identity- seventh/eighth grade - winnetka€¦ · seventh grade social studies unit – world...

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IDENTITY- SEVENTH/EIGHTH GRADE

Political Science Economics History Geography Social Science/Culture

How do people address

conflicting beliefs and

identities?

What is the proper

balance between local

and national

sovereignty?

How is the US

Constitution a

revolutionary

document?

How does the

Constitution affect civic

participation?

How does government

balance diverse

identities?

How does the

Constitution adapt to the

needs of a changing

society?

In what ways were

rights expanded to be

more inclusive?

How do the actions of

your country impact

who you are?

How has the US tried to

remake the world in its

own image?

What is the political

spectrum?

How do individuals

create their own political

identity?

How have Americans

used the court system to

acquire more rights?

In what ways do non-

state actors play a role in

world affairs?

What should the role of

government be in

distributing resources?

In what ways has

America used human

labor to meet its needs?

How does

socioeconomic status

influence one’s identity?

How is wealth

accumulated and

distributed?

How does the

contemporary world

influence ones identity?

How does a planned

economy differ from a

capitalist economy?

How do economies

affect the political

system?

How are individual

economic rights

balanced within the

larger economy?

How doe economic

conditions cause conflict

between nations?

How do economic

factors influence a

nation’s universe of

obligations?

What role can revolution

play in political change?

Under what conditions

do individuals choose

revolution instead of

compromise?

How do religious

differences affect the

development of

America?

How do diverse

identities impact

governance?

In what ways have

American rights been

exclusive?

In what ways were

rights expanded to be

more inclusive?

In what ways has

immigration changed

America’s identity?

How have political

beliefs impacted

individuals,

communities and the

world?

In what ways have the

ideals of the Declaration

of Independence been

realized for different

groups?

What factors create the

conditions that lead to

genocide?

How has America’s role

in the world changed

throughout history?

How did slavery create

sectional divisions in

America?

How did expansion

affect American self -

perception?

How does geography

influence personal/group

identity?

How do natural

resources influence

national identity?

How does government

inform human

movement?

How have different

regions been affected by

immigration?

How does religion

impact individuals,

communities and the

world?

How did revolution

forge new American

identity?

How does religion affect

a sense of inclusion

and/or exclusion in a

community?

How has our collective

image changed as new

arrivals have become a

part of our culture?

Do different forms of

government shape

culture or vice versa?

How do different

cultures define human

rights?

In what ways have race

and ethnicity defined

who is an American?

In what ways do groups

or nations determine

who is in their universe

of obligation?

As an individual, how

do you choose to

participate?

Essential Questions:

How does identity affect the decisions we make and the communities we create?

Unifying Themes:

Individual and community identity

Context:

Identity, World Religions, Constitution, Revolution (7th Grade)

Identity, Collective Identity and Global Comunity, Rights (8th Grade)

Teacher Note: While the

strands appear separate in

the middle of the

document, this simply

serves as a means of

developing focus questions

for discussion and inquiry.

The sample performance

tasks blend the strands

back into cohesive culminating experiences.

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PERFORMANCE TASKS:

Research Projects

Map activities

Drama/Simulation/Role-playing activities

GLOBAL CONNECTIONS:

World Religions and Cultures

International Current Events Magazines

Global Community Identities

Seventh/Eighth Grade Social Studies Unit – Identity

STAGE 1 – DESIRED RESULTS

Established Goals:

Students will explore the relationship between the individual and the group in terms of

how people are defined, who makes the determination, and for what purpose.

Students will explore their personal identity, what constitutes it, and how that identity

frames their approach to daily life.

Understandings:

Students will understand that:

Membership in groups is a major

component of one’s identity.

A person’s identity is composed of

elements including race, gender, class,

religion, etc.

People define themselves and others define

them in different ways (Stereotypes)


How does socioeconomic status influence

one’s identity?

How does geography influence

personal/group identity?

How does identity affect the decisions we

made and the communities we create?

How do I define myself, and how is that

influenced by others?

What constitutes one’s personal identity?

Students will know:

The factors that constitute one’s identity.

The fundamental relationships between

individuals and groups in communities.

The ways in which individuals, family,

friends, and strangers define each other.

Students will be able to:

Express how they view themselves and

how they believe they are viewed by others

Explain how individuals and groups are

identified and defined in society.

Discuss how multiple factors affect their

identities including stereotyping.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:

Readings and discussions

Homework assignments

Reflective writing and projects

Other Evidence:

Journal writing

STAGE 3 – LEARNING PLAN

Learning Activities:

The Bear That Wasn’t

The Story of Your Name- What’s in a name?

Biopoem

Identity Chart – House on Mango Street

Identity Boxes

STAGE 4 – RESOURCES AND MATERIALS

Stories of Identity

The Bear That Wasn’t

House on Mango Street

What’s in a name?

Facing History and Ourselves Resource Guide

Facing History and Ourselves Website

RELATED VOCABULARY:

Power Socioeconomic Status

Definition Religion

Membership Perspective

Stereotyping Bias

Family Groups

Identity Names

Community Internal

Race External

Class

Gender

POSSIBLE FIELD TRIPS:

Seventh Grade Social Studies Unit – World Religions


Established Goals:

• Gain a basic understanding of the world’s five major religions: Hinduism, Buddhism,

Judaism, Christianity, and Islam.

• Gain a basic understanding of the ways in which religions affect the creation and

development of cultures.

• Gain a basic understanding of the ways in which religions affect individuals,

communities and the world.

• Gain respect for the religious beliefs of people around the world.

• Gain a basic understanding of some current issues in India, Pakistan, China, Tibet,

and the Middle East.

Understandings:


• Almost all religions share some basic

features: clergy, place of worship,

sacred texts, rituals, etc.

• The five major religions were all

created and developed in different

ways.

• There is a range of how strictly or

flexibly people choose to adhere to the

basic “rules” of their religion.

• Each of the five major religions has

experienced sectarian conflicts;

sometimes the divisions have resulted

in violence.

• Religious, economic, and cultural

differences have caused conflict in

some parts of the world.


• How does religion affect individuals,

communities, and the world?

Students will know:

• Children will know the biographies of

Buddha, Abraham, Moses, Jesus, and

Muhammad.



Performance Tasks:

• After studying each religion, children

will write a report explaining the main

features and beliefs of the religion.

• Children will create a zen garden.

• Children will take notes on the key

features of each religion, create a study

guide from their notes, and then take an

objective test on the information.

Other Evidence:

• Read and annotate the book The

Homeless Bird.

• Write an essay responding to the book

The Homeless Bird.



• Create a zen garden.

• Watch several movies: The City of Joy, Abraham, The Ten

Commandments (just the last 45 minutes), The Kings of Kings (just the

last 45 minutes), Arabs, Muslims, and Islam.

• Read the book The Homeless Bird


• Religion “textbooks”.

• Several movies (those listed above) and several others on current issues

in the Middle East.

RELATED VOCABULARY:

• Clergy, sacred text, sectarian, rituals, caste system, hierarchy.


• Islamic Cultural Center in Northbrook, IL

Seventh Grade Social Studies Unit - Constitution


Established Goals:

• Students will understand the fundamentals of the United States Constitution.

• Students will learn the basic structure of the three branches of government.

Understandings:


• The United States is based on a

Federalist system of shared power.

• The United States Constitution

contains control mechanisms

including checks and balances and

procedures for revision.

• The United States government is

charged with protecting the rights

of individuals, communities, and

organizations.


• What is the proper balance between

local and national sovereignty?

• How is the US Constitution a

revolutionary document?

• How does the Constitution affect

civic participation?

• How does government balance

diverse identities?

• How does the Constitution adapt to

the needs of a changing society?

Students will know:

• The powers and structure of the

Legislative, Executive, and Judicial

Branches of government

• The relationships the three branches

have with each other.


• Explain the powers and structure of

the Federal Government as laid out

in the Constitution.

• Explain the balance between

government and individual citizens.


Performance Tasks:

• Objective tests and quizzes

• Research Projects

• Papers

• Homework readings

Other Evidence:

• Class Discussions

• Skits and Performances

• Group work


Learning Activities: • Class simulations • Analysis of primary documents • Discussions of essential questions and key issues • Historical and civic videos • Homework readings • Research projects


• Civics in America Textbook

• History Alive: The United States

• Schoolhouse Rock Video

• Nazis in Skokie Video

• 12 Angry Men Video

• The Story of a Trial Video

• The Presidents Video Series

RELATED VOCABULARY:

Legislative Branch Executive Branch Judicial Branch

Congress President Supreme Court

House of Representatives Vice President Appeals Courts

Senate Cabinet District Courts

Bills Veto Majority Opinion

Committee Pardon Minority Opinion

Filibuster Commander in Chief Dissenting Opinion

Electoral College Checks and Balances Elastic Clause

Supremacy Clause Redistricting Census


Courts visit

Seventh Grade Social Studies - Revolution


Established Goals:


• Create maps of Colonial America, Sectional America

• Identify reasons that Americans started to identify as a distinct community

apart from Britain

• List causes of the American Revolution, Civil War

• Analyze primary source documents

• Debate the merits of the Declaration of Independence, Secession, Civil War

Understandings:


• Essential Questions: • How does identity affect the

decisions we make and the

communities we create?

• How did revolution forge new

American identity?

• How do people address conflicting

beliefs and identities?

• What is the proper balance between

local and national sovereignty?

• What role can revolution play in

political change?

• Under what conditions do

individuals choose revolution

instead of compromise?

Students will know:

• The origin of the American

Revolution

• The origin of the Civil War


-


Performance Tasks:

• tests

• projects

• papers

• homework

Other Evidence:

• discussion

• group-work

• concept checks


Learning Activities: • Students will read historical novels.

• Students will examine relevant primary source documents.

• Students will examine relevant secondary source documents (texts).

• Students will view historical documentaries, dramas.

• Students will participate in historical simulations.

• Students will debate the merits of historical choices.


• The Keeping Room, Johnny Tremain, My Brother Sam is Dead, April Morning,

Uncle Tom’s Cabin, Soldier’s Heart, An Island Far from Home,

• The Declaration of Independence, The Crisis, The Emancipation Proclamation

• History Alive – the United States, America – The People and the Dream

• 1776, John Adams, The Crossing, Glory, Slavery and the Making of America,

Shenandoah

• The King’s M+Ms Simulation, Revolutionary War Capture the Flag,

Constitutional Convention Simulation, Civil War Songs and Marching, Civil War

Day

RELATED VOCABULARY:

Independence, Sectionalism, Slavery,


Civil War Day

Eighth Grade Social Studies Unit - Collective Identity and Global

Community


Established Goals:

• Students will gain an understanding of international relations in the 20th

Century.

• Students will gain an understanding of how America’s role in the world has

changed over the course of the 20th

Century.

Understandings:

• Students will gain an understanding

of international relations in the 20th

Century.

• Students will gain an understanding

of how America’s role in the world

has changed over the course of the

20th

Century.


How do the actions of your country impact

who you are?

How has the US tried to remake the world

in its own image?

How do political beliefs impact

individuals, communities and the world?

How has America’s role in the world

changed throughout history?

In what ways do groups or nations

determine who is in their universe of

obligation?

Students will know:

• The origins, course, and

consequences of World War I.


consequences of World War II.


consequences of the Cold War

including the conflicts in Korea and

Vietnam.

• The causes and effects of current

global conflicts.


• Identify the location of the conflicts

of 20th

century and the current

global hotspots.

• Explain the evolving technological

nature of warfare.

• Research


Performance Tasks:

• Projects

• Papers

• Homework Readings

Other Evidence:

• Group Work

• Discussion

• Concept Check

• Historical Novels

• Tests and Quizes

• Multi-genre Research Paper



• Students will read historical novels and books about the 20th

global conflicts.

• Students will read assigned texts about the material.

• Students will study primary source documents that are relevant

to the unit.

• Students will view historical videos.

• Students will debate the merits of historical choices made by

figures in positions of power.

• Students will participate in historical simulations.

• Students will hear from guest speakers.


• All Quiet on the Western Front, Night, The Things They Carried, The

Crisis of Islam

• History Alive Supplemental Materials

• History Alive, America, The People and the Dream

• ABC: The Century, The War, Days That Shook the World, WWI in

Colour, The Forgotton War, Why Vietnam?, Saving Private Ryan

• Mrs. JoAnn King, Mr. Chuck Meyers, Holocaust Survivors, World

War II veterans, Vietnam War veterans

RELATED VOCABULARY:

Imperialism, nationalism, militarism, alliances, propaganda, armistice, treaty, trench

warfare, scapegoats, fascism, dictator, totalitarianism, communism, weapons of mass

destruction, concentration camps, Holocaust, mutual assured destruction, containment,

doctrine, domino theory, subversive, mccarthyism, international organizations, jihad,

supply side economics, détente, perestroika, glasnost, gulag, proxy war

POSSIBLE FIELD TRIPS: Cantigny, Skokie Holocaust Museum, Hanoi

Eighth Grade Social Studies Unit - Rights


Established Goals:

• Understand that there are different types of rights, including legal and moral.

• Understand the rights guaranteed to citizens in the US Constitution.

• Understand that the rights of individuals extend beyond national and legal rights

to encompass moral rights.

Understandings:


Nationally:

• The Bill of Rights was created to

ensure certain rights to all

Americans.

• Certain groups within American

society have fought and continue to

fight to have equal rights in

America.

• Rights guaranteed to Americans

continue to expand to encompass all

groups within America.

Internationally:

• The rights of individuals differ from

country to country.

• The UDHR was established to

extend Human Rights to all

individuals in all countries.


In what ways were rights expanded to be

more inclusive?

In what ways have American rights been

exclusive?

How have Americans used the court

system to acquire more rights?

In what ways have race and ethnicity

defined who is an American?

How do different cultures define human

rights?

Students will know:

• The specific rights granted to

Americans in the Bill of Rights.

• The struggle for civil rights

throughout American history as

applied to Native Americans,

African-Americans, Asian-

Americans.

• The methods used to secure civil

rights throughout American history.


• Identify American rights being

exercised in daily life and media.

• Compare and contrast American

rights to the rights granted to

citizens of foreign nations.

• Explain the tools and methods used

to deny rights to groups using de

facto and de jure policies.

• Current civil rights struggles within

the US and abroad.

• The reasons the UDHR was

established.

• The purpose and enforceability of

the UDHR.

• Assess human rights in various

countries.

• Debate and discuss current event

issues concerning civil and human

rights in America and

internationally.

• Assess the impact of various court

rulings on the expansion of civil

rights in America.

• Explain the impact of court rulings

on civil rights in America.

• Identify how rights have been

expanded by Constitutional

Amendments.


Performance Tasks:

• Projects

• Essays

• Quizzes/Tests

• Debates

Other Evidence:

• Class discussions

• Concept checks



• Read and analyze Bill of Rights and its modern interpretation.

• Read and discuss UDHR.


Videos:

• Eyes on the Prize

• Race: The House We Live In

• Voices of the Civil Rights

Supplemental Readings:

• FHAO Choices in Little Rock

• Race and Membership Resource Book

• Holocaust and Human Behavior Resource Book

• UDHR

• Bill of Rights

Textbooks:

• Civics in America

• Facing History Civil Rights Movement

RELATED VOCABULARY:

Civil

Right

De jure

De facto

Discriminate

Refugee

Rule of Law

Human

Declaration

Ethics

Resolution

Universality

Jim Crow

Civil Disobedience

Nonviolent resistance

Boycott

Sit-in

Teach-in

Freedom Riders

Integration

Black Codes

Redlining

Amendment


Holocaust Museum

Federal Courts

identity- seventh/eighth grade - winnetka€¦ · seventh grade social studies unit – world...

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