Curriculum Planning Chart Educational (In)Equality? Anthony J.

Zarate
Generative Topic: Educational (In)Equality? Civil Rights Movement (Week 1) Concept: Standard: Assessment: Facts:
School segregation that in times before the CRM, schools were segregated; one school for blacks and one school for whites; no integration was allowed to happen. Brown v. Board of Education (1954) that separating schools for black and white students is unconstitutional. Ruby Bridges Story (1960) after passing an exam that determines whether some black students can attend an all white school, this young girl defied odds and was the first AA student in an all white school. Students will hear and reflect on her story. Little Rock Nine (1957) student in Little Rock Central HS blocked from entering; they were excited into building by the National Guard.

Subject: Social Studies Skills: Problems to Pose: - What is the purpose of the Civil Rights Movement? - How are we supposed to treat each other as human beings? - What does discrimination and racism mean and look like? How can we change this? - What is the purpose of education? Why is it important? - Is education a civil right? Does everyone deserve the same rights and opportunities? - What does it mean to be a leader? What are the characteristics?

Grade: 5 Activities:
- Timeline creation of the events. - Journal reflection periods on topics, concepts, and issues being raised in the lesson. - Debates on the purpose of education, education as a civil right, and why it is important; debates on the key events on the actions taken to solve these problems - Discussion about race, segregation, and discrimination in regards to schools. - Watching and interpreting videos related to these events. - Creating newspaper articles just based on these three events. - Quiz on key vocabulary terms, events, and people.

Big Concept: Students will understand the events, leaders, and gamechanging moments during the Civil Rights Movement (CRM) in regards to educational equality and be able to relate them to todays U.S. context of education. Essential Questions: - What is the purpose of the Civil Rights Movement? - Is education a civil right? - What is the purpose of education? - Why is this important for students?

8.3 United States History 8.3.5.A Compare and contrast common characteristics of the social, political, cultural, and economic groups in the United States. 8.3.5.B Illustrate concepts and knowledge of historical documents, artifacts, and places critical to United States history. 8.3.5.D Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States ethnicity and race.

Graded Journal Entries: Each day, students will be given a prompt that has them reflect on the days concepts and lessons. A rubric will be created, but the teacher will also track the growth of responses over time. Discussion and Debate: There will be plenty of opportunities for students to voice out their opinions during the lesson. Informal in the sense I can gauge whether they understand material. Formal in the sense that I will create a checklist to track student participation and concepts. Timeline: They will create their own visual timeline of CRM in regards to educational equality. It will allow them to summarize all major events. A rubric will be created.

Students will be able to. create a sequential timeline of the events during the CRM in regards to the Civil Rights Movement. interpret primary and secondary documents in order to describe a particular point in history. interpret primary and secondary documents in order to understand the key people/leaders who underwent these particular events or movements. synthesize information given to them from an informational text about a particular event in history. interpret, analyze, and connect news articles related to particular events in history.

Curriculum Planning Chart Educational (In)Equality? Anthony J. Zarate

Generative Topic: Educational (In)Equality? Civil Rights Movement (Week 1) Concept: Standard: Assessment: Facts: Subject: Literacy/Writing Skills: Problems to Pose: - What is the purpose of the Civil Rights Movement? - How are we supposed to treat each other as human beings? - What does discrimination and racism mean and look like? How can we change this? - What is the purpose of education? Why is it important? - Is education a civil right? Does everyone deserve the same rights and opportunities? - What does it mean to be a leader? What are the characteristics? Grade: 5 Activities:

Big Concept: Students will understand a) how to appropriately use historical, factual, informational, and non-fiction texts and connect them to real world and their own experiences. b) the characteristics and attributes of leaders/gamechangers and apply them to key historical figures and themselves. Essential Questions: - What is the purpose of the Civil Rights Movement? - Is education a civil right? - What is the purpose of education? - Why is this important for students? - What are the characteristics

CC.1.2.5.D Analyze multiple accounts of the same events or topic, noting important similarities and differences in the point of view they represent. CC. 1.2.5.E Use text structure, in and among texts, to interpret information. CC. 1.2.5.G Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC. 1.2.5.J Acquire and use accurately grade appropriate conversational general academic, and domainspecific word and phrases, including those that signal contrast, addition, and other logical relationships. CC. 1.2.5.L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.

Graded Journal Entries: Each day, students will be given a prompt that has them reflect on the days concepts and lessons. A rubric will be created, but the teacher will also track the growth of responses over time. Discussion and Debate: There will be plenty of opportunities for students to voice out their opinions during the lesson. Informal in the sense I can gauge whether they understand material. Formal in the sense that I will create a checklist to track student participation and concepts.

Making self-to-text and self-to-world connections: Making these connections helps readers understand how characters feel, their motivations, and allows us to have a clearer picture of the story in our heads. Primary Documents: They are original sources or evidence found. It could be a recording, document, or other source of information. Secondary Documents: These are documents originally presented elsewhere. Informational Texts: Another term for nonfiction material. Main Idea and Details: Every argument presented needs a main idea and needs to be supported by strong, clear details. Summarization: comprehensively recalling an article. Characterization the process where reader or

Students will be able to. reflect on key events and people, while making self-totext connections on the material. construct and justify their arguments when in speaking in a debate by using appropriate evidence from informational texts (news articles, textbooks, and class notes). summarize information from texts and articles to create their own. identify and apply the difference between fact and opinion. interpret primary and secondary documents in order to form their own well-

- Journal reflection periods on topics, concepts, and issues being raised in the lesson. - Debates on the purpose of education, education as a civil right, and why it is important; debates on the key events on the actions taken to solve these problems - Discussion about race, segregation, and discrimination in regards to schools. - Jigsaw readings on the Little Rock Nine; pulling all the information together to see what it all means. - Watching and interpreting videos related to these events. - Creating newspaper articles just based on these three events.

Curriculum Planning Chart Educational (In)Equality? Anthony J. Zarate

and attributes of the writer reveals the informed a leader? personality of characters. opinions. Generative Topic: Educational (In)Equality? What is it like today? (Week 2) Subject: Social Studies Concept: Standard: Assessment: Facts: Skills: Problems to Pose:

Grade: 5 Activities:

Big Concept: Students will understand that although we are only less than 60 years away from the Brown v. Board of Education landmark case, there is still a lot to be done in providing equal opportunity in education for all students in the United States Essential Questions: - What is the purpose of education? - Why is it important? - Is education a civil right? Does everyone deserve the same rights and opportunities?

8.3 United States History 8.3.5.A Compare and contrast common characteristics of the social, political, cultural, and economic groups in the United States. 8.3.5.B Illustrate concepts and knowledge of historical documents, artifacts, and places critical to United States history. 8.3.5.D Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States ethnicity and race.

Graded Journal Entries: Each day, students will be given a prompt that has them reflect on the days concepts and lessons. A rubric will be created, but the teacher will also track the growth of responses over time. Discussion and Debate: There will be plenty of opportunities for students to voice out their opinions during the lesson. Informal in the sense I can gauge whether they understand material. Formal in the sense that I will create a checklist to track student participation and concepts. I Have a Dream Speech A fiveparagraph essay/speech that has them reflect on the history presented during week 1 and the current state of education in week 2. A rubric will be created to track

Achievement Gap: There is an achievement gap between students of color versus their white counterparts. Current Graduation Rates: The graduation rates for the students of color in Philadelphia are below 60 percent and really low across the nation. Common Traps and Stereotypes: They will understand the typical stereotypes and traps society brings upon them as student of color. Additionally, they will figure out ways they can fight against it. Racism Today: They will look at articles that talk about racism today and connect it to what the prison pipeline looks like for students of color. Educational Options: Students will be presented the different viable options of education after the 8th

Students will be able to. understand news articles and articulate the main ideas through those news articles.

- How are we supposed to treat each other as human beings?

- What does discrimination and racism mean interpret primary and look like? and secondary How can we documents in order change this?
to describe a particular point in history. interpret, analyze, and connect news articles related to particular events in the present. analyze and select different media to help them research topics related to a particular topic.

- Journal reflection periods based on the days topic and the concepts being discussed in class. - Large class discussion, small group discussion, and debates that allows students to express their point of views. - Jigsaw readings and presentations of particular events that relate to the current status of education. - Spin or rewrite of the I Have a Dream speech in relation to the education lessons and what they hope to see in the future. - Poster creation of each becoming a Game Changer for the future.

- What is the purpose of education? Why is it important? - Is education a civil right? Does everyone deserve the same rights and opportunities? - What does it mean to be a leader? What are the characteristics?

Curriculum Planning Chart Educational (In)Equality? Anthony J. Zarate

growth.
grade graduation (high school, college, trade, etc.).

Generative Topic: Educational (In)Equality? What is it like today? (Week 2) 5 Concept: Standard: Assessment: Facts:

Subject: Literacy/Writing Skills: Problems to Pose:

Grade: Activities:

Big Concept: 1) Students will understand that they can make solid, informed arguments by using appropriate and strong evidence from texts/other forms of media. 2) Students will understand that they can use other writers as a form inspiration to create their own style of writing. Essential Questions: - What is the purpose of education? - Why is it important? - Is education a civil right? Does everyone deserve the same rights and opportunities?

CC.1.2.5.D Analyze multiple accounts of the same events or topic, noting important similarities and differences in the point of view they represent. CC. 1.2.5.E Use text structure, in and among texts, to interpret information. CC. 1.2.5.G Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC. 1.2.5.J Acquire and use accurately grade appropriate conversational general academic, and domainspecific word and phrases, including those that signal contrast, addition, and other logical relationships. CC. 1.2.5.L Read and comprehend literary non-fiction and informational text on

Graded Journal Entries: Each day, students will be given a prompt that has them reflect on the days concepts and lessons. A rubric will be created, but the teacher will also track the growth of responses over time. Discussion and Debate: There will be plenty of opportunities for students to voice out their opinions during the lesson. Informal in the sense I can gauge whether they understand material. Formal in the sense that I will create a checklist to track student participation and concepts. I Have a Dream Speech A fiveparagraph essay/speech that has them reflect on the history presented during week 1 and the current state of education in week 2. A rubric will be created to track growth. Education

Making self-totext and self-toworld connections: Making these connections helps readers understand how characters feel, their motivations, and allows us to have a clearer picture of the story in our heads. Informational Texts: Another term for non-fiction material. Main Idea and Details: Every argument presented needs a main idea and needs to be supported by strong, clear details. Summarization: comprehensively recalling an article. Supporting Claims: every claim someone makes needs to supported by strong and appropriate evidence.

Students will be able to. write a fiveparagraph essay. analyze news articles and informational text to form their own opinions. reflect on key events and people, while making self-totext connections on the material. construct and justify their arguments when in speaking in a debate by using appropriate evidence from informational texts (news articles, textbooks, and class notes). summarize information from texts and articles to create their own.

- How are we supposed to treat each other as human beings? - What does discrimination and racism mean and look like? How can we change this? - What is the purpose of education? Why is it important? - Is education a civil right? Does everyone deserve the same rights and opportunities? - What does it mean to be a leader? What are the characteristics?

- Journal reflection periods based on the days topic and the concepts being discussed in class. - Large class discussion, small group discussion, and debates that allows students to express their point of views. - Jigsaw readings and presentations of particular events that relate to the current status of education. - Spin or rewrite of the I Have a Dream speech in relation to the education lessons and what they hope to see in the future. - Education commercial addressing the educational inequities still left in the United States - Self-made

Curriculum Planning Chart Educational (In)Equality? Anthony J. Zarate

grade level, reading independently and proficiently.
Commercials: Students will create propaganda (commercials or commercial scripts) regarding the educational inequities in the United States. A rubric will be created and they have to follow those standards. They may use informational texts and other media to help them with this project.

timelines of their futures after the 8th grade.

Generative Topic: Educational (In)Equality? What is it like today? (Week 2) Concept: Standard: Assessment: Facts:

Subject: Mathematics Skills: Problems to Pose:

Grade: 5 Activities:

Big Concept: Students will understand that data and graph analysis a) can help them understand certain claims, b) can be used as evidence to support their arguments, c) can be used visually to show patterns and trends. Essential Questions: - What is the purpose of education? - Why is it important? - Is education a civil right? Does

PA Mathematics Standards: 2.6.5.B Use pictures, tallies, tables, charts, bar graphs, line graphs, diagrams, and graphs to organize, display, and analyze data. 2.6.5.D Compare data using multiple categories displayed in a graph. 2.6.5.E Determine the reasonableness of a statement based on a comparison to data displayed in a graph and summarized by numerical measures.

Discussion and Debate: Students will be given the chance to talk in groups and in a large group setting about the data given to them. A checklist will be created to see if they understood the main concepts of the data/ graphing in general. I Have a Dream Speech and Commercial: Students will be given the opportunity to use this data in their own work. I would be able

Data Tables: There are several ways that we can represent our data. We have to make sure that we choose the right type of graph to best represent out work. Misrepresentati ons: Data can be misrepresented by changing the intervals to a different number. As scholars, we should be able to tell if the data is flawed or purposely manipulated.

Students will be able to. ...read and interpret graphs and analyze data given to them. analyze and use graphs as evidence to support their arguments and claims.

- How are we supposed to treat each other as human beings? - What does discrimination and racism mean and look like? How can we change this? - What is the purpose of education? Why is it important? - Is education a civil right? Does everyone deserve the same rights and opportunities? - What does it

- Spin or rewrite of the I Have a Dream speech in relation to the education lessons and what they hope to see in the future. - Education commercial addressing the educational inequities still left in the United States - Large class discussion, small group discussion, and debates that allows students to express their point of views.

Curriculum Planning Chart Educational (In)Equality? Anthony J. Zarate

everyone deserve the same rights and opportunities? to see if they internalized the data and concepts discussed. mean to be a leader? What are the characteristics?