Bronzeville Scholastic Institute Unit Planner**

(See ** at the bottom for helpful steps and assistance to complete this! You can do it!) Remember: Units are complete when Steps 1, 2, and Prior to teaching reflection in Step 3 + Assessment + Rubric are submitte d!

Teacher(s) Unit Title

Click here to type U.S. History

Subject Group Year

Individuals and Societies Year 4 Year 5 Junior Senior Unit Duration

(Weeks AND Hours)

7 weeks. Hours Vary. 50 minutes per class hour times seven weeks. Feburary 24th TO th April 11

1. INQUIRY: Establishing the purpose of the unit.

Key Concept (Select one)
(refer to survival guide + subject guide)

Related Concept (select 1-2)

(refer to survival guide + subject guide)

Global Context (Select one)

(refer to survival guide + subject guide)

Systems

Identity Innovation and Revolution

Fairness and Development

Statement of Inquiry (combines Key + Related Concepts + Global Context; starts with Students will understand THAT) Use Key concept and 1-2 related explicitly; other concepts and global context may be implied or explicit. Is a statement and not a question Uses student-friendly language; teachers make this available and refer to it during unit for direction and focus Student will understand THAT When individuals challenge the system, change happens. Inquiry Questions: (3-5 total) What do you want your students to investigate further? (HINT: Your KEY and RELATED concepts will help you!) Start with Students will and turn them into questions. Remove the content and keep the context Allow for multiple perspectives and answers FACTUAL: May start with WHAT and can be looked up What type of systems were in place during nineteeth, twentieth, and twenty-first century in the United States.

What laws were practiced during the 19th, 20th, & 21st century and were they fair to everyone ? What were some of the revolutions that took place during the 19 th, 20th, and 21st century ? CONCEPTUAL: May start with HOW/WHY and should not lead students to a specific answer How have minorties been affected by various political and social movements since the 1850's? How did the United States emerge as a global economic power in the 20th century? Why are the neighborhoods in Chicago still racially segregated? How were African-Americans affected duing after Reconstruction, The Nadir Period, Great Migration, Civil Rights Era, and during current issues? DEBATABLE: Make it provocative where further investigation is encouraged. Are the effects of Reconstruction still reverbarating in the African community today? How and when do you challenge authority? Have African Americans done enough to preserve their identity after emancipation from slavery?

Objectives- Include
1.) MYP objectives and strands youre using **Reminder that all objectives and strands should be used twice each year**

Summative Assessment

Be specific if you have more than one summative assessment, be sure to specify which objectives and strands go with which summative assessment Criterion D: Thinking Critically Criterian A: Knowing and Understanding CRS-tied to final assessment Central Ideas, Themes, and Summaries CCSS RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

Outline of summative assessment task(s) including assessment criteria (MYP subject guide): Describe the summative assessment task(s) students will undertake in order to demonstrate achievement of objectives

Relationship between summative assessment task(s) and statement of inquiry: Justify WHY the summative assessment(s) relate(s)/link(s) back to the Statement of Inquiry should see the key and related concepts and global contexts explicitly referred to here!!

Debate:

Click here to type

RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them

Learner Profile What LP traits will be tied to the unit? Inquirers Knowledgeable Open-minded Caring Thinkers Communicators Risk-takers Balanced Principled Reflective

Approaches to Learning Identify ATL skill(s) that students will develop through units learning experience Look at the objectives and summative assessment FIRST, then the rest **Choose 1-2 that you will focus on explicitly teaching during the unit!! (Not all the skills you think youll need students to use in the unit) Bold, highlight, or otherwise mark (hint: smiley face) the 1-2 you are focusing on; you may also check off or include others, but those will not be the main foci.

IB ATL skills category COMMUNICATION

MYP ATL skills cluster

I Communication skills

Specific ATL skill

See survival guide or appendix A of this document; specify to which cluster the specific skill belongs

Learning Experience How does this play out in the unit? Students will be analyzing primary sources and asnswering questions following the reading of the primary sources. Student will be participating in formalized and informalized debates on content starting from Reconstruction and ending with modern day issues

Use appropriate forms of writing for different purposes and audiences. Listen actively to other persepctives and ideas

SOCIAL

II Collaboration

SELF-MANAGEMENT

III Organization IV Affective

Set goals that are challenging and realisitic Mindfulness

V Reflection

Consider personal learning strategies

RESEARCH

VI Information Literacy

Identify Primary and Secondary Sources.

VII Media Literacy

Understand the impact of media representations and modes or presentations Draw resonable conclusions and generaliations Practice visible thinking strategies and techniques Make connections between multiple subject groups and disciplnes.

affecting the United States. Before each class, clear goals are to be established for the days assignment During informalized and formalized debates and inclass work assignments, students will practice mental focus and concentration. Students will reflect on what they learned by completing their exit slips, which will help them recall and reflect on what was learned for the day. Student will be analyzing primary and secondary sources for the Unit. This require them first to identify whether the source is primary or secondary. Students will engage with numeorus media representations on the era to be studied in this unit. Student will answer questions from Primary Souces and Scondary sources that will require them to draw conclusions and generalizations. Students will be required to "Make Thinking Visible" through discussion and debates that will be taking place. Students will connect what they are learning with that they are learning in other classes.

THINKING

VIII Critical Thinking

IX Creative Thinking

X Transfer

2. ACTION: Teaching and learning through inquiry

Content - CRS-tied to final assessment
CCSSand any others that are subject specific!

Learning process What will the STUDENTS be doing? Learning experiences and teaching strategies: Day to day of the unit Click here to type Formative assessment: Plan formative assessments leading up to the culminating task(s. There may be a number of these used in your unit. Please use this space accordingly. Participation/Discussion Description of: Student will partake in informal and

Click here to type

formal discussions based upon the content being taught and the inquiry based questions.

Presentation

Description of: Click here to type

Project/Performance

Description of: Click here to type

Test/Quiz Description of: Students will be tested in Vocabulary words and content on each era they should be learning.

Writing Description of: Students will be required to write paragraph responses on document based questions coming from Primary and Secondary sources. Differentiation: ELL, SPED -Some Special Education Accommodations & ModificationsAlso, always refer to students IEPs
Size: Adapt the number of items that the learner is expected to learn/complete (reduce the length of an assignment, etc.) Time: Increase the amount of time the learner has to complete a task (provide students with extra time, etc.) Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one conferencing, collaborative team teaching, peer-tutoring, etc.) Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the use of a calculator, simplify content, decrease task directions, etc.) Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible grouping, etc.) Output: Adapt how the student can respond to instruction Participation: Adapt the extent to which a learner is actively involved in the task Alternate Goals: Adapt the goals or outcome expectations while using the same materials Substitute Curriculum: Provide different instruction and materials to meet a learners

individual goals

Resources: What resources will be used to facilitate students experiences during the unit? Websites, technology, media, communications, partnerships, complex resources? Websites, technology,

3. REFLECTION: Considering the planning, process and impact of the inquiry.

Reflection: Consider the following questions: Students and Teachers What did we find compelling? Was our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? How did we reflect-both on the unit and our own learning? Were there any attributes of the learner profile that were encouraged? Possible connection How successful was the collaboration with other teachers? What interdisciplinary understandings were or could be forged through collaboration with other subjects? Assessment Were students able to demonstrate their learning? Did the assessment task(s) allow students to demonstrate the learning objectives identified for this unit? Did I make sure students were invited to achieve at all the levels of the criteria descriptors? Is there data I should be including to support the reflections Ive written that may be helpful for future lessons and discussions around unit planning?

Prior to teaching the unit Click here to type

During teaching Click here to type

After teaching the unit Click here to type

**Suggestions on steps to complete planner:

1. Choose the objectives and strands you want to assess while still considering the content (including CCSS, maps provided by CPS, and CRS) you need to tackle. Then, define the summative assessment using the GRASPS approach. (Consider the key and related concepts and content you want/need to address while planning this.) 2. Complete part 1 (Inquiry). Keep in mind as you complete part 1 you should be referring to your summative assessment. 3. Complete part 2 (Action). 4. Complete part 3 (Reflection); specifically, do the Pre-Reflection first. During the unit, complete the during section. Then, once the unit is complete do the after section! Include written reflections, suggestions for improvement, applicable data and anecdotes around how the unit went and changes that can be made for next time. Hooray!

Helpful items:

Key Concepts for specific subject areas can be found in the MYP Unit Planning Survival Guide. Keep in mind that all of these are appropriate for
many different subject areas; we must use the specific key concepts listed in the Survival Guide that are specific to the subject at least once in the last two years of the MYP programme. Listed below are ALL of the key concepts for the unit planning purposes:

Aesthetics Connections Form Perspective

Change Creativity Global Interactions Relationships

Communication Culture Identity Time, place, and space

Communities Development Logic Systems

Related Concepts are also found in the MYP Survival Guide for your reference. Please also refer to your subject guide for more information and
guidance.

Global Contexts must be used in units. One per unit should be addressed, with each of the six addressed each year at least once.
Identities and relationships Scientific and technical innovation Orientation in space and time Globalization and sustainability Personal and cultural expression Fairness and development

Appendix A includes specifics that must included for the Approaches to Learning! Check it out!!

Notes to keep in mind:

TIA Problem Solving; Powerful Practices for your subject area Quarterly Assessments created-Multiple choice covering CRS, which should be included during taught lesson Quarterly Assessments created-NON-multiple choice should cover MYP, performance tasks and CCSS See MYP subject guides for MYP objectives and rubrics CPS framework has aligned common core by subject (see Knowledge Center at https://sites.google.com/a/cps.edu/kc/home) MYP has aligned common core by subject (See resources in the Teacher Handbook on Drive) Model IB learner profile

Resources for Unit Planning:

MYP Subject Guides (in hard copy and available in your specific folders in the Google Drive Teacher Handbook IB Folder MYP Planning 1. Subject Guide Related Items College Readiness Standards (CRS)-http://www.act.org/standard/ Common Core State Standards (CCSS)- http://www.corestandards.org/ CCSS Pastable Versions are in Google Drive Teacher HandbookIB folderMYP Planning AND in CRS/CCSS Folder IB Middle Years Programme (MYP) objectives-Located in subject guides (Google Drive) or IB Online Curriculum Center-http://occ.ibo.org **Each teacher has a login for the OCC. Please see Ms. Mac for yours if you do not know it or have forgotten it. Also, the list is posted in the Google Drive Teacher Handbook IB Resources CPS Content Frameworks- CPS Knowledge Center/Google DriveTeacher Handbook IB Resources MYP Unit Planning

Day-to-Day Lesson Plan Template

This familiar template should be used to document your day-to-day activities throughout your unit. There are also copies of this attached in the unit plan itself. This can substitute in for t he sections labeled Learning Experiences and teaching strategies and formative assessments. Activity Bell Ringer Monday Tuesday Wednesday Thursday Friday

Modeling/Examples (Engage) Small Group Activity/Discussion (Explore/Explain) Wrap up/ Whole Group (Explain/Elaborate) Exit Activity/Formative (Evaluate) Homework

Assessments What is it and is it Diagnostic, Formative, or Summative?

Appendix A Approaches to Learning

Communication I. Communication skills How can students Exchanging thoughts, messages and information effectively through interaction Give and receive meaningful feedback communicate Use intercultural understanding to interpret communication through Use a variety of speaking techniques to communicate with a variety of audiences interaction?
Use appropriate forms of writing for different purposes and audiences Use a variety of media to communicate with a range of audiences Interpret and use effectively modes of non-verbal communication Negotiate ideas and knowledge with peers and teachers Participate in, and contribute to, digital social media networks Collaborate with peers and experts using a variety of digital environments and media Share ideas with multiple audiences using a variety of digital environments and media

How can students demonstrate communication through language?

Reading, writing, and using language to gather and communicate information

Read critically and for comprehension Read a variety of sources for information and for pleasure Make inferences and draw conclusions Use and interpret a range of discipline-specific terms and symbols Write for different purposes Understand and use mathematical notation Paraphrase accurately and concisely Preview and skim texts to build understanding Take effective notes in class Make effective summary notes for studying Use a variety of organizers for academic writing tasks Find information for disciplinary and interdisciplinary inquiries, using a variety of media Organize and depict information logically Structure information in summaries, essays, and reports

Social II. Collaboration Skills How can students Working effectively with others Use social media networks appropriately to build and develop relationships collaborate?
Practice empathy Delegate and share responsibility for decision-making Help others to succeed Take responsibility for ones own actions Manage and resolve conflict and work collaboratively in teams Build consensus Make fair and equitable decisions Listen actively to other perspectives and ideas Negotiate effectively Encourage others to contribute Exercise leadership and take on a variety of roles within groups Give and receive meaningful feedback Advocate for ones own rights and needs

Self-Management III. Organization Skills How can students Managing time and tasks effectively Plan short- and long-term assignments; meet deadlines demonstrate Create plans to prepare for summative assessments (examinations and performances) organization skills
Keep and use a weekly planner for assignments Set goals that are challenging and realistic Plan strategies and take action to achieve personal and academic goals Bring necessary equipment and supplies to class Keep an organized and logical system of information files/notebooks Use appropriate strategies for organizing complex information Understand and use sensory learning preferences (learning styles) Select and use technology effectively and productively

IV. Affective skills How can students manage their own state of mind?

Managing state of mind Mindfulness -Practice focus and concentration -Practice strategies to develop mental focus -Practice strategies to overcome distractions -Practice being aware of body-mind connections Perseverance -Demonstrate persistence and perseverance -Practice delaying gratification Emotional management -Practice strategies to overcome impulsiveness and anger -Practice strategies to prevent and eliminate bullying -Practice strategies to reduce stress anxiety Self-motivation -Practice analyzing and attributing causes for failure -Practice managing self-talk -Practice positive thinking Resilience -Practice bouncing back after adversity, mistakes, and failures -Practice failing well -Practice dealing with disappointment and unmet expectations -Practice dealing with change

V. Reflection skills How can students be reflective?

(Re-)considering the process of learning; choosing and using ATL skills

Develop new skills, techniques and strategies for effective learning Identify strengths and weaknesses of personal learning strategies (self-assessment) Demonstrate flexibility in the selection and use of learning strategies Try new ATL skills and evaluate their effectiveness

Consider content -What did I learn about today? -What dont I yet understand?

-What questions do I have now? Consider ATL skills development -What can I already do? -How can I share my skills to help peers who need more practice? -What will I work on next? Consider personal learning strategies -What can I do to become a more efficient and effective leader? -How can I become more flexible in my choice of learning strategies? -What factors are important for helping me learn well? Focus on the process of creating by imitating the work of others Consider ethical, cultural, and environmental implications Keep a journal to record reflections

Research VI. Information Literacy Skills How can students Finding, interpreting, judging, and creating information Collect, record, and verify data demonstrate Access information to be informed and inform others information Make connections between various sources of information literacy?

Understand the benefits and limitations of personal sensory learning preferences when accessing, processing, and recalling information Use memory techniques to develop long-term memory Present information in a variety of formats and platforms Collect and analyze data identify solutions and make informed decisions Process data and report results Evaluate and select information sources and digital tools based on their appropriateness to specific tasks Understand and use technology systems Use critical literacy skills to analyze and interpret media communications Understand and implement intellectual property rights Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions Identify primary and secondary sources

VI. Media Literacy Skills How can students Interacting with media to use and create ideas and information Locate, organize, analyze, evaluate, synthesize, and ethically use information from a demonstrate variety of sources and media (including digital social media and online networks) media literacy?

Demonstrate awareness of media interpretations of events and ideas (including digital social media) Make informed choices about personal viewing experiences Understand the impact of media representations and modes of presentations Seek a range of perspectives from multiple and varied sources Communicate information and ideas effectively to multiple audiences using a variety of media and formats Compare, contract, and draw connections among (multi)media resources

Thinking VIII. Critical Thinking Skills How can students Analyzing and evaluating issues and ideas Practice observing carefully in order to recognize problems think critically?
Gather and organize relevant information to formulate an argument Recognize unstated assumptions and bias Interpret data (contd) Evaluate evidence and arguments Recognize and evaluate propositions Draw reasonable conclusions and generalizations Test generalizations and conclusions Revise understanding based on new information and evidence Evaluate and manage risk Formulate factual, topical, conceptual and debatable questions Consider ideas from multiple perspectives Develop contrary or opposing arguments Analyze complex concepts and projects into their constituent parts and synthesize them to create new understanding Propose and evaluate a variety of solutions Identify obstacles and challenges Use models and simulations to explore complex systems and issues Identify trends and forecast possibilities Troubleshoot systems and applications

IX. Creative Thinking Skills How can students Generating novel ideas and considering new perspectives Use brainstorming and visual diagrams to generate new ideas and inquiries be creative?
Consider multiple alternatives, including those that might be unlikely impossible Create novel solutions to authentic problems Make unexpected or unusual connections between objects and/or ideas Design improvements to existing machines, media, and technologies Design new machines, media, and technologies Make guesses, ask what if questions and generate testable hypotheses Apply existing knowledge to generate new ideas, products, or processes Create original works and ideas; use existing works and ideas in new ways Practice flexible thinking-develop multiple opposing, contradictory, and complementary arguments Practice visible thinking strategies and techniques Generate metaphors and analogies

X. Transfer Skills How can students transfer skills and knowledge among disciplines and subject groups?

Utilizing skills and knowledge in multiple contexts

Utilize effective learning strategies in subject groups and disciplines Apply skills and knowledge in unfamiliar situations Inquire in different contexts and gain a different perspective Compare conceptual understanding across multiple subject groups and disciplines Make connections between subject groups and disciplines Combine knowledge, understanding and skills to create products or solutions Transfer current knowledge to learning of new technologies Change the context of an inquiry to gain different perspectives