Topics in Education
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Curriculum Map – Unit 5: Topics in Education (modified unit from DESE MCU)
Subject Area: ELA Grade 10
Time: 3 weeks
Overview: In this three-week inquiry-based unit, students will explore topics in education. Through
various informational sources, students will be exposed to contemporary issues in the field. They will
generate and investigate their own research questions on topics of their choice. The unit will
culminate with the creation of a position paper on an issue in education and a group presentation
about the topic. This proposal will consist of claims about the issue that are supported by evidence.
The focus is on the gathering, evaluation, and synthesis of information, as opposed to specific
persuasive strategies. This model uses education as the topic. However, teachers could choose a topic
that better suits their students’ interest, school climate, their own knowledge-base, or other
circumstance. For this unit, students need to have prior experience with MLA citation, writing
arguments or position papers, public speaking/presentations, and knowledge of school’s research
tools.
Texts:
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“What is Intelligence, Anyway?” By Isaac Asimov
“The Psychopathic School” by Taylor Gatto
“Earnings and Unemployment Rates by Educational Attainment”
“Why College isn't for Everyone” by Richard Vedder
Copies of the mission statement of the Center for College Affordability and Productivity
Additional Resources:
 Appendices A-F
 Topics in Education websites for CEPA:
◦ Homework: http://www.alfiekohn.org/homework-improve-learning/
◦ Homework: http://www.ascd.org/publications/educationalleadership/sept10/vol68/num01/Five-Hallmarks-of-Good-Homework.aspx
◦ Learning Time:
http://www.education.com/magazine/article/Kids_Need_More_Time_Learn/
◦ Learning Time: http://www.centerforpubliceducation.org/Main-Menu/Organizing-aschool/Time-in-school-How-does-the-US-compare
◦ Learning Time: http://educationnext.org/time-for-school/
◦ Standardized Testing: http://www.foxnews.com/opinion/2010/07/27/steven-crowdereducation-standarized-testing-grade-teachers-schools/
◦ Standardized Testing: http://www.alfiekohn.org/article/standardized-testing-victims/
◦ School Choice: http://www.edweek.org/ew/issues/choice/
◦ School Choice: http://news.heartland.org/newspaper-article/2014/06/17/school-choiceanswer
◦ School Choice:
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http://s3.amazonaws.com/assets.allianceforschoolchoice.com/admin_assets/uploads/20/
School%20Choice%20and%20Student%20Achievement.pdf?1316639970
◦ Cost of College: http://www.businessweek.com/articles/2012-04-09/why-college-isnt-foreveryone
◦ Cost of College: http://www.npr.org/2012/08/02/157764154/a-survey-of-familiesgrappling-with-college-costs
◦ Cost of College: http://www.bls.gov/emp/ep_chart_001.htm/
◦ Tech in the Classroom: http://theinnovativeeducator.blogspot.com/2012/07/byod-in-21stcentury-video-quickie.html
◦ Tech in the Classroom: http://www.nytimes.com/2011/09/04/technology/technology-inschools-faces-questions-on-value.html?pagewanted=all&_r=0
◦ Online Learning: http://thejournal.com/articles/2010/06/29/report-online-learning-nearlydoubles-among-high-school-students.aspx
◦ Online Learning: https://www.insidehighered.com/news/2009/06/29/online
◦ Bilingual Education: http://sitemaker.umich.edu/370blinged/home
◦ Bilingual Education: http://www.huffingtonpost.com/2012/08/01/ucla-professors-createnational-dream-university_n_1729623.html
Reading Focus Standards:
 CCSS.RI.9-10.2
 CCSS.RI.9-10.8
 CCSS.SL.9-10.1
 CCSS.SL.9-10.3
 CCSS.SL.9-10.4
Student Statements:
I can...
 Generate open-ended questions and seek answers though critical analysis of text, media,
interviews, and/or observations.
 Summarize and present a variety of responses about a topic.
 Define and refine research questions.
 Synthesize information gathered from various sources.
Essential Questions:
 What does it mean to be educated?
 How do you identify bias in what you read, see and hear?
Reading Assessments:
 Content/Response notebook – summarizing and paraphrasing
 Close reading
 SMELL
Topics in Education
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Annotate
SOAPSTone
Writing Focus Standards:
 CCSS.W.9-10.7
 CCSS.W.9-10.8
 CCSS.W.9-10.9
Student Statements:
I can...
 Communicate ideas effectively in writing to suit a particular audience and purpose.
 Communicate ideas effectively in discourse and oral presentation to suit various audiences
and purpose
Essential Questions:
 What does it mean to be educated?
 How do people synthesize multiple sources to create an informed opinion?
Writing Assessments:
 Content/Response notebook
 Open Responses
 Appendices
 Analysis of selected texts
CEPA:
You are an education expert (top in your field!) and a campaigning politician has come to you
and your colleagues asking for a position paper about education. Should he or she be elected,
promising positions await your team as educational advisors.
This politician needs to take a strong, public stance on the education issue your team has
extensively researched. He or she needs to be able to communicate a position to voters that he/she
can provide sound leadership in the area of education.
You are meeting with the politician on __________________ (due date!). Based on your
team’s research, you must create a position paper that introduces the issue, presents a few of the
possible positions, then selects the best position, and supports this stance with evidence from your
research.
Drawing from your individual position papers, your group will create a presentation that
outlines the key elements of your group’s topic, explores the range of positions on the topic, and
takes a stance about the best position and provides logical claims with supporting evidence to explain
your stance. The presentation must cite credible sources and use statistical if relevant.
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You will be judge on both your position paper and your role in the group presentation. Both
should be well-researched, rich with evidence, clear, logical, and appealing for audiences with a range
of backgrounds.