Ubd Unit Indian Boarding Schools.pdf - Richmond Community Schools

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Lesson # 6 Title: Opinion Writing on Supporting Diversity Duration: 1 day Learning Goals Based on Standards: Learning Goals Based on Standards: Learning Goals Based on Standards: NCSS Curriculum Standards IV. Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can: g. explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns h. give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference d. compare ways in which people from different cultures think about and deal with their physical environment and social condition e. give examples and describe the importance of cultural unity and diversity within and across groups CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Essential Questions: How can we support diversity in our school? Is it difficult to integrate into a culture that is different from your own? (Topical Questions) Why did the <strong>Indian</strong> boarding school model fail? To what extent can someone’s cultural identity be taken from them? Were the boarding schools an attempt to erase the Native American culture? Students will Know: 1. Writer must provide support for stated opinion. Students will Understand: 1. All students should feel accepted and respected despite differences. Students will Do: 1.short opinion piece of writing Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? 1. Observation 2. Opinion writing 18
Instructional Activities/Sequence: Ask students to reflect upon all they have learned about the experience the students attended boarding school. If government officials had handled things differently could things have worked at the schools? Pair/Share. Ask the students how the boarding schools could have been accepting of Native American student’s cultural diversity? Pair/Share Now compare this to our own school. Do all students feel accepted and respected by one another despite differences in tradition, language, and culture that may be present? In what ways? Chart student responses. How can we support diversity in our school? Brainstorm a list Ask students to write a short opinion piece about whether you think all students in our school accepted and respected despite differences in culture? Ask students to include in their writing support for their opinion, as well as ways diversity could be improved. Resources: 1. chart paper 19
Page 1 and 2: Name: Kelly Amos Title: Between Two
Page 3 and 4: Enduring Understandings (“Student
Page 5 and 6: Observing /conferencing Observe stu
Page 7 and 8: Sequence of unit learning and asses
Page 9 and 10: their groups. What was the most sur
Page 11 and 12: Instructional Activities/Sequence:
Page 13 and 14: Lesson # 3 Title: Primary Resources
Page 15 and 16: Lesson # 4 Title: Home to Medicine
Page 17: Lesson # 5 Title: Indian Boarding S
Page 21 and 22: Assessment: How will students demon
Page 23: Instructional Activities/Sequence

Ubd Unit Indian Boarding Schools.pdf - Richmond Community Schools

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