Global Perspectives
Week 11
FALL BREAK
Week 10
Monday, October 3
Establish
SWBAT examine endangered cultures and the digital divide
Equip
ISN
Engage
- Written work
- Participation
Tuesday, October 4
Establish
SWBAT Examine endangered cultures and the digital divide
Equip
ISN
Engage
- Written work
- Participation
Wednesday, October 5
Establish
SWBAT complete unit
Equip
ISN
Engage
- Written work
- Participation
Thursday, October 6
Establish
SWBAT begin learning about medical/ethical dilemmas
Equip
ISN
Engage
Evaluate
Friday, October 7
Assembly!
Week 9
Monday, September 26
Establish
SWBAT continue developing debate
Equip
ISN
Engage
- Written work
- Participation
Tuesday, September 27
Establish
SWBAT understand digital divide
Equip
ISN
Engage
Evaluate
- Written work
- Participation
Wednesday, September 28
Establish
SWBAT prepare in self-directed group for debate with previously prepared research
Equip
ISN, Device
Engage
- Written work
- Participation
Thursday, September 29
Establish
SWBAT
Equip
Engage
Evaluate
Friday, September 30
Establish
SWBAT
Equip
Engage
Evaluate
Week 8
Monday, September 19
Establish
SWBAT investigate digital trends, brainstorm possible results (negative and positive)
Equip
ISN
Engage
What is the future of digital technology?
- Written work
- Participation
Tuesday, September 20
Establish
SWBAT identify reasons and evidence
Equip
ISN, Teenagers and Social Networking Article
Engage
- Written work
- Participation
Wednesday, September 21
Establish
SWBAT explore the future of the internet
Equip
ISN
Engage
- Written work
- Participation
Thursday, September 22
Establish
SWBAT understand debate rules
Equip
ISN
Engage
- Written work
- Participation
Friday, September 23
College Fair!
Week 7
Monday, September 12
Establish
SWBAT Understand basics of internet history
Equip
ISN, video
Engage
HOMEWORK - if you did not finish filling in your boxes in class, you need to complete them for homework
Evaluate
- Written work
- Participation
Tuesday, September 13
Establish
SWBAT research definition and impact of internet
Equip
ISN
Engage
- Written work
- Participation
Wednesday, September 14
Establish
SWBAT Make a journal
Equip
ISN, paper
Engage
- Participation
Thursday, September 16
Establish
SWBAT Independently research and present to class, write in a specific format to address directed questions
Equip
ISN
Engage
- Written work
- Participation
Friday, September 17
Establish
SWBAT
Equip
Engage
Evaluate
Week 6
Monday, September 5th
Labor Day - No School
Tuesday, September 6th
Establish
SWBAT explore Gandhi
Equip
ISN
Engage
Caste System – A system of social stratification (a system of formation of classes/categories) which has pre-modern origins. Transformed by British raj (the rule of the British crown 1858-1947).
Colonization – Ongoing process by which a central system of power dominates the surrounding land and its components
Evaluate
- Written work
- Participation
Wednesday, September 7th
Establish
SWBAT Continue learning about Gandhi
Equip
ISN
Engage
- Participation
Thursday, September 8th
Establish
SWBAT research social movements and create posters to persuade/inform
Equip
ISN, Poster making supplies
Engage
Then, create a rough draft
Then, work on final draft
Evaluate
- Written work
- Participation
Friday, September 9th
Establish
SWBAT Complete social movement posters and learn from their peers
Equip
ISN, posters
Engage
- Written work
- Participation
Week 5
Monday, August 29
Establish
SWBAT Complete presentations and begin research on eco-terrorism
Equip
ISN
Engage
- Written work
- Participation
Tuesday, August 30
Establish
SBWAT research environmental terrorism
Equip
ISN
Engage
8/30 – Global Perspectives
- Written work
- Participation
Wednesday, August 31
Establish
SWBAT Complete presentations
Equip
ISN
Engage
- Written work
- Participation
Thursday, September 1
STAR Testing!
Friday, September 2
Establish
SBWAT
Equip
Engage
Week 4
Monday, August 22
Establish
SWBAT Demonstrate empathy and directed writing
Equip
ISN
Engage
- Written work
- Participation
Tuesday, August 23
Establish
SWBAT research terrorism
Equip
ISN
Engage
8/24 – Global Perspectives
- Written work
- Participation
Wednesday, August 24
Establish
SWBAT Finalize research and begin thinking of presentation
Equip
ISN
Lab
Engage
8/24 – Global Perspectives
- Written work
- Participation
Thursday, August 25
Establish
SWBAT
Equip
Engage
Friday, August 26
Establish
SWBAT Begin presentations
Equip
ISN
Engage
What is the local authorities, and government reaction to the terrorism? Why?
- Written work
- Participation
Week 3
Monday, August 15th
Establish
SWBAT Explore the issues of piracy, Socratic discussion
Equip
ISN, ISN supplies
Engage
8/15 – Global Perspectives
- Written work
- Participation
Tuesday, August 16th
Establish
SWBAT Understand economic inequality and conflict
Equip
ISN, Supplies
Engage
Evaluate
Wednesday, August 17th
Establish
SWBAT Examine qualities of bravery and leadership
Equip
ISN
Engage
- Written work
- Participation
Thursday, August 18th
Establish
SWBAT Evaluate the motivations and blame in an example of conflict
Equip
ISN
Engage
- Written work
- Participation
Friday, August 19th
Establish
SWBAT construct argument using research and previous knowledge
Equip
ISN
Engage
- Written work
- Participation
Week 2
Monday, August 8th
Establish
SWBAT research piracy
Equip
ISN, ISN supplies, ISN PowerPoint
Engage
- Set up ISN
- Students research piracy in groups, select aspects to present on
- Notes in ISA, Reflection in ISA
Evaluate
- Participation
Tuesday, August 9th
Establish
SWBAT teach students piracy
Equip
ISN, ISN supplies
Engage
Evaluate
Participation
Wednesday, August 10th
Establish
SWBAT complete presentations
Equip
ISN, ISN supplies
Engage
Participation
Thursday, August 11th
Establish
SWBAT Understand piracy through a different medium
Equip
ISN, ISN supplies
Engage
Evaluate
- Participation
Friday, August 12th
Establish
SWBAT Continue exploring piracy
Equip
ISN, ISN supplies
Engage
Evaluate
- Participation
ISN check
Bellwork due
Quarter 1
Week 1
Thursday, August 4th
Establish
SWBAT Understand syllabus, understand learning style/personality style
Equip
Myers-Briggs Test, VARK Test, pen/pencil
Engage
Students go over syllabus, take personality test
Evaluate
Student participation
Friday, August 5th
Establish
SWBAT complete world map
Equip
World Map, pen/pencil
Engage
- Students complete world map
- Students discuss results
- Students complete correct map
- Students reflect on experience
Evaluate
- Student participation
FALL BREAK
Week 10
Monday, October 3
Establish
SWBAT examine endangered cultures and the digital divide
Equip
ISN
Engage
- Bellwork: Use your device to locate a list of “threatened” or “endangered” cultures or peoples
- Whole Class: View local example of endangered culture by viewing documentary on Navajo culture
- Begin in-class essay. Choose from the following prompts:
- Will digital technologies create a better future?
- Will digital technologies reduce social inequality?
- Will digital technology and social networking encourage greater freedom of expression or support oppression by authorities?
- Written work
- Participation
Tuesday, October 4
Establish
SWBAT Examine endangered cultures and the digital divide
Equip
ISN
Engage
- Partner Work: Students work with a partner.
- Take paper and fold into 4 boxes. With partner, answer the 4 questions in the boxes
- What types of culture appear to be threatened by the rise of the internet? Why?
- How is global culture changing?
- What is the role of digital technologies and mass communication in the process?How useful are video documentaries in understanding the way of life of other cultures?
- Take paper and fold into 4 boxes. With partner, answer the 4 questions in the boxes
- Reflection: Is mass communication through digital technologies threatening cultural diversity?
- Written work
- Participation
Wednesday, October 5
Establish
SWBAT complete unit
Equip
ISN
Engage
- Bellwork: What was the most interesting thing you learned about the future of digital technology?
- Individual Work: Update your key terms
- Individual Work: Complete End of Unit Reflection
- Describe the following:
- what you have learnt about digital futures
- how the research has changed or reinforced their views about digital technology and the future
- how you would respond personally to the challenges of digital technology at a personal, local and international level
- Describe the following:
- Written work
- Participation
Thursday, October 6
Establish
SWBAT begin learning about medical/ethical dilemmas
Equip
ISN
Engage
- Bellwork: Define “moral/ethical dilemma” (use your device!) – A situation in which there is a choice to be made between two options; neither of which resolves the situation
- Discuss situations as a class
- What is the situation?
- What is the issue being discussed?
- What would you do? Why?
- Why is this issue ethical?
- Video
Evaluate
Friday, October 7
Assembly!
Week 9
Monday, September 26
Establish
SWBAT continue developing debate
Equip
ISN
Engage
- Bellwork: What is your role in the debate? How will you contribute to your team?
- Work on debate
- Research
- Tailor information into speech
- Practice
- Written work
- Participation
Tuesday, September 27
Establish
SWBAT understand digital divide
Equip
ISN
Engage
- Bellwork: How’s your Tuesday?
- Large Group Work: Digital Divide
- View videos on digital divide: Video 1, Video 2
- In tables – choose one sector to investigate
- business
- media and communications
- arts and music
- culture and beliefs
- health
- politics
- In tables – choose one sector to investigate
Evaluate
- Written work
- Participation
Wednesday, September 28
Establish
SWBAT prepare in self-directed group for debate with previously prepared research
Equip
ISN, Device
Engage
- Bellwork: What do you need to do to prepare for your debate on Thursday? Make a plan!
- Discuss Blog Posts (handout)
- Get into groups
- Prepare research
- Check speeches
- Practice
- Written work
- Participation
Thursday, September 29
Establish
SWBAT
Equip
Engage
Evaluate
Friday, September 30
Establish
SWBAT
Equip
Engage
Evaluate
Week 8
Monday, September 19
Establish
SWBAT investigate digital trends, brainstorm possible results (negative and positive)
Equip
ISN
Engage
What is the future of digital technology?
- Bellwork: What is “digital technology”? (may use device to look up definition)
- View video on digital trends and discuss “trends”
- Partner Work: Research trends in digital technology
- In ISN, draw 4 boxes on page
- Locate 2 articles that discuss trends in digital technology – write a summary of each article in top 2 box
- Below each summary, 1.) brainstorm some predictions about the development of the technology discussed in the article and 2.) possible uses for that technology
- Working in groups of 4, locate 3 global and 3 local problems that might emerge as a result of the development of digital technologies. Write these 6 down on your blank die
- Written work
- Participation
Tuesday, September 20
Establish
SWBAT identify reasons and evidence
Equip
ISN, Teenagers and Social Networking Article
Engage
- Bellwork: Do you think social networking is bad for teenagers?
- Group Work: Complete filling out die
- 3 local problems that could happen due to advances in technology
- 2 global problems that could happen due to advances in technology
- Assemble die
- Exchange die with another group.
- Roll the die and come up with solutions for 3 problems that you roll (write down on 1 paper for whole group)
- Write name of all group on die
- Write name of all group on paper
- Turn in both
- Partner work: Work with buddy to read article
- Using 4 different colored highlighters, make a legend for the following at top of paper:
- reasons and arguments that social networking is bad for teenagers (reasons why SN bad)
- evidence used to support the idea that social networking is bad for teenagers (evidence why SN bad)
- reasons and arguments that social networking is good for teenagers (reasons why SN good)
- evidence used to support the idea that social networking is good for teenagers (evidence SN good)
- Read article and highlight accordingly
- Homework: Highlight all elements on article (if you did not finish in class) - due at the beginning of class 9/21
- Written work
- Participation
Wednesday, September 21
Establish
SWBAT explore the future of the internet
Equip
ISN
Engage
- Bellwork: Who controls the internet?
- Homework: Answer the questions on the handout
- View video on the future of the internet
- Written work
- Participation
Thursday, September 22
Establish
SWBAT understand debate rules
Equip
ISN
Engage
- Bellwork: What is a debate?
- Whole Class: Students go over Debate Rules and then view debate video
- Group Work: Students are divided into 2 debate teams
- Prompt: regulation and control of the internet (by the government) is essential in a free society.
- Students work in teams to determine roles
- Students begin research and preparation for debate
- Written work
- Participation
Friday, September 23
College Fair!
Week 7
Monday, September 12
Establish
SWBAT Understand basics of internet history
Equip
ISN, video
Engage
- Bellwork: If you could go to any time in the world, which social movement would you join and why?
- Reflection: In ISN, reflect on the “Conflict, Dissent, and Social Movement” unit that we have just completed. You will write 1 page.
- Discuss the following 3 topics:
- what you have learnt about conflict, dissent and social movements
- how the research has changed or reinforced your views about conflict and its resolution
- how you would respond personally to the challenges of conflict at a personal, local and international level
- Discuss the following 3 topics:
- Update TOC and Important Words:
- Unit: Conflict, Dissent, Social Movements
- Piracy
- Terrorism
- Eco-terrorism
- Social Movements
- Important Terms
- Piracy
- Somalia
- Pirate
- Hijack
- Ransom
- Hostages
- Terrorism
- Islamic
- Attack
- Syria
- Refugee
- Refugee Camp
- Social Movement
- Gandhi
- Civil Rights
- Oppression
- Non-Violence
- Partner work: Students get into partners and locate 2 different articles using their devices. These 2 articles should each address the following specific questions:
- Why are digital technologies like the internet growing so rapidly?
- How is the internet affecting our lives?
- Once students have located articles that address each of these questions, each student takes a piece of paper and fold into 4 - label top 2 boxes "Summary" and bottom 2 boxes "quote"
HOMEWORK - if you did not finish filling in your boxes in class, you need to complete them for homework
Evaluate
- Written work
- Participation
Tuesday, September 13
Establish
SWBAT research definition and impact of internet
Equip
ISN
Engage
- Bellwork: What even is the internet?
- Complete article boxes
- View videos about definition of internet (what is the internet; wires, cables, and wifi) and impact of internet (what the internet is doing to our heads)
- Take notes on definition and impact
- Whole class: Kahoot!
- Written work
- Participation
Wednesday, September 14
Establish
SWBAT Make a journal
Equip
ISN, paper
Engage
- Bellwork: Do you think the internet is being used for knowledge or entertainment? Explain your reasoning.
- Whole Class: Make cute lil notebook https://www.youtube.com/watch?v=21qi9ZcQVto
- Decorate your cover (use color, write “Unplug Journal” and your name on the cover
- Write rules on the back cover:
- How to get full points for your journal:
- Journal every day for 6 days
- For each entry, write the time that you “unplugged” (ie 5:30 – 6:00)
- Then, reflect on your experience not checking your phone for 30 minutes. How did you feel? Describe.
- How to get full points for your journal:
- At the top of each inside page, write Wednesday, Thursday, Friday, Saturday, Sunday, Monday
- I will collect them on Tuesday
- Participation
Thursday, September 16
Establish
SWBAT Independently research and present to class, write in a specific format to address directed questions
Equip
ISN
Engage
- Bellwork: Should someone be in charge of the internet? Explain.
- Students work in partners
- Pretend you and your partner are journalists for an online magazine. Your boss has assigned the pair of you to write an article for the magazine addressing the following questions.
- If your boss doesn’t like it, you will be fired.
- You should be professional, formal, and polished. Answer the questions in one cohesive article.
- Compose a magazine article that answers the following questions:
- What are the main uses of the internet?
- Are learners using the internet more?
- Is internet usage likely to grow?
- What are the main benefits of the internet?
- Why is internet usage growing so fast?
- Are the results typical of the wider population?
- Students are assigned an article on a website and report on the following:
- The main points (in 3-5 clear, concise sentences)
- A reason why the article is credible, with an example proving this reason
- A reason why the article is not credible, with an example proving this reason
- Internet Growth Statistics
- Source 2
- Source 3
- Source 4
- Source 5
- Source 6
- Written work
- Participation
Friday, September 17
Establish
SWBAT
Equip
Engage
Evaluate
Week 6
Monday, September 5th
Labor Day - No School
Tuesday, September 6th
Establish
SWBAT explore Gandhi
Equip
ISN
Engage
- Bellwork: Recall Gandhi from the movie clip we watched. What kind of person does he seem like to you?
- Whole class: View Gandhi, take notes in ISN
- Reflection: In what ways are Gandhi’s methods of peaceful protest effective?
Caste System – A system of social stratification (a system of formation of classes/categories) which has pre-modern origins. Transformed by British raj (the rule of the British crown 1858-1947).
Colonization – Ongoing process by which a central system of power dominates the surrounding land and its components
Evaluate
- Written work
- Participation
Wednesday, September 7th
Establish
SWBAT Continue learning about Gandhi
Equip
ISN
Engage
- Bellwork: What are the social and political issues that Gandhi was fighting against? Make a list
- Students view clips of Gandhi
- Reflection: Why is Gandhi still relevant today
- Participation
Thursday, September 8th
Establish
SWBAT research social movements and create posters to persuade/inform
Equip
ISN, Poster making supplies
Engage
- Bellwork: What social movements did Gandhi inspire? Make a list (can use your device)
- Small Group Work: Students work in groups of 3 to select a social movement and make a poster to advertise this movement (as though you were part of that social movement and are making posters to hang to attract new members to your movement)
- Poster must be attractive and eye-catching
- Poster must be easy to read
- Poster must be creative - if you have a historic social movement (like the Hippie Movement, for example), you should design your poster to look like it belongs in that time era (60s)
- Poster must have the following information:
- Description of social movement
- Years social movement was active
- Main goals of social movement
- Important figures within the social movement (quotes by these leaders would be a great addition to your poster!)
Then, create a rough draft
Then, work on final draft
Evaluate
- Written work
- Participation
Friday, September 9th
Establish
SWBAT Complete social movement posters and learn from their peers
Equip
ISN, posters
Engage
- Bellwork: Why are social movements important?
- Group Work: Work with your partners for 10 minutes to finalize your poster.
- Check to make sure your poster has all the information necessary:
- Date of movement
- Important figures of movement
- Brief description of movement
- Major goals of the movement
- Check to make sure your poster has all the information necessary:
- Group Work: Tour the posters and take notes in your ISN
- “Social Movement Poster Notes”
- Students will move in their original groups and cycle through all the posters until they arrive back at their own
- Students return to their seats and vote on their favorite poster (most creative)
- Take out a half piece of paper
- Write name on top
- Vote for fave poster (can’t vote for your own)
- Whole Class: View a video on Social Movements
- Take notes in your ISN
- Reflection: What are your biggest takeaways from today?
- Written work
- Participation
Week 5
Monday, August 29
Establish
SWBAT Complete presentations and begin research on eco-terrorism
Equip
ISN
Engage
- Bellwork: Define “environmental terrorism/eco-terrorism” (may use your device)
- Presentations: Complete presentations!
- Write the definition of terrorism.
- The question at the end of the slides asks about conflict and aggression. Most everyone only answered about conflict. Now, think about whether you believe that human beings are naturally aggressive when they encounter a conflict. Why or why not?
- Table Work: Work in your tables to locate an example of an environmental terrorist/eco-terrorist group.
- Once you have found one, confirm with Ms. Burk
- Elect a writer for your group (you will only turn in one piece of paper for your group – I will supply you the paper)
- Fold the paper into 4 boxes
- Label the boxes as follows: “Goals”, “Violence/Direct Action”, “Justified”, “Not Justified”
- “Goals” – what are the groups’ goals?
- “Violence/Direct Action” – What acts of violence or direct action has the group taken?
- “Justified” – explain how the group is justified in their use of violence/direct action to reach their goals
- “Not Justified” – explain how the group is wrong for their use of violence/direct action to reach their goals
- Reflection: Update the Table of Contents in your ISN
- Written work
- Participation
Tuesday, August 30
Establish
SBWAT research environmental terrorism
Equip
ISN
Engage
8/30 – Global Perspectives
- Bellwork: What are the causes and consequences of terrorism?
- Presentations – complete presentations!
- Group Work - complete 4 boxes about Environmental Terrorism in groups
- Look up a video (about 1-2 minutes) /website/propaganda that shows your group, email link to Ms. Burk [email protected]
- Presentations – Groups share their findings and videos
- Individual Work – compose short response to the topic: Is the use of violence and direct action justified in environmental protest?
- Try for half a page in length
- Include a thesis at the beginning that states your claim
- Use an example from your research to support your claim (PEE paragraphs!)
- Written work
- Participation
Wednesday, August 31
Establish
SWBAT Complete presentations
Equip
ISN
Engage
- Bellwork: Why are you so adorable?
- Complete presentations (terrorism and eco terrorism)
- Email Ms. Burk your video/website/article/propaganda about your eco terrorist group – [email protected]
- Complete essay
- If no essay, color in ISN and then view Salam Neighbor
- Written work
- Participation
Thursday, September 1
STAR Testing!
- Bellwork: Hows your day going?
- I will pass out log in information on a little strip of paper – be nice to this strip, I will collect it at the end
- IF YOU ARE NOT TESTING: Write an in-class essay: “How might conflict be resolved peacefully?”
- Should be half a page
- Should use evidence we have learned in class
- When you finish your essay, work on something quietly
Friday, September 2
Establish
SBWAT
Equip
Engage
Week 4
Monday, August 22
Establish
SWBAT Demonstrate empathy and directed writing
Equip
ISN
Engage
- BW: Look up a current conflict in the world (use your device). Summarize the event and write down the major facts. Do you think conflict is human nature?
- Write an in-class essay. One essay (about 1 page) should be from the perspective of one of the pirates. Then, write another essay (about 1 page) from the perspective of Captain Phillips or one of his crew. Make sure that you are making the scene come to life (using 5 senses and writer’s effects) as well as showing the perspective of each character.
- View clips of Salam Neighbor
- Analyze any conflicts
- Analyze any economic inequality
- Written work
- Participation
Tuesday, August 23
Establish
SWBAT research terrorism
Equip
ISN
Engage
8/24 – Global Perspectives
- BW: What causes terrorism?
- Partnerwork: Work with a partner to select a recent issue of terrorism. You will research the issue and create a PowerPoint (research today and Wednesday, PowerPoint Thursday and Friday)
- RESEARCH:
- Locate an issue of terrorism
- Research the terrorist group – who are they? What do they believe? How did they gain power? What are their goals?
- Research their attacks – who are they targeting? What is their purpose?
- Research counter efforts – What actions are being taken to combat these attacks? What people are working against the terrorists?
- Answer the question: Do you think that human beings will always cause and create aggression and conflict?
- RESEARCH:
- Whole Group: Clips of Salam Neighbor
- Written work
- Participation
Wednesday, August 24
Establish
SWBAT Finalize research and begin thinking of presentation
Equip
ISN
Lab
Engage
8/24 – Global Perspectives
- BW: How are you working with your partner so far? Describe.
- Partner Work: Head over to the lab to continue research
- Look for images and videos
- Solidify your research
- Written work
- Participation
Thursday, August 25
Establish
SWBAT
Equip
Engage
- Bellwork: Without looking at your notes, write all the information you have learned about your terrorist organization
- Partner work: Get with partner and brainstorm a list of elements that make a great PowerPoint
- Partner work: Get with partner and head to computer lab to begin working on PowerPoint (should complete PowerPoint today so you can spend tomorrow practicing)
- See the rubric and handout for the presentation
Friday, August 26
Establish
SWBAT Begin presentations
Equip
ISN
Engage
- Bellwork: Is violence as a means to achieve a political goal or power ever justified?
- Begin presentations. Audience should write the following on a piece of paper to answer as they view presentations:
What is the background to the terrorism (Where? What happened? Who? Impact? Response of authorities)?
What is the local authorities, and government reaction to the terrorism? Why?
- Reflection: Why do some groups use terrorism? Is this justified? Are there alternative or better ways to resolve differences?
- Written work
- Participation
Week 3
Monday, August 15th
Establish
SWBAT Explore the issues of piracy, Socratic discussion
Equip
ISN, ISN supplies
Engage
8/15 – Global Perspectives
- BW: What stereotypes might someone have about modern day pirates? Why would these stereotypes exist?
- View clips of Piracy in Somalia/Captain Phillips
- Reflection: Who is your favorite character so far and why? What do you think will cause conflict? Describe.
- Written work
- Participation
Tuesday, August 16th
Establish
SWBAT Understand economic inequality and conflict
Equip
ISN, Supplies
Engage
- BW: Who should the audience “root” for in Captain Phillips? Why? Explain.
- Whole class: Students discuss/review the events of the movie
- View clips of Captain Phillips
- Individual work: Students work in partners to answer the following questions:
- Were the actions of the pirates justified by their misfortune of being from a poor place that is in poverty?
- Can Captain Phillips' actions be considered as heroic? If so, explain why.
- How do you think you would have acted when put into the situation of Captain Phillips?
Evaluate
Wednesday, August 17th
Establish
SWBAT Examine qualities of bravery and leadership
Equip
ISN
Engage
- BW: What does it mean to “be brave”? How was Captain Phillips brave? How were the pirates brave? Explain.
- Whole class: Students view clips of Captain Phillips, take notes in ISN
- Reflection: What lessons about leadership can we learn from Captain Phillips?
- Written work
- Participation
Thursday, August 18th
Establish
SWBAT Evaluate the motivations and blame in an example of conflict
Equip
ISN
Engage
- BW: What could be done to stop piracy from happening?
- Whole group: View clips of Captain Phillips
- Partner work: Discuss how the situation in Captain Phillips was handled with the person sitting next to you. Was this appropriate?
- ISN Questions:
- Both Captain Phillips and Muse are referred to as “captain” in this movie. What other similarities did Muse and Captain Phillips share?
- The movie does become extremely intense and emotional at the end. Why does the movie want us to feel bad for the pirates (think about how Captain Phillips didn’t want “the kid” to get hurt)? How do you feel about the pirates?
- What kind of a life would a person lead that would make them become a pirate?
- Is there a true villain in the movie? Explain.
- Reflection: Who should be responsible for stopping piracy and preventing piracy? Are there multiple people? Why were they not responsible when this event occurred?
- Written work
- Participation
Friday, August 19th
Establish
SWBAT construct argument using research and previous knowledge
Equip
ISN
Engage
- BW: Look up the real Captain Phillips and the situation depicted in the movie. May use your device. Write down any information that you find that wasn’t in the movie.
- Glass did not happen, ambush did
- IRL did not lock the pirate cages
- Some thought CP was selfish by putting crew in danger (didn’t tell crew about warnings)
- CP received 7 emails saying he should be at least 600 miles from coast but was only 240 miles
- Alabama wasn’t in the middle of a pirate drill, they were doing a fire/boat drill
- Didn’t give himself, he was already held hostage – didn’t volunteer to sacrifice himself for his crew
- One crew member said he had a bad reputation and no one wanted to sail with him
- CP was held hostage for 5 days
- CP really did fake the call to the US Navy – mothership and 2 speedboats turned around, only one kept going
- Didn’t write a letter to his family on the lifeboat
- Group work: You will be divided into 2 large groups. You will be assigned the side of the pirates or the side of the American crew. You will have a debate. Debate question: Was the US Navy justified in their actions against the somali pirates in the real-life situation of Captain Phillips?
- You will need to work with your groups to find jobs for every member. Brainstorm ideas as a class.
- Debater (3)
- Researcher
- Writer
- Manager
- Timekeeper
- Debate!
- You will need to work with your groups to find jobs for every member. Brainstorm ideas as a class.
- Written work
- Participation
Week 2
Monday, August 8th
Establish
SWBAT research piracy
Equip
ISN, ISN supplies, ISN PowerPoint
Engage
- Set up ISN
- Students research piracy in groups, select aspects to present on
- Notes in ISA, Reflection in ISA
Evaluate
- Participation
Tuesday, August 9th
Establish
SWBAT teach students piracy
Equip
ISN, ISN supplies
Engage
- Complete the bell work on the dry erase board
- Group Work:
- In your tables, continue researching your topic (10 minutes). Take notes in your ISN. Look up key terms, definitions, examples, summary of main ideas
- Try to get a half page of notes
- Write notes on the Right hand page of your ISN
Evaluate
Participation
Wednesday, August 10th
Establish
SWBAT complete presentations
Equip
ISN, ISN supplies
Engage
- BW: How does Global Perspectives help you as a student at school!?!?!
- Work in same groups
- Take 20 minutes to complete presentation
- What you don’t finish becomes homework!
- Email Ms. Burk your PowerPoint:
- [email protected]
- Reflection: What will you do to have a successful presentation tomorrow? Why? Explain.
Participation
Thursday, August 11th
Establish
SWBAT Understand piracy through a different medium
Equip
ISN, ISN supplies
Engage
- BW: Do you think people in America should be concerned with piracy in places like Somalia (in Africa)? Why or why not? Explain.
- Work on presentations (10 min) email to me when finished: [email protected]
- Presentations!
- In your ISN do the following:
- Define conflict (use your phone)
- Give 3 examples of conflict occurring in current events – one local (affects only in Arizona), one national (affects people only in US), and one global (affects people everywhere in the world)
- What similarities do you find in these 3 examples
- If you finish early, look up the questions you had from the video and answer them
- If you finish that, fill your word bank (in your ISN) with key terms about piracy or words you came across today that you don’t know
Evaluate
- Participation
Friday, August 12th
Establish
SWBAT Continue exploring piracy
Equip
ISN, ISN supplies
Engage
- BW: What economic inequality do you see in America? Describe.
- Complete presentations
- Complete research on 3 examples of conflict (local, national, global – Notes in ISN-RS)
- Watch piracy documentary (Notes in ISN-RS)
- Reflection: How does piracy highlight conflict caused by economic inequality? Describe. What are the two sides to this conflict? Explain.
Evaluate
- Participation
ISN check
Bellwork due
Quarter 1
Week 1
Thursday, August 4th
Establish
SWBAT Understand syllabus, understand learning style/personality style
Equip
Myers-Briggs Test, VARK Test, pen/pencil
Engage
Students go over syllabus, take personality test
Evaluate
Student participation
Friday, August 5th
Establish
SWBAT complete world map
Equip
World Map, pen/pencil
Engage
- Students complete world map
- Students discuss results
- Students complete correct map
- Students reflect on experience
Evaluate
- Student participation