The unit is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling questions, “Where are we?” and “Who are we?” Through these two questions students will understand where they live and where people around the world live. Students will also dive into the term “culture” and define it through many characteristics. Students will examine and reflect upon their own culture and research different cultures of North America.
Students will learn the potential costs and benefits of social media, digital consumption, and our relationship with technology as a society in the three-week lesson. This inquiry based unit of study will answer the following questions:
Essential Question: How can we use science fiction’s ability to predict the future to help humanity?
Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, privacy, medicine, social justice, political, environmental, education, and economic.
Supportive Question 2: What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality?
Supportive Question 3: What predictions for future development in contemporary science fiction are negative for the future of humanity? What factors need to begin in your lifetime to stop these negative outcomes?
As part of Washington's Kip Tokuda Memorial Civil Liberties Public Education Program, which strives to educate the public regarding the history and the lessons of the World War II exclusion, removal, and detention of persons of Japanese ancestry, KSPS Public Television and Eastern Washington educators Starla Fey, Leslie Heffernan, and Morgen Larsen have produced Injustice at Home: the Japanese American experience of the World War II Era.
This educational resource--five educational videos and an inquiry-based unit of study--will help students understand Executive Order 9066 and the resulting internment of Japanese-Americans during World War II, the failure of political leadership to protect constitutional rights, the military experience of Japanese-Americans during WWII, and examples of discrimination and racial prejudice the Japanese-American community faced before, during and after WWII.
In addition, students will analyze the short and long term emotional effects on those who are incarcerated, identify the challenges that people living outside of the exclusion zone faced, examine how some Japanese Americans showed their loyalty during the period of incarceration, and learn about brave individuals who stood up for Japanese Americans during this time.
This collection of lessons represent adapted and remixed instructional content for teaching media literacy and specifically civic online reasoning through distance learning. These lessons take students through the steps necessary to source online content, verify evidence presented, and corroborate claims with other sources.
The original lesson plans are the work of Stanford History Education Group, licensed under CC 4.0. Please refer to the full text lesson plans at Stanford History Education Group’s, Civic Online Reasoning Curriculum for specifics regarding background, research findings, and additional curriculum for teaching media literacy in the twenty-first century.
- Information Science
- Business and Communication
- Educational Technology
- Reading Informational Text
- Social Science
- Material Type:
- Lecture Notes
- Lesson Plan
- Adrienne Williams
- Heather Galloway
- Morgen Larsen
- Rachel Obenchain
- Stanford History Education Group-Civic Online Reasoning Project
- Date Added: