Michael Reed, HISTORY/SOCIAL SCIENCE SPECIALIST Nigel Nisbet, MATHEMATICS EXPERT Elizabeth Garcia, SCIENCE EXPERT Doña Guevara-Hill, LITERACY EXPERT Office.

Michael Reed, HISTORY/SOCIAL SCIENCE SPECIALIST

Nigel Nisbet, MATHEMATICS EXPERT

Elizabeth Garcia, SCIENCE EXPERT

Doña Guevara-Hill, LITERACY EXPERT

Office of Curriculum, Instruction, and School Support. LAUSD >

INTEGRATED CURRICULUM PROJECT

THE TASK: PART ONE

To create a multi-disciplinary lesson/unit using all four core content areas, History/Social Science, English Language Arts, Science, and Mathematics.

THE TASK: PART TWO

To implement the end product at a high school in order to evaluate:

The effectiveness of this particular lesson/unit

The effectiveness of this of integrating the curriculum

The challenges associated with both designing and implementing a lesson/unit of this nature

Grade 10 (Spring Semester)History/Social Science

The Rise of Totalitarianism

English Language Arts Persuasive

WritingScience

Biology (Genetics)Mathematics

Algebra I and II

THE TASK: DESIGN CHOICES

Grade 10 (Spring Semester)3 to 4 week unit with a

culminating task that draws upon students’ experiences in each core content area, and provides an opportunity for them to use analytical and communication skills to demonstrate their learning

THE TASK: DESIGN CHOICES

ACTIVITY 1: STANDARDS

At your tables, you have the standard sets covered by each discipline during the spring semester.

Work with your table teams to generate ideas for any areas of “overlap” or cross curricular lesson opportunities.

The Power of DIVERSITY

Guiding Questions: How do populations

change over time? What is race and does it

really exist? Should nations limit

human diversity as a solution to over population?

What are the ethical considerations in finding solutions to world problems?

What is the power of human diversity?

Grade 10World History

Model Lesson 4

The Rise of Totalitarianism

Day One

Hook ExerciseCurrent/Past Dictators(?) ChartBackground Reading: Characteristics of

Totalitarian RegimesBackground Reading: The Ascent of the

Dictators

Day One: Hook Exercise

School Improvement

1.2.3.4.5.

CharacteristicsOf “Good”Students1.2.3.4.5.

Value of Human Diversity1.2.3.4.5.

Consider the importance of academic excellence and student diversity.•What kind of characteristics does a school have?•What actions would have to occur for a school to limit or eliminate student diversity?

Consider the importance of academic excellence and student diversity.•What kind of characteristics does a school have?•What actions would have to occur for a school to limit or eliminate student diversity?

Current/Past Dictators (?) Chart: Student Handout 1

Consider the list of current and past leaders.

Check those that you believe are dictators and write the reasons for your choices.

Current/Past Dictators (?) Chart: Student Handout 1

Record your criteria for a dictator at the bottom of Student Handout 1.

12 DocumentsRead Document 1, The

Criteria of Totalitarian Regimes.

Document 2, The Rise of Dictators.

Document 5 Eugenicists, Democracy, and Dictators

Document 6 Men into Beasts- Stalin: Enslavement of Polish Slavs

Document 11 Confronting Eugenics, a “Twisted Science”

Say-Mean-Matter: Student Handout 2

After reading Document 1, complete Student Handout 2 What does it say?

Read the definition and underline important phrases.

What does it mean? Put the definition into your

own words. Why does it matter?

Explain why it matters to totalitarian states.

Evidence and Organization

With a partner, use Documents 1 – 3, Student Handouts 5 and 6, and your textbook to complete Student Handout 7

The Writing Task: Student Handout 8

Read the writing assignment.

Review the prompt and task structure.

Consider vocabulary to be included in your essay.

Prewriting: Student Handout 9

Formulate your thoughts using the Writing Graphic Organizer.

Writing: Student Handout 8

Use your completed Student Handout 9 and lesson materials and write your essay in response to the prompt.

Select two of the dictators listed below. Compare their totalitarian regimes. Evaluate their rise to power, racial and ethnic views, and common totalitarian characteristics.

o Mussolini – Italyo Hitler – Germanyo Stalin – USSR

Reflection

What did you learn?What did you find challenging?Which sources were most convincing?

Why?What questions do you still have?

English Language Arts

Persuasion as Social Influence

• In this module students will make connections to and extend their knowledge and skills of persuasion.

•They will identify, interpret, analyze, and evaluate the ways writers and speakers use persuasion as a form of social influence.

Access Methodologies

•Reader’s/Writer’s Notebooks

Texts:“The Unknown Citizen” by W.H. Auden

•“The Responsibility of the Scientist” by Leon. M. Lederman

•Excerpt from The Handmaid’s Tale by Margaret Atwood

•Excerpt from Eugenicists, Democracy, and Dictators by Charles Davenport

•Graphic Organizers: ABC Word Wall, “Say, Mean, Matter”

Prompt: Given our current global situation, should government have the right to legislate population growth?

•For this culminating writing task, you will select a position either in favor or against global population control. Research your position. Then present a thesis and build a corresponding argument that persuades fellow students to take your position on this issue.

Students create an ABC Word Wall in their Reader’s/Writer’s Notebooks to demonstrate what they already know about the characteristics and methods of persuasion.

Instructional Conversation: The teacher asks students to share in pairs or triads; then share in a whole class conversation.

Survey the Text VisuallyRead, Write, Talk, and Listen for Multiple

Purposes Comprehension: Read, Write, Talk and Listen to Get

the Gist Interpretation: Reread, Write, Talk, and Listen to

Identify Significant Sentences or Phrases Analysis: Reread, Write, Talk, and Listen to Analyze

and Evaluate Persuasive Texts

Science Unit

Exploring Populations

What causes populations to physically change or stay the same over generations?

Unit Overview

Genetics & Evolution Standards from California Biology Standards

Focus on getting students to develop “Scientific Explanations” (McNeill & Krajcik)

Supports all students with multiple opportunities for instructional conversations, accessing prior knowledge, use of graphic organizers and academic language

MATHEMATICS: DESIGN CHOICES

Rationale Cannot teach the whole Mathematics Standards-

Based Curriculum through this (or any) lens Carefully designed rigorous application lessons

would allow students to use critical thinking, work collaboratively, and make connections between their classroom mathematics and the real world context of the integrated curriculum unit

10th grade students could be in many different Mathematics classes (most likely to be Algebra 2, Geometry, or Algebra 1)

Standing TallUses data from the

Biology unit of NBA players’ average height (1950 – 2001)

Students analyze and graph the data, develop linear equations to describe the data

Students use their equations and graphs to make predictions about the future

MATHEMATICS: ALGEBRA I

Student work courtesy of 8th grade Algebra 1 students at Foshay Learning Center (LAUSD Local District 7)

Reproduction RaceUses data from the

Biology unit about Asexual and Sexual reproduction

Students analyze and graph the data, develop exponential equations to describe the data

Students use their equations and graphs to make predictions about the future (also using logarithms)

MATHEMATICS: ALGEBRA II

Reproductive Event

Generation

# of Individuals

(Asexual Reproduction)

# of individuals

(Sexual Reproduction)

(Initial Generation)

G1

8 8

First G2 16 12

Second G3 32 18

Third G4 64 27

Asexual Reproduction

8 2xy

Sexual Reproduction

38

2

x

y

Connecting content to the students’ daily life

Guiding Questions/Inquiries

Population: How does student population effect you?

Human Diversity: Does diversity have value within a school setting?

ACTIVITY 2: THE HOOK

Culminating Activity - A Simulation Population Control: A World Summit

The ScenarioAfter a number of nations declare a state of

crisis due to an economic depression and food shortages, a world summit is called to provide solutions. The year is 1933, and a lack of resources to serve growing populations grips most nations. Consequently, leaders representing every continent and key industrial nations will meet in an open forum to analyze the situation and propose appropriate actions.

The Simulation: Student Roles

8 Political Leaders8 Clergy/Philosophers8 Scientists8 Mathematicians

and Statisticians

Nations represented include:

EthiopiaGermanyUSSRItalyChinaJapanUnited StatesMexico

The Simulation: Video

Debrief: Challenges

Time (planning and implementing)

Personnel ChangesStudents not necessarily

in pure classesCoordinating curricular

maps between disciplines

GeometryFinding a unifying themeAuthentic assessmentsTime

Debrief: Learnings

Students benefit from integrating the curriculum and can see how the different subjects fit together

Students really bought in to the process (not difficult to get them engaged)

Students have the opportunity to demonstrate their learning in a practical way

Debrief: Reflection

What do you see as the benefits for students involved in an integrated lesson?

Debrief: Student Quotes

“The topic of this lesson that caught my attention the most was the danger of getting rid of diversity in school because I feel that without diversity students in school would be deprived from experiencing a real world environment”

Tonette (Marshal High School)

“What I like about this lesson is that we are all communicating. We are also learning about other countries and history. It’s nice to see al the students working together”

Ashley (Marshal High School)

Your Questions

What questions do you have?