Introduction to Anthropology, Psychology and Sociology HSP3M Grade 11 Unit #3 Social Organization Authors: Amy MacDougall, Paula Schinkel, Kathryn Whyte July 26, 2006 2 Unit #3 Social Organization Table of Contents SAP Unit overview Instructional Organizer for the Unit Written Summary of Learning Activities/Strategies: Lesson #1 – What are Social Groups? Lesson #2 – Purposes of Social Groups Lesson #3 – Canadian Social Groups – Web Site Analysis Lesson #4 – Create a Social Group Lesson #5 – Influence of Social Groups Lesson #6 – Social Groups and Conflict Lesson #7 – School Social Group Simulation Lesson #8 – Group Development Influences Lesson #9 – Photo Analysis Lesson #10 – Culminating Activity Statement of Design Process Pages 3–7 8 9 10 11 12 13 14 15 16 – 18 19 20 – 23 24 – 30 31 3 SUMMATIVE ASSESSMENT PLAN (SAP) Prepared by: Paula Schinkel, Kathryn Whyte, and Amy MacDougall COURSE TITLE & CODE: Introduction to Anthropology, Psychology, and Sociology, HSP3M GRADE: Grade 11 DESTINATION: University/College Preparation ENDURING UNDERSTANDINGS (3-5) 1. The three major disciplines of social science and their researchers share similarities and differences. 2. Social structures and institutions vary across culture and time. 3. Group cohesion and conflict can affect social organization. 4. Our behaviour and who we are as a person is influenced by many factors. 5. Research and inquiry can reveal changing patterns in human behaviour and social organization. Research and inquiry is a transferable skill. 4 Unit # & Title Unit 3, Social Organization Unit 3, Social Organization Unit 3, Social Organization SUMMATIVE ASSESSMENT TASKS (7-10 maximum - list in anticipated order**) Name/title of task Brief description of task Enduring Understanding List Types of Formative (what type? ind.vs Being Addressed Assessments or group? content?) Scaffolding Required What are social groups? This task introduces the 4. Our behaviour and who *four corners definition unit with both group and we are as a person is and description group individual tasks that influenced by many factors. activity *Four corners task and describe and define the *individual mind maps Mind maps concept of social groups. *individual reflective journal entry (journal will be submitted as a part of the culminating activity at the end of the unit) *students will be assessed with anecdotal feedback and a checklist for the mind maps Anthropological, In small groups, students 1. The three major *small group jigsaw Psychological, and use prior knowledge to disciplines of social science activity Sociological Purposes of complete a 3 circle Venn and their researchers share *individual completion Social Groups diagram that applies each similarities and differences. and submission of a 3 social science to the circle Venn diagram purposes of social groups. *Jigsaw task and Venn Diagrams Canadian Social Groups – In pairs, students analyze 5. Research and inquiry can *each pair submits ONE the web page of a reveal changing patterns in completed analysis sheet Canadian social group. human behaviour and social *individual reflective *Web Site Analysis An analysis sheet is organization. Research and journal entry on the completed, and all pairs inquiry is a transferable skill. findings from the round share findings in a round table discussion table discussion. *students will be assessed with a checklist for the analysis sheet, and anecdotal feedback for the round table discussion 5 Unit 3, Social Organization *Create a brochure Students work individually to create their own social group. Students will design a brochure to describe and promote their social group. 2. Social structures and institutions can vary across cultures and time. Unit 3, Social Organization Positive and Negative Influence of Groups Students brainstorm general ideas in response to a series of questions. Students then read information about groups in the text and answer questions in their notes. In small groups students will analyze conflict in contemporary social groups. Each group will create a visual using words and pictures to explain their findings. Students will engage in an activity that lets them experience 3 different social groups found within a school. Students engage in team building activities in small groups and as a whole class. 3. Group cohesion and conflict can affect social organization. *Carousel Activity/Textbook reading and questions Unit 3, Social Organization Conflict in groups *Co-operative learning group activity Unit 3, Social Organization *Social Group Simulation 3. Group cohesion and conflict can affect social organization. 4. Our behaviour and who we are as a person is influenced by many factors 3. Group cohesion and conflict can affect social organization. 4. Our behaviour and who we are as a person is influenced by many factors *scaffolding lesson on effective brochure layout and design – exemplars will shown to students so that they may understand how to complete the task successfully *the brochure will be assessed with a rubric Formative assessment. The brainstorming is assessed by the teacher as it is taken up. Questions from the text will be checked for homework completion. Each group produces one visual display to share with the class. A group work evaluation will be completed. Students will write a one page journal reflection on their group simulation and team building experiences. Anecdotal feedback will be given. 6 Unit 3, Social Organization Historical examples of discrimination and exclusion *Graffiti task Unit 3, Social Organization *Photo Analysis In groups, students read and analyze different scenarios based on historical examples of exclusionary and discriminatory practices. Students will rotate to each scenario and add and comment on previous groups’ ideas. Students will then rotate back to their first scenario, review it, summarize it, and then present their responses and ideas to the class. Students will review the concepts of facts and inferences through discussion and the use of examples. Teacher will model photo analysis and provide opportunities to practice the skill in pairs or groups. After images have been analyzed, students will form larger groups to share ideas and questions about the images and the process. 3. Group cohesion and conflict can affect social organization; 4. Our behaviour and who we are as a person is influenced by many factors 3. Group cohesion and conflict can affect social organization. 4. Our behaviour and who we are as a person is influenced by many factors. 5. Research and inquiry can reveal changing patterns in human behaviour and social organization. Research and inquiry is a transferable skill. Students will write a reflective journal about the lesson, and will be encouraged to include a personal account of discrimination or exclusion. Students will receive anecdotal feedback and presentation checklist for assessment. Students will be assessed with verbal feedback and anecdotal notes. Student knowledge of the difference between facts and inferences will be the focus of assessment. 7 Unit 3, Social Organization CULMINATING ACTIVITY (unit culminating assessment) *Gallery Walk *Final Reflective Journal *Group Discussion and Sharing session 1. The three major differences of social science and their researchers share similarities and differences. 2. Group cohesion and conflict can affect social organization. 3. Social structures and institutions can vary across culture and time. 4. Our behaviour and who we are as a person is influenced by many factors. 5. Research and inquiry can reveal changing patterns in human behaviour and social organization. Research and inquiry is a transferable skill. ** Be sure to identify which is/are the course culminating assessment tools (worth 30%) *anecdotal notes and rubric (worth 10%) Visual Essay and discussion – 5% Reflective journals – 5% Total: 10% 8 Unit Overview This unit titled Social Organization is the third and last unit in the course. It is a five week unit that examines the dynamics of social groups in society both historically and today. It starts with an examination and analysis of a variety of Canadian social groups. Students look at why individuals join social groups and their purpose based on anthropology, psychology and sociology. In addition, students examine the positive and negative influences that a variety groups have on society. Students come to understand the importance of group cohesiveness both in and out of school. Lastly, historical examples of discrimination and exclusion are studied to fully understand modern perspectives on group functioning. The culminating activity encompasses a photo analysis of various groups and how they influence and interact with society. Final projects will be shared through a gallery walk and subsequent journal writing reflection. Students will reflect on why social organizations are an important and sometimes complex element of society. 9 Instructional Organizer for the Social Organization Unit Sunday Monday 1 What are social groups?: four corners, mind maps Tuesday 2 Purposes of Social Groups: jigsaw, Venn diagrams Wednesday 3 Continuation of Purposes of Social Groups Thursday 4 Canadian Social Groups – Web Site Analysis: analysis, journal entry 7 8 Create a Social Group: brochure – scaffolding, exemplars, rubric 15 School Social Group Simulation 9 Continuation of Create a Social Group: brochure 10 Influence of Social Groups: 11 Social Groups and Conflict: 16 Group Development Influences: Graffiti in groups 21 22 Photo Analysis: Fact vs. Inference & Teacher models analysis 23 Continuation of Photo Analysis: Students analyze in pairs 17 Continuation of Group Development Influences: Group summaries & presentations 24 Continuation of Photo Analysis : Groups reflect and discuss 28 29 CA : Teacher conferences; put together visual essay 30 CA : Teacher conferences; put together visual essay 4 5 CA : Journal presentations 6 14 Friday 5 Continuation of Social Groups – Web Site Analysis: round table, checklist, anecdotal feedback 12 Continuation of Social Groups and Conflict: Saturday 6 18 Continuation of Group Development Influences: Presentations & discussion. 19 Continuation of Group Development Influences: Discussion & journal entry 20 25 CA: Review assignment & rubric; class work time 26 27 CA: Library research period 31 CA : Presentations: Gallery Walk 1 CA : Presentations: Gallery Walk 2 CA : Presentations: Gallery Walk; begin journal entries 3 7 8 9 10 13 10 Written Summary of Learning Activities/Strategies Lesson #1 a) Lesson title: What are social groups? b) Time required: One 75 minute class period c) Link to Enduring Understandings/Expectations: #4 d) Overview of the Activity/Strategy: 1. In a four corners activity, students will collaborate in small groups to define and describe their understanding of the concept of social groups. After a 20 minute brainstorming session, each group will post their ideas with markers on chart paper, taped to a wall in each corner of the room. 2. The students will then rotate and spend approximately 10 minutes at the other 3 corners, and will build-on and extend on each others’ chart paper responses with markers. (30 minutes). 3. Ten minutes will be used to regroup as a class and discuss each group’s findings and the build-on comments from the rest of the class. 4. The students will take a few moments to reflect on which social groups they belong to and record their thoughts in a journal entry. Finally, each student will work on creating and completing a mind map that encapsulates their understanding of social groups. Students may also refer to their text, The Human Way: An Introduction to Anthropology, Psychology, and Sociology to complete their mind maps. The students will have 15 minutes to complete the mind map in class, and may finish this, as well as the journal entry, for homework if necessary. The mind maps will be assessed formatively with a checklist upon submission. 5. Introduce the culminating activity – visual essay with a gallery walk and reflective journal. The assignment outline and the rubric will be discussed using overheads of these materials. e) Possible Resources: Student ideas Teacher facilitated discussion and comments about the concept of social groups Text: The Human Way: An Introduction to Anthropology, Psychology, and Sociology. Culminating Activity assignment handout and rubric on overheads f) Description of Assessment Options: A simple checklist with criteria that includes accuracy of understanding and depth of detail will be used for the mind map. Anecdotal comments could compliment the checklist or be used instead of a checklist. All journal entries will be collected at the end of the unit for summative assessment. 11 Lesson #2 a) Lesson title: Anthropological, Psychological, and Sociological; Purposes of Social Groups b) Time required: Approximately one and a half 75 minute periods c) Link to Enduring Understandings/Expectations: #1 d) Overview of the Activity/Strategy: 1. In groups of 3, the students use their prior knowledge and their textbook to record the purposes of social groups for ONE social science: anthropology, psychology, or sociology. The social science will be assigned to each group by the teacher. Depending on the class size, there could be 3 groups of 3 working on anthropology, 3 groups of 3 working on psychology, and 3 groups of 3 working on sociology. 2. After 15 minutes, students will JIGSAW with 2 other groups who worked on the other 2 social sciences. In the new jigsaw groups, students will have 45 minutes to record and discuss the purposes of social groups, with a focus on similarities and differences between the disciplines. At least one specific example of a social group must be recorded for each social science must be recorded that illustrates the purposes, similarities and differences the group has agreed upon. 3. For the final 15 minutes of class, each student will design and create a 3 circle Venn diagram to record the main points, similarities, differences, and specific examples their groups have come up. The Venn diagram may be completed for homework if necessary. The Venn diagram will be submitted for formative assessment. 4. Some time will be spent at the beginning of the next class discussing the SPECIFIC social group examples the students came up with, and why humans choose to belong to these specific social groups (i.e. gangs, political groups, cultural groups, lobby groups, cliques, cultural groups). Approximately 30 minutes will be allocated for this discussion, which will be facilitated by the teacher. e) List of Key Resources: Student ideas The students’ notebook and prior knowledge from previous units in the course Text: The Human Way: An Introduction to Anthropology, Psychology, and Sociology f) Description of Assessment Options: The teacher will provide verbal comments during the jigsaw activity and the subsequent class discussion. Written anecdotal comments will be provided on the Venn diagram. 12 Lesson #3 a) Lesson title: Analysis of Canadian Social Groups b) Time required: 2 and a half 75 minute periods c) Link to Enduring Understandings/Expectations: #5 d) Overview of the Activity/Strategy: 1. Using electronic resources, in pairs, students will research a specific Canadian social group and complete a Web Site Analysis Sheet on their social group. The Web Site analysis sheet focuses on the purpose(s), functions(s), and membership of the group. Student pairs will also note any BIAS that occurs in their web research. If the students are analyzing a group’s homepage, the bias will be much different than a web page designed by someone not in the particular group (i.e. political groups, police web sites). The students will note and comment on any biased and/or controversial elements in a reflective journal entry. This will take activity will take one period. 2. During the next class period, the class will engage in a round table discussion about the Canadian social group each pair researched. Student pairs will answer questions from their classmates and the teacher. The discussion will focus on controversial elements and bias in the presentation of information on the web. e) List of Key Resources: World Wide Web f) Description of Assessment Options: Student pairs will be assessed with a checklist for the completion of the Web Site Analysis sheet. Verbal feedback will be given to the students during the round table discussion. The journals are collected at the end of the unit and assessed summatively. 13 Lesson #4 a) Lesson title: Create your own social group b) Time required: Approximately 2 and a half 75 minute periods c) Link to Enduring Understandings/Expectations: #2 d) Overview of the Strategy/Activity: 1. Students will work individually on this authentic assignment. Each student will create their own social group. The teacher will approve all social group ideas that the students come up with. The students will design and create a brochure that describes the purposes and functions of their social group. The brochure will also be used a promotional tool to invite new members to join the group. The first class period is a scaffolding lesson in which students examine exemplars of brochures and determine through examples and discussion the necessary layout and design principles to effectively create a visually compelling brochure. 2. For homework, students must plan and map out the membership, the purposes, and the functions of their social group, so they are ready for the IT session the following day. Some time may be given in the class to finish the planning, but the bulk of the brainstorming and prep must be completed at home in order to maximize time in the computer lab at school. 3. In the second class period (and an additional half period, if necessary) the students construct their brochure using IT resources in the cross-curricular computer lab. 4. Students will submit their brochures for summative assessment with a rubric. e) List of Key Resources: brochure exemplars access to the cross-curricular computer labs for brochure completion f) Description of Assessment Options: The brochures will be assessed summatively with a rubric. The students will review the rubric on the first day of this activity (when they are examining exemplars) so they understand how they will be evaluated. 14 Lesson # 5 a) Lesson Title: Influence of Social Groups b) Time required: one 75 minute class period c) Link to Enduring Understandings/Expectations: # 3 d) Overview of the Activity/Strategy: 1. Carousel Brainstorming Activity: Students will begin the lesson by participating in a brainstorming activity. The class is randomly divided into 4 groups. Each group gets one marker and stands in front of a piece of chart paper hung in the classroom. The paper is taped up so students can not see the question yet. 2. 4 different questions are posted on each piece of chart paper. This is a timed activity. Groups have roughly 2 minutes to read the question and brainstorm answers. When I say move they must move right to the next question read what has already been written and come up with new responses as a group. This continues until all 4 questions have been addressed. 3. The questions are: What types of people or groups are discriminated against? What types of activities can be considered acts of discrimination? List positive elements or effects of social groups. What movies or television shows can you think of that deal with social groups? 4. When complete students sit back in their seats and the answers are taken up as a class. This is an overview of what information will be examined in the remainder of the unit. 5. Textbook assignment: Read pages 257 – 263 in text ‘Images of Society’ then complete the check for understanding assignment on page 263. e) Resources: Textbooks chart paper markers f) Description of assessment options: The teacher is able to assess through the carousel activity the extent of prior knowledge the class has on this subject. The textbook questions will be checked the next day for homework completion. 15 Lesson # 6 a) Lesson Title: Conflict and Groups b) Time required: two 75 minute class periods c) Link to Enduring Understandings/Expectations: # 3, #4 d) Overview of the Activity/Strategy: 1. Anticipatory set: Share with the class the concept of a global village. Either provide a handout or it can be found on page 295 of the text. Reinforce the idea that the world is a smaller place than it used to be and people and groups need to live in harmony. (see global breakdown) 2. Define the term conflict. In small groups students will analyze conflict in contemporary social groups. They will look at such things as social inequality, poverty, racism, stereotyping, etc. 3. Using the text as a resource and their notes each group will create a visual using words and pictures to explain their findings. 4. Each group will present their display to the class. 5. Students will look specifically at cults, what conflict they cause and how they affect individuals and society. 6. Read pages 276- 279 on cults in the text and answer questions 1 – 5 on page 279. e) List of possible resources: Textbooks chart paper markers f) Description of assessment options: a group work evaluation can be provided for all group members to complete. Questions on cults can be collected for assessment. 16 Lesson # 7 a) Lesson Title: Social Group Simulation and Teambuilding b) Time required: one 75 minute class period c) Link to Enduring Understandings/Expectations: # 3, #4 d) Overview of the Activity/Strategy: 1. Students will experience what it feels like to be a member of a variety of social groups that exist in a school. 2. The classroom needs to be rearranged so that the desks are off to the side and there is room to move around in the middle of the room. 3. Each student gets a card (regular playing cards) and they can not look at it. They must hold it face side out on their forehead so that everyone else can see their card but them. 4. Tell students that their mission is to meet everyone in the group, say hello tell them their name and one thing about themselves that the other person might not know. Then tell them the rules are that if you see a #2 – 6 you should avoid that person at all costs, do not talk to them. If you see a # 7 – 10 talk to them but be brief, if they see a Jack – Ace give them your undivided attention. 5. Do this activity a few times with new cards each time. Then ask students what number they think they have on their card without looking at it. Students pick up pretty quickly the meaning of this activity. Talk about your findings as a class. 6. Teambuilding activities. Students engage in a variety of teambuilding activities as a class to highlight positive group functioning. Some examples are: Pennies Ten pennies for each student in the game. Go around the group and students will tell something they have never done. Anyone who has done it must toss one of their pennies into the center. The goal is to last the longest with the most pennies. Two Truths and a Lie Each person should write down 3 things about themselves. 2 true and 1 lie. Get into groups of 4-5 (with people you do not know well) Try to figure out which items are true and which are false. Story Boxes Each student should divide one piece of paper into six equal squares. In each square put the following 1 – a picture of a toy you loved as a kid 2 – the name of a teacher or adult who has helped you 3 – draw something you have always wanted to try 4 – your dream job 5 – name of a move you loved 6 – something we don’t know about you Students should get into pairs to share their story 17 Commercial Creation Divide the group into groups of 5-6. Show them all some random object (can be anything: coffee cup, text book, hat, toy, etc.) Explain they have 7 minutes to create a 30 second commercial to sell whatever it is you showed them. Now perform the commercial e) Resources: 2 decks of playing cards Pennies f) Description of assessment options: Students can write a one page journal reflection on how they felt when experiencing the different social groups. 18 Global Village If the population of the world were reduced to just 100 people but all the current ratios remained the same, here is what those 100 people would be like: Continental breakdown: 57 Asians 21 Europeans 8 South Americans 8 Africans 6 North Americans Gender Split: 52 female 48 male Colour Split: 70 non-white 30 white Other demographic info: 6 would own 59% of the wealth 80 would have sub-standard housing 70 would be illiterate 50 would be starving 1 would have a college degree 1 would own a computer 19 Lesson #8 a) Title: Group Development Influences b) Estimated Time Required: Approximately four 75 minute periods c) Links to Enduring Understanding and Expectations: #3, #4 d) Overview of the activity/strategy: 1. Warm-up: Students will define discrimination and exclusion in their notebooks based on their own ideas and/or from the textbook. Teacher will discuss ideas and introduce the activity. 2. Graffiti: In groups of four (teacher selects groups by simply numbering students) students will select a role to act out in the group work. Roles are: scribe, timer, reader, and manager. Roles will also be rotated when a group moves to a new scenario. All students must contribute to the discussion. Each group will receive a scenario, a piece of chart paper, and a marker. Scenarios will be different for each group and examples are: Japanese Canadians during the Second World War, Chinese Canadians, First Nations, recent Canadian immigrants, African Americans during the 1950s and 1960s, black South Africans during apartheid, and female factory workers during the early 1900s. Each group will also have a different colour of marker to indicate which group contributed what information (quality and quantity can then be gauged). 3. In each group students will read the scenario based on historical examples of discrimination and exclusion. Students will then create a three column chart with the headings: feelings, questions, and reactions. Students will then record the group’s feelings, questions, and reactions as a member of the discriminated or excluded group on chart paper. 4. Students will then rotate to another group, taking their marker, but leaving their chart paper, switch roles, read the next scenario, and record feelings, questions, and reactions. Students will go through all of the scenarios and build on ideas from other groups’ ideas. Each scenario should last between 8 and 10 minutes. 5. Students rotate back to their original scenario, review it, and create a summary of the ideas. A presentation checklist will be given to the students and reviewed. 6. Summary: Students will then present the summary ideas to the class. Each group member needs to equally contribute to the presentation. 7. Discussion: Students will be encouraged to take jot notes during the classroom discussion on discriminatory and exclusionary practices and their affects on a group’s development immediately and over time. 8. Journal Entry: After the discussion, students will write a reflective summary in their journal about the lesson and if possible, include a personal account of discrimination or exclusion. If time allows, students can share summaries and experiences on a volunteer basis. e) List of Possible Key Resources/Materials: Textbook chart paper, different colours of markers scenarios on cards f) Description of Assessment options – Students will write a reflective journal about the lesson, and will be encouraged to include a personal account of discrimination or exclusion. Students will receive anecdotal feedback and a presentation checklist for assessment. 20 Lesson #9 a) Title – Photo Analysis b) Estimated Time Required – Approximately three 75 minute periods c) Links to Enduring Understanding and Expectations - #3, #4, #5 d) Overview of the activity/strategy 1. Students will review the concepts of facts and inferences through discussion and the use of examples. 2. Students will be shown a photo and asked to describe its overall appearance. Comments will likely be general 3. Teacher will model photo analysis using an image on the overhead and students will have copies of the same image. Students will also be provided with a handout on how to perform photo analysis. 4. Teacher will provide opportunities for students to practise the skill in pairs or groups of three. Pairs or groups will need to complete a photo analysis of at least two photos. When a group is finished with a photo they need to return it so other groups can analyze it. 5. After photos have been analyzed, students will form (larger) groups (two or three groups together) and share ideas and questions about the images and the process. 6. Students will return to their individual seats and the class will discuss the benefits and drawbacks of photo analysis. Eventually, the idea that when an image is analyzed, the image has more meaning for the viewer – essentially, one understands the image more when the parts are looked at just like when studying society and its groups and organizations. This will lead into a discussion about the culminating activity and the role that images will play including a photo analysis of an image. e) List of Possible Key Resources: Photo analysis instructions handout Photos or copies of photos from a variety of sources (newspaper, magazines, internet, textbooks, etc.) f) Description of Assessment options: Students will be assessed with verbal feedback and anecdotal notes. Student knowledge of the difference between facts and inferences will be the focus of assessment. 21 Photo for Class Photo Analysis Emigrants arriving on the quay at Cork, ready for their departure, c. 1851, from The Illustrated London News, May 10, 1851. ID #20092 Credit: National Archives of http://www.canadianheritage.org/reproductions/20092.htmCanada, C3904 22 Photo Analysis How do you analyze a photo? a) Using two strips of paper, divide the photo into 3 sections. Background Middleground Foreground b) c) d) e) f) g) h) i) j) k) l) m) n) o) Cover the top two thirds – the background and middleground – with the two pieces of paper. List all of the facts in the foreground section. List all of the inferences in the foreground section. Cover up the foreground and background with the two pieces of paper. List all of the facts in the middleground section. List all of the inferences in the middleground section. Cover up the middleground and foreground sections with the two pieces of paper. List all of the facts in the background section. List all of the inferences in the background section. Uncover the photograph. Find the focus (what the photographer was looking at) of the photograph and write down the facts. List all of the inferences for the focus of the photograph. Create a title for the photograph. Create six questions about the photograph. Remember that “good” questions ask for details, a comparison, or for a detailed explanation. Use the five “Ws” (who, what, where, when, why) and how when creating questions. 23 Speaking Self-assessment Student's Name: ________________________________ __ I paid attention to my audience. __ I spoke clearly. __ I made sure everyone could hear. __ I did not speak too fast or too slowly. Other strategies I used: I have difficulty with: I want to improve: From: http://www.sasked.gov.sk.ca/docs/ela/assessment/p126.html Date: ___________________ 24 Lesson #10 a) Title: Culminating Activity b) Estimated Time Required: Approximately eight 75 minute periods c) Links to Enduring Understanding and Expectations: #1, #2, #3, #4, #5 d) Overview of the activity/strategy: 1. Day 1- Teacher will review the Culminating Activity by distributing the assignment outline sheet and the rubric. Students will form groups, choose a social group, and report those pieces of information to the teacher. Students will be reminded that tomorrow is a library research period and to brainstorm possible keywords to search. 2. Day 2 – Students will have the period to work in the library to research images for their social groups using traditional and electronic resources. Students will use the How to do Research handout to keep their notes organized. Students will be reminded that the following two classes will be for assembling the visual essays and for teacher/student conferences. Students are asked to remember write out questions they may have and to bring any materials they have collected and created to the conference including their filled out research handouts. The teacher will give verbal feedback and ask probing questions. 3. Day 3 and 4 – Students will assemble their visual essays and attend a teacher/student conference to discuss individual group projects. If time allows, students may be able to practise their presentations for the gallery walk. At the end of Day 4, students will be reminded about the gallery walk procedure and to be prepared for it tomorrow. 4. Day 5 and 6 – Gallery walk presentations will take place after a brief reminder of the procedure. 5. Day 7 – Students will finish the gallery walk. Before students begin their journal entries, they will be reminded that they need to include clear links to the course content, personal experiences, feelings, and reactions, and clear links to issues and experiences beyond the course. They must also ensure that all entries are complete, legible (handwritten or typed), and must include a title page with student name, teacher name, class, date and assignment title. Journals will be shared the next day and will be handed in. a. The post-gallery walk journaling assignment is as follows: Students must write a one page journal reflection on the picture or pictures that they find most compelling. Describe the picture, the context, and why you find it so interesting. b. This information will be posted on an overhead. c. Visual essays will be available during the journal writing time for reference, but will be collected at the end of class. d. Students will be reminded to fill out their self assessment portion of the checklist located at the bottom of the rubric and that the unit’s journal will be due next in class after the presentations. 6. Day 8 – Journal presentations will begin in groups of 4-5 students who will share and discuss their journal reflections. Each group will pick 2 or 3 of their favourite reflections to share with the class as a whole. The class will also discuss the unit and culminating activities as a whole. Journals will be handed in at the end of class with their rubrics and checklists. 25 e) List of Possible Key Resources: Gallery Walk Procedure overhead Photo Analysis handout from previous lesson Culminating Activity assignment handout overhead of the final journal assignment Culminating Activity rubric and checklist f) Description of Assessment options: Students will be given verbal feedback during a teacher/student conference, anecdotal notes can be made throughout the process, and a rubric and checklist will used to evaluate the final products and presentation worth 10% in total (visual essay, gallery walk, and discussion: /100 or 10% and journal: /50 or 5%). 26 Visual Essay Assignment - Unit Culminating Activity Step by Step Instructions Part A: Research 1. Form a small group of 3-4 students and choose a social group that your group would like to research. Get your teacher’s approval on your group’s choice of social group before you begin your research. 2. Working together, your group will conduct research to gather visual images (photographs, art work, or other graphics) to create a visual essay. Your group will have one library period to research and collect 12 – 15 images that will be the structure of your visual essay. 3. Choose a variety of compelling visuals that make a strong statement about your social group. 4. Between all group members, the visuals must come from at least FIVE different secondary sources. 5. Each individual must record their own research findings on the group’s Working Bibliography. Part B: Visual Essay Construction 6. Work with your group at a large table to examine all the visual images that you collected in your research. Look for recurring themes and messages that emerge amongst the visuals. 7. Decide upon a thesis for your visual essay. What message, idea, and/or argument do the visual images you have collected reveal about your social group? 8. Organize the visual images in a logical manner. Include 2-3 images for the introduction, 7 – 10 images for the body, and 2-3 images for the conclusion. 9. Once your group has decided on the order of the visual images, you must proceed to writing the accompanying text. Each image must have an accompanying description and analysis of its content. The written analysis should be approximately one paragraph in length per visual. 10. Divide the written analysis for each visual up amongst the group members. 11. The analysis for each photo must be typewritten. Part C: Layout and Design 12. Your group must decide how you are going to present your visual essay. You have two options to choose from: you may choose a PAPER or a DIGITAL presentation. For the paper presentation option, your group must mount all visual images and your accompanying typewritten analyses on foam board or Bristol board. For the digital option, your group must prepare a digital version of your visual essay on PowerPoint. As members of the community and the media will be invited to the gallery walk, take care to create innovative designs that will promote interest in the layout and design of your visual essay. Part D: Gallery Walk 13. All groups will present their visual essays at a gallery walk, to be held in the auditorium. During the gallery walk, you will host your own visual essay, as well as read, observe, and examine the visual essays of your classmates. Be prepared answer questions from the media and members of the community about your research and findings. Finally, each student should make note of their favourite photographs from others’ groups as the topic for your final journal reflection. Part E: Final Journal Reflection 14. Write a final journal reflecting on your favourite photo(s). Explain your choices in detail. Be prepared to submit your journal for evaluation. Part F: Class Discussion 15. Each student will have an opportunity to comment on their own visual essay and respond to the visual essays of others. Be prepared to share your favourite photo from the gallery walk with your classmates. Evaluation Breakdown: Total: 15% or /150 10% or /100 - Visual Essay and Group Discussion (marked according to the rubric) 5% or /50 - Reflection Journals (marked according to the checklist) 27 Gallery Walk Procedure 1. Students will display their visual essays throughout the auditorium. 2. One group member will stay with the visual essay and present the information depicted in the visual essay. They will also field any questions asked by classmates. 3. The other group members will rotate around the gallery and listen to presentations as well as ask questions to further discussion or to clarify information. Group members do not have to stay together when walking the gallery. Gallery walkers can also take notes from presentations as they can be referred to when completing the journal entry at the end of the presentations. 4. Enough time will be allotted so gallery walkers can visit each visual essay, but each group member must perform a presentation at their own visual essay. 28 Unit 3 - Culminating Activity: Journal Activity Visual Essay, Gallery Walk, and Discussion – /100 (10%) Journal – /50 (5%) _____________________________________________________________________ Journal Assignment: Students must write a one page journal reflection on the picture or pictures that they find most compelling. Describe the picture, the context, and why you find it so interesting. Group Sharing: Students will meet in groups of 4-5 students to share and discuss their journal reflections. Each group will pick 2 or 3 of their favourite reflections to share with the class as a whole. All journals must be typed or neatly written. Must include a title page with student name, teacher name, class, date and assignment title. Journals are due on the last day of the unit. Evaluation: Journals will be worth 5% of the culminating activity grade and marked out of /50. 29 Rubric for Culminating Activity: Visual Essay, Gallery Walk and Discussion, and Journaling Level 4 Knowledge/ Understanding Thinking/ Inquiry Communication Application Demonstrates thorough and insightful understanding of concepts, principles, and theories Demonstrates thorough and insightful understanding of relationships among concepts, principles, and theories Uses critical and creative thinking skills with a high degree of effectiveness Applies all or almost all of the skills involved in a research/ inquiry process Communicates information and ideas with a high degree of clarity, and with confidence Uses language, symbols, and visuals with a high degree of accuracy and effectiveness Communicates with a strong sense of audience and purpose Applies ideas and skills in familiar contexts with a high degree of effectiveness Transfers concepts, skills, and procedures to new contexts with a high degree of effectiveness Makes connections with a high degree of effectiveness Level 3 Level 2 Demonstrates considerable understanding of concepts, principles, and theories Demonstrates considerable understanding of relationships among concepts, principles, and theories Uses critical and creative thinking skills with considerable effectiveness Applies most of the skills involved in a research/ inquiry process Communicates information and ideas with considerable clarity Uses language, symbols, and visuals with a considerable accuracy and effectiveness Communicates with a clear sense of audience and purpose Applies ideas and skills in familiar contexts with considerable effectiveness Transfers concepts, skills, and procedures to new contexts considerable effectiveness Makes connections with considerable effectiveness Visual Essay, Gallery Walk and Discussion – /100 (10%) Level 1 Demonstrates some understanding of concepts, principles, and theories Demonstrates some understanding of relationships among concepts, principles, and theories Uses critical and creative thinking skills with moderate effectiveness Applies some of the skills involved in a research/ inquiry process Communicates information and ideas with some clarity Uses language, symbols, and visuals with some accuracy and effectiveness Communicates with some sense of audience and purpose Applies ideas and skills in familiar contexts with moderate effectiveness Transfers concepts, skills, and procedures to new contexts moderate effectiveness Makes connections with moderate effectiveness Journal – /50 (5%) Demonstrates limited understanding of concepts, principles, and theories Demonstrates limited understanding of relationships among concepts, principles, and theories Uses critical and creative thinking skills with limited effectiveness Applies few of the skills involved in a research/ inquiry process Communicates information and ideas with limited clarity Uses language, symbols, and visuals with limited accuracy and effectiveness Communicates with limited sense of audience and purpose Applies ideas and skills in familiar contexts with limited effectiveness Transfers concepts, skills, and procedures to new contexts limited effectiveness Makes connections with limited effectiveness Total – /150 (15%) 30 Checklists Criteria Journal All entries are complete – Entries are legible – Entries include clear links to course content – Entries include personal experiences and feelings – Entries include clear links to issues and experiences beyond the course – Discussion Questions were asked that furthered discussion – Questions were asked that clarified information – Actively listened – Made eye contact – Spoke clearly – Made several important contributions – Participated in gallery walk (walker and presenter) – Participated in journal discussions – Visual Essay 12-15 photos were included – Introduction, arguments, conclusions clearly made – Presented in a visually appealing manner – Photo analysis is complete – Distinction between fact and inference – Self Assessment Teacher Assessment 31 Statement of the Design Process This is the first time that we experienced the design-down process of curriculum development. Once we decided on the expectations for the culminating activity we found it much easier to develop the individual lessons that comprise the unit. All three group members are global thinkers and having the enduring understandings and culminating activity laid out in the SAP made designing curriculum details much easier. Also mapping out the unit calendar was extremely helpful in deciding on the scope of our individual activities as timing and flow of the unit was clearly visible. There was tremendous excitement and momentum for the project right from the start. All three group members worked extremely hard to complete their assigned tasks and offer feedback on others work. Each person brought a unique perspective to the group. This has been a superior example of teamwork in curriculum design and we wish that all teachers could experience this type of collaborative teamwork as it would lead to a more cohesive learning environment and it would reduce some of the stressors in teaching.