Unit Map 2012-2013The American School in JapanCollaboration / Social Studies 5* / Grade 5 (Elementary School)Wednesday, May 1, 2013, 8:34AM

Think Justice  (Week 17, 6 Weeks) Essential QuestionsWhat can we learn from historical human rights issues?How have people protected and promoted human rights? (what happened?)How have people made a difference? (value or belief in the power to make a change)  Important note about this unit:All three social studies units connect through the lens of 'rights and responsibilities'. Unit 1 looks at individual student responsibilities connected to digital citizenship (being responsible, respectful, honest and safe). Unit 2 examines what we can learn from historical social justice issues. Unit 3 draws on the learning made about digital citizenship and social justice to examine a contemporary social justice case study.The 5th grade units are designed to intentionally build on concepts covered in earlier grades.

ContentUNDERSTAND:The conditions that give rise to human rights violationsMultiple perspectives, motivations and interests influence why human rights are violated and how we address themA variety of ways social justice issues have been addressed. How people (individually and in groups) influence those with the power to make change (i.e. leadership/government)The impact of human rights advocacy.

KNOW:The historical context in which their case study takes place.Different perspectives at play in their case study, such as financial/economic gain, power, security, religion, resources etc.Methods to address the social justice issue in their case study, such as peaceful protest, violent protests, lobbying and negotiationKey people and organizations that made a difference in their case studyHow the issue was resolved (domination/use of force, control of information, capitulation, annihilation, change of law)Skillsexamine photographs and primary documentssummarize a human rights issueevaluate information and perspectives for biasuse a graphic organizer to organize information in ways that help us to see patterns and make connectionsuse patterns and connections to generate theoriessynthesize information to demonstrate and deepen current understandingreflect on what we learned and how we learned it 

AssessmentCase Study Summative RubricSummative: Other written assessmentsFollowing a whole class guided practice through one case study, students work with a partner to complete a second. On their third case study, students work independently and their product is assessed with this rubric.

Case Study Checklist & Rubric summative assessment - student exemplarStrategies / ActivitiesINQUIRY CYCLE * IMPORTANT: Before beginning this unit you need to book a time with Wouter so he can help students download two electronic Civil Rights books to their MacBooks.*We should create a vocabulary list of key words related to the civil rights movement*Wouter would like to build in an activity to reinforce the creation of bibliographies  Phase 1: Tapping into Current UnderstandingPurpose: hook student interest, then access and engage what they currently understandArtifact Bag :  read, listen and watch primary source content and consider:what issue do you think these artifacts show?what information connects to what you already know?what new ideas did you get that extended or broadened your thinking?what are you now wondering about / what puzzles you?*Record your groups thoughts on chart paper or on a popplet (popplet sample here:  http://popplet.com/app/#/737033)*If the number of artifacts seems overwhelming, you can present it in chunks.

Note: each artifact bag should contain the following primary sources:Newspaper article: Lunch Service is Resumed at Stores  http://bit.ly/XnPBKKMartin Luther King speech: I Have a Dream  http://bit.ly/g5sscr1  For next year, we may want to select a particular section of the speech to focus on; perhaps the "I have a dream" sectionPoem: Dr. King Looked Out  http://bit.ly/XtmbgfLetter:  http://1.usa.gov/YybNTHSong: Mahalia Jackson 'We Shall Overcome'  http://bit.ly/g5sscr2Photograph:  http://media-3.web.britannica.com/eb-media/96/71296-004-0B8CB497.jpgPin: March on Washington  http://everitas.univmiami.net/wp-content/uploads/2009/04/civilrights3.jpgThreatening letter to Jackie Robinson:  http://rnishi.files.wordpress.com/2011/10/jackie_robinson_hate_mail1.jpg Phase 2: Finding QuestionsPurpose: identify problems important enough for sustained investigation & plan a pathway of questions to guide the inquirysee, think, wonder 1 - Little Rock 9 imageview the Little Rock 9 image using the attached KeyNote. With this image it is important to gradually reveal the image (section by section) to draw out deeper thinking. Use the following focus questions to guide student inquiry:what do you see?what do you wonder?

what do you think is going on?see, think, wonder 2 - Woolworths sit-in image.view the Woolworths sit-in image using the following focus questions:what do you see?what do you wonder?what do you think is going on?Note: two opposing images of the same event can also work for this task.OPTIONS for examining images:KeyNote (attached)annotate the image on marqueed.com annotate the image using popplet.com print the image and post on chart paper for students to annotate Mike suggested an iMovie using picture-in-picture to examine perspectivesNew idea: Give the students a few images and have them sequence them in a timeline. Richard had his students look at major technological developments at the time (i.e. TV) and photojournalism. These concepts were overlayed on the timeline. He also compared war posters (i.e. join the army) to actual photos (comparing the proportion of racial representation). New idea: Tracey tied photos to a nonfiction reading lesson. Phase 3: Exploring New PerspectivesPurposes: to- explore and evaluate varied perspectives- rehearse and record information in ways that help us remember- practice skills in ways that lead to mastery- interpret and represent information in ways that will lead to making meaning from it- rethink current understanding in light of new information

Big picture overview of issue:Wouter's Rapid Overview of Civil Rights (book a time with him)Brainpop clip  http://www.brainpop.com/socialstudies/ushistory/civilrights/Picture Book options: Remember: Journey to School IntegrationExamining a perspective: habits of mindstudents read two primary source letters (attached) with different perspectives.segregation perspective: Harry Hemmick letter to Little Rock 9 School District Superintendent http://bit.ly/VGZus2extension idea 1: watch YouTube clip of Mike Wallace interview with Gov. Faubus http://cs.pn/W2r2YH (watch the first few minutes)extension idea 2: have students write a letter back to Harry Hemmickextension idea 3: have students research Harry Hemmick and Virgil Blossom to gain a deeper understanding of their perspectivesextension idea 4: use Padlet to have students respond to the lettersintegration perspective: Jackie Robinson letter to President Eisenhower (attached below)students use the following questions to guide them (graphic organizer attached):What is the writer's stanceWhat are the writer's main points?What evidence does the writer give to support the stance?Who wrote this piece? What information do you have about the writer?What bias does the writer show in his / her line of thinking?How reliable is the evidence and how credible is the author / presenter?Challenge question: What might be the consequences be if readers believe the author?

Phase 4: Making MeaningPurpose: organize information in ways that help us see patterns and make connections, then use patterns/connections to generate theoriesEngage with a variety of primary and secondary sources to learn various events that occurred within that issue. Use the case study summary chart (attached) to synthesize the information gathered in each exploration.CASE STUDIES1947 baseball integration (Jackie Robinson) Easier1954 school integration (Brown vs Board of Education) Medium1955-1957 bus integration (Montgomery Bus Boycott) Medium1957 school integration (Little Rock 9) Easier1963 public dining integration (Woolworth sit-in) Easier1961 bus integration (Freedom Riders) Medium1963 organized movement to protest segregation (Birmingham Campaign) Challenging1963 supporting integration rights (March on Washington) Easier1965-1977 Black Power (Malcolm X) ChallengingApartheid vs. Segregation ChallengingResources for all 10 case studies are accessed through the ES Learning CommonsExamining the first case study should be done together as a class  NOTE: team felt it would be best to model one section of case study then have kids work on their collaborative project, rather than model one whole case study before setting kids to their collaborative task.Students must fill in the Case Study Summary Chart (attached) to capture what is learnedAt least one independently researched case study must be graded using rubric (attached)NOTE:  Make sure to stress in the guided practice how to paraphrase (not plagiarize). The guided practice requires a great deal of scaffolding. May want to guide the students through the organizer one section at a the time. Model with the whole class case study, then work with your partner to do the same section with your partner.LINK TO READING LESSONS: the nonfiction unit lessons reading for the gist and reading text two different ways provide great integration potential with examining case study one as a class.Phase 5: Testing Theories Purpose: test theories to discover when, where and how our theories are applicableAt this point, we want students to synthesize the strategies used and their effectiveness. The process of testing a theory will be fully developed in the 3rd Social Studies unit.On an anchor chart (or WallWisher or Popplet) generate a list of ways people and groups addressed social justice issues, which strategies were highly successful in bringing about lasting change, and what conditions helped those strategies be successful.Phase 6: Demonstrating UnderstandingPurpose: demonstrate and deepen understanding by explaining, interpreting or applying learningThis phase will also be fully developed in the 3rd Social Studies unit. Phase 7: Reflecting and ActingPurpose: reflect on what has been learned and how it was learned, and feel empowered to take relevant actionAsk students to respond to the essential questions in the form of a blog post. They should support their thinking by referring to their learnings in this unit.Embed the case study summary chart and graded checklist/rubric in the blog post.   

 Notes based on the examination of student work (Civil Rights Case Study) SummaryStrengths: Students did a good job of providing key evidence and information, consistently identified the time frame and the problem, summaries were well sequenced and accurate. Creating a summary was appropriately challenging.Need more support with how to integrate quotes into their writingSummary should include: who, when, where, etc. Assume that the reader knows nothing; provide the background information to be clear (i.e. defining terms and acronyms, including last names)PerspectivesStudents mostly wrote in first personChange the teacher rubric in the "3" column to say "and gives multiple examples" instead of summarizesType of StrategyHave the strategies listed on an anchor chart so they can draw from itWhat changed?Students did a good job of identifying the big pictureTracey and Lori will annotate an exemplar.

digital artifact bag Image 1 for 'See Think Wonder' - Little Rock 9Image 2 for 'See Think Wonder' - Woolworth sit in

Examining Perspectives graphic organizer examining perspectives text: segregation perspective Harry Hemmick bio.docx Harry Hemmick letter URL examining perspectives text: integration stance page 1 examining perspectives text: integration stance page 2 Case Study Synthesis Chart - digital Case Study OrganizerResourcesGoogle Doc -  http://bit.ly/thinkjustice5Artifact Bags -  http://popplet.com/app/#/737033ES Learning Commons Think Justice resources:  http://bit.ly/socialstudies5website -  http://www.neok12.com/Civil-Rights-Movement.htm image: see/think/wonder "Little Rock 9"graphic organizer: Case Study Summary Chartgraphic organizer: Habits of Mind graphic organizer: Testing A TheoryGoogle doc: Effective StrategiesPicture book: Teammates by Peter Golenbockchecklist: reflective blog entryPicture books, videos and resources from Library   --------------------

Context ideas: Identify 5 major human rights violations to be studied in different classrooms. Possible topics:US civil rightssuffrageJapanese internment camps in the US and CanadaApartheid Gandhi and Indian Independencechild labor (child soldiers in Africa, child labor during the Industrial Revolution Alternate Case Study Options Japanese internment camps in the USPicture Book: Home of the Brave by Allen SayPicture Book ideas: http://www.the-best-childrens-books.org/Japanese-Internment-Camps.htmlShort Story: from When I was Your Age edited by Amy EhrlichCase Study: Fred Korematsu  http://korematsuinstitute.org/institute/aboutfred/Case Study: Telling Their Stories - http://www.tellingstories.org/internment/index.htmlApartheidIndian Independence & GandhiWorld War 2Stories focusing on racial discrimination during World war 2  (obviously Anne Frank)Chapter book: Someone Named Eva - true story about the Lebensborn project - kids of non-German descent being taken away to be raised as German because they display the perfect physical Aryan TraitsChapter book: The Boy in the Striped PajamasChapter book: My name was Keoko tackles the same topic from the perspective of Korean kids under the Japanese occupationexhibition: Hana's Suitcase  http://tokyoholocaustcenter.blogspot.jpPicture book: Always Remember Me - Great picture book chronicling the - excellent choice to introduce the topic of racial discrimination  case study: class model sample

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