Unit+Overview

**Unit Overview**
__**Unit Length:**__ 8 weeks

__**Unit Snapshot:**__ This is an interdisciplinary unit, co-planned and taught by the English/Language Arts, Social Studies, Visual Arts and School Librarian. It is divided into two parts:

Part 1 (2 weeks): Students read and discuss //Anne Frank: The Diary of a Young Girl// in English class. Part 2 (6 weeks): Students research leaders, time periods and countries to prepare for their assessment tasks.

__**Lifelong Understanding:**__ Our lives are influenced by when and where we live.

__**Essential Question:**__ How "good" do I have it?

__**Learning Outcomes:**__

By the end of this unit, students will have:

__Social Studies__
 * learned about how different leaders affected the citizens of their countries
 * gathered and displayed information on leaders and countries
 * connected their learning about leaders and countries with the UN Convention on the Rights of the Child

__English__
 * read, discussed and contextualized a non-fiction work
 * used historical information for creative assignments
 * consolidated their use of the writing process
 * given feedback to peers on their work
 * written for different audiences

__Visual Arts__
 * designed, illustrated and published a short children's book for an age-specific audience

__**Links to State Standards (TEKS):**__

__**113.24. Social Studies, Grade 8**__ (30) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:  (31) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:  (32) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: 
 * (A) differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information;
 * (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
 * (C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;
 * (D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;
 * (E) support a point of view on a social studies issue or event;
 * (F) identify bias in written, oral, and visual material;
 * (G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author.
 * (A) use social studies terminology correctly;
 * (B) use standard grammar, spelling, sentence structure, and punctuation;
 * (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
 * (D) create written, oral, and visual presentations of social studies information.
 * (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
 * <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

__**110.20. English Language Arts and Reading, Grade 8**__ (14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(D) edit drafts for grammar, mechanics, and spelling; and
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(B) categorize information thematically in order to see the larger constructs inherent in the information;
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(D) differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(A) narrow or broaden the major research question, if necessary, based on further research and investigation; and
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful and relevant than another.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(A) draws conclusions and summarizes or paraphrases the findings in a systematic way;
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(B) marshals evidence to explain the topic and gives relevant reasons for conclusions;
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(C) presents the findings in a meaningful format; and
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(c) Knowledge and skills.
 * __117.38. Art. Grade 8.__**

(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(A) create artworks integrating themes found through direct observation, personal experiences, and imagination; and
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(B) apply design skills to communicate effectively ideas and thoughts in everyday life; and
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(C) select appropriate art materials and tools to interpret subjects or themes when producing drawings, paintings, prints, sculptures, ceramics, fiberart, photography/film making, and electronic media-generated art, traditionally and experimentally.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(A) analyze with the teacher or peers personal artworks in progress, using critical attributes, and participate in individual and group critiques; and
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about formal properties, historical and cultural contexts, intents, and meanings.

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> (4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> (10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> (11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
 * 126.12. Technology Applications (Computer Literacy), Grades 6-8.** __
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports;
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(D) demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(B) design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics.

__**Links to S4L Standards:**__

--1.1.2 Use prior and background knowledge as context for new learning. --1.1.3 Develop and refine a range of questions to frame the search for new understanding. --1.1.4 Find, evaluate, and select appropriate sources to answer questions. --1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. --1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. --1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. --1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. --1.1.9 Collaborate with others to broaden and deepen understanding.
 * Standard 1: Inquire, think critically, and gain knowledge.**

--2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. --2.1.2 Organize knowledge so that it is useful. --2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. --2.1.4 Use technology and other information tools to analyze and organize information. --2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. --2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.**

--3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. --3.1.2 Participate and collaborate as members of a social and intellectual network of learners. --3.1.3 Use writing and speaking skills to communicate new understandings effectively. --3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. --3.1.6 Use information and technology ethically and responsibly.
 * Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.**

--4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. --4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. --4.1.4 Seek information for personal learning in a variety of formats and genres. --4.1.5 Connect ideas to own interests and previous knowledge and experience. --4.1.6 Organize personal knowledge in a way that can be called upon easily. --4.1.7 Use social networks and information tools to gather and share information. --4.1.8 Use creative and artistic formats to express personal learning.
 * Standard 4: Pursue personal and aesthetic growth.**

__**Assessments:**__ Since this is a major unit of study, students will have demanding summative assessments in each of their three classes. In addition to student self-assessment, each of these pieces of work will be graded by teams of two teachers, including the school librarian. The four teachers involved will create subject-specific rubrics for each.

For each aspect of this unit, students will also have a variety of formative assessments, so that they can demonstrate how they are increasing their knowledge and skills. These will be assigned and assessed by both the relevant classroom teachers and school librarian.

__Assessment 1:__ **Children's Book** Students will design, illustrate and publish their own work of original fiction based on their country and time period. They will work on this primarily in Art class.

__Assessment 2:__ **A Week in the Life of...** Students will write diary entries for an imaginary young person living in their chosen countries, reflecting that person's thoughts and feelings about the "larger" events influencing their lives. In addition to writing this diary, they will record it and post it to VoiceThread.com. This will be a product done in English class.

__Assignment 3:__ **Letter to the Leader** After reading the UN Convention on the Rights of the Child, students will write a letter to the leader of their country discussing the life of a young person in that country at that time. They will do this in Social Studies class once they have completed their research.

__Culminating Assignment:__ **Museum Display** At the end of the unit, students will gather all of their information and the three assignments they've worked on and completed to create a museum exhibition. They will install their exhibitions for their middle school peers and, in the evening, for their parents to share their learning and display their expertise. Gathering and displaying the materials will be jointly coordinated by the school librarian and the three classroom teachers/

__**Resources:**__ Please refer to our Lesson Resources page for lesson and unit resources.