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RDG 323
Unit Theme: How do the functioning components of society affect me, and
xxxx
Biology
xxx
English
Manuel Leal
History
This unit is designed to help the students answer the essential question How do the functioning
components of society affect me? This question that can be answered both objectively and
subjectively, as it is comprised of both the literal (biological) and abstract (identity, nationalism, etc.)
aspects of Society, allowing the answer to develop by examining different aspects of Societal
development. By incorporating the different elements of Biology, English, and History, students will
examine several characteristics that are encompassed in society, and find a better understanding of
themselves and others.
In biology, a society is affected by a community, where each individual plays an important role.
Whether it is to follow a set step of roles, or to influence, an individual organism can affect its
environment positively or negatively. Communities come in various sizes, and contain various
organisms, whether it be the microhabitat created in a restroom sink, or the communities in todays
world in a city or school. By understanding the relationships that play in a community, students will
understand how factors are influenced in an ecological environment relating them to real life
communities, such as the school districts community. Students will also understand a communitys
role in a society in a bigger aspect.
Literature gives students the opportunity to explore the whys and what ifs through non-fiction and
fictional texts. Through literature, students will learn the ways society was viewed historically and how
the ideas people had and the literature that was written affect the understanding we have today. The
texts we will read in class will open their eyes and understanding to further question reasons for why
texts were written, how they were written, and how they can either positively or negatively affect us
now. The students will engage in open discussion with their peers to give and receive insight to varying
life styles. The literature and texts provided will help guide the students to a greater understanding of
the society around them, beyond the doors of the classroom, their school, and their immediate
community. They will question the world around them, and how their society came to be. The students
will mimic styles that are introduced, through their own writing enhancing their creativity and allowing
them to think outside of the box. They will research topics appropriate for class that are of interest to
them, and they will share their findings with their peers. Technology will be an important part of the
curriculum, teaching them resourceful ways of using it to enhance their learning styles. The overall
goal is to maintain student engagement through literature by creating an open minded work
environment by utilizing materials that a student finds applicable to their learning. It is to re-learn,
learning to create students who are an integral part of society and are well rounded individuals who
will continuously give and receive information outside of the classroom.
Historically,thedefinitionofsocietycontinuestochangeandevolvewithinpopulations:rural,and
urbangrowth&decline.Withcontinuouschangeinsociety,studentswillcometoknowthe
relationshipbetweensocialprosperityanddecline,popularculture,andimmigrationinAmerican
Society.StudentswilldevelopessentialquestionssurroundingcurrenteventsinAmerica,likethe
BlackLivesMattermovement,immigrationissueswithSyrianrefugees&LatinAmericanrefugees,
andthedeclineofcitieslikeDetroit,MI.StudentswilllookatthehistoricalaspectofpostWorldWar
IIAmericanSocietytohelpthemanswertheiressentialquestionandtocomprehendthecontentof
historicalPrimarySourcesastheyrelatetothehistoryoftheUnitedStates,society,andtheiressential
question.Studentswillalsousetechnologylikecomputerstodevelopshortfilmsthatshowshowtheir
communityhaschangedinthepastdecade.Theaimistokeepthestudentsgrowingwiththeir
communitiesintothefuturebycontinuingtoaskessentialquestionabouttheirroleinthechanging
Americansociety.
Demonstrateknowledge
ofeighteenth,
nineteenth,andearly
twentiethcentury
foundationalworksof
Americanliterature,
includinghowtwoor
moretextsfromthesame
periodtreatsimilarthemes
ortopics.(1112.RL.9)
Use technology, including
the Internet, to produce,
publish, and update
individual or shared
writing products in
response to ongoing
feedback, including new
arguments or information.
(1112.W.6)
Determinethemeaning
ofwordsandphrasesas
theyareusedinthe
text,including
figurativeand
connotativemeanings;
analyzetheimpactof
specificwordchoices
onmeaningandtone,
includingwordswith
multiplemeaningsor
languagethatis
particularlyfresh,
engaging,orbeautiful.
(IncludeShakespeare
aswellasother
authors.)
(1112.RL.4)
Analyzeacomplexset
ofideasorsequenceof
eventsandexplainhow
specificindividuals,
ideas,oreventsinteract
anddevelopoverthe
courseofthetext.(11
12.RI.3)
Analyzeacaseinwhich
graspingpointofview
requiresdistinguishingwhat
isdirectlystatedinatext
fromwhatisreallymeant
(e.g.,satire,sarcasm,irony,
orunderstatement).(11
12.RL.6)
Evaluateaspeakerspoint
ofview,reasoning,and
useofevidenceand
rhetoric,assessingthe
stance,premises,links
amongideas,wordchoice,
pointsofemphasis,and
toneused.(1112.SL.3)
3.Applyknowledgeof
languagetounderstand
howlanguagefunctionsin
differentcontexts,tomake
effectivechoicesfor
meaningorstyle,andto
comprehendmorefully
whenreadingorlistening.
a.Varysyntaxforeffect,
consultingreferences
(e.g.,TuftesArtful
Sentences)forguidanceas
needed;applyan
understandingofsyntaxto
thestudyofcomplextexts
whenreading.(1112.L.3)
understanding of the
subject under
investigation.
(1112.W.7)
Makestrategicuseof
digitalmedia(e.g.,
textual,graphical,
audio,visual,and
interactiveelements)in
presentationsto
enhanceunderstanding
offindings,reasoning,
andevidenceandto
addinterest.
(1112.SL.5)
Demonstrateunderstanding
offigurativelanguage,word
relationships,andnuances
inwordmeanings.a.
Interpretfiguresofspeech
(e.g.,hyperbole,paradox)in
contextandanalyzetheir
roleinthetext.b.Analyze
nuancesinthemeaningof
wordswithsimilar
denotations.(1112.L.5)
Write
informative/explanator
y texts to examine and
convey complex ideas,
concepts, and
information clearly and
accurately through the
effective selection,
organization, and
analysis of content. a.
Introduce a topic;
organize complex
ideas, concepts, and
information so that
each new element
builds on that which
precedes it to create a
unified whole; include
formatting (e.g.,
headings), graphics
(e.g., figures, tables),
and multimedia when
useful to aiding
comprehension
(1112.W.2)
Biology:
Concept 3:
Interdependence of
Organisms
PO 1. Identify the
relationships among
organisms within
populations,
communities,
ecosystems, and
biomes.
PO 2. Describe
how organisms are
influenced by a
particular
combination of
biotic (living) and
abiotic (nonliving)
factors in an
environment.
History:
Concept 9: Postwar
United States
PO 1. Analyze aspects of
Americas post World War
II foreign policy:
a.) International activism
(e.g., Marshall Plan,
United Nations, NATO)
b.) Cold War (e.g., domino
theory, containment,
Korea, Vietnam)
c.) Arms Race (e.g.,
Cuban Missile Crisis,
SALT)
d.) United States as a
superpower (e.g. political
intervention and
humanitarian efforts)
PO 2. Describe aspects
of American PostWorld War II domestic
policy:
a.) McCarthyism
b.) Civil Rights (e.g.,
Birmingham, 1964
Civil Rights Act, Voting
Rights Act,
Constitutional
Amendments)
c.) Supreme Court
Decisions (e.g., the
Warren and Burger
Courts)
b.) Executive Power
(e.g., War Power Act,
Watergate)
PO 3. Describe aspects of
post-World War II American
society:
a.) postwar prosperity (e.g.,
growth of suburbs, baby
boom, GI Bill)
b.) popular culture (e.g.,
conformity v. counterculture, mass-media)
c.) protest movements (e.g.,
anti-war, womens rights,
civil rights, farm workers,
Cesar Chavez)
e.) shift to increased
immigration from Latin
America and Asia
Enduring
Understanding:
Important Concepts
In a community, all
species depend and
interact with one
another. If one aspect
of the community is
removed, the
communitys balance
of interaction is
distorted. Just like
how one factor can
either affect a
community positively
or negatively, a
communitys success
can impact a
population, or a society
of human communities.
Theme-Related
Essential Questions
society within my
community?
influences that
contribute to making
someone a citizen
within a society?
How does one citizen
strip or take rights
away for another in a
common society like
the USA? What actions
and reasoning take
place to make this
happen? At what point
does a citizen stop
being a citizen in the
eyes of another, and
why?
Technology
Integration
English, U.S. History, Biology: All students will be required to create their
own individual Weebly website. The website will contain four sections-Home Page, Biology, English, and U.S. History. Under each of these
sections, each teacher will create specific drop downs for the assignments
each student will be submitting for their own individual class. Everything
that is due for all classes will be submitted onto their Weebly. They will use
their creativity to design their web page to make it appealing to the eye. Each
teacher will be able to view all of the students work and will be able to see
the date assignments were uploaded. We will also be able to view the
assignments that were submitted in the other classes to make sure the
students are incorporating all topics into their portfolio.
Moreover, in the biology class, technology will be used to demonstrate
simulations of the functions of a community. Students will be able to
research and learn about the different factors that affect a community, using
websites such as Phet, YouTube, and National Geographic Education to view
simulations and articles about current issues. To understand the factors of a
community, students need the use of visuals to understand and witness a
communitys function.
Interdisciplinary
Essay
Unit Performance
Task
Students will use iPads to create a new real that allows them combine all
three classes (English, History, and biology) to make three components to
their news broadcast. Student will use their weebly unit website to aid in
their news clips about their own communities. For English, they will find
stories that are related to their class readings. In history, students could for
example, write about a person within their communities that has a personal
connection to historical events taught in class. For biology, students will
give a story about how science impacts their community and society at large.
The aim for this portion of technology use is to report like a television news
reporter about their communities as it relates to their class teachings.
Studentswillberequiredtowritearesearchpaperusingtheresources
providedfromeachoftheirclasses.Theymayusenotes,classdiscussion,
andoutsideresearchtowriteonaspecifictopicselectedbythestudent.The
studentsmustpresentthetopictotheteacherpriortowritingthepaper.The
paperwillbeacumulativeresearchpaperusingtheknowledgetheyhave
gainedwhileworkingonthisproject.Themajorityofthesourcesusedfrom
theirEnglishclasswillconsistofscholarlyarticles,andnonfictiontextswe
haveread.Theywillconstructtheirresearchpaperaroundthehistoryoftheir
community,andthewaystheiractionsinfluencetheircommunity.Theyare
requiredtouse2sourcesfromeachoftheirclasses,andtheymustuseone
sourcefromtheircommunity(interview,observation,familyhistory,etc).
Theirpaperwillbe68pagesinlengthfollowingMLAformat.
In US history, students will learn about Postwar United States by examining
the effects of events and issues that shaped our nation and our involvement
in the global community. Students will draw from history to inquire how
their communities have continued to be affected by post World War II
tensions which led to social change in the U.S. and heightened the focus on
foreign policies. With students close examination of primary and secondary
sources, they will be able to go deeper in their inquiry to find how their
actions and others affect them in society.
In the biology content, students will learn about various factors that can
affect biological communities and relate them to human communities and
societies. For students to demonstrate their knowledge, students will present
a selected topic that is currently, or potentially, a factor affecting
communities, either positively or negatively, and will present how the
selected factor affects their society as a whole. Furthermore, students will
incorporate their role as an individual in that community and society.
Students will create a 10-minute presentation that will give information in
bullet point, videos, and images to demonstrate their knowledge on
community factors. To enhance their knowledge and findings in factors that
affect communities, students will implement learned content from their
English and History classes.
InEnglish,thestudentswilldevelopaclearerunderstandingoftheliterature
postworldWarII.Studentswillbringinknowledgefromtheirotherclasses
todevelopclear,conciseargumentsthatfollowtheirliteraturecircles
throughadevelopmentaldiscussion.Studentswillcompileaportfolioof
differentresourcestheyhavecomeacrossindevelopingtheirdiscussion
questionsregardingthecomponentsoftheirsociety.Basedonthefiction,
nonfiction,poetry,andscholarlyarticlestheywillbeprovidedwithaswell
asfindontheirown,theywillmimicthetypesofresearchtheyhavedone
andtheliteraturetheyhavereadtocreateacompilationoftheirown
writings.
IndividualUnitTheme:Howdothechangesthatoccurinsocietyaffectmyconstitutionalrights?And,
howdoesmyinvolvementinanorganizationaffectme?
Subject: US History
Grade Level: 11
Focus Standards
Cite Specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
(11-12.RH.1.)
Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
(11-12.RH.3)
Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how
Madison defines faction in Federalist No. 10). (1112.RH.4.)
Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole. (1112.RH.5.)
Evaluate authors differing points of view on the same historical event or issue by assessing
the authors claims, reasoning, and evidence. (1112.RH.6.)
Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a
problem. (1112.RH.7.)
Evaluate an authors premises, claims, and evidence by corroborating or challenging them with
other information. (1112.RH.8.)
Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources. (1112.RH.9.)
Write arguments focused on disciplinespecific content. Introduce precise, knowledgeable
claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form
that anticipates the audiences knowledge level, concerns, values, and possible biases. Use
words, phrases, and clauses as well as varied syntax to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style
and objective tone while attending to the norms and conventions of the discipline in which they
are writing. Provide a concluding statement or section that follows from or supports the
argument presented. (1112.WHST.1)
Students narrative skills continue to grow in these grades. The Standards require that students
be able to incorporate narrative elements effectively into arguments and
informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science
and technical subjects, students must be able to write precise enough descriptions of the step
bystep procedures they use in their investigations or technical work that others can replicate
them and (possibly) reach the same results. (1112.WHST.3.)
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information. (11
12.WHST.6.)
Conduct short as well as more sustained research projects to answer a question (including a
selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation. (1112.WHST.7.)
Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and
audiences. (1112.WHST.10.)
Essential Understandings
Knowledge/Skills
Important Concepts:
SWABAT:
Texts
Assessment
Formative:
Anecdotal Notebook
Think-time and Wait-Time
Four Corners
Daily Writing Journal
(DWJ) w/prompt.
Literacy Circle Role
handouts.
3-2-1
Debriefing
Talk a Mile a Minute
Post-it Response Notes to
poetry.
Student Conference
Summative:
Final Group Project
Oral production
Socratic Seminar on
assigned group reading
Written Production
Differentiation
ELL:
To make the content more accessible for
Language Learners, several different ELL
strategies will be used. Complex texts will be
read aloud to students after an initial frontloading
of vocabulary and an overview of the main idea.
Frequent checks for understanding along with
time allowed for students to connect the
text/concept with their prior knowledge. Before,
during and after reading, graphic organizers will
be used organize notes for reading and writing
activities. Sentence stems and closed writing
activities will support students with limited
writing abilities. Heterogeneous groupings will
be used for group activities, mixing language
abilities to provide a native speaker model in each
group. Tickets out the door will be used as a
quick check of student understanding of the days
lesson and assist in preparing future lessons
SPED:
Modifications and accommodations will be
provided based on IEPs and teacher
observation. Differentiated content and
assessments will be provided. Clear
modeling of content may be chunked into
small, understandable pieces. Repetition as
necessary and wait/think time will be
provided. Daily Journal entry length will be
differentiated and assessed at individual
levels. Groupings for daily tasks and
discussions will be heterogeneous and allow
for all students to be successful.