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Caroline Ayers

Interdisciplinary Unit

Introduction: Our unit focuses on the very pertinent and modern issue of the genocide in Darfur.

Darfur, located in the Sudan in the middle of Africa is a highly important issue that is constantly

ignored by schools, people, and our government. We believe that it is of vital importance to

make our students aware of the travesties occurring as we go about our normal lives. In this unit

you will see exercises explaining the history of the Sudan, the current conflict in Darfur,

staggering statistic studies, and service learning activities. We believe that teaching our students

the issues and making sure they are informed citizens is merely half of the learning process. We

want to give our students a voice during this crisis and allow them to stand up for what they

believe in. We accomplish this by having out students make awareness posters, write letters to

the President, and raise money to help support the victims of this genocide. This unit covers

powerful information and teaching it will mold our students into better citizens.

Theme(s): Genocide

Essential Question(s):

1. How can power be abused?

2. What responsibility do people have for each other?

3. What should a nation’s priorities be?

4. What can we, as Americans, do?

Focus Statement: Our unit focuses on the very current event of genocide in Darfur. We plan to

explore the history of this tragedy, what they as a people have been through, why this would

happen, where else it happens in the world, and what we as American citizens can do about it.

Horizontal Mapping

Mathematics Social Studies Language Arts

(Everything) Infor Text. 1- Cite pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7.RP.2. Recognize and represent proportional relationships between quantities.

7.H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non-Governmental Organizations, European Union and Organization of American States). 7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

Infor Text 2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

7.RP.2c Represent proportional relationships by equations. 7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure variability.

7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

Infor Text. 3. Analyze the interactions between individuals, events, and ideas in a text

7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.

Infor Text. 4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone,

7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

Infor Text 7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the

words).7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.

7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices)

Infor Text 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

7.RP.2d Explain what a point (x.y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0,0) and (1,r) where r is the unit rate.7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities are related. 7.G.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular prisms.7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

7.H.2.4 Analyze the economic, political, and social impacts of disease (e.g. smallpox, malaria, bubonic plague, AIDS and avian flu) in modern societies.7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement). 7.G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions. 7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change) affect modern societies and regions.

Writ. 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

7.E.1.1 Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization and interdependence).7.E.1.3 Summarize the main characteristics of various economic systems (e.g.

Writ. 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.)

capitalism, socialism, communism; market, mixed, command and traditional economies).

7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies).

Writ. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

7.E.1.2 Explain the implications of economic decisions in national and international affairs (e.g. OPEC, NAFTA, G20, WTO, EU and economic alliances).7.E.1.4 Explain how personal financial decision-making impacts quality of life

Writ.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

7.SP.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.7.SP.8b Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams. For an event described in everyday language, identify the outcomes in the sample space which compose the event. 7.SP.8c Design and use a simulation to generate frequencies for compound events. 7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing at a different scale.7.G.2 Draw geometric shape with given conditions.

7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns). 7.G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions.

Writ. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

7.RP.2c Represent proportional relationships by equations.

7.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

S&L.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

7.H.1.2 Summarize the literal S&L. 3. Delineate a speaker’s

meaning of historical documents in order to establish context. 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

7.NS.1a Describe situations in which opposite quantities combine to make 0.

7.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

S&L.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational number in any form, using tools strategically.7.G.6 Solve real-world and mathematical problems involving area, volume, and surface area of two and three dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society.

S&L..5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society.

Lang. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.

7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

Lang.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word

or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

7.SP.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.7.SP.8b Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams. For an event described in everyday language, identify the outcomes in the sample space which compose the event. 7.SP.8c Design and use a simulation to generate frequencies for compound events. 7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing at a different scale.7.G.2 Draw geometric shape with given conditions.

7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.

7.SP.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.7.SP.8b Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams. For an

7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns).

event described in everyday language, identify the outcomes in the sample space which compose the event. 7.SP.8c Design and use a simulation to generate frequencies for compound events. 7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing at a different scale.7.G.2 Draw geometric shape with given conditions.7.SP.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.7.SP.8b Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams. For an event described in everyday language, identify the outcomes in the sample space which compose the event. 7.SP.8c Design and use a simulation to generate frequencies for compound events. 7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing at a different scale.7.G.2 Draw geometric shape with given conditions.

7.G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions.

Launching Activity: We plan to launch the unit by coming together as a team and doing activities

pertaining to each of our subject areas. We will have all of the students together and show a

PowerPoint presentation of chilling images of what is going on in Darfur that will get the

students attention. The social studies teacher will then come up and ask the students if they

know what these images are and direct the students in a conversation about what they just saw.

The language arts teacher will then come up to explain the meaning of genocide. We expect that

most students will not know what that is, and we will look it up online, and write a definition in

our own words as a team. Then the math teacher will share a few statistics about deaths,

refugees, etc. in order to get the students to understand the severity of the situation. We feel that

this introduction will inform our students while leaving them excited to learn more in the coming

days.

Instructional Events: Our instructional events are focused around the subject areas English,

mathematics, and social studies.

Culminating Activity: Our students will be learning a great deal of information about Dafur in

three of their core classes. Our team will be learning why this is happening and discussing why

America has failed to take any serious action to help these suffering people. In order to display

their knowledge in a meaningful way and allow their voices to be heard, we are having the

students write a letter to the President. This letter will require students to reflect about and

process the knowledge they have gained from their social studies, English, and math courses and

organize that information into a call for the President to take action. The letters will be

composed, edited, and mailed out to the President during English class.

Materials

Mathematics English Social Studies

Poster boards Markers Colored pencils Computer Glue Construction Paper Scissors Projector

Poster boards Markers Colored Pencils Scissors Glue Computer lab Envelopes Stamps Paint Computer Projector

Worksheet Maps Magazines Computer Projector Poster Board Marker Scissors Glue Computer lab

Schedule and Time frame

Language Arts Mathematics Social StudiesDay 1 Introduction to key

vocabulary terms- word tree activity, Prepare vocab skits

Ratios and Proportions; Darfur statistics

Geography of Sudan

Day 2 Present vocab skits with brief discussions

Ratios and Proportions; Darfur statistics

Conflict in Darfur; background conflict

Day 3 Research- Computer lab

“What do the numbers mean?”

Day 4 Awareness poster Political turmoil: Conflicts and Politics

Day 5 Awareness Day! Current EventsDay 6 Video- introduce

“Letter to President”Darfur Statistics Why isn’t anything

being done to help?Day 7 Complete formal

letter rough draftPossible Solutions

Day 8 Peer review/edits, teacher edits

Darfur Statistics- Visualization

More info, random facts/summary

Day 9 Final draft day Darfur Statistics- Poster Project

Personal Stories

Day 10 Mailing process-mail the letters

Common Core State Standards:

ENGLISH LANGUAGE ARTS

7.RL.5 Analyze how a drama’s or poem’s form orstructure (e.g., soliloquy, sonnet) contributes toits meaning.

7.RI.2 Determine two or more central ideas in a textand analyze their development over the courseof the text; provide an objective summary of the text.

7.RI.4 Determine the meaning of words and phrasesas they are used in a text, including figurative,connotative, and technical meanings; analyze theimpact of a specific word choice on meaning andtone.

7.W.1 Write arguments to support claims with clearreasons and relevant evidence.

a. Introduce claim(s), acknowledge alternate oropposing claims, and organize the reasons andevidence logically.

b. Support claim(s) with logical reasoning andrelevant evidence, using accurate, crediblesources and demonstrating an understandingof the topic or text.

c. Use words, phrases, and clauses to createcohesion and clarify the relationships amongclaim(s), reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or sectionthat follows from and supports the argumentpresented.

7.W.4 Produce clear and coherent writing in whichthe development, organization, and style areappropriate to task, purpose, and audience.(Grade-specific expectations for writing types are

defined in standards 1–3 above.)

7.W.5 With some guidance and support from peers andadults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or tryinga new approach, focusing on how well purposeand audience have been addressed. (Editing forconventions should demonstrate command ofLanguage standards 1–3 up to and including grade7 on page 52.)

SOCIAL STUDIES:

7.H.2.1 Analyze the effects of social, economic, military andpolitical conflict among nations, regions, and groups (e.g. war,genocide, imperialism and colonization).

7.H.2.2 Evaluate the effectiveness of cooperative efforts andconsensus building among nations, regions, and groups (e.g.Humanitarian efforts, United Nations, World Health Organization,Non-Governmental Organizations

7.G.1.1 Explain how environmental conditions and human response tothose conditions influence modern societies and regions (e.g. naturalbarriers, scarcity of resources and factors that influencesettlement).

7.G.1.2 Explain how demographic trends (e.g. population growth anddecline, push/pull factors and urbanization) lead to conflict,negotiation, and compromise in modern societies and regions.

7.G.2.1 Construct maps, charts, and graphs to explain data aboutgeographic phenomena (e.g. migration patterns and population andresource distribution patterns).

7.G.2.2 Use maps, charts, graphs, geographic data and availabletechnology tools (i.e. GPS and GIS software) to interpret and drawconclusions about social, economic, and environmental issues in modernsocieties and regions.

7.E.1.1 Explain how competition for resources affects the economicrelationship among nations (e.g. colonialism, imperialism,globalization and interdependence).

7.C&G.1.4 Compare the sources of power and governmental authority invarious societies (e.g. monarchs, dictators, elected officials,anti-governmental groups and religious, political factions).

MATHEMATICS:

7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units.

7.RP.2 Recognize and represent proportional relationships between quantities.

7.RP.2b Identify the constant proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.

Goals and Objectives:

ENGLISH LANGUAGE ARTS:

1. Become familiar with important vocabulary terms.2. Write small dialogue/skit.

a. Proper context and definition of the wordb. Cooperative work within groups c. Learn more about time management

3. Practice public speaking skills through performing a skit. 4. Research important information and think critically about what people need to know. 5. Think critically about awareness and create a visual product to display in the media

center.6. Learn to write a formal letter.

a. Identify audienceb. Write in appropriate formatc. Writing processd. Mailing process

SOCIAL STUDIES:

1. Understand the effects of genocide2. Become aware of conflict within and between nations of the world, and the effects

worldwide3. Understand the role of the UN and organizations similar4. Understand political influences between different nations5. Know implications of population displacement and starvation6. Be able to make maps/charts to effectively communicate data7. Become aware of current events worldwide8. Awareness of economic relationships among world nations9. Know the impacts of different kinds of governments10. To know the surroundings of Sudan and the basic geography within the county

MATHETMATICS:

1. Students will be able to call on their ratio knowledge to deepen understanding on rates.

2. Students will learn about ratios in a real world and relevant setting.3. Students will be able to use given numbers to set up ratios and compare them. 4. Students will recognize proportional relationship from ratios.5. Students will be introduced to the world of statistics.6. Students will be able to see the connection of statistics and ratios using similar real world

problems to solve them. 7. Students will be able to use their knowledge of statistics to find instances where large

numbers are relevant and relatable.8. Students will understand the magnitude of the effect of the genocide on the population of

Darfur.9. Students will be able to use their knowledge of statistics to go through data and represent

it in different ways.10. Students will see the similarities and differences when dealing with statistics and/or

ratios.

Lesson Plans: English Language Arts

Day 1:

Subject Area: English Language Arts

Materials needed:

Pencil Paper Board (Dry-erase or Chalk)

Essential Question:How can I better comprehend content vocabulary?

Topic and Theme:

Topic: Vocabulary Theme: First hand interaction with vocabulary

Topical Question:How can learning specific vocabulary about Darfur improve my understanding of the current crisis?

Student Goals and Objectives:

7. Become familiar with important vocabulary terms.8. Write small dialogue/skit.

a. Proper context and definition of the wordb. Cooperative work within groups c. Learn about time management


7.RL.5- Analyze how a drama’s or poem’s form orstructure (e.g., soliloquy, sonnet) contributes toits meaning.

7.RI.4- Determine the meaning of words and phrasesas they are used in a text, including figurative,connotative, and technical meanings; analyze theimpact of a specific word choice on meaning andtone.

Procedures:

1. After introducing students to the broad issue in Darfur, as a class we will create a large word tree on the word Genocide. See Word Tree template. As a class, we will discuss and determine what will be incorporated in our general understanding of the word. (Format on next page)

2. Seven more key vocabulary terms will be introduced to students.a. Coupb. Refugeec. Holocaustd. Nomade. Militia f. Liberationg. Humanitarian Aid

3. The class will be separated into seven groups and be given one definition that they must represent through a skit.

4. The remaining class time will be designated for the groups to write their skit dialogue and prepare for skit presentations.

5. I will rotate around the room and provide one on one group instruction and guidance.

Assessment/Evaluation:Throughout the lesson, the students will make individual notes and participate in class discussion to create the word tree. Once they have been separated in groups, I will assess their knowledge through the specific help and instruction. Once the groups present their skits on the following day, a more specific evaluation can be given. The skits will be assessed based on accuracy of interpretation of their term and the effort put towards their skit.

Day 2:

Subject Area:English Language Arts

Materials Needed:

None

Essential Question:How can I better comprehend content vocabulary?

Topic and Theme:

Topic: Vocabulary Theme: First hand interaction with vocabulary

Topical Question:How can learning specific vocabulary about Darfur improve my understanding of the current crisis?

Student Goals and Objectives:

9. Practice public speaking skills through performing a skit.


7.RL.5- Analyze how a drama’s or poem’s form orstructure (e.g., soliloquy, sonnet) contributes toits meaning.

7.RI.4- Determine the meaning of words and phrasesas they are used in a text, including figurative,connotative, and technical meanings; analyze theimpact of a specific word choice on meaning andtone.

Procedures:

1. The groups will take turns performing their vocabulary skit to the class. 2. After each group is done performing their skit, the class as a whole will have an open

discussion for further comprehension of the term.

Assessment/Evaluation:Throughout the group performances, we will take the opportunity to discuss further understanding of the term. The skits will be assessed based on accuracy of interpretation of their term and the effort put towards their skit.

Day 3:


Materials Needed:

Computer lab Pencil and paper

Essential Question:

How can I use the resources around me to educate myself?

Topic and theme:

Topic- Internet research Theme- researching important facts about Darfur

Topical Question:What important information do the people in this school need to know about Darfur?

Student Goals / Objectives:Research important information and think critically about what people need to know.

Common Core Standards:7.RI.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Procedures:

1. As soon as students come to class begin discussing the assignmento Tell them that they are going to be making a poster for awareness about Darfuro This poster will be displayed in the school in order to make our school and

community more aware of what is going ono Be creative, make your poster attractive so people will want to read it, put

important information on ito Incorporate information from your social studies class and your personal research

into the poster2. Today we will be going to the computer lab to research

o Research for information that you feel the people of the community should knowo Use prior knowledge from your social studies class to help you research

3. Go to the lab for the rest of class4. Walk around the room constantly scaffolding the research process

Assessment: I will be walking around the room assessing the students’ research throughout

the class period. Day 4:


Materials Needed:

Poster boards Markers Colored Pencils Scissors Glue

Essential Question:How can I use crafts and facts to create a poster?

Topic and theme:

Topic- Poster making Theme- displaying our knowledge in a beautiful way

Topical Question:What information is most important to display and how do I display it in an appealing way?

Student Goals / Objectives:Think critically about awareness and create a visual product to display in the media center.

Common Core Standards:

7.W.1 Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons

and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

7.W.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.)

Procedures:

1. Provide all materials that will be needed to make the posters2. Let students work in the classroom and in the hallway to create their posters3. At the end of class take the posters to the library and put them on display

Assessment:I will formatively assess the students’ work as I walk around the classroom and grade their work after it is on display in the library.

Day 5:


Awareness Day!Today during class all ELA students will be required to be in the library working to spread awareness and raise money for Darfur. While in the library students will have various responsibilities. Some students will be decorating the school with posters, pictures, and culturally relevant items in order to get everyone talking about Darfur. Other students will go into classes and talk about a few shocking facts in order to help students in other classes understand the severity of the situation. Some students will be in the library selling tickets for the talent show. This day is fully dedicated to service learning and having fun!

Day 6:


Materials Needed:

Envelopes Stamps Computer Projector Paper Pencil

Essential Question:How can I learn the format and basics of writing a formal letter while producing a clear argument?

Topic and Theme:

Topic: Persuasive writing Theme: Professional letter formatting

Topical Question:What are my teacher’s expectations for my project?

Student Goals and Objectives:6. Learn to write a formal letter.

a. Identify audienceb. Write in appropriate formatc. Writing processd. Mailing process


7.RI.2- Determine two or more central ideas in a textand analyze their development over the courseof the text; provide an objective summary of the text.

7.W.1- Write arguments to support claims with clearreasons and relevant evidence.

a. Introduce claim(s), acknowledge alternate or

opposing claims, and organize the reasons andevidence logically.

b. Support claim(s) with logical reasoning andrelevant evidence, using accurate, crediblesources and demonstrating an understandingof the topic or text.

c. Use words, phrases, and clauses to createcohesion and clarify the relationships amongclaim(s), reasons, and evidence.

d. Establish and maintain a formal style.e. Provide a concluding statement or section

that follows from and supports the argumentpresented.

7.W.4- Produce clear and coherent writing in whichthe development, organization, and style areappropriate to task, purpose, and audience.(Grade-specific expectations for writing types aredefined in standards 1–3 above.)

7.W.5- With some guidance and support from peers andadults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or tryinga new approach, focusing on how well purposeand audience have been addressed. (Editing forconventions should demonstrate command ofLanguage standards 1–3 up to and including grade7 on page 52.)

Procedures:

1. First we will present the students with a powerful video found from the internet. This video’s purpose is to introduce the reality of the genocide in Darfur and provide a perspective, as well as a call to action. http://www.ushmm.org/genocide/take_action/gallery/video/1

2. After watching the video, I will introduce that they will be writing a professional letter to the president to persuade him to take stronger action in Darfur’s on-going crisis.

3. I will provide each student with a copy of a professional letter example. The students will utilize this example and refer to it for format questions. (Example on next page)

4. I will give each student a rubric for this project so they can better assess the work they will be doing throughout the next few days. (Rubric on next page)

5. The remaining class time will be for students to work in pairs to start generating ideas and thoughts they would like to put in their letters.

6. I will be available and walking around the classroom providing help and guidance to each student’s brainstorming process.

http://www.ushmm.org/genocide/take_action/gallery/video/1

Assessment/Evaluation:Once the students have a grasp on the assignment, I will assess them by having discussions with each student about the ideas they formed while brainstorming. I will answer any questions the students may have regarding format and the rubric.

Day 7:


Materials Needed:

Paper Pencil

Essential Question:How do I begin the writing process?

Topic and theme:

Topic- Writing Process Theme- Rough Draft- professional letter format

Topical Question:What do I want to include in my formal letter to the President?How do I create a working rough draft?

Student Goals / Objectives:

1. Be able to write a letter o Identify audience and write in appropriate format

2. Writing Process






7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)

Procedures:

1. Allow students to work on their rough drafts for the entire class.2. Answer any questions students might have along the way.

Assessment:I will individually conference with each student to help them formulate a rough draft.

Day 8:


Materials Needed:

Paper Pencil

Essential Question:How can editing improve a piece of writing?

Topic and theme:

Topic- Editing Theme- peer review

Topical Question:How can I improve my formal letter to the President?



4. Writing Process




d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument

presented.

7.W.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.) 7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)

Procedures:

1. Guided Peer Editingo Have students pair up and tell them to switch papers and read specifically for

word choice- writing corrections on a separate sheet of paper. o Have students switch their partners and tell them to switch papers and read

specifically for grammar- writing corrections on a separate sheet of paper with the editors name on it.

o Have students switch their partners and tell them to switch papers and read specifically for punctuation- writing corrections on a separate sheet of paper with the editors name on it.

o Have students switch their partners and tell them to switch papers and read specifically for organization- writing corrections on a separate sheet of paper with the editors name on it.

o Have students switch their partners and tell them to switch papers and read specifically for convincing arguments- writing corrections on a separate sheet of paper with the editors name on it.

o Students will turn in the correction sheets that all of their partners provided for them with their rough draft with the editors name on it.

Assessment:I will review all of the editing papers to make sure that each student participated in each aspect of the editing process.

Day 9:


Materials Needed:

Paper Pencil

Essential Question:How can I produce a clearly written final draft?

Topic and theme:

Topic- Final Draft Theme- Polishing formal letter

Topical Question:How do I incorporate the editing my peers and I have done into a final draft?



6. Writing Process




d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument

presented.


7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 7 on page 52.)

Procedures:

1. Give students the entire class to revise their papers based on the revisions completed in class yesterday. Students must turn in a final draft at the end of this class period.

Assessment:I will read and grade the final draft after class today. See formal letter rubric.

Day 10:


Materials Needed:

Envelope Pen Stamp

Essential Question:How do I mail something?

Topic and theme:

Topic- Mail Theme- Letters

Topical Question:How do I mail my letter?


2. Be able to write a letter a. Identify audience and write in appropriate format

3. Writing Process4. Learn how to actually mail something






7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)

Procedures:

1. Pass out pens, envelopes, and stamps to each student2. Draw a model envelope on the board

o Write the correct address on the model envelopeo Draw a stamp in the proper spoto Write the return address in the proper spot

3. Have the students fold their letter into thirds and make their envelope match the model envelope on the board exactly.

4. Take up enveloped letters and mail them!

Assessment:I will evaluate the mailing process and make sure each student has properly addressed the envelope in preparation to be mailed to the president.

Lesson Plans: Social Studies

Day 1: Geography

Subject Area: Social Studies/Geography Materials Needed: Maps, paper, pencil, worksheet Essential Question: What can a country’s location tell us? Theme: Studying Geography Topical Question: What can we learn from Sudan’s location? Student Goals/Objectives: To know the surroundings of Sudan, and the basic geography

within the county Standards:

o 7.G.1.1- Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement).

Procedures: Students will listen and ask questions as we discuss the geography of Sudan. Students will complete the Sudan geography worksheet.

Assessment/Evaluation: I will assess students based their involvement in talking about the geography of the country, as well as completing the worksheet.

Content to Teach Students:Content will be taught through a PowerPoint, while looking at maps of the region/country at the same time.This is to give background information about the geography and landscape of the Sudan to help students understand the area. I will show images of the Sudan to show examples of the landscape and climate as well.

(Examples of maps)

Geography:

Look at maps of Africa/Sudan o Distinction of where Darfur is inside of Sudan (Western region of Sudan, beside

Chad) The land mass of Sudan is 8% of Africa Population of Sudan is 41 million people

o Compared to 9 million people in NC o Divided by religion, ethnicity, tribal differences, and economic disparities

Climate: Tropical in the south; arid desert in North

Terrain: Generally flat, featureless plain; mountains in far south, northeast and west; desert dominates the north.

Resources: Oil (main resource), copper, ore, zinc, silver, gold

Environmental Issues: Inadequate supplies of portable water, wildlife populations threatened by over hunting, soil erosion, desertification, drought

[work sheet is the next page]

Name: Sudan Geography Worksheet

Date:

1. What is the capital of Sudan? _______________________

2. What sea borders Sudan to the northeast? _____________ ______

3. What is the name of the river that flows out of northern Sudan? _____________ ___ ______

4. What is the name of the river that flows into Sudan from the south? _____________________

5. What is the name of the river that flows into Sudan from the southeast? _______________________

6. What is the name of the country that borders Sudan to the north? _______________________

7. What are the names of two of countries that border Sudan to the east? _______________________ and _______________________

9. If you wanted to travel from Khartoum to Kasala, in which direction would you head? _______________________

10. If you traveled south from Khartoum, which country would you enter? _____________________

From: http://www.enchantedlearning.com/africa/sudan/mapquiz/

http://www.enchantedlearning.com/africa/sudan/mapquiz/

Day 2: Background and Conflict in Darfur:

Subject Area: Social Studies Materials Needed: PowerPoint, pencil and paper Essential Question: What are causes behind genocide? Theme: Conflict and Genocide Topical Question: What started this genocide in Darfur? Student Goals/Objectives: Understand the effects of genocide, and become aware of

conflict within and between nations of the world, and the effects worldwide Standards:

o 7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism and colonization).

o 7.H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non-Governmental Organizations,

Procedures: Students will listen attentively, take notes and participate in assessment of ticket out the door

Assessment/Evaluation: I will pay attention to see if students are engaged in the PowerPoint, and I will assess students on their ticket-out-the-door to make sure that they understand the material that has been covered.

Content to be taught in a PowerPoint:

Background:

Sudan has been at war since fighting for their independence from Britaino Won independence from England in 1956

Brief period of peace in the 1970s Sudanese government supported Iraq during 1st Gulf War and radical Islamist movement

1990so This brought western countries to distrust the Sudan, and to view that country as

an Islamist radical country.

Conflict in Darfur began in the Spring of 2003o 2 Darfuri rebel movements (Sudan Liberation Movement SLM and Justice and

Equality Movement JEM) launched attacks against the government’s military

installations to fight against the historic political and economic marginalization of Darfur.

The people of Darfur felt like they weren’t getting the resources they needed to survive, or the representation to create any changes for their lives.

o The Sudanese government started making negotiations with the Sudan People’s Liberation Movement/Army (SPLM/A) to end a three decades long civil war between North and South Sudan.

Their response to start making negotiations was an effort to extinguish the revolt.

o At the same time that negotiations were starting military raids with government-armed militia (collectively known as the Janjaweed) came to Darfur to extinguish the uprising of rebel groups, however most of these raids were specifically targeted towards ethnic groups from which the rebels received much of their support. The civilian casualties were huge, more people than just the members of the rebel movement were being killed/displaced. Throughout the country of Sudan over 400 villages were completely destroyed and millions of civilians were forced to flee their homes (especially focused in Darfur).

o Members of the rebel movement groups began to attack government installations in Darfur in response to the Janjaweed attacks.

o Sudanese government recruited local militias to join the Janjaweed, who wanted to gain control over territory occupied by the rebel ethnic groups.

o Tactics such as bombing hospitals, clinics, schools and other civilian sites to target civilians for displacement, murder, torture and rape left thousands dead, and hundreds of thousands fled toward Chad.

One of the main crimes that the Sudanese government stands accused of is the obstruction of vital humanitarian aid (kind of like welfare, it is aid- money, medical supplies, food, etc.)

o Nearly half of Darfur’s population of 6 million people depend of this money to survive.

Ticket out the Door:Students will write down their responses to what we learned in class. Questions to help them get started if needed: What did you know about the conflict in Darfur before starting this unit? What do you think about it now? What have you learned that surprised you?

Day 3: What do the numbers mean?

Subject Area: Social Studies Materials Needed: Students will need to bring their math workbook that discusses

statistics, pencil and paper Essential Question: What can statistics tell us about people? Theme: Making statistics personal Topical Question: What do the statistics and numbers from the conflict in Darfur tell us

about the situation on a personal level? Student Goals/Objectives: Know implications of population displacement and starvation

and be able to make maps/charts to effectively communicate data. Standards:


o 7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement).

o 7.G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions.

Procedures: Students will share statistics that they learned in math class, brainstorm what it would be like to be in different situations in Sudan, and journal in response to photographs shown in class.

Assessment/Evaluation: I will assess how students are participating in class (are they discussing different statistics and how they would look, etc.) Students will journal in response to photographs

Talk about the ratios and statistics that were discussed in Matho Have students share statistics that they find the most shockingo Have students look at graphs/charts that they have made in their math class, have

them create more graphs to show the treatment of the people. Talk about what that means to the population

o What are lasting effects that this will have on the population? Examples: If students aren’t able to go to school, they will be uneducated

which will have lasting effects on their society

Lack of clean and safe housing will increase disease, and increased numbers of death at earlier ages

Lack of food, unsafe water for people will cause poor nutrition and health problems.

What are lasting effects that can come from such drastic population changes?o Examples: less cultural diversity, population displacement, ef

Effects of population displacement Show slideshow of pictures of the citizens of the Sudan that have been displaced from

their homes Pictures will be of kids, families, etc. of the Darfuri people who have been

displaced from their homes due to the conflict/genocide in Darfur. Pictures can show the effects of the violence and I will warn the class that some pictures might be hard to see (students will not be forced to see any graphic pictures, but there might be some pictures that some students shouldn’t see).

o Have students take on the perspective of one of the subjects of the photographs shown to the class. What would it be like to live in these conditions? What has led to this point in your life? What do you want to change, and how could you change the situation if you could?

o This journaling activity will serve as a ticket out the door, making sure that students are beginning to understand the individual rather than the number or percentage.

Day 4: Political Turmoil

Subject Area: Social Studies Materials Needed: PowerPoint, pencil and paper Essential Question: What are the dangers of abuse of power in government? Theme: Political Turmoil Topical Question: How have politics and abuse of power in the Sudan shaped the lives of

the citizens? Student Goals/Objectives: Understand political influences, become aware of current

events worldwide, and know the impacts of different kinds of governments Standards:



o 7.E.1.1 Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization and interdependence).

o 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-governmental groups and religious, political factions).

Procedures: Students will listen attentively, actively take notes, participate in the class discussion, and complete a ticket out the door.

Assessment/Evaluation: Ticket out the Door

Ask students questions to review: o Review about fight for independence from England, and then continued fighting

within Sudan (Civil War)o Review about Sudan government support of radical Islamist movement during the

first Gulf War in the 1990’s. o Review about being outcast from western nationso Review about Darfur being politically and economically downgraded, and that

causing Darfur to rebel against the government through 2 rebel groups (Sudan Liberation Army SLA and Justice & Equality Movement JEM).

Conflict

In September 2004, President George W. Bush declared the crisis in Darfur genocide; this was the first time a sitting American President had made a statement like this regarding an ongoing conflict.

o Ask students why is this such a big deal? What does this show the world? A ceasefire was declared in 2004 however the arrival of the African Union troops in

Darfur failed to stop the violence and the ensuing humanitarian crisis in the region 2005 the Comprehensive Peace Agreement (CPA) formally ended the Sudanese civil war

between the north and the south, but the conflict in Darfur continued. July 2011 Southern Sudan seceded

from Sudan and became the Republic of South Sudan.

The 2 Sudans were both extremely dependent on oil, the export pipelines run through the north, the bulk of the oil lies in the south)

January 2012 South Sudan cut off all oil production. Fighting erupted.

Sudan and South Sudan are still fighting over access to oil, and political turmoil which is still going on today.

Because Sudan and South Sudan are still fighting, the fighting in Darfur has continued but has lost a lot of attention.

Ticket out the Door:

What do you think will happen now that Sudan has been split up? Do you think this will ease the tension and fighting in Darfur? Do you think the fighting will spread? What are possible outcomes?

Day 5: Current Events

Subject Area: Social Studies Materials Needed: Magazines and newspapers for students that didn’t bring in current

events, pencil and paper Essential Question: What is going on in the world right now? Theme: News in the world Topical Question: What is currently happening in the Sudan/Africa? Student Goals/Objectives: Become aware of current events worldwide and the conflict

within and between nations of the world, and the effects worldwide Standards


o 7.H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non-Governmental Organizations)

Procedures: Students will bring in news articles about the conflict in Sudan and/or another country in Africa that is going through some kind of conflict, they will be able to summarize and talk about the article, and share what that article means to the rest of the world.

Assessment/Evaluation: I will assess if students bring in an article, how well they understand and know the content of the article, and if they can share what the implications of that article are with the rest of the world.

Students will be asked to bring in a news article that deals with conflict in Sudan and/or another country in Africa (Articles can be from newspapers, magazines, or the internet. They need to be within a year of the current date)

o I will provide magazines and newspapers for students that were unable to bring in an article.

Students will discuss with their peers about what their news articles are about. Where did the article take place? Is it in the Sudan, or somewhere else in Africa?

Why is this article important? What is it saying? What are the implications of this article for the rest of the world?

Students will be asked to summarize their news article, write 2-3 paragraphs about the content of the news article, as well as implications for the rest of the world (How this article affects us today).

Divide in to groups of 4 to share what everyone’s news article is about

Once students are done sharing their articles I will ask if there are any students that have articles that they want to share with the class.

o Students will be asked to talk about their summaries of their news articles (not to read the article verbatim), they may share quotes with the class.

I will assess students by talking to students individually or in groups about what their news articles are about. I will ask students questions, and see how much they understand about what they read. I will also gage their involvement in their group discussions, to make sure that they are listening to one another and asking each other questions or making comments about one another’s articles.

Day 6: Why isn’t anyone doing anything about the conflict?

Subject Area: Social Studies Materials Needed: Read articles related to the need for aid in Sudan, pencil and paper Essential Question: Whose role is it to help the people of the world? Theme: Awareness of injustice Topical Question: Why isn’t anyone doing anything about the conflict in Darfur? Student Goals/Objectives: Understand the role of the UN and organizations similar,

understand political influences between different nations, become aware of current events worldwide and understand the economic relationships among world nations

Standards:o 7.H.2.2- Evaluate the effectiveness of cooperative efforts and consensus building

among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non-Governmental Organizations,

o 7.G.1.1- Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement).

Procedures: Students will listen attentively, and then they will read articles related to the need for aid in Sudan, they will makes lists about what they are learning in the articles that they are reading.

Assessment/Evaluation: I will gage student involvement in small group discussions/brainstorming activity. And I will talk to students as they read articles/letters to understand how well they understand what they are reading, and what clues they are picking up on. Students will be asked to turn in a list that they make with their brainstorming groups that lists reasons they have found in the articles and in class discussion that cause governments and organizations to hesitate to bring aid to the region of Darfur.

Content to teach:

Review about Sudan, o Review about Sudan government support of radical Islamist movement during the

first Gulf War in the 1990’s.

o Review about being outcast from western nations Have students brainstorm in small groups reasons they think the people of Darfur are not

getting the aid that they need. I will share with the class:

o The White House has underestimated its potential influence in this situation, fearing President Bashir will jeopardize young South Sudan's independence to an even greater extent (President Bashir is the president of Sudan)

o Obama is also under pressure from U.S. security and intelligence agencies to pacify Khartoum in the unlikely event that Sudan's Islamist leaders will pass on information about its ideological bedfellows in al Qaeda. Given that Bashir counts Iran, Hamas and Hizbollah as his closest friends, it is doubtful he would hand any useful intelligence to Washington.

Discuss with students information about the UN’s response to the conflict in Darfur from the very beginning when conflict started in 2003

o It took a long time for the UN to declare the situation in Darfur a genocide, it was originally categorized as a civil war

Have students stay in their small groups, and give them different news articles and/or letters to officials (like the President, or the UN) that are persuasive, and give reasons to aid Darfur.

o Shorten articles, have the important parts of the articles/letters the main focus of what they are reading so that they don’t get confused by wordiness or other information that isn’t relevant to our focus.

Have students compare with one another what they are learning from their articleso Have students make a list of reasons that they think some governments and

organizations are hesitant to bring aid to Darfuro This will be turned in at the end of class

Day 7: Possible Solutions

Subject Area: Social Studies Materials Needed: Poster boards, markers, colored pencils, scissors, glue Essential Question: What can be done to help people across the world? Theme: Helping others Topical Question: What could be done to help people who are victims of this genocide in

Darfur? Student Goals/Objectives: Become aware of current events worldwide, understand the

effects of genocide, be able to make maps/charts to effectively communicate data and understand the role of the UN and similar organizations.

Standards: o 7.H.2.1 Analyze the effects of social, economic, military and political conflict

among nations, regions, and groups (e.g. war, genocide, imperialism and colonization).

Procedures: Students will listen attentively, they will brainstorm and discuss possible solutions with the class, and they will create posters that showcase possible solutions to help the people of Darfur.

Assessment/Evaluation: I will gage students’ involvement in the discussion, and with their involvement in making posters with their classmates. Students will need to use accurate information for their posters, and will need to utilize parts of strategies discussed in class.

Today’s lesson will build upon the lesson from the day before when students began researching about the lack of aid for Darfur.

Content to teach through class discussion

Building peace costs less –in lives and in dollars – than picking up the pieces after a humanitarian crisis.

The best way to end genocide and mass atrocities right now is with persistent, high-level skill to creating sustainable peace and to lay the groundwork for a more secure future.

The UN tried to give aid to the people of Darfur by bringing in military-guard-like peacekeepers

o What kind of impact would that have on the people of Darfur?o What kind of impact would that have on the government sanctioned Janjaweed

militia? People need food, clean water, and safe housing, how can people around the world help

aid them in these areas?o Have students share ideas

Sudan now is two different countries: Sudan and South Sudan, what kind of impact will that have on how aid is given?

Do you think different parts of Sudan need or deserve different kinds of aid?o Have students discuss with partners

What can be done? o What can countries such as America do?o What can groups of people around the world do?o What can we do?

Have students create posters that show plans and ways to help Students can create posters individually or in small groups, they should collaborate about

the plans that they are creatingo Poster board, markers, colored pencils, scissors, glue, etc. will be providedo These posters will be hung around the school to raise awareness

Day 8: More Info, Random Facts, Summary

Subject Area: Social Studies Materials Needed: Computer lab Essential Question: How can we continue learning? Theme: Navigating organizations online Topical Question: How can I stay informed in this subject? Student Goals/Objectives: Understand the effects of genocide, become aware of conflict

within and between nations of the world and the effects worldwide, and become aware of current events worldwide.




Procedures: Class will go to the computer lab to do research on different organizations that give aid to Sudan/Darfur/Africa. Students will be asked to write down facts that they learned and to share facts with the class.

Assessment/Evaluation: I will evaluate students based on their engagement in the activity in the computer lab. I will talk to students about the facts that they are learning, and how these facts will help them understand the need to continue to be informed about what is going on in the area. My discussions with students will help me to know if students are engaged and interested in what we are doing.

Content

Class will go to the computer lab to do their own research and to look in to different organizations that focus of giving aid to the citizens of Darfur.

Share more information

o Organizations to be involved in Save Darfur Help Darfur Now Darfur Peace

o Students can also look up organizations that help more countries and people in Africa too. Organizations such as:

Save the Children Water Aid America Aid for Africa Africa Aid Africa Care

Have students write down facts that they learn from different websites, that weren’t covered in class

Students will be asked to share one fact with the class that they found the most interesting.

Class will discuss the different organizations and will discuss why our school has chosen to donate to the Save the Children organizations

o Have students talk about what they think the organization could do with the money we donate

o How donating money can make an impact no matter how much money is giveno Every penny counts

Class discussion to get excited about Dollars for Darfur Talent Show coming up Have students brain storm what fact they will share during the talent show if they are

going to performo All students that perform in the talent show are asked to share a fact that they

learned during this two week interdisciplinary unit.

Day 9: Personal Stories

Subject Area: Social Studies Materials Needed: Projector to watch videos online, pencil and paper Essential Question: What can I learn from the experiences of others? Theme: Making sure that history and the experiences of others are personal Topical Question: What do your experiences mean to me? Student Goals/Objectives: Understand the effects of genocide, become aware of conflict

within and between nations of the world and the effects worldwide, know implications of population displacement and starvation, and become aware of current events worldwide




Procedures: Students will complete their bell ringer as they enter the class. They will watch the videos about personal stories, and participate in the class discussion about what these stories mean. And they will talk about the meaning of Social Studies and History, the study of people. Lastly students will complete their journaling assignment about what it all means to them.

Assessment/Evaluation: I will monitor to make sure that students are completing their bell-ringer, and I will encourage student involvement in the class discussion. But my main assessment will be on how engaged students are with their journal assignment, talking about what all of this means to them individually. I want to make sure that students are applying everything that they have learned back to themselves individually.

I will start class by having students writing as a bell ringer what they think it would be like to live in Darfur (just a couple of sentences)

Then we will watch different personal survivor videos from the internet (or DVDs if they are available)

o I will introduce each video, with a short description of the person, pointing out on the map of Sudan where they lived, and mapping out where they had to travel to safety if that information is given

After each video I will ask for students to comment on what was said. If they don’t want to comment I will ask them to write about how the video makes them feel.

o I want my student to remember that everything that we have been learning about has been affecting people just like us. We haven’t just been learning words on pages, but about injustices that are currently happening to people.

I will tell my students that Social Studies and History is the study of people, the study of the world, and everyone’s part in our time. We are living History, and we are studying past and present history.

Students will be asked to write about what they think about everything that we are learned

o How has it impacted their lives?o Has this unit changed the way they think about this region?o What do they think about their own history?

Lesson Plans: Mathematics

Week1: Day 1

Subject Area: Mathematics Materials Needed: Projector, Computer, Darfur Statistics SheetEssential Question(s): How are ratios and proportions applicable to the real-world?Theme: Ratios and ProportionsTopical Question(s): What are ratios? How can you set up a ratio? How can you compute using ratios?What are proportions?Student Goals/Objectives:

Students will be able to call on their ratio knowledge to deepen understanding on rates. Students will learn about ratios in a real world and relevant setting.

Common Core Standards: 7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units.Procedures: Lecture on Essential Understandings of Ratios/Proportions:Students will take notes on the major concepts covered to gain a meaningful understanding on the procedures of ratios and proportions.

Reasoning with ratios involves attending to and coordinating two quantities. A ratio is a multiplicative comparison of two quantities, or it is a joining of two quantities

in a composed unit.o A comparison between two different things.

Ratio formats:o In words : “20 men to 40 women”o Odds notation : 20:40

o Fractional notation : 20/40 or 2040

Ways to compare within ratios:o Part-Whole ratios a ratio or a fraction that represents a relationship of a part to

its whole. 20 men to 60 people. 40 women to 60 people

20/60 or 40/60 These are also seen as fractional form because they have the denominator

as the “whole”. Fractions can be ratios too.o Part-Part ratios a ratio that represents a relationship of one part of a whole to

another part of the same whole. 20 men to 40 women. 20/40 These ratios are not fractions in the sense that the denominator is not a

“whole” but two smaller parts being compared from one whole. A rate is a set of infinitely equivalent ratios.

o 20men40women

= 1020

=12

=0.5

All these are equivalent ratios which make them rates. Proportions a relationship of equality between two ratios. In a proportion the ratio of

the two quantities remains constant as the values of the quantities change.o Equivalent ratios can be created by iterating and/or partitioning a composed unit.

Darfur Statistics from www.darfuraustralia.org students will use this sheet for the two week unit utilizing its information for their personal and group work. The link for the statistical chart is http://www.darfuraustralia.org/files/statistics_student.pdf

There will be a brief discussion of the statistics so the students understand the information given to them and that this is from 2008 so the crisis has gotten much worse in the past four years.

http://www.darfuraustralia.org/

Students will use the statistics to compose their own ratios.

Assessment/Evaluation: Students will use the ratios they composed as their “ticket out the door” and must turn them in before they can leave for the day or get permission to complete them for homework if not yet finished.

Day 2Subject Area: MathematicsMaterials Needed: Darfur Statistics Sheet, CalculatorsEssential Question(s): What are ratios and proportions applicable in the real world?Theme: Ratios and ProportionsTopical Question(s): What are the different formats of ratios?How are ratios and proportions tied together?Student Goals/Objectives:

Students will be able to use given numbers to set up ratios and compare them. Students will recognize proportional relationship from ratios.

Common Core Standards: 7.RP.1 Compute unit rates associated with ratios and fractions, including ratios of lengths, areas and other quantities measured in like or different units.7.RP.2 Recognize and represent proportional relationships between quantities.Procedures:

Students will swap their composed ratios from Day 1 with a partner and they will each solve these problems. By reducing the ratios if necessary or explaining what is being compared and how (part-part or part-whole, what formatodds, fractional).

Students will have a change to “critique” other ratios and help others if they need to revise them.

Assessment/Evaluation:

Ticket out the Dooro The amount of people in Darfur is 6 million. The population of Sudan is 42.3

million. The death toll is 300,000 people so far. Compare these numbers in ratio form. Provide part-part ratios and part-whole ratios. Also use the three different formats: in words, odds notation, and fractional notation.

Week 2: Day 1Subject Area: MathematicsMaterials Needed: Projector, Computer, Darfur Statistics SheetEssential Question(s): How are statistics used in real world situations?Theme: StatisticsTopical Question(s): What is a statistic?How do we compare and contrast statistics and ratios?Student Goals/Objectives:

Students will be introduced to the world of statistics. Students will be able to see the connection of statistics and ratios using similar real world

problems to solve them.

Common Core Standards: 7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.Procedures: Lecture on Statistics:Students will take notes on key concepts to gain a meaningful understanding.

Statistics the study of data: how to collect, summarize, and present it.o Show that the Darfur Chart is a statistical collection of data of the population and

the effects of the genocide on Sudan, Darfur, and Eastern Chad. The range is the difference between the lowest and highest values. Univariate data “one variable” one type of data.

o Example: Population of Darfur Bivariate data “two variables” two types of data.

o Example: Population of Darfur and the Death Toll in Darfur

Assessment/Evaluation: Students will create a Word Tree using the words in the lecture. They will complete this for homework and bring it in for a participation grade the next day.

See Word Tree Format: next page

Day 3Subject Area: MathematicsMaterials Needed: Darfur Statistics Sheet from Day 1, ComputersEssential Question(s): How are statistics found in the real world?Theme: StatisticsTopical Question(s): How can you show the magnitude of a million, billion, trillion, etc. and understand that amount?How do statistics help you understand mathematics?Student Goals/Objectives:

Students will be able to use their knowledge of statistics to find instances where large numbers are relevant and relatable.

Students will understand the magnitude of the effect of the genocide on the population of Darfur.

Common Core Standards: 7.SP.1Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

Procedures: The students will split into groups of their own choice of no more than three. They will come up with instances where 300,000 people are depicted in visualization. This will help them visualize just how many people are being affected by the genocide. As an example, the march on Washington will be shown to visualize the mass of people who came to support the Civil Rights Movement.

http://sojo.net/wp-content/uploads/View_of_Crowd_at_1963_March_on_Washington.jpghttp://www.ourdocuments.gov/document_data/document_images/doc_096b_big.jpgThe students can use the internet or think of a way to represent 300,000 using tools that could be disposable to them. The students will not have to actually collect 300,000 items but think critically about the visualization of this number. Assessment/Evaluation: none for today’s plans.

Day 4Subject Area: MathematicsMaterials Needed: Darfur Statistics Sheet, Computer, Poster board, Construction Paper, Scissors, Glue, Markers, Colored Pencils, and CrayonsEssential Question(s): How are statistics seen in day to day life?Theme: StatisticsTopical Question(s): What is the definition of statistics?How are statistics and ratios similar? Different?How did Darfur and the Holocaust compare?Student Goals/Objectives:

Students will be able to use their knowledge of statistics to go through data and represent it in different ways.

Students will see the similarities and differences when dealing with statistics and/or ratios.

Common Core Standards: 7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. 7.RP.2b Identify the constant proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

Procedures: Students compare the statistics in the Darfur sheet to statistics they find online about the Holocaust. They will see how two genocides compare and contrast in the “number sense.” The students will split up into the same groups they had on Day 3 to work on a group project.

The students will then use this data to make graphs, tables, or diagrams on their poster board to represent statistics in a visual. They must do one visual purely on the population of Darfur and the death toll from the genocide. They can make one more visual on any statistics they want dealing with Darfur.

Assessment/Evaluation: The students will present their posters to the class explaining their graphs and their reasoning behind the statistics they chose.

Service Learning Project:

For our Service Learning project the students will be able to showcase qualities that some children aren’t fortunate enough to share with the world. Before each act, the students will provide knowledge they have learned over the course of the ten day lesson. All proceeds from the after school event will go to the Save the Children organization. The drama class will take charge of costumes, lighting, and props. The talent show will be held at the high school auditorium and provide concessions and a donation box.

“Dollars for Darfur” Talent ShowTickets:

$5.00 a ticket Sold at the door and ahead of time at local businesses and the

schoolso Students on free or reduced lunch plan will not be charged

(Their family is also included in the free admission)o The teachers in the school will provide the tickets to these

specific students.

Food:

Parents, community members, and local business owners will contribute food for the concessions.

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