Christine Yorba

MiT

June 2, 2016

This curriculum unit serves as a gateway for students to look at multiple perspectives concerning the Makah Nation and whaling. Students will engage in an argumentative process and explore multiple perspectives to come to a conceptual understanding of Tribal Sovereignty.

COVER PAGE FOR UNIT AS A WHOLE:

TITLE:Whosewhale is it?
GRADE LEVEL: 5th
CONTENT AREAS: Social studies
KEY WORDS:
  • Sustainability
  • Rights of sovereign nations
  • Makah
  • Whaling

DESIGNED BY: Christine Yorba
BRIEF SUMMARY OF UNIT (including curricular context and unit goals):
In this fifth grade problem-based unit, students will learn about the history of the Makah Nation and their tradition of whaling. Students will analyze the land and water rights of the Makah as they read about and discuss internal and external challenges facing the tribe. By studying the Makah whaling conflict, students will come to understand the importance of the rights of the Makah Tribe with respect to retaining and restoring traditional land and water uses. Students will determine and defend their stake holder position, either that of the Makah Tribal Council or the Federal Government. They will present their positions through creating an end of unit project.

Stage 1- Identify Desired Results

STANDARDS:
Sustainability:
Standard 1: Ecological, Social, and Economic Systems
Students develop knowledge of the interconnections and interdependency of ecological, social, and economic systems. They demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities at local, regional, national, and global levels.
Science:
5-ESS3-1
Obtain and combine information aboutways individual communities use science ideas to protect the Earth’sresources and environment.
Social Studies:
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
EALR 4: HISTORY The student understands and applies knowledge of
historical thinking, chronology, eras, turning points, major ideas, individuals, and
themes of local, Washington State, tribal, United States, and world history in
order to evaluate how history shapes the present and future
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events
4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.
Math:
M.MD Represent and interpret data.
2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally
5.G Graph points on the coordinate plane to solve real-world and mathematical problems
Reading:
R.I.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text
R.I.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
R.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Writing:
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Art:
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences
Art:
Component 3.2: Uses the arts to communicate for a specific purpose.
EALR 4: The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other disciplines, life, cultures, and work.
ESSENTIAL QUESTION(S):
  • How has the whale influenced the cultural, spiritual, political, and economic lives of the Makah Tribe?
  • Why didn't the Makah hunt the gray whale for 70 years?
  • What were the reasons for the protest against the Makah's first whale hunt in 70 years?
  • How and why do the Makah say that whale hunts renew their culture?
  • Whose perspective do you agree with most, the Makah or the federal government? Why?
  • Why do the Makah think continuing whaling is essential to the survival of their culture?
  • What are the environmentalists' main objections to the Makah's continuation of whaling?

DESIRED UNDERSTANDINGS:
  • Students will understand the history of the Makah Nation and its cultural, political, economic, and spiritual reliance upon whaling.
  • Students will understand the importance of viewing historical events from multiple perspectives.
  • Students will understand the water and human rights of the Makah Nation and their importance in protecting their lands and traditions.
  • Students will understand accepted characteristics that qualify something as sovereign.

KEY KNOWLEDGES: Students will know:
  • Students will know why the 1855 Treaty of Neah Bay promised to secure for the Makah the right to engage in whaling,
  • Students will know how to critically analyze the reasons that the Makah Nation wished to restore its traditional whaling practice.

KEY SKILLS: Students will be able to do:
  • Students will take a stand about whether or not the Makah should be allowed to continue their traditional whaling practices.
  • Students will argue for the stake holder position they agree with and why.
  • Students will create an end project that captures the perspective of the position they agree with.
  • Students will develop communication skills

Stage 2- Determine Acceptable Evidence

WHAT EVIDENCE WILL SHOW THAT STUDENTS UNDERSTAND
Performance tasks include:
  • Writing from the perspective of chose stake holder in either the form of a letter, poem, persuasive essay, or speech
  • Creating a performance piece or multimedia piece that reflects the beliefs of your stake holder
  • Participating in a mock trial, presenting their argumentation of their stake holder position

What other evidence needs to be collected in light of Stage 1 Desired Results?
  • Student reading journal
  • Students’ ability to analyze data
  • Students’ ability to support their argument with evidence
  • Students’ ability to integrate information from multiple perspectives to come up with a persuasive argument
  • Exit tickets

Student Self-Assessment and Reflection (WA State Student Based Evidence of student voice. See edTPA)
Exit Ticket:
What was our learning target today? ______
______
What is one fact you learned? ______
______
What doyou still have questions about? ______
______
Where can you go to find resources about today’s lesson? ______
______

Assessment Task Blue Print

What understandings or goals will be assessed through this task?

Task / Learning goals
Pre-assessment: Student will be given an entry task to practice the skill of argumentation. They will be given a prompt and will need to take a side and will compose an opinion with supporting reasoning and information. This task will give me an idea of students’ prior knowledge and current understanding of argumentative writing. / W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Exit tickets: Students will reflect on their personal view of whether or not the Makah should or should not be allowed to hunt whales and why. / S.S EALR 4: HISTORY The student understands and applies knowledge of
historical thinking, chronology, eras, turning points, major ideas, individuals, and
themes of local, Washington State, tribal, United States, and world history in
order to evaluate how history shapes the present and future
S.S Component 4.3: Understands that there are multiple perspectives and interpretations of historical events
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Political art piece: Students will communicate a central message through a political art piece pertaining to whaling. / Art: Component 3.2: Uses the arts to communicate for a specific purpose.
EALR 4: The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other disciplines, life, cultures, and work.
Final argumentative piece: students will compile their findings into an argumentative piece that they will present at the mock trial / Science 5-ESS3-1
Obtain and combine information aboutways individual communities use science ideas to protect the Earth’sresources and environment.
S.S Component 4.3: Understands that there are multiple perspectives and interpretations of historical events
S.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
S.S5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Art Component 3.2: Uses the arts to communicate for a specific purpose.

Through what authentic performance task will students demonstrate understanding?

Task Overview: Students will explore personal feelings and beliefs relating to the Makah whaling issue. Students will assess and articulate their own view point and integrate new knowledge of the viewpoint of a chose stake holder into an end product, students will participate in a mock trial.
What student products and performances will provide evidence of desired understandings?
Students will engage in a variety of reflective writing pieces, where they will record their current views on whaling and their changing perspectives. Students will communicate a central message through a political art piece pertaining to whaling. Students will compose an argumentative piece to present in a mock trial that represents a chose stake holder.
By what criteria will student products and performances be evaluated?
Standard / Beginning / Approaching / Meeting / Exceeding
Writing:
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. / Student does not provide evidence to support the point of view they have chosen / Student provides vague evidence to support their stance / Student provides sufficient evidence to support their stance / Student integrates evidence from multiple texts to support their stance
Art:
Component 3.2: Uses the arts to communicate for a specific purpose. / Student does not portray a political stance or a specific purpose / Student communicates a vague political message / Student communicates their political message / Student clearly communicates their political message

Stage 3: Plan Learning Experiences

Monday / Tuesday / Wednesday / Thursday / Friday
Whose whale is it?
Disequilibration
Standard:W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Target (KFO): I will practice argumentative writing. I will learn about the art of argumentation.
Description of learning opportunity: students will be given an entry task that will ask them to argue for or against having school uniforms. After students will share their ideas and talk about the claims they made. This will serve as a segue into the introduction to argumentation lesson. I will provide the framework and rationale for argumentation. I will ask students, “why is argumentation important?” After the lesson, students will go back to their entry task and edit based on the strategies we discussed for argumentation.
Product:entry task (pre-assessment) and exit ticket / The government took away my tamales!?
Think about a holiday or tradition that is important to you. Now imagine that that holiday or tradition is now against the law. The government has said that it is illegal. What would you do? How would you feel?
Disequilibration
Standard: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.
Target(KFO): I will learn about the history of the Makah Tribe and whaling.
Description of learning opportunity: Students will engage in a discussion with their table groups regarding the think-aloud on the board and will record their thoughts in their think-aloud journals. I will ask students to share their responses and this will serve as the entry point to the Makah and Whaling. “Whose whale is it?Students learn about the history and cultural traditions of the Makah Tribe. Students will watch videos pertaining to the Makah and engage in a quick write exit ticket expressing their personal view of whether or not the Makah has the right to hunt whales.
Product:Think-aloud journal entry and exit ticket (quick write reflection) / What’s all the blubber about?
Elaboration
Standard: R.I.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text
R.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Sustainability standard 1: Ecological, Social, and Economic Systems
Students develop knowledge of the interconnections and interdependency of ecological, social, and economic systems. They demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities at local, regional, national, and global levels
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
S. 5-ESS3-1 Obtain and combine information aboutways individual communities use science ideas to protect the Earth’sresources and environment.
Target (KFO): I will learn about government trials. I will research about my stakeholder’s perspective.
Description of learning opportunity: Introduction to opposing views: the Makah, the government, animal rights activists, Washington state and an introduction to the mock trial project. Students will be assigned stakeholder positions and will meet with their stakeholder committee. Students will work in their assigned committee and engage in station work. Students will read multiple accounts on the same topic.
Product:Students will be given a stakeholder trial framework to work with. Students will record their findings in the journal and construct outlines for arguments. / What’s all the blubber about?
Elaboration
Standard: M.MD Represent and interpret data.
2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally
5.G Graph points on the coordinate plane to solve real-world and mathematical problems
S.S Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Target(KFO): I will use math to solve real-world problems. I will construct arguments with supporting evidence.
Description of learning opportunity: Day 2 of station work. Students will continue to explore the resources pertaining to their stakeholder position in preparation for the mock trial. Students will look at different types of data: whale deaths per year (natural and by human) Washington whale population, food chain maps.
Product: Students will record their findings in the journal and add to their argument outline. / What’s all the blubber about?
Elaboration
Standard: S.S EALR 4: HISTORY The student understands and applies knowledge of
historical thinking, chronology, eras, turning points, major ideas, individuals, and
themes of local, Washington State, tribal, United States, and world history in
order to evaluate how history shapes the present and future
S.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
R.I.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
R.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Target(KFO): I will analyze different narratives and treaty rights.
Description of learning opportunity: Day 3 of station work. Students will engage in reading narratives of stakeholders and treaty rights and government/ state laws.
Product:Students will record their findings in the journal and add to their argument outline.
Intro to political art
Elaboration
Standard: Art Component 3.2: Uses the arts to communicate for a specific purpose.
Art EALR 4: The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other disciplines, life, cultures, and work.
S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.
S.S Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
S.S EALR 4: HISTORY The student understands and applies knowledge of
historical thinking, chronology, eras, turning points, major ideas, individuals, and
themes of local, Washington State, tribal, United States, and world history in
order to evaluate how history shapes the present and future
Target(KFO): I will communicate a central message about whaling by creating a political art piece
Description of learning opportunity: Whole class review of the purpose of our trial. Answering any questions pertaining to the project. I will post a series of political pieces and have students reflect about what the pieces are conveying, what is the artist’s message? How can art be used to communicate an issue? This will be our segue to our art lesson, creating political art pieces. Students will each create a piece that conveys a central message pertaining to whaling. Students will engage in a class art walk and provide feedback to their peers. After the arts walk, students will write a reflection about the ways in which they communicated their message and how they received the messages of others. Again they revisit the question posed at the beginning of class, how can art communicate an issue. At the end of the day I will review what the protocol is for when guest speakers come to visit.