Human Systems/Communities and The Breadwinner by Deborah Ellis. Caitlyn Brill Paula Borinsky Marie Quingert Cheri Burdette. http://www.kwintessential.co.uk/resources/global-etiquette/afghanistan.html. http://www.metmuseum.org. - PowerPoint PPT Presentation
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Students and teachers read the book, The Breadwinner, making connections to events in the story to their own everyday lives.
Students make a personal connection to the main character, Parvana, through visualization activities, such as simulations which excludes girls from the classroom and learning.
Remove all rules from the classroom but require a group assignment to be completed in order to leave.
View Afghan artifacts from the National Museum in Afghanistan (www.metmuseum.org or www.nationalgeographic.org).
Students will design their own rubrics to evaluate their communities and community projects.
Listen to Afghan music (www.smithsonianfolkways.org). Students will play charades to assist with learning vocabulary from the story. Connect students to the importance of rules/laws. Discuss how they felt in a
chaotic situation. Allow students to evaluate their own cognitive and social learning on a KWL
Afghani music playing in the background as children enter the room.
Displays of Afghan artwork and children’s created work.
Display of maps of regions involved in book. Display graphic organizer (timeline) of recent
historic events in Afghani government. Desks arranged in cooperative learning
groups that simulate living quarters. Reading area set up for class reading
activities that simulates living quarters of Parvana’s home.
Materials organized to be easily accessible.
COMMUNITIES
GeographyCommunication
systems
Economy
Government1. Import/export
2. Employment
3. Money systems
4. Goods and services
Specified roles Laws
Types
of Gov’t
1. Shelter2. Food3. Water
Learning Goals:Social Studies: Students will demonstrate the processes
of building a community and be able to create an “ideal” community.
Students will be able to argue the importance of a structured government for the success/failure of a community.
Students will investigate the concept of trade in order to understand economics.
Introductory “Big Picture” Activity/Assessment of Prior Knowledge
Activities: • Students will review the concept map and discuss
what they know about each topic in a think-pair-share.
• Students will brainstorm types of communities and create a working definition to use throughout unit.
• Students will use map skills to identify location of the Middle Eastern region.
• Students will play a “telephone” game in order to simulate communication challenges.
Learning Goals: Students will acquire background knowledge on
how geography can impact the development of a community and be able to relate that information to what they know about the geography in Afghanistan and the United States.
Students will learn how communication plays a large role in a community by analyzing hieroglyphics, Roman numerals, and other early forms of communication and be able to create a communication system for language, numeracy, and money.
Students will develop a government system by weighing the pros and cons of different systems and be able to design a set of laws for their own community.