Michael Reed, HISTORY/SOCIAL SCIENCE SPECIALIST

1
INTEGRATED CURRICULUM PROJECT

• Michael Reed, HISTORY/SOCIAL SCIENCE SPECIALIST
• Nigel Nisbet, MATHEMATICS EXPERT
• Elizabeth Garcia, SCIENCE EXPERT
• Doña Guevara-Hill, LITERACY EXPERT
• Office of Curriculum, Instruction, and School
  Support. LAUSD gt

2
THE TASK PART ONE

• To create a multi-disciplinary lesson/unit using
  all four core content areas, History/Social
  Science, English Language Arts, Science, and
  Mathematics.

3
THE TASK PART TWO

• To implement the end product at a high school in
  order to evaluate
• The effectiveness of this particular lesson/unit
• The effectiveness of this of integrating the
  curriculum
• The challenges associated with both designing and
  implementing a lesson/unit of this nature

4
THE TASK DESIGN CHOICES

• Grade 10
• (Spring Semester)
• History/Social Science
• The Rise of
• Totalitarianism
• English Language Arts Persuasive Writing
• Science Biology (Genetics)
• Mathematics Algebra I and II

5
THE TASK DESIGN CHOICES

• Grade 10
• (Spring Semester)
• 3 to 4 week unit with a culminating task that
  draws upon students experiences in each core
  content area, and provides an opportunity for
  them to use analytical and communication skills
  to demonstrate their learning

6
ACTIVITY 1 STANDARDS

• At your tables, you have the standard sets
  covered by each discipline during the spring
  semester.
• Work with your table teams to generate ideas for
  any areas of overlap or cross curricular lesson
  opportunities.

7
The Power of DIVERSITY

• Guiding Questions
• How do populations change over time?
• What is race and does it really exist?
• Should nations limit human diversity as a
  solution to over population?
• What are the ethical considerations in finding
  solutions to world problems?
• What is the power of human diversity?

8
Grade 10World HistoryModel Lesson 4

• The Rise of Totalitarianism

9
Day One

• Hook Exercise
• Current/Past Dictators(?) Chart
• Background Reading Characteristics of
  Totalitarian Regimes
• Background Reading The Ascent of the Dictators

10
Day One Hook Exercise
Value of Human Diversity 1. 2. 3. 4. 5.
School Improvement 1. 2. 3. 4. 5.
Characteristics Of Good Students 1. 2. 3. 4. 5.

• Consider the importance of academic excellence
  and student diversity.
• What kind of characteristics does a school have?
• What actions would have to occur for a school to
  limit or eliminate student diversity?

11
Current/Past Dictators (?) Chart Student
Handout 1

• Consider the list of current and past leaders.
• Check those that you believe are dictators and
  write the reasons for your choices.

12
Current/Past Dictators (?) Chart Student
Handout 1

• Record your criteria for a dictator at the bottom
  of Student Handout 1.

13
12 Documents

• Read Document 1, The Criteria of Totalitarian
  Regimes.
• Document 2, The Rise of Dictators.
• Document 5 Eugenicists, Democracy, and Dictators
• Document 6 Men into Beasts- Stalin Enslavement
  of Polish Slavs
• Document 11 Confronting Eugenics, a Twisted
  Science

14
Say-Mean-Matter Student Handout 2

• After reading Document 1, complete Student
  Handout 2
• What does it say?
• Read the definition and underline important
  phrases.
• What does it mean?
• Put the definition into your own words.
• Why does it matter?
• Explain why it matters to totalitarian states.

15
Evidence and Organization

• With a partner, use Documents 1 3, Student
  Handouts 5 and 6, and your textbook to complete
  Student Handout 7

16
The Writing Task Student Handout 8

• Read the writing assignment.
• Review the prompt and task structure.
• Consider vocabulary to be included in your essay.

17
Prewriting Student Handout 9

• Formulate your thoughts using the Writing Graphic
  Organizer.

18
Writing Student Handout 8

• Use your completed Student Handout 9 and lesson
  materials and write your essay in response to the
  prompt.

• Select two of the dictators listed below. Compare
  their totalitarian regimes. Evaluate their rise
  to power, racial and ethnic views, and common
  totalitarian characteristics.
• Mussolini Italy
• Hitler Germany
• Stalin USSR

19
Reflection

• What did you learn?
• What did you find challenging?
• Which sources were most convincing? Why?
• What questions do you still have?

20
Pathways Lesson

• English Language Arts
• Persuasion as Social Influence

21
Module Overview

• In this module students will make connections to
  and extend their knowledge and skills of
  persuasion.
• They will identify, interpret, analyze, and
  evaluate the ways writers and speakers use
  persuasion as a form of social influence.

22
Access Methodologies
23
MATERIALS

• Readers/Writers Notebooks
• Texts
• The Unknown Citizen by W.H. Auden
• The Responsibility of the Scientist by Leon. M.
  Lederman
• Excerpt from The Handmaids Tale by Margaret
  Atwood
• Excerpt from Eugenicists, Democracy, and
  Dictators by Charles Davenport
• Graphic Organizers ABC Word Wall, Say, Mean,
  Matter

24
Culminating Writing and Speaking TaskPersuasion
as Social Influence

• Prompt Given our current global situation,
  should government have the right to legislate
  population growth?
• For this culminating writing task, you will
  select
• a position either in favor or against global
• population control. Research your position.
  Then present a thesis and build a corresponding
  argument that persuades fellow students to take
  your position on this issue.

25
Access Prior Knowledge

• Students create an ABC Word Wall in their
  Readers/Writers Notebooks to demonstrate what
  they already know about the characteristics and
  methods of persuasion.

26
ABC Word Wall
27
Access Prior Knowledge

• Instructional Conversation The teacher asks
  students to share in pairs or triads then share
  in a whole class conversation.

28
Recursive Pattern of the Lesson

• Survey the Text Visually
• Read, Write, Talk, and Listen for Multiple
  Purposes
• Comprehension Read, Write, Talk and Listen to
  Get the Gist
• Interpretation Reread, Write, Talk, and Listen
  to Identify Significant Sentences or Phrases
• Analysis Reread, Write, Talk, and Listen to
  Analyze and Evaluate Persuasive Texts

29
Science Unit

• Exploring Populations
• What causes populations to physically change or
  stay the same over generations?

30
Unit Overview

• Genetics Evolution Standards from California
  Biology Standards
• Focus on getting students to develop Scientific
  Explanations (McNeill Krajcik)
• Supports all students with multiple opportunities
  for instructional conversations, accessing prior
  knowledge, use of graphic organizers and academic
  language

31
(No Transcript)
32
Step 1 (3 Lessons)
33
Step 2 (7 Lessons) Genetics Inheritance
34
Step 3 (3 Lessons) Mutations
35
Medical Mystery Sickle Cell
Step 4 (2 Lessons) How Populations Change
Evolution of Population of Bacteria over time
36
MATHEMATICS DESIGN CHOICES

• Rationale
• Cannot teach the whole Mathematics
  Standards-Based Curriculum through this (or any)
  lens
• Carefully designed rigorous application lessons
  would allow students to use critical thinking,
  work collaboratively, and make connections
  between their classroom mathematics and the real
  world context of the integrated curriculum unit
• 10th grade students could be in many different
  Mathematics classes (most likely to be Algebra 2,
  Geometry, or Algebra 1)

37
MATHEMATICS ALGEBRA I

• Standing Tall
• Uses data from the Biology unit of NBA players
  average height (1950 2001)
• Students analyze and graph the data, develop
  linear equations to describe the data
• Students use their equations and graphs to make
  predictions about the future

Student work courtesy of 8th grade Algebra 1
students at Foshay Learning Center (LAUSD Local
District 7)
38
MATHEMATICS ALGEBRA II

• Reproduction Race
• Uses data from the Biology unit about Asexual and
  Sexual reproduction
• Students analyze and graph the data, develop
  exponential equations to describe the data
• Students use their equations and graphs to make
  predictions about the future (also using
  logarithms)

Asexual Reproduction
Sexual Reproduction
Reproductive Event Generation of Individuals (Asexual Reproduction) of individuals (Sexual Reproduction)
(Initial Generation) G1 8 8
First G2 16 12
Second G3 32 18
Third G4 64 27
39
ACTIVITY 2 THE HOOK

• Connecting content to the students daily life
• Guiding Questions/Inquiries
• Population How does student population effect
  you?
• Human Diversity Does diversity have value within
  a school setting?

40
Culminating Activity - A Simulation Population
Control A World Summit

• The Scenario
• After a number of nations declare a state of
  crisis due to an economic depression and food
  shortages, a world summit is called to provide
  solutions. The year is 1933, and a lack of
  resources to serve growing populations grips most
  nations. Consequently, leaders representing every
  continent and key industrial nations will meet in
  an open forum to analyze the situation and
  propose appropriate actions.

41
The Simulation Student Roles

• 8 Political Leaders
• 8 Clergy/Philosophers
• 8 Scientists
• 8 Mathematicians and Statisticians

• Nations represented include
• Ethiopia
• Germany
• USSR
• Italy
• China
• Japan
• United States
• Mexico

42
The Simulation Video
43
Debrief Challenges

• Time (planning and implementing)
• Personnel Changes
• Students not necessarily in pure classes
• Coordinating curricular maps between disciplines
• Geometry
• Finding a unifying theme
• Authentic assessments
• Time

44
Debrief Learnings

• Students benefit from integrating the curriculum
  and can see how the different subjects fit
  together
• Students really bought in to the process (not
  difficult to get them engaged)
• Students have the opportunity to demonstrate
  their learning in a practical way

45
Debrief Reflection

• What do you see as the benefits for students
  involved in an integrated lesson?

46
Debrief Student Quotes

• The topic of this lesson that caught my
  attention the most was the danger of getting rid
  of diversity in school because I feel that
  without diversity students in school would be
  deprived from experiencing a real world
  environment
• Tonette
• (Marshal High School)

• What I like about this lesson is that we are all
  communicating. We are also learning about other
  countries and history. Its nice to see al the
  students working together
• Ashley
• (Marshal High School)

47
Your Questions

• What questions do you have?