COVER PAGE
Unit 1School District: / Bremen District 228 / Department: / English / Course: / Social Issues
Unit Title: / Cultural Values in America / Grade Levels: / 12
Topic Area: / Decline of the Traditional Family and America in Moral Decline
Time Frame: / 4 weeks / Date Created: / Fall 2008 / Date Modified: / Spring 2012
Unit Designer(s): / Travis Couture, Scott Frigo, Don Houston, Tammie Schultz
Link to State Standards
RI.11-12.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11-12.2- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.11-12.3- Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12-5- Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI.11-12.6- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
RI.11-12.7- Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
W.11-12.1- Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11-12.2- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.11-12.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.11-12.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.).
W.11-12.6- Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,
including new arguments or information.
W.11-12.8- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
W.11-12.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.11-12.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
SL.11-12.1- Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.11-12.5- Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
L.11-12.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.6- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Summary of Unit
As times have changed cultural values have changed as well. Based upon the changes in society, family values and America’s morals have changed and evolved. This unit will explore a variety of perspectives based upon experiences and acquired knowledge.Resources
Finsterbusch, Kurt,ed. Taking Sides: Clashing Views on Social Issues 14th ed. Dubuque:McGraw-Hill, 2007Stephens, Satris,ed.Taking Sides: Clashing Views on Social Issues 10thth ed. Dubuque:McGraw-Hill, 2006
Supplemental Materials
The Chicago Tribune-during the months of October and February ONLY
Penfield, Elizabeth,ed. Short Takes:Model Essays for Composition.7th ed. New York: Longman, 2002.
YouTube Clips
Short Takes
Key Words
Culture, Nuclear Family, Individualism, Morality, Liberalism, Institutions, Conservatism
STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that· The family is the very core of human social life
· Groups are classified by how they develop & function.
· Culture defines how people in a society behave in relation to others and to physical objects
· Throughout history, traditions and morals change and evolve to reflect gender roles in contemporary society.
Essential Questions
· What are the characteristics and parts of a nuclear family? (explanation)· What is the impact of the decline of the traditional nuclear family? (interpretation)
· How do conservatism and liberalism affect the institution of traditional family? (application)
· What are the strengths and weaknesses of a traditional nuclear family versus a non-nuclear family? (perspective)
· How might an individual be affected by different family structures? (empathy)
· How are students’ views about successful families shaped by different family structures? (self knowledge)
Knowledge and Skills
Students will know· the characteristics of a traditional nuclear family.
· the characteristics of a modern family.
· the role the family plays in American Society and the shifts that have occurred between the traditional and modern family concept.
Students will be able to
· demonstrate tolerance and respect for all family structures
· create a personal opinion about what makes a family successful
· evaluate the roles of traditional and non- traditional families
Students will be familiar with
· the roles of family in current society
· the role the institution of marriage plays in current society
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
· Skit (nuclear family)Other Assessments (brief description)
· Quizzes
· Tests
· Essays
· Short responses
STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understanding?
Suggested Learning Activities:
· Skits
· Posters
· Journaling
· Readings
·
Readings:
· “Is the Decline of the Traditional Family a National Crisis?”
Taking Sides: Social Issues (Issue #4 pg.62)
Optional
· “Is America in Moral Decline?”
Taking Sides: Social Issues (Issue #1 pg.2)
PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
/ How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated?· We will discuss the benefits of this unit to the students.
· We will present an overview of the unit to the students.
· Students will be completing projects, quizzes, and tests.
H
/ How will you hook students at the beginning of the unit?· We will use YouTube clips and handouts to hook the students.
E
/ What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?· Students will be provided with background information regarding the unit.
· Students will experience and explore through discussions and additional reading materials.
R
/ How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?· Students will reflect and rethink through journaling and closing discussions.
· Students will use peer critiques, peer performances and self-assessment.
E
/ How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?· Students will be encouraged to ask questions, discuss their strengths and weaknesses, and discuss what they have learned and how it relates to the present and future.
T
/ How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?· The instructor will accommodate different learning styles by providing opportunities for students to work alone and in groups.
· Students will be allowed choices of products for activities and assignments.
O
/ How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?· Move from the facts and basic skills to the more advanced concepts and processes.
Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of your three-circle audit (curricular priorities).
Student Performance Task
Unit: Cultural Values Course: 147
Task: Application Time Frame: 3 days
Overarching Understanding:
§ The family is the very core of human social life
Enduring Understanding:
§ Students will understand that family dynamics vary based on family values and
family structure
§ Students will understand that family structure affects morals and values.
Essential Question:
§ How do beliefs and values influence behavior?
Vignette:
Your assignment is to recreate the dynamics of one of the family structures discussed in class and present it to your classmates via recording or in class skit. Each member of the group will assume the role of a family member and portrait the family member accurately.
Standard:
You will be graded on the following scale:
rubric
Oral EvaluationVery Good
4 pts / Average
3 pts / Insufficient
2 pts
Accuracy
4 pts / Very Good
Participant spoke very clearly and accurately, with no more than 2 errors. / Average
Participant spoke somewhat clearly and accurately, but mistakes were notable. / Insufficient
Participant's speech was not very clear or accurate, and contained many errors.
Pronunciation
4 pts / Very Good
Pronunciation did not interfere with understanding. / Average
Pronunciation may somewhat interfere with understanding. / Insufficient
Pronunciation interfered frequently with understanding.
Skill Requirements
4 pts / Very Good
Participant incorporated all required skills correctly. / Average
Participant incorporated the required skills partially or incorrectly. / Insufficient
Participant did not incorporate skills required by assignment.
Enthusiasm
4 pts / Very Good
Participant was very enthusiastic and engaged audience fully. / Average
Participant was moderately enthusiastic. Audience was partially engaged. / Insufficient
Participant did not show enthusiasm or engage audience.
Performance Task Blueprint
Unit: / Cultural Values / Type: / InterpretationTopic Area: / Decline of the Traditional Family / Time Frame: / 3 days
Goal
/ Have students reenact various family structures.Role
/ You are a designated family member in an assigned family scenario.Audience / Classmates and instructor
Situation / Students are given various family scenarios to act out in front of the class.
Product or Performance / skit
Standards / Judging rubric
UNIT COVER PAGE
Unit 2School District: / Bremen District 228 / Department: / English / Course: / Social Issues
Unit Title: / Law and Society / Grade Levels: / 12
Topic Areas / Affirmative Action, Same Sex Marriage, Legalization of Drugs
Time Frame: / 4 weeks / Date Created: / Fall 2008 / Date Modified: / Spring 2012
Unit Designer(s): / Travis Couture, Scott Frigo, Don Houston, Tammie Schultz
Link to State Standards
RI.11-12.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11-12.2- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.11-12.7- Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
W.11-12.1- Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11-12.2- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.11-12.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.11-12.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11-12.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
W.11-12.7- Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W.11-12.8- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.