms for the average citizen.

Days 10-12 Education Jigsaw- Students choose readings and conduct analysis and group discussion of current articles related to education.

Days 13-14 Review Activity and Unit Test

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer

Health Care Google Slide Presentation including TED Talk on Obesity

Health Care Jigsaw Articles from Time Magazine in Google Drive

Health Care Jigsaw Chart

Education Google Slide Presentation including You tube videos on Education reform  

Education Jigsaw Articles from Time Magazine and other sources

Education Jigsaw Chart

Equipment

Chromebooks

Supplemental Resources

Choices Program

Standards

Content Statement

Indicator

SOC.6.1.12: U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

 

 SOC.6.1.12.C.14.a: Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates) policies.

  SOC.6.1.12.C.14.b: Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy.

SOC.6.1.12.CS16: Contemporary United States: Interconnected Global Society: Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions.

  SOC.6.1.12.D.16.b: Explain how and why technology is transforming access to education and educational practices worldwide.

SOC.6.3.12: Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

SOC.6.3.12.CS3: Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

SOC.6.3.12.CS4: Critically analyze information, make ethical judgments, and responsibly address controversial issues.

SOC.6.3.12.CS5: Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Physical Education and Health: Brainstorming ways to reducing obesity in the US.

Education: Brainstorming ways to improve schools in the United States.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Health Care and Education Jigsaws are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s
  • Modification of Jigsaw and other  materials for students with special needs

504s

  • Health Care and Education Jigsaws are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s
  • Modification of Jigsaw and other  materials for students with special needs

ELLs

  • Health Care and Education Jigsaws are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Health Care and Education Jigsaws are designed so teacher may add or adjust criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issues (Health Care Legislation or Educational Reform Movements)



Unit Title

Unit #7 North and Central America

Timeframe 

10 days

Unit Summary

To explore economic, political and social trends in North and Central America. To identify the factors lead to economic success for stable democratic governments in some nations and identify the challenges facing these nations.

Learning Targets

Essential Questions

  • How does geography affect the economy of a region?

  • What challenges are Canada and Central American nations facing today?

Enduring Understandings

Students will understand:

  • Geographical features such as climate, terrain and natural resources vary greatly by nation and regions within nations. Challenges facing Canada and Central American nations change every year and vary based on economic, political and social trends within this region.

Know

By the end of this unit, students will know

  • identify the location of the Canadian provinces and Central Americans countries on a map.
  • identify challenges facing Mexico today  including reducing poverty through job creation, investing in infrastructure and energy, human trafficking and drug trade.
  • identify challenges facing Canada today including managing the increasing cost of socialized health care system, challenges of separatism from Quebec, disputes over land claims to the Arctic Ocean.

        

Do

By the end of this unit, students will be able to

  • analyze how the geography of the each region has affected the industry and economy  including the impact of the tourist industry on the Caribbean.
  • analyze data and create a general description of a nation of their choice including the geography, economy, culture, political system and challenges faced.

Evidence of Learning

Formative

Map Pre Assessment of Canadian Provinces and Central American Nations

KWl of Nations of Canada and Central America and Caribbean

Summative/ Benchmark

Geography Quiz

Unit Test on North and Central America

Alternative Assessments

Central American/Caribbean Nations Research Assignment (Jigsaw)

Learning Activities

Day 1 Pre Assessment of Geography of Canada and Central America/ Overview of the Region

Day 2 Canada- Overview of Geography (Video Clip Analysis)/ Trends in Canada Today. Students will answer questions after viewing slideshow on Canada

Day 3 Current Event Day

           Day 4-5 Independent Research (Student’s choice) on Central America/ Caribbean Nations Jigsaw Assignment

Day 6-7 Student led presentations on Central America/ Caribbean Nations Jigsaw Assignment / Independent Practice/ Review of Geography using ipads (Tap Map Quiz Game)

Day 8 Geography Quiz/ Current Event

Days 9-10 Review Activity and Unit Test

 

Core Instructional

Materials and Texts

Philadelphia Inquirer, Time Magazine Articles, Maps of Canada and Central America, Discovery School Videos on Canada/Central America, Canada and Mexico Google SlideShow Presentation, CIA Factbook Website,Geography Quiz

Equipment

Chromebooks, Ipad Cart with Tap Map Application

Supplemental Resources

Choices Program

Standards

Content Statement

Indicator

 AP Human Geography emphasizes the importance of geography as a field of inquiry and introduces the students to the concept of spatial organization. Knowing the location of places, people and events is a gateway to understanding complex environmental relationships and interconnections among places and across landscapes.

 APHG.1.C: Key concepts underlying the geographical perspective: location, space, place, scale, pattern, regionalization, and globalization

SOC.6.2.12: World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible.

SOC.6.2.12.A.6.b: Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

SOC.6.2.12.B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

SOC.6.2.12.CS6: Contemporary Issues: Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

SOC.6.3.12: Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

SOC.6.3.12.CS3: Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Language Arts: Writing a coherent essay

Foreign Language: Research languages spoken in nations in Canada and Central America and Caribbean.

Math: Analysis of Statistics from CIA factbook

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Central America/ Caribbean Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s
  • Modification of Jigsaw and other materials for students with special needs

504s

  • Central America/ Caribbean Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by 504’s
  • Modification of Jigsaw and other materials for students with special needs

ELLs

  • Central America/ Caribbean Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Central America/ Caribbean Jigsaw assignment is designed so teacher may add or adjust criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issues (Offer solution to issues in various nations in Central America/ Caribbean)



Unit Title

Unit #8 Europe

Timeframe 

15 days

Unit Summary

To explore economic, political and social trends in Modern Europe. To identify the factors that have lead to economic success for stable democratic governments in Europe and identify the challenges facing these nations.

Learning Targets

Essential Questions

  • How does geography affect the economy of a region?

  • What economic, political and social trends have you noticed?

  • What challenges are European nations facing today? 

Enduring Understandings

Students will understand:

  • Geographical features such as climate, terrain and natural resources vary greatly by nation and regions within nations. Challenges facing European nations change every year and vary based on economic, political and social trends within this region.

Know

By the end of this unit, students will know

  • identify the location of major European countries on a map.
  • identify challenges facing Europe including the assimilation of a growing Islamic population and nationalism as a unifying and devise force.

Do

By the end of this unit, students will be able to

  • analyze trends in Europe including sustained economic success for most of Western Europe and a rebuilding Eastern Europe.
  • analyze economic and political changes in Europe.
  • brainstorm solutions and evaluate solutions to the challenges facing Europe today.

Evidence of Learning

Formative

Map Pre Assessment of European Nations

KWl of Trends in Europe

Summative/ Benchmark

European Geography Quiz

Europe Quiz

Alternative Assessments

European Union Research Project

Learning Activities

Day 1 Pre Assessment of Geography of Europe/ Overview of the Region

Day 2 Overview of Geography of Europe (Video Clip Analysis of European Geography)  

Day 3 Trends in Europe Today. Students will answer questions after viewing slideshow on Europe Independent Practice/ Review of Day 4 Geography using ipads (Tap Map Quiz Game)

           Day 5 Geography Quiz/ Current Event

           Day 6-9 Independent Research (Student’s choice) on European Union and Non EU Nations Research Assignment

Day 10-13  Student led presentations on EU Research Assignment

Day 14 Current Event Day

Days 15 Quiz

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer, Time Magazine Articles, Maps of Europe, Discovery School Videos on Europe, Modern Europe Google SlideShow Presentation, CIA Factbook Website, Geography Quiz, EU Brochures, Websites on Europe

Equipment

Chromebooks, Ipad Cart with Tap Map Application

Supplemental Resources

Choices Program

Standards

Content Statement

Indicator

AP Human Geography emphasizes the importance of geography as a field of inquiry and introduces the students to the concept of spatial organization. Knowing the location of places, people and events is a gateway to understanding complex environmental relationships and interconnections among places and across landscapes.

APHG.1.C: Key concepts underlying the geographical perspective: location, space, place, scale, pattern, regionalization, and globalization

SOC.6.2.12: World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible.

SOC.6.2.12.C.5.f: Assess the impact of the European Union on member nations and other nations.

  SOC.6.2.12.A.6.a: Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.

SOC.6.2.12.A.6.b: Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights

SOC.6.2.12.B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

SOC.6.2.12.CS6: Contemporary Issues: Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

SOC.6.3.12: Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

SOC.6.3.12.CS3: Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Students will learn about various cultural aspects of some European nations including art, music and historical information.  

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • EU Research assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s
  • Modification of assignments and other materials for students with special needs

504s

  • EU Research assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by 504’s
  • Modification of assignments  and other materials for students with special needs

ELLs

  • EU Research assignment is designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • EU Research assignment is designed so teacher may add or adjust criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issues (Offer solution to issues in various challenges  in Europe)

END OF UNIT



Unit Title

Unit #9 Asia

Timeframe 

9 days

Unit Summary

To explore international challenges facing Asian nations and how this affects the global economy.

Learning Targets

Essential Questions

  • How does geography affect the economy of a region?

  • What economic, political and social trends have you noticed?

  • What challenges are Asian nations facing today?

Enduring Understandings

Students will understand:

  • Geographical features such as climate, terrain and natural resources vary greatly by nation and regions within nations. Challenges facing Asian nations change every year and vary based on economic, political and social trends within this region.

Know

By the end of this unit, students will know

  • identify the location of Asian nations on a map
  • recognize major political and economic trends in Asia today.
  • describe how communist nations like China and Vietnam are modifying their economies  

Do

By the end of this unit, students will be able to

  • formulate solutions to challenges facing Asian nations regarding the global economy and human rights    
  • analyze and evaluate the political policies of Asian nations such as the Philippines, Myanmar, Thailand, Pakistan, India and Hong Kong

Evidence of Learning

Formative

Map Pre Assessment of Asian Nations

KWl of Trends in Asia

Summative/ Benchmark

Asia Geography Quiz

Asia Unit Test

Alternative Assessments

Asia Jigsaw

Learning Activities

Day 1 Current Event Day

Day 2 Pre Assessment of Geography of Asia / Overview of the Region

Day 3 Overview of Geography (Video Clip Analysis)

 Day 4 Trends in Asia Today. Students will answer questions after viewing slideshow on Asia

Geography using ipads (Tap Map Quiz Game)

           Day 5 Geography Quiz/ Current Event

Day 6-8 Asia Jigsaw Assignment (Students will have choice of articles to read related to current events in Asia, they will analyze articles, write reflection, discuss with peers and prepare short presentation to the entire class.

          Days 9 Unit Test

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer, Time Magazine Articles, Maps of Asia, Discovery School Videos on Asia, Thailand, Malaysia, Singapore Google SlideShow Presentation, China and Japan Google SlideShow Presentation, CIA Factbook Website, Geography Quiz

Equipment

Chromebooks, Ipad Cart with Tap Map Application

Supplemental Resources

Choices Program

Standards

Content Statement

Indicator

AP Human Geography emphasizes the importance of geography as a field of inquiry and introduces the students to the concept of spatial organization. Knowing the location of places, people and events is a gateway to understanding complex environmental relationships and interconnections among places and across landscapes.

APHG.1.C: Key concepts underlying the geographical perspective: location, space, place, scale, pattern, regionalization, and globalization

SOC.6.2.12: World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible.

 SOC.6.2.12.C.5.d: Determine the challenges faced by developing nations in their efforts to compete in a global economy.

 SOC.6.2.12.C.5.e: Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China.

 SOC.6.2.12.D.5.a: Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.

SOC.6.2.12.A.6.b: Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

SOC.6.2.12.A.6.d: Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.

  SOC.6.2.12.B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

  SOC.6.2.12.CS6: Contemporary Issues: Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

SOC.6.3.12: Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world

  SOC.6.3.12.CS3: Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Language Arts: Students will present a formal oral presentation to the class on the Asian jigsaw and will also express their ideas in writing on Asia Jigsaw summary and reflection.

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.

Technology Standards - 8.1

9-12th Grade

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Asia Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s
  • Modification of assignments and other materials for students with special needs

504s

  • Asia Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by 504’s
  • Modification of assignments and other materials for students with special needs

ELLs

  • Extended time is allotted for students
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class
  • Asia Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.

G/T

  • Structure learning around explaining or solving a social or community-based issues (Offer solution to issues in various challenges  in Asia)
  • Asia Jigsaw assignment is designed so teacher may add criteria based on student needs.


END OF UNIT



Unit Title

Unit #10 Middle East

Timeframe 

14 days

Unit Summary

To explore the current problems facing the Middle East including the struggle for stable, democratic political systems and terrorism. To evaluate the role that Western nations should play in conflicts and the struggle for democracy.

Learning Targets

Essential Questions

  • How does geography affect the economy of a region?

  • What economic, political and social trends have you noticed?

  • What challenges are Middle Eastern nations facing today? 

Enduring Understandings

Students will understand:

  • Geographical features such as climate, terrain and natural resources vary greatly by nation and regions within nations. Challenges facing Middle Eastern nations change every year and vary based on economic, political and social trends within this region.

Know

By the end of this unit, students will know

  • identify middle eastern countries on a map and current political trends
  • brainstorm current problems facing the Middle East including Iraq, Iran and Israel and Palestine.
  • evaluate if the U.S. is helping to promote democracy in the middle east
  • evaluate if women can achieve political and economic equality in Middle Eastern countries.
  • evaluate if the United States and Europe are doing enough to address the growth of ISIS.
  • evaluate if the nuclear deal between the US and Iran’s will actually prevent Iran from acquiring nuclear weapons
  • analyze the roadmap for peace between Israel and Palestine.

Do

By the end of this unit, students will be able to

  • conduct a formal oral debate
  • write an argumentative essay

Evidence of Learning

Formative

Map Pre Assessment of Middle Eastern Nations

KWl of Trends in the Middle East

Summative/ Benchmark

Middle East Geography Quiz

Alternative Assessments

Middle East Oral Debate

Middle East Argumentative Essay

Learning Activities

Day 1 Pre Assessment of Geography of Middle East/ Overview of the Region

Day 2 Overview of Geography of Middle East (Video Clip Analysis of Middle East Geography)  

Day 3-4 Trends in Middle East Today. Students will answer questions after viewing slideshow on Turkey and Egypt

Day 5 Independent Practice/ Review of Geography using ipads (Tap Map Quiz Game)

           Day 6 Geography Quiz/ Introduce Middle East Debate Assignment

           Day 7-9 Independent Research (Student’s choice) on Middle East Debate Assignment

Day 10-14  Student led debates on Middle Debates *Topics vary each year*

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer, Time Magazine Articles, Maps of Middle East, Discovery School Videos on Middle East, Middle East SlideShow Presentation, CIA Factbook Website,Geography Quiz, Middle East Books, Middle East websites

Equipment

Chromebooks, Ipad Cart with Tap Map Application

Supplemental Resources

Choices Program

Standards

Content Statement

Indicator

AP Human Geography emphasizes the importance of geography as a field of inquiry and introduces the students to the concept of spatial organization. Knowing the location of places, people and events is a gateway to understanding complex environmental relationships and interconnections among places and across landscapes.

APHG.1.C: Key concepts underlying the geographical perspective: location, space, place, scale, pattern, regionalization, and globalization

SOC.6.2.12: World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible.

 SOC.6.2.12.C.5.g: Evaluate the role of the petroleum industry in world politics, the global economy, and the environment.

 SOC.6.2.12.A.6.b: Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights

 SOC.6.2.12.A.6.c: Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.

 SOC.6.2.12.B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

SOC.6.2.12.CS6: Contemporary Issues: Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

 SOC.6.3.12: Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

 SOC.6.3.12.CS3: Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Language Arts- conducting research, oral debates, writing argumentative essay

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Middle East Debate and Argumentative Essay is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s
  • Modification of assignments and other materials for students with special needs

504s

  • Middle East Debate and Argumentative Essay is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by 504’s
  • Modification of assignments and other materials for students with special needs

ELLs

  • Extended time is allotted for students
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class
  • Middle East Debate and Argumentative Essay is designed so teacher may add or omit criteria based on student needs.

G/T

  • Structure learning around explaining or solving a social or community-based issues (Offer solution to issues in various challenges  in Middle East)
  • Middle East Debate and Argumentative Essay is designed so teacher may add or modify criteria based on student needs.


END OF UNIT



Unit Title

Unit #11 Africa

Timeframe 

14 days

Unit Summary

To explore the current problems facing the continent of Africa including the struggle for stable, democratic political systems, health related pandemics, ethnic and violence. To evaluate the role that industrialized nations should play in assisting African nations.  

Learning Targets

Essential Questions

  • How does geography affect the economy of a region?

  • What economic, political and social trends have you noticed?

  • What challenges are African nations facing today?

Enduring Understandings

Students will understand:

  • Geographical features such as climate, terrain and natural resources vary greatly by nation and regions within nations. Challenges facing African nations change every year and vary based on economic, political and social trends within this region.

Know

By the end of this unit, students will know

  • describe the geography and culture of Africa
  • identify the current problems facing Africa today including challenges: elephant poaching in Central Africa, terrorism in Nigeria, Yellow Fever in Angola, racial tensions in South Africa  and conflict in  South Sudan.
  • describe the challenges facing the people of Kenya related to their education.
  • evaluate the role of the United States and United Nations in assisting in conflicts and providing aid. 

        

Do

By the end of this unit, students will be able to

  • communicate both orally and in writing from current sources on Africa
  • write a film reflection

Evidence of Learning

Formative

Map Pre Assessment of African Nations

KWl of Trends in Africa

Summative/ Benchmark

Africa Geography Quiz

Africa Unit Test

Alternative Assessments

Africa Jigsaw

Learning Activities

Day 1 Current Event Day

Day 2 Pre Assessment of Geography of Africa / Overview of the Region

Days 3-4 Overview of Geography (Video Clip Analysis)

 Day 5 Trends in Asia Today. Students will answer questions after viewing slideshow on Africa

Independent Geography review of Africa using ipads (Tap Map Quiz Game)

           Day 5 Geography Quiz/ Current Event

Day 6-9 Film: First Grader about Kenya’s colonial past and a determined elderly first grader and modern Kenya’s education system.

Day 10-12 Africa Jigsaw Assignment (Students will have choice of articles to read related to current events in Africa, they will analyze articles, write reflection, discuss with peers and prepare short presentation to the entire class.

          Day 13 Review Activity for Unit Test ( students work in teams and write responses on dry erase boards which are scored on the

          spot to give immediate feedback.            

          Day 14 Africa Unit Test

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer, Time Magazine Articles, Maps of Africa, Discovery School Videos on Central Africa, West Africa South Africa and East Africa, Africa Google SlideShow Presentation, CIA Factbook Website, Geography Quiz, The First Grader Film from National Geographic

Equipment

Chromebooks, Ipad Cart with Tap Map Application

Supplemental Resources

Choices Program

Standards

Content Statement

Indicator

AP Human Geography emphasizes the importance of geography as a field of inquiry and introduces the students to the concept of spatial organization. Knowing the location of places, people and events is a gateway to understanding complex environmental relationships and interconnections among places and across landscapes.

APHG.1.C: Key concepts underlying the geographical perspective: location, space, place, scale, pattern, regionalization, and globalization

SOC.6.2.12: World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible.

SOC.6.2.12.A.6.b: Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

SOC.6.2.12.B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

SOC.6.2.12.CS6: Contemporary Issues: Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

SOC.6.3.12: Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

SOC.6.3.12.CS3: Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Health: Study of health related problems such as Ebola, Malaria, AIDS/HIV

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.

Technology Standards - 8.1

9-12th Grade

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Africa Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s
  • Modification of assignments and other materials for students with special needs

504s

  • Africa Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by 504’s
  • Modification of assignments and other materials for students with special needs

ELLs

  • Extended time is allotted for students
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class
  • Africa Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.

G/T

  • Structure learning around explaining or solving a social or community-based issues (Offer solution to issues in various challenges  in Africa)
  • Africa Jigsaw assignment is designed so teacher may add criteria based on student needs.


END OF UNIT



Unit Title

Unit #12 South America

Timeframe 

10 days

Unit Summary

To explore economic, political and social trends in South America. To identify the factors that have lead to the rise of socialist governments in many South American countries and identify the challenges facing these nations.

Learning Targets

Essential Questions

  • How does geography affect the economy of a region?

  • What economic, political and social trends have you noticed?

  • What challenges are South American nations facing today?

Enduring Understandings

Students will understand:

  • Geographical features such as climate, terrain and natural resources vary greatly by nation and regions within nations. Challenges facing South American nations change every year and vary based on economic, political and social trends within this region.

Know

By the end of this unit, students will know

  • identify the location of major countries in South America on a map.
  • analyze conditions that have lead to the rise of many socialist governments in Latin America including in Venezuela.
  • identify challenges facing Latin America including how to address vast difference between the upper and lower classes, the struggle to maintain stable governments and deterioration of the environment.
  • explore the economy and  culture of  Brazil and Argentina.

Do

By the end of this unit, students will be able to

  • analyze newspapers and magazines related to South America
  • brainstorm solutions and evaluate solutions to the challenges facing South America today.

Evidence of Learning

Formative

Map Pre Assessment of South American Nations

KWl of Trends in South America

Summative/ Benchmark

South America Geography Quiz

South America Unit Test

Alternative Assessments

South America Jigsaw

Learning Activities

Day 1 Current Event Day

Day 2 Pre Assessment of Geography of South America / Overview of the Region

Day 3 Overview of Geography (Video Clip Analysis)

Day 4-5 Trends in South America Today. Students will answer questions after viewing slideshow on Brazil, Argentina and Uruguay

Geography using ipads (Tap Map Quiz Game)

           Day 6 Geography Quiz/ Current Event

Day 7-8 South America Jigsaw Assignment (Students will have choice of articles to read related to current events in Asia, they will analyze articles, write reflection, discuss with peers and prepare short presentation to the entire class.

           Day 9 Review Activity for Unit Test ( students work in teams and write responses on dry erase boards which are scored on the spot to

           give immediate feedback.

           Day 10 Unit Test

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer, Time Magazine Articles, Maps of South America, Discovery School Videos on Overview of South America, Peru,Bolivia, Guyana and Colombia, South America Google SlideShow Presentation, CIA Factbook Website,Geography Quiz

Equipment

Chromebooks, Ipad Cart with Tap Map Application

Supplemental Resources

Choices Program

Standards

Content Statement

Indicator

AP Human Geography emphasizes the importance of geography as a field of inquiry and introduces the students to the concept of spatial organization. Knowing the location of places, people and events is a gateway to understanding complex environmental relationships and interconnections among places and across landscapes.

APHG.1.C: Key concepts underlying the geographical perspective: location, space, place, scale, pattern, regionalization, and globalization

SOC.6.2.12: World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible.

SOC.6.2.12.C.5.d: Determine the challenges faced by developing nations in their efforts to compete in a global economy.

SOC.6.2.12.D.5.a: Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.

 SOC.6.2.12.A.6.b: Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

SOC.6.2.12.B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

 SOC.6.2.12.CS6: Contemporary Issues: Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

 SOC.6.2.12.D.6.a: Assess the role of increased personal and business electronic communications in creating a "global" culture, and evaluate the impact on traditional cultures and values.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Health Care: Study of Zika virus stemming from Brazil  

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.

Technology Standards - 8.1

9-12th Grade

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • South America Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s
  • Modification of assignments and other materials for students with special needs

504s

  • South America Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by 504’s
  • Modification of assignments and other materials for students with special needs

ELLs

  • Extended time is allotted for students
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class
  • South America Jigsaw assignment is designed so teacher may add or omit criteria based on student needs.

G/T

  • Structure learning around explaining or solving a social or community-based issues (Offer solution to issues in various challenges  in South America)
  • South America Jigsaw assignment is designed so teacher may add criteria based on student needs.

END OF UNIT



Unit Title

Unit #13 Oceania-Culminating Project

Timeframe 

14 days

Unit Summary

To describe major trends in Oceania including Australia and New Zealand. For students to demonstrate student knowledge of world geography and cultures through a presentation to the class highlighting your planned trip around the world.

Learning Targets

Essential Questions

  • How does geography affect the economy of a region?

  • What challenges are nations of Oceania facing today?

 

Enduring Understandings

Students will understand:

  • Geographical features such as climate, terrain and natural resources vary greatly by nation and regions within nations. Challenges facing nations of Oceania change every year and vary based on economic, political and social trends within this region.

Know

By the end of this unit, students will know

  • identify the location of major countries in Oceania on a map.
  • identify major political and economic trends in Oceania today.
  • describe how nations like Australia and New Zealand compete in the global economy despite geographic isolation. identify major industry and challenges facing nations in Oceania.

Do

By the end of this unit, students will be able to

  • analyze data from databases and websites.
  • plan a vacation including budget, itinerary and health and legal entry requirements for travel.

Evidence of Learning

Formative

Map Pre Assessment of Nations in Oceania

KWl of Trends in Oceania

Summative/ Benchmark

Oceania Geography Quiz

Oceania Quiz

Alternative Assessments

Culminating Project

Learning Activities

           Day 1 Pre Assessment of Geography of Oceania / Overview of the Region

Day 2 Overview of Geography (Video Clip Analysis)/Trends in Oceania Toda

Day 3 Students will answer questions after viewing slideshow on Australia

Day 4-5  Oceania Jigsaw- Students will research a nation of their choice using CIA factbook and present information to the class. Students will practice independently on geography of Oceania using ipads (Tap Map Quiz Game)

           Day 6 Oceania Geography Quiz/ Oceania Quiz

Day 7-14  Oceania Culminating Project Preparation and Presentation

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Philadelphia Inquirer, Time Magazine Articles, Maps of Oceania, Discovery School Videos on Oceania, Australia Google SlideShow Presentation, CIA Factbook Website, Geography Quiz , Australia Books, Music, Boomerang, Two-Up Game, Travel Brochures, Travel Website

Equipment

Chromebooks, Ipad Cart with Tap Map Application

Supplemental Resources

Choices Program

Standards

Content Statement

Indicator

AP Human Geography emphasizes the importance of geography as a field of inquiry and introduces the students to the concept of spatial organization. Knowing the location of places, people and events is a gateway to understanding complex environmental relationships and interconnections among places and across landscapes.

APHG.1.C: Key concepts underlying the geographical perspective: location, space, place, scale, pattern, regionalization, and globalization

SOC.6.2.12: World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible.

SOC.6.2.12.C.5.d: Determine the challenges faced by developing nations in their efforts to compete in a global economy.

SOC.6.2.12.A.6.b: Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

 SOC.6.2.12.B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

SOC.6.2.12.CS6: Contemporary Issues: Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

 SOC.6.2.12.D.6.a: Assess the role of increased personal and business electronic communications in creating a "global" culture, and evaluate the impact on traditional cultures and values.

SOC.6.3.12: Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

SOC.6.3.12.CS3: Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Language Arts: Research skills and formal oral presentation

Personal Finance: Creation of a budget for trip

  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Oceania Jigsaw and Culminating Project assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s
  • Modification of assignments and other materials for students with special needs

504s

  • Oceania Jigsaw and Culminating Project assignment is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by 504’s
  • Modification of assignments and other materials for students with special needs

ELLs

  • Extended time is allotted for students
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class
  • Oceania Jigsaw and Culminating Project assignment is designed so teacher may add or omit criteria based on student needs.

G/T

  • Structure learning around explaining or solving a social or community-based issues (Offer solution to issues in various challenges  in Oceania)
  • Oceania Jigsaw and Culminating Project assignment is designed so teacher may add or modify criteria based on student needs.

END OF UNIT