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.
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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.