Unit Curriculum Overview:
Learning Activity # 1 - Staying Strong Together (pdf download)
Learning Activity Summary:
This learning activity asks students to consider Melissa's assertion that asking for help is a demonstration of strength in its own way. Using a fun and creative
discussion format, students will practice active listening and
effective communication. The activity includes note-taking and peer
evaluation tools.
Reflection Prompt:
Melissa writes,
“I felt
that if I asked for their help, I would be bothering them so I always decided
to tough it out and figure the problems out myself. [Later] after my balik-bayan (return back to my country) it
dawned on me that my theory about staying strong by standing alone was false.
”
Focus Area: Social Studies, English
Grade Level: 7th-9th
Global Action Activity: Students plan, organize, and implement a fund-raiser to improve the lives of children and families living in poverty in the Philippines.
Author: Lauren Wright and Emily Chiariello
Learning Activity # 2 - Financial Planning and Budgeting (pdf download)
Learning Activity Summary: In this learning activity, students create a personal budget after discussing the importance of financial planning. Students then apply knowledge of
linear equations, independent and dependent variables, and trendlines to a real-world expense.
Reflection Prompt:
Melissa
writes,
“If we want something to eat or
need to buy something we just go to the store and buy it.”
Focus Area: Algebra I and Financial Literacy
Grade Level: 9th-12th grade
Global Action Activity: Students develop a budget for a fund-raising event for a charity that they have selected as a group.
Author: Emily Hueber
Unit Resources
Each
unit includes standard unit resources, each of which is grounded in the
student-written Reflection. These resources are designed to provide teachers
with consistent tools to expand and track student progress.
This resource is to be used before students read the
Reflection. Included in it are a series
of open-ended pre-reading questions designed to engage students, assess prior
knowledge, and expose any pre-conceived ideas they may have about the person or
culture they will read about in the Reflection. This
resource addresses DC Standard ELA10.IT-E.5: Make relevant inferences
by synthesizing concepts and ideas from a single reading selection.
Understanding the Experience Answer Key
This resource is to be used during and after students read the
Reflection. Included in it are a series
of reading comprehension questions designed to check for student understanding
of the Reflection. These questions are
pulled from the information, ideas, themes, and meaning expressed by the
Ambassador in his or her Reflection.
“Understanding the Experience” questions vary and can be written using
multiple-choice, fill-in-the-blank, true/false, short response, or other
effective questioning strategies.
Teachers are provided with answer keys. This resource addresses DC Standard ELA10.IT-E.5: Make relevant
inferences by synthesizing concepts and ideas from a single reading
selection.
This resource is to be used after students read the Reflection. Included in it are a series of post-reading
questions designed to encourage student Reflection and assess changes in
students’ perception and understanding of the cultural issues addressed in the
unit. For this reason, “Reviewing the
Experience” questions deliberately repeat many of the questions asked in the
“Previewing the Experience” activity. This resource addresses DC Standard ELA10.IT-E.5: Make relevant
inferences by synthesizing concepts and ideas from a single reading
selection.
This resource can be used at any point
within a unit. The Culture Cube allows students to think about and organize
their research of any culture into eight major traits (social groups,
government, history, language, daily life, economy, religion, and art). The Culture Cube can prepare students before
reading a Reflection, or before doing unit resources and learning
activities. Similarly, teachers can use
the Culture Cube to wrap up or assess students’ knowledge after engaging in the
other unit resources and learning activities.
The Culture Cube can be used in isolation of or integrated with the
larger One World Curriculum.
Definitions and examples of each trait of culture are given to guide
students. The Culture Cube requires students to go beyond the Reflection for
their research, so teachers need to make available a number of different
resources from which students might gather information, including, but not
limited to: textbooks, websites, encyclopedias, reference books, reports and
maps. This resource addresses DC Standard ELA10.R1: Formulate open-ended research questions and apply steps for obtaining and evaluating information from a variety of sources, organizing information, and presenting research.
This resource should be used after the students read the Reflection.
Students are presented with a list of questions intended to illicit a
more personal response about the Reflection they have just read. After
considering those questions, students compose a letter to the author of
the Reflection with their thoughts, observations, questions and
comments. Teachers should feel free to contact
lauren@oneworldeducation.org if they would like to have their students'
finished letters delivered to the One World Ambassador.
