Ban+the+Birds+Units

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Take a Position on National Health Care []

Lesson Plan [] help students identify and interpret the assigned topic by setting the stage with a background lecture and providing tips about finding and evaluating appropriate and accurate sources regarding all sides of the argument surrounding the topic of nationalized health care in the United States

“//Inquire, think critically, and gain knowledge” and “Draw conclusions, make informed decisions [...]”.//

Government-based Nationalized Health Care Websites: [] [] [] Position Studies and Papers: dll.umaine.edu/ble/U.S.%20HCweb.pdf Media Coverage: []

Take a Position on social Injustices []

Have social injustices in American society stayed the same or have they changed since the 1930s of To Kill a Mockingbird?

Is it possible for a person to receive a fair trial, regardless of race, as seen in our past and current courts of law?

Is it possible for one person to make a difference in a human rights capacity?

Are hate crimes, based on race, as prevalent in American society today as they were from the 1930s to the 1960s?

** Resources **

American Anthropological Association accessed at: [] This is an excellent website that looks at race through three different perspectives: history, human variation and lived experiences. Center for Nonviolence and Social Issues accessed at: [] The Center for Nonviolence and Social Issues believe that people have a right to basic human dignity and to have their basic economic needs met. Counselors for Social Justice accessed at: [] This is a website for counselors, educators, graduate students, and school and community leaders who seek to end oppression and social injustices. Global Issues accessed at: [] This website provides a short introductory video called Understanding Race from the American Anthropological Association. The website is divided into different subsections of racism around the world. Miles, R. and Brown, (2003). Racism. Second Edition. New York, NY: Routledge Publishers. This book gives a history of racism and looks at racism as ideology, moral question and political questions. Simon, T. (1995). Democracy and Social Injustice. Law, Politics and Philosophy. Lanhm, Maryland: Rowman and Littlefield Publishers. This book presents a history and theory of social injustices.

Concept jig saw model. students are divided into groups that are each assigned an aspect of th research. they then regroup so that specialists from each group mix with other specialists to share out info.

jig saw model to Deconstructing social class - discuss the Outsiders [] text to self and text to world connections

All that jazz p. 5 from Ban the Birds
 * Background to Question Model**

Why This Model? • Capture the learner's interest • Build a basic vocabulary of the topic • Compensate for uneven prior knowledge • Use when prior knowledge is skimpy • Help learners build engaging questions when they seem to lack interest • Provide an opportunity for a "topic to select a learner" • Use when the textbook is insufﬁcient • Help learners narrow a topic when struggling with generalities • Turn a library orientation into an exploration

Causes of the Vietnam War - History and Mystery Model []

Carbon footprint - Writing a letter

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letter writing tutorials []

Roots of a Revolution - What would it take - How do you define unfair? Oppressive? What would make you mad enough to revolt? Compare and contrast Model []

**Old Method:** An 8th-grade English class reads Suzanne Collins’ The Hunger Games trilogy. Students answer basic recall questions for each chapter. They keep track of the characters and major plot events. Upon completing the novel, students take a multiple-choice test focusing on recall of plot and characters.

**Overview of Transformation:** In the transformed unit, students will compare and contrast a fictional novel series to historical events. The transformation takes a unit that required very little high-level thinking and transforms it into an experience that requires students to think critically about a novel’s theme, what conditions lead to a revolution, types of government, past and current political issues. The new unit connects content to United States and world history.

**Essential Question (s):** What leads to a revolution or uprising? How much control over its citizens should a government have?

contnet goals Process goals