This unit supports the reading and study of the novel "Ceremony" by Leslie Marmon Silko.
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This unit strives to make explicit the persuasive devices of print and televised advertising so that students may analyze their messages. Once students have done this, they compare these messages about topics such as wealth, sex, joy and beauty with their own values. Lastly, they will be encouraged to develop an understanding of how advertising either reflects or influences their own behavior and value system. Students will write a persuasive essay defending this thesis. In addition to writing an essay, students will be required to create a "counter ad." This counter ad will use all the effective techniques found in real ads, but it will truly reflect the values held by that individual.
The purpose of this unit is to examine the relationship between democracy and the present election process in the United States, especially the reliance of politicians on interest group campaign contributions and what that means for democracy.
High school students are seriously challenged in their need to improve their vocabularies. The systematic study of classical (Greek & Latin) linguistic roots provides the most fruitful ŇshortcutÓ for vocabulary development. This unit is designed to introduce students to the means of creating a PowerPoint presentation on one Greek or Latin root, with the goal of a mastery of that root for the student and the class of which he is part. Computer technology enhances greatly the research resources available to students, while student-developed PowerPoint presentations create very positive tools for teaching each other.
The six-week activities presented in this unit include strategies for learning about the cultural diversity of the students. The student interviews with parents and family members are teacher guided writing exercises designed to develop the studentŐs communication skills. The goals of this project are to promote parent involvement in learning, eliminate conflict and culturally insensitive behavior, and facilitate positive social interactions among culturally diverse students. Thus, the ultimate goals of the project is for students to create a family history portrait, explore a variety of cultures, and heighten their awareness of family, and group dynamics for improving social interaction both in and outside the classroom.
In this unit, students are asked to act as historians in order to answer the question, "How many genocides have there been in the Twentieth Century?" Students will learn that mass killings have been a common occurrence in the Twentieth Century. Students will learn to distinguish between primary and secondary sources and assess the usefulness of each in conducting historical research. And they will learn to apply facts to the definition of "genocide" and determine whether the elements of the definition are satisfied.
This unit attempts to help students penetrate the curtain of clichs and lies the corporate media have erected around Martin Luther King, Jr., in order to make him ŇsafeÓ for public consumption. The objectives for students who participate in these lessons are that they will: 1) Explicitly identify the ways in which Martin Luther King, Jr. is portrayed in the mass media, and specifically, which of his ideas are communicated to the public. 2) Read and discuss a range of KingŐs ideas almost completely unknown to most of the public today. 3) Reflect upon why many of KingŐs ideas introduced in this lesson are almost never referenced in the mass media or in U.S. History textbooks.
This unit supports the reading of "The House on Mango Street" by Sandra Cisneros. The activities are designed to aid the student through both the guided reading and writing strategies. The essay portion of the worksheets aid in developing the studentŐs writing skills, and students learn the basic fundamentals of writing an autobiographical essay. The ultimate goal of this unit is to enable the student to explore Human Rights issues and teach simple writing skills for the creation of an autobiographical book about their Human Rights and own cultural experiences. The final product is a book comprised of the studentŐs essays. The technology skills learned include computer graphics, clip art, and formatting. They also learn how to bind the materials into a book.
In this unit about "The House on Mango Street" by Sandra Cisneros the emphasis is placed on theme, symbol and style. For the purposes of organization, the novel is divided into eight thematic sections. Prior to reading each section, students complete a pre-reading assignment related to their own lives and/or society at large; these pre-readings provide a thematic framework from which to discuss the chapters in that section. They also serve as a vehicle to help students address the essential questions from different angles. Any one of the sections could be expanded or developed to really focus on a particular theme or issue, as you will see with the Geraldo No Name vignette.
The essential question of this three-part unit is "How can humans resolve global and intra-national conflict short of resorting to violent war and conflict?" The final part is a mock session of the United Nations. The exposition is a oral presentation of a written policy proposal arguing a particular country's position on a current human rights issue and designed to avoid violent intra-national or global conflict. The two lessons before the Mock Session are designed to scaffold learning by teaching the purpose of the Universal Declaration of Human Rights, the procedures of the United Nations, the elements of an excellent oral presentation and the process of writing a good term paper, the written proposal.
Maya AngelouŰŞs autobiography is an excellent vehicle for exploring how people overcome adversity. And because they often are facing similar problems, high school students empathize with the young Maya as she struggles to survive in a hostile environment. Further, the autobiography is an excellent segue into human rights issues.The sequence of activities follows the chronological development of the autobiography and is divided based on its chapters. Students will practice systematic vocabulary development, read and respond to a significant work of literature, write coherent and focused essays, write responses to literature, and revise and publish work following the conventions of grammar and manuscript form.
In this unit which looks at the question "What caused the Triangle Shirtwaist Fire Tragedy?" students will become familiar with the large variety of written and visual sources that are available to them to arrive at conclusions. They will have experiences identifying primary and secondary sources and in determining their reliability by questioning the purpose and perspectives of the authors. They will understand that there may be different interpretations of the same event depending of the sources being used.And they will understand that present laws are connected to events in the past. The material in this inquiry was adapted for the reading level of intermediate English Language Learner. Other students with lower reading skills would also benefit from this material.
This unit focuses on the question "Do insanity pleas serve a useful and meaningful purpose in our society?" Students who complete the unit should understand present laws and their evolution; should understand that there may be different interpretations of the same event depending on the sources being used; should have experiences dealing with primary and secondary sources; should understand how laws impact society; and should be able to research and write a research paper, using a variety of sources including the internet.
The six-week unit activities will focus on the various social, and political aspects of A Lesson Before Dying. The students will look for markers, e.g. social justice, ethical, racial and political aspects of the novel. Students will engage in meaningful dialogue about how words are used to humiliate and redeem one's character. The students will also learn to identify main ideas, use main ideas to draw inferences, conclusions, and generalizations about the novel.Ultimately, the students will compose a journal using textual evidence, develop a high school exit and employment portfolio, create a Death Penalty Documentary, and complete an essay final that addresses the essential question ("What quality of will must a Negro possess to live and die in a country that denied his humanity"). Thus, this unit is primarily designed to boost the student's self-esteem, aid students in developing their critical thinking, reading comprehension, oral speaking, and writing skills.
This unit on Laura EsquivelŐs "Like Water for Chocolate" is taught by comparing families to governmental structures because students are familiar with families and they bring prior knowledge to the unit while they may resist or feel apprehensive about studying governmental structure and function. By focusing on families, the lessons indirectly show students how government structures function in societies and how important their family relationship is in their lives.The activities for this unit are designed to help students with their learning and developmental skills in reading and writing strategies at the secondary level while exploring the issue of human rights as it relates to families, the role of family members, and governments in societies.
This unit considers the question "What is a humane way to deal with people who suffer from a psychological disorder?" From completing this unit students will understand the nature of three major psychological disorders, viewing causes, symptoms, and the various methods of treatment that have historically been used and that currently are used. Since the rate of mental illness in our society is ever increasing, it seems significant that students gain awareness one of these disorders will most certainly touch their lives."
In this unit "The Narrative of the Life of Frederick Douglass" is used to teach students about the concepts of freedom and social development.The activities designed for this lesson plan include guided reading and writing strategies for assisting the student during the silent sustained reading (SSR) process. The studentŐs Expository Reading, Literary Responses, and Writing skills will be guided by the use of templates. The students will also learn the basic fundamentals of Expository Essay writing. The studentŐs technology skills will be developed to include Internet Web searches on Human Rights issues, typed documents and essay writing
This unit looks at the question "Are "democracy" and "capitalism" compatible?" It was developed in order to have students begin to understand how capitalism and democracy have combined in the United States, as we still live with the particular configuration created during the Progressive Era. Ultimately, students are encouraged to contemplate whether a democratic society can function successfully when there are extremes of rich and poor.
In this unit on Victor Martinez's "Parrot in the Oven" students read the novel in class taking notes on the author's strategies used to create Manny. By the completion of the reading and charting, every student should be well aware that Mr. Martinez primarily uses dialogue, interior monologue and action to create the character. Finally, the students answer the essential question, "How does an author create a character?" in a well-developed essay.
Through this unit of study, students will come to realize the potential and power of science fiction as a vehicle for social commentary. Students will be reading and viewing various works of science fiction that make statements on current issues. The novel, Parable of the Sower by Octavia Butler, will serve as our primary text. Besides exploring the ways in which other writers have used the genre for social commentary, students will research a current issue with which they are concerned. Based on the research, each student will write a science fiction story to illustrate the issue.