G69rrztryiqzhiucxqog Curr Unit

Creating Change
Thematic Unit
Veronica Lopez
11/11/2013

Topic: Historical Changes in Chicago
3 content areas you will integrate: Social Studies, writing, reading, art
Introduction Students and teachers need to know what will be learned as a result
of participating in this unit. In this section, explain why your unit topic is an important
one for young learners. Describe how students might use this knowledge "in the real
world". How is this unit relevant to your current students?
tudents live and grow up in the !hicago but never really learn about the people who
have made a difference or how people can make a difference when they see something
they do not like. tudents need to reali"e that they have a voice and they can use that
voice to bring about any change they want to see done. #ften times children are seen and
not heard even though they are the ones being the most affected by many of the decisions
being made. It is important for students to learn to stand up and fight for what they
believe in and reali"e the power that one person can have to change a situation. tudents
will be learning about people who have made changes in history and how it affected the
people of !hicago. $or a real world connection students will be able to see for themselves
that although change may not come %uickly if people continue to fight for what they
believe it can happen. &ll it takes is one person to stand up against an in'ustice they see in
order for social change to begin. (he unit is relevant to students at !almeca because they
live in the city of !hicago which we will be learning the history of and many current
issues )immigration reform, health care, etc* affect the ma'ority of the population at
!almeca which are low income +atinos.
ssential !uestions: "hat #uestions should students be able to discuss, address, and
analy$e at the end of the unit %consider higher order thinking, big picture
#uestions&.

How can people make history or create change? ,hat do I want to see change and how
will I make it happen?
'cti(ation: )ocus students* attention and assess their prior knowledge %upon
introduction of the unit&.
tudents have already been exposed to the -idwest as a region as well as !hicago as a
city. ,e have looked at some of the history of !hicago such as the .ative &mericans
who inhabited the !hicago area and some of the agriculture of the city. tudents have
also been exposed through text to some of the landmarks in !hicago such as the ,illis
(ower. tudents know that they live in !hicago, Illinois but this is a chance to look
deeper into the historical changes as well as the people who have helped change !hicago.
In order to activate students/ attention as well as assess prior knowledge we will fill out a
01,1+ chart and fill out the 2know3 part and then come up with %uestions that they want
to know about !hicago or people in !hicago. ,e will continue to work with the 01,1+
chart throughout the unit adding to the 2learn part3 as well as adding %uestions that we
want to learn.
Co++on Core State Standards and Illinois State Standards %if applicable&
addressed.
!!.4+&1+iteracy.,.5.6a Introduce the topic or text they are writing about,
state an opinion, and create an organi"ational structure that lists reasons.
!!.4+&1+iteracy.,.5.7 ,ith guidance and support from adults, use
technology to produce and publish writing )using keyboarding skills* as well as to
interact and collaborate with others.
!!.4+&1+iteracy.,.5.8 !onduct short research pro'ects that build knowledge
about a topic.
!!.4+&1+iteracy.+.5.9 :eport on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace
!!.4+&1+iteracy.:I.5.; Determine the main idea of a text< recount the key
details and explain how they support the main idea.
!!.4+&1+iteracy.:I.5.5 Describe the relationship between a series of
historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, se%uence, and cause=effect.
!!.4+&1+iteracy.:I.5.7 Distinguish their own point of view from that of the
author of a text.
,esson Ideas:
,esson -
Content 'rea%s&> ocial tudies
,esson .b/ecti(es> tudents will analy"e data graphs for trends in waves of immigrants
coming into the city and take note of where they settled. tudents will draw conclusions
and make inferences from the graphs about how the new immigrants made decisions on
where to live
How does this lesson adhere to your essential #uestion%s& and how does it e+power
your students to further consider the #uestion0
tudents will learn that !hicago has been a destination for new immigrants for many
years and how that has shaped the way !hicago responds to new immigrants. ?eople
have fought for the rights of immigrants< this will help students begin to %uestion who
would help new immigrants and why they would do it.
Instructional 1aterials> -ap of !hicago, (ime line of immigration trends
Instructional Strategies> tudents will have to learn to read a graph=map=time line. #ne
of the strategies would be how to locate important information on these resources and
how to read and interpret them.
'ssess+ents %)or+ati(e and2or su++ati(e*> $ormative assessment1 I will be assessing
whether students are reading the map and graphs correctly
Su++ary23rief 4escription>
,e will begin by looking at the !hicago settlement time line and mapping where in the
city the settlements occurred and who=where the settlers were from. &s we being to
analy"e the other graphs we as a class will begin to make conclusions. (his can also be an
opening to talk about segregation since it is still very prevalent in modern day !hicago.
,esson 5
Content 'rea)s*> :eading
,esson .b/ecti(es: tudents will read and learn about @ane &ddams and her legacy that
she left behind. tudents will annotate and do a close read of the passage provided.
tudents will provide the main idea and summari"e the passage provided.
tudents will be learning about @ane &ddams who was a pioneer in social work for
immigrants in !hicago. he saw there needed to be a change and she worked hard to
achieve that change.
Instructional 1aterials: ?assage on @ane &ddams, graphic organi"er for main idea and
summary
Instructional Strategies> tudents will be doing a close read by annotating and
summari"ing a text. (hey will use a graphic organi"er to organi"e their important details
in order to write a summary.
'ssess+ents %)or+ati(e and2or su++ati(e*> ummative1 the graphic organi"er with
the important details and summary will be collected and given a grade. tudents will have
to provide details which are important to the passage and provide a succinct but detailed
summary. tudents will also have to write the summary in complete sentences.
,e will read the first two paragraphs of the passage together as a class< pausing to
annotate. I will model annotating by thinking aloud and doing the actual annotations on
my passage. tudents will then buddy read the rest of the passage with the person sitting
next to them. (hey will work individually or in pairs to complete the important details but
the summary will have to be written individually.
,esson 3
Content 'rea%s&: ,riting=ocial tudies
,esson .b/ecti(es> tudents will learn more about @ane &ddams and her legacy.
tudents will write a reflective essay on @ane &ddams/ life.
till following with learning about someone who created change in !hicago and
expanding their knowledge of what they know.
Instructional 1aterials: ,riting .otebook
Instructional Strategies> tudents will have to write notes on parts of @ane &ddams/ life
as well as what they learn about what immigrants/ living conditions were like in order to
write a reflective essay.
'ssess+ents %)or+ati(e and2or su++ati(e&: $ormative1 I will be formatively
assessing students/ learning by reading their 'ournals and what they wrote about @ane
&ddams. I would be looking to see if they are making the connection between people
working toward reform and accomplishing that reform.
$or this lesson we would take a field trip to the @ane &ddams Hull House to learn more
about her as well as learn more about what kinds of social reforms are going on in
!hicago. (he students will have their writing notebooks with them so that they can write
notes.
,esson 6
Content 'rea)s*> &rt
,esson .b/ecti(es> tudents will analy"e murals and understand how murals are a
response to demonstrate social ine%uities, history and neighborhoods. tudents will begin
to brainstorm ideas of things they would like to put in a mural.
-urals are created by artists who want to do something. (heir mission is to educate or
remind others of things that are important whether it be historic figures or events. &rtists
use murals to express themselves and to create beauty in the world around them.
Instructional 1aterials> ?ictures of famous murals around !hicago, such as ones done
by ,illiam ,alker and the youth in collaboration with local artists from Aollocali in
?ilsen.
Instructional Strategies> -odel think1alouds as well as read excerpts from articles
written about ,alker and why he chose to create murals in !hicago. Brand discussion
about what we see in the murals and how having a mural in the community may have
change the way others see the community.
'ssess+ents %)or+ati(e and2or su++ati(e*> $ormative1 are students showing an
understanding the importance of murals in the community and the reasons artists choose
to create murals by articulating reasons discussed in groups.
Su++ary23rief 4escription> I will have images of murals from around !hicago and
would start off by asking students if they have seen any of them in person. ,e will then
go into reasons why artists create murals and look a little more in depth at famous
!hicago muralist ,illiam ,alker. &t the end of the lesson, I will ask students to start
thinking about something they would like to put in a mural and why they would choose
that specific thing< reiterating that murals are created to say something meaningful to or
about the artist.
,esson 7
Content 'rea%s*> &rt
,esson .b/ecti(es> tudents will create a mural as a whole class with everyone
contributing something to the class mural.
ocial change does not come 'ust from protests or writing letters. ocial change can come
from creating art that is meaningful and can be used to expose the unhappiness or
uneasiness of the artist or collaboration of artists.
Instructional 1aterials> ?oster paper )each student will receive half of one poster paper
to create their contribution to the mural*, paint and paint brushes
Instructional Strategies> Crainstorming ideas with each other< talking about things they
see that they do not like or would change.
'ssess+ents %)or+ati(e and2or su++ati(e*> ummative1 students will have to write a
small excerpt on why they chose to include their part of the mural and why they believed
it was important to have in the mural. I will be looking for articulation of their reasons
and not 'ust 2because I do=don/t like DDDDDDDDDD happening3 but explaining why=how it
affects the community.
Su++ary23rief 4escription:
tudents have already been thinking about what they could contribute to a mural. I would
invite one of the local artists who works with the Aollocali organi"ation to come into the
classroom to talk to students about what Aollocali is doing around the city and why it is
important. (he invited speaker could also help students who are struggling on what to
contribute or why their contribution is meaningful. (he local artist could also give tips on
how to put our class mural together.
,esson 8
Content 'rea%s*> ,riting
,esson .b/ecti(es> tudents will formulate a persuasive piece on an issue and express it
through writing a speech. tudents will peer edit their writing for grammar and spelling
mistakes.
tudents will choose a topic or issue of their choice about something in the classroom
they do not like or would like to change. (his is a small arena )the classroom* change but
it will give them a chance to use their voice to start making changes. tudents will see
that it is hard work creating change.
Instructional 1aterials> 4xamples of persuasive pieces to give students ideas on how
they can write their own pieces.
Instructional Strategies> Boing over that it means to persuade someone, providing
explicit instruction on what the components of a speech are.
'ssess+ents %)or+ati(e and2or su++ati(e*> ummative1 tudents will have to
introduce a topic=issue and persuade the readers=listeners of the speech to support their
proposed changes. (hey must provide an introduction, three supporting details and a
conclusion.
,e will begin by reviewing author/s purpose )persuade, inform, entertain*. ,e will then
read persuasive pieces< I will point out the supporting details that the author uses in order
to convince the reader. (he students can help each other and collaborate if they are
working on the same topic or issue.
,esson 9
Content 'rea%s&: peaking and +istening
,esson .b/ecti(es: tudents will deliver the speech they have been working on to their
classmates. tudents will listen attentively as their peers present their speeches. tudents
will come to a conclusion on which speech was the most persuasive.
.ow that they have written a speech the students will have experience talking in front of
others. & big part of social change is when people speak up and convince others to 'oin
their cause. tudents will think about how and what makes a speaker convincing. It is one
thing to write a speech but one also needs to be able to articulate and be engaging to gain
support.
Instructional 1aterials: (he speeches that they wrote. !hart to take notes on the
speaker/s speech.
Instructional Strategies> ,hat does a good speaker do? ,hat does a good listener do?
,e will discuss these as a class before beginning the speeches.
'ssess+ents %)or+ati(e and2or su++ati(e*> ummative1 tudents will receive a grade
on how they present their speech following a rubric< with criteria such as 2was I loud
enough?3 2!ould my audience understand what I was saying3 2Did I make eye contact
with my audience?3 tudents will also receive a grade for the charts they fill out as
listeners.
tudents will give their speeches, with the audience asking %uestions at the end if
clarification is needed. &s a class they will vote for the speech they thought was the best
written and delivered and convincing.
,esson :
Content 'rea%s&: ,riting
,esson .b/ecti(es> tudents will write a letter to the principal. tudents will argue their
point and rationali"e their explanation on why a change must occur.
?reviously the students have written a speech to change something in the classroom now
it is opening it up to a bigger arena )the entire school*. It is emphasi"ing that they have
the power to use their voice not only in the classroom but outside as well. (hey will be
practicing using persuasive writing which is what people who want social change do.
Instructional 1aterials> (heir speeches that they previously wrote as a
template=example of what they will be doing. Braphic organi"er that illustrate> topic,
supporting details, and conclusion.
Instructional Strategies> ?ersuasive writing, peer editing, writer/s workshop.
'ssess+ents %)or+ati(e and2or su++ati(e*> $ormative1 students must come up with
an issue they want to change in the school and support their cause with details.
I will remind students of the speeches they wrote already and explain that we will be
doing it on a bigger scale now< the school. ,e will be writing a letter to the principal.
(he students will introduce an issue, state why it needs to be changed, pose changes and
persuade the reader )in this case the letter is addressed to the principal* to support their
issue and their changes.
,esson ;
Content 'rea%s*> ocial studies
,esson .b/ecti(es: tudents will be exposed to how bills come about and how they turn
into laws. tudents will recogni"e that bills are made up by people who want change and
can be proposed by regular people=citi"ens
4ssentially creating social change will lead to laws changing. &lthough the process is
long and arduous, bills )ideas* can become laws. tudents will learn that their idea as one
person can lead to bigger things.
Instructional 1aterials> How a bill becomes a law video
Instructional Strategies> ,e will watch the school house rock video on how a bill
becomes a law and discuss afterward the process< graphic organi"er to see the
steps=process of how a bill becomes a law.
'ssess+ents %)or+ati(e and2or su++ati(e*> $ormative> I will collect their graphic
organi"ers and look to see if they have the order of the process correct.
,e will watch the video, stopping along the way to discuss each step. &fterward we will
work on a graphic organi"er to write down the steps we 'ust learned about.
,esson -<
Content 'rea%s*> ,riting
,esson .b/ecti(es: tudents will verbali"e an issue, formulate an argument, provide
evidence and support for their argument,
&s with the last two lessons this is taking their knowledge and interest about an issue and
presenting it to an even bigger arena, this time it being their state representative. (hey
will choose something they want to change in their community=neighborhood and express
and try to persuade the representative to support their issue.
Instructional 1aterials: Braphic organi"er for thoughts and help with organi"ation of
their letter.
Instructional Strategies: ?eer editing, writer/s workshop. !omponents of a letter )mini
lesson on how we write letters*
'ssess+ents %)or+ati(e and2or su++ati(e&: ummative1 tudents will receive a
rubric that outlines what needs to be in their letter )introduction, three supporting details,
and conclusion*
I will introduce this lesson as a way for students to create change that they want to see in
their community. I will remind them of the school house rock video and how every day
citi"ens can help with writing=creating bills. (his is a chance for them to let their
representative know what they want to be done in their community because they live
there and have a right to voice their opinions and concerns.
"hat do you see as a cul+inating pro/ect that would de+onstrate students* growth
in their understanding of the underlying concepts of the unit %i.e. your essential
#uestions&0
Esing the issue they wrote about to their state representative, they will create a
presentation. (hey can do a ?ower?oint or another speech or read their letters in order to
present their issue to an audience of not only their classmates but parents will be invited
as well as the administrators at the school.
=esource 3ibliography:
http:22teacher.depaul.edu24ocu+ents2ChicagoChanger>ane'dda+s1ainIdea?ten
ded=esponse:thgrade.pdf @?assage on @ane &ddams
http:22+urallocator.org2tag2chicago2 @-urals in !hicago
http:22yollocalli.org2 @ Aollocali/s website
http:22learn$illion.co+2lessonsets23<8@3rd@grade@argu+entati(e@writing@crafting@a@
persuasi(e@speech @ How to write persuasive speeches< choosing a topic, brainstorming,
ect.
http>==www.youtube.com=watch?vF$$ro-Gl0iag1 Aou(ube video of How a Cill
becomes a +aw

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Creating Change

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