Standard 5 Make strategic use of a digital media Standard 9. Analyze how two or Standard 8. Gather relevant information from multiple print and and visual displays of data to express information more texts address similar themes or digital sources, assess the credibility and accuracy of each and enhance understanding of presentations. topics in order to build knowledge or source, and integrate the information while avoiding plagiarism. to compare the approaches the Standard 9. Draw evidence from literary or informational texts authors take. to support analysis, reflection, and research. Curriculum Map 1st marking period: 2nd marking period: 3rd marking period: Developing Schema Novel Study Extending Understanding Introduction: Beginner text: A Study of Protest: Cesar Chavez US Mexican War tea party (Zinn by Pam Ryan Gallery Walk Esperanza Rising Education Project) (Engage NY 5th grade curriculum adapted for middle and high school Chavez: The Struggle for Justice ELLs, adapted activities from Freeman Historical Case Studies: (Castillo 2002) & Freeman, 2009) by Eve Bunting Dandelions Harvesting Hope: The Story of Cesar (children’s book) (Krull 2003) Chavez Option B: Diego Rivera murals Cesar Chavez: The Farm Workers’ by Francisco Jimenez The Circuit Operation Bootstrap (Center for (Fleming 2004) Friend Puerto Rican Studies) (Morris Cesar Chavez: Lidar laboral Intermediate/Advanced: Songs featuring Tom Joad, clips by John Steinbeck 1994) Grapes of from film Grapes of Wrath (in development, Steinbeck Institute, ( Teaching Tolerance Viva La Causa Dorothea Lange photography July 2016) documentary) Visual Atlas of Steinbeck’s California Performance-based Assessment: What is the best strategy to achieve positive change Diagnostic argumentative essay: in working conditions? (argumentative Journalistic photography artistic or essay) – invasive? Is journalism “honest”? (James Agee quote)
Standard 5 Make strategic use of a digital media and visual displays of data to express information and enhance understanding of presentations. Standard 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standard 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Standard 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Curriculum Map 1st marking period: Developing Schema 2nd marking period: Novel Study 3rd marking period: Extending Understanding Introduction: US Mexican War tea party (Zinn Education Project) Historical Case Studies: Dandelions by Eve Bunting (children’s book) Diego Rivera murals Operation Bootstrap (Center for Puerto Rican Studies) Songs featuring Tom Joad, clips from Grapes of Wrath film Dorothea Lange photography Visual Atlas of Steinbeck’s California Diagnostic argumentative essay: Journalistic photography – artistic or invasive? Is journalism “honest”? (James Agee quote) Beginner text: Esperanza Rising by Pam Ryan (Engage NY 5th grade curriculum adapted for middle and high school ELLs, adapted activities from Freeman & Freeman, 2009) Option B: The Circuit by Francisco Jimenez Intermediate/Advanced: Grapes of by John Steinbeck (in development, Steinbeck Institute, July 2016) A Study of Protest: Cesar Chavez Gallery Walk Chavez: The Struggle for Justice (Castillo 2002) Harvesting Hope: The Story of Cesar Chavez (Krull 2003) Cesar Chavez: The Farm Workers’ Friend (Fleming 2004) Cesar Chavez: Lidar laboral (Morris 1994) Viva La Causa ( Teaching Tolerance documentary) Performance-based Assessment: What is the best strategy to achieve positive change in working conditions? (argumentative essay)
Migrant%20Workers%20-%20Unit%20Overview.docx