Learning Unit
A Personal Identity
| LU Title: A Personal Identity |
Author(s): Donna Muhs-McCarten |
| Grade Level: 10 |
School Address: Canastota High School |
| Time Frame: 3-4 Weeks |
School Phone/Fax: 1-315-697-2003 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
| Buddhist Terminology |
Inductive Reasoning |
ESSENTIAL QUESTIONS
- Why is religion significant?
- How does a religious belief system affect a person’s life/personal identity?
- How does learning about another religion help to understand one’s own beliefs?
- How do mythological archetypes relate to belief systems?
INITIATING ACTIVITY
To introduce the study of Buddhism in Global Studies, the teacher will blindfold a student and have student walk through classroom maze in search of particular object.
To introduce text Siddhartha in English class, students write a journal entry about a time student was lost. Did student ask directions or keep searching?
Students share experiences in both classes
LEARNING EXPERIENCES
Week One-Two
A. Social Studies
1. Steps of Inductive Reasoning/Components of Religious Beliefs
- Using inductive graphic organizer on an overhead projector, pupils brainstorm components of their religion and/or any religion they know. Pupils then recognize commonality of particular aspects and induce conclusion that all religions share similar components such as afterlife, good/evil, and existence of supreme power.
Assessment: Completion of graphic organizer (see attached organizer #1)
2. Terminology of Buddhism
- After exercises of recognizing religious similarities social studies teacher now introduces concept of Buddhism by placing vocabulary terms on board and presenting brief description of each term. Students then create their own flashcards. Definition is placed on one side and term and "snippets" on the other. Divide class into small groups. Using examples created by teacher, each group organizes flashcards and classifies examples with vocabulary. Vocabulary terms: dharma, nirvana, samsara, upanishads, reincarnation, karma, Brahmin, atman, anicca, dukka, four noble truths, eightfold paths.
Assessment: Standard Test Evaluation of Terms
B. English
- Assign outside reading of Siddhartha (Students have two weeks to read text as Buddhism is being covered in Social Studies class. If ability level is unable to read text independently, specific chapters can be assigned and analyzed with teacher direction.)
Assessment: Standard Test Evaluation using objective questioning.
Week Three-Four
A. English
Characteristics of Archetypes
1. After reading Siddhartha, teacher introduces archetypes present in text including hero, quest, ordeals, sacrificial scapegoat, good earth mother, serpent, wise old sage and universal truth. Using comparison/contrast organizer, students identify archetypes and compare and contrast religious beliefs with archetypes. Students then create an individual text and presentation of their own personal quest.
Assessment: - accurate completion of graphic organizer (see attached organizer #2)
- computer generated text and oral presentation of student’s personal quest (see rubric #1)
2. Students view film Jonathan Livingston Seagull (other films may be appropriate and substituted such as then break up into groups and discuss archetypes present in film.Never Ending Story). Students
Assessment: Each group completes a list identifying archetypes with examples from movie.
B. Social Studies
Human Issues and Their Solutions
- Students collect variety of ads geared to teenage issues. Using bookmarks set up by teacher in library, internet resources are encouraged. These ads could be for acne medicine, make-up, condoms, clothes, etc. Students break up into groups and using decision-making model organizer (see attached organizer #3), state problem presented by an ad. List alternatives to problem and possible pros and cons of each alternative. Group will reach best decision for each problem and state reason.
Assessment: Peer critiquing of each group’s selected option for problem (see Rubric #2).
CULMINATING PERFORMANCE
Utilizing knowledge learned of religion in Global Studies and English 10,students will create projects which address essential questions of how a religious system affects a person’s life. This knowledge learned will be assessed through oral presentations using a variety of options including creating a collage, role playing, composing a song or poem. Students will also through the use of computer technology, create a personal essay applying mythological archetypes.
CONNECTIONS TO STANDARDS
INTERMEDIATE LEVEL ENGLISH LANGUAGE ARTS STANDARDS
STANDARD 2: LANGUAGE for LITERARY RESPONSE AND EXPRESSION
STUDENTS WILL READ, WRITE, LISTEN, AND SPEAK FOR LITERARY RESPONSE AND EXPRESSION. STUDENTS WILL READ AND LISTEN TO ORAL, WRITTEN, AND ELECTRONICALLY PRODUCED TEXTS AND PERFORMANCES, RELATE TEXTS AND PERFORMANCES TO THEIR OWN LIVES, AND DEVELOP AN UNDERSTANDING OF THE DIVERSE SOCIAL, HISTORICAL, AND CULTURAL DIMENSIONS THE TEXTS AND PERFORMANCES REPRESENT. AS SPEAKEERS AND WRITERS, STUDENTS WILL USE ORAL AND WRITTEN LANGUAGE FOR SELF-EXPRESSION AND ARTISTIC CREATION.
LISTENING AND READING
1. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.
SPEAKING AND WRITING
2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language text structures that are inventive and often multilayered.
COMMENCEMENET LEVEL SOCIAL STUDIES STANDARDS
STANDARD 2: WORLD HISTORY
STUDENTS WILL USE A VARIETY OF INTELLECTUAL SKILLS TO DEMONSTRATE THEIR UNDERSTANDING OF MAJOR IDEAS, ERAS, THEMES, DEVELOPMENTS, AND TURNING POINTS IN WORLD HISTORY AND EXAMINE THE BROAD SWEEP OF HISTORY FROM A
VARIETY OF PERSPECTIVES.
1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space, and the ways different people view the same event or issue from a variety of perspectives.
2. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individual and groups.
MATH SCIENCE TECHNOLOGY STANDARDS
STANDARD # 2 INFORMATION SYSTEMS
INFORMATIONS SYSTEMS
1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Rubric: Personal Quest #1
| Element #1 |
Element #2 |
Element #3 |
Element #4 |
|
| Elements Scale |
Identifies |
Technical |
Oral |
Organization |
| Weights |
25% |
25% |
25% |
25% |
| 4 |
Presents thorough and correct account of what is known |
Polished and free of technical error |
Excellent posture, voice and eye contact |
Uses logical, natural progression with transitions between paragraphs |
| 3 |
Presents accurate account with no important omissions of information |
Polished and primarily free of technical error |
Good posture voice, and eye contact. |
Orders ideas but lacks natural progression or use of transitions |
| 2 |
Presents information but may contain inaccuracies or omission |
Adequate technical control although some careless errors may be evident |
Lacks some qualities of overall good performance in posture, voice and eye contact |
Lacks coherence or consistency |
| 1 |
Present little or no accurate and important information |
Lacks technical control Persistent, pervasive lapses in technical control |
Minimal or no quality in posture ,voice, or eye contact |
No order or coherence whatsoever |
Rubric for Peer Critiquing #2
Name of Presenter ____________________________________________________
Critique done by ______________________________________________________
On a basis of 1-5 with 1="not at all" and 5="very," answer the following questions:
A. How pertinent was the problem to your life?
| 1 |
2 |
3 |
4 |
5 |
| Not At All |
Very |
B. How reasonable were the possible alternatives?
| 1 |
2 |
3 |
4 |
5 |
| Not At All |
Very |
C. Would you consider this solution?
| 1 |
2 |
3 |
4 |
5 |
| Not At All |
Very |
D. How well-presented was this group’s work?
| 1 |
2 |
3 |
4 |
5 |
| Not At All |
Very |
INDUCTION ORGANIZER 1
| Conclusions |
||
| Patterns or Connections |
||
| Observations or Specifics |
Compare & Contrast 2
| Concept 1 |
Concept 2 |
How Alike
How Different
Decision-Making Organizer 3
| Problem |
Goal (s) |
| Alternatives |
Pros & Cons |
| Decision(s) |
Reason(s) |