Understanding By Design Unit Template Title of Unit Curriculum Area Developed By History Jessica Patel Grade Level Time

Frame Secondary 5 75 minutes

Identify Desired Results (Stage 1) Content Standards

Students are introduced to some important key terms and a brief overview of the 9/11 attacks of September 11, 2011 By the end of this lesson, students will be able to: o o o o Understand the basics of what happened during 9/11 The meaning of key terms such as: racism, discrimination, prejudice, religion, ethnicity, multiculturalism. View which key terms have been raised from the aftermath of 9/11 Students will analyze the effect of the key terms on society

Understandings
Overarching Understanding

Essential Questions
Overarching/Topical

Students will understand the:

o Basic key terms revolving around society such as racism, discrimination, prejudice, stereotype, culture and multiculturalism. o Feeling of being treated as different from others from the central activity. o Event of 9/11 briefly especially for those who dont know or remember about it. Be able to use their understanding of the definitions of the key terms and apply it to examples (i.e. past events in history) to distinguish the difference between each key term.
Related Misconceptions

o How can you define racism and discrimination in one word? o Does a persons name define their identity? o What images come to mind once you hear the word racism or discrimination? o What kind of world would it be if there was no racism or discrimination? o Can you define the media? o What factors determine whether a group of people have a right to live in a particular area? o After understanding the concept of racism and discrimination how widespread is racism in our community? o Is racism getting worst or disappearing in our country? o How are different ethnic groups presented in the society? o Has the way that characters from different ethnic groups

o The difference or similarities between some of the key terms o Searching the key terms within the video of on the aftermath of 9/11

been portrayed on television or in the movies changed over the last few years? o Is it right to judge a person by their skin color?

Knowledge
Students will know

Skills
Students will be able to

The meaning of the key terms such as racism, discrimination, prejudice and other terms. How to relate the key terms to situations they have observed before or other past events in history How it feels to be treated different from others(example: placing people according to their ethnic background simply)

Critically think about how everyone may look different but we can have different opinions when we look "inside" them or once we get to know them. Essentially, understand not to judge one by their looks. Be able to distinguish the meaning of key terms in situations. Be able to think critically think about the key terms and relate to other aspects (such as the aftermath of 9/11 during the lessons later).

Assessment Evidence (Stage 2) Performance Task Description

Goal

Role Audience Situation Product/Performance Standards

1) Students will learn the meaning of key terms such as racism, discrimination, prejudice plus other terms. 2) Students will be able to provide examples they have witnessed, been through or past history events of such terms. 3) Students will analyze a real incident which had occurred with the key terms learned 4) Students will feel the meaning of the key terms though a central activity 5) Students will be introduced to 9/11: briefly on what happened that day History Teacher Student of Secondary 5 A secondary 5 classroom Performance will be based on : - Theyre involvement during class and group discussions while initiation activity as well as the central activity - Students response of the 5Ws will be evaluated - Students reflection log posted onto their blogs

Other Evidence
Whether students have fully understood the meaning of the words will be tested on a quiz which will take place during the next class

Learning Plan (Stage 3)

Where are your students headed? Where have they been? How will you make sure the students know where they are going?

1) Students will learn the meaning of key terms such as racism, discrimination, prejudice plus other terms to relate to a greater topic during the other lessons in a few days. 2) Group discussions as well as class discussion will be conducted for all students to follow together and engage within the activities. 3) A central activity will be carried out for all students together to understand the meaning of some of the key terms learned during the beginning of the lesson.

How will you hook students at the beginning of the unit?

Time: 45-50 minutes 1) Teacher will start the lesson by showing the following video on images from the 9/11 attacks .Teacher will point out that this activity is important for them to understand briefly on what was the 9/11 attacks about this leading to further activities in todays lesson as well as other lessons. http://www.youtube.com/watch?v=SdihYnVQCsM&feature=related (0 to 3:40 minutes) 2) After watching the video students will briefly brainstorm facts that they seemed to have viewed in the video as well as what they recall about 9/11 using a word web of the 5Ws (why, when where, what and who) 3) With the raise of hands teacher will ask approximately 2 students to list their 5Ws to know whether everyone is aware of this incident. If not, teacher will explain briefly about the incident. 4) Teacher will explain that todays lesson focuses:

on the 9/11 attack which occurred on September 11, 2001 on some major incidents(key terms) which had been raised from the aftermath of 9/11 on learning the definition of key terms

5) Teacher will read a paragraph from Seeing Ourselves by Carl E. James. Paragraph (pg.6-7): The case of Maher Arar, a Canadian citizen of Syrian origin, who in 2002 was detained during a stopover in New York while waiting to board to flight to Montreal. After being questioned, he was deported to Syria as a suspected terrorist. After ten months in Syria, where he was tortured until he falsely admitted to terrorist training in Afghanistan, Arar was released to Canada. A formal inquiry exonerated Arar and blamed RCMP investigators for providing inaccurate information to American officials. 6) Teacher will then facilitate a mini class discussion on the question: Do you think it was right for the US government to blame and suspect randomly selected Muslims as a victim by just asking few questions or suspecting a person by their name like Maher Arar (the Canadian who was suspected a terrorist)? Answers will vary. Lead the discussion by asking students to raise their hands and define racism in their point of view. Teacher will also ask students to give some general examples of racism that they have witnessed ( i.e. (1)when someone makes fun of your accent. (2) During the years of Hitlers rule in Germany was there racism involved? Along with a past incident: when Jews in Nazi Germany weren't allowed in public places or to own businesses 7) Teacher will now display the definition of racism to the whole class 8) Forming groups of 5 teachers will ask students to brainstorm the definition of the following few words discrimination, stereotype, prejudice,

multiculturalism, ethnic backgrounds and culture in their points of view and to come up with general common examples. 9) Teacher will ask two groups to define word and to provide any one example they believe the word exhibits. 10) Following the answers teacher will state a much more formal definition of all the words. Students will remain in their groups. 11) Teacher will post the passage back by Carl. E. James again onto the projector and the teacher will ask students to pick out the key terms that they believe follow out from the passage. Teacher will follow with a quick class discussion on the activity from volunteer responses on this task. Students will remain in their groups. 12) Teacher will inform students that now they will now be watching two trailers of movies released after 9/11 and based on the event: o Sweet Amerika by R. Paul Dhillon http://www.youtube.com/watch?v=J2Wy0HEA4cM( 0 to 3 minutes) o My Name is Khan by Karan Johar http://www.youtube.com/watch?v=OfSvXyZSJN0 ( 0 to 2minutes) 13) In their groups teacher will ask students to jot down the words just defined or any other key terms they believe are present in the following two trailers. 14) Teacher will lead a discussion for students to share their answers of what they thought the trailers were addressing and why they believe the words they have written down are present in the video.
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

This will prepare them for the central learning activity which will provide them with a deeper understanding of the key terms which they must understand for todays lesson. The activity consists of the participation/involvement of the whole class. Teacher will inform students that this activity involves a lot of thinking and being in someone elses shoes. She will also inform them that they will have to write a log for

homework and for this reason participation is critical. Teacher will first notify students that this activity needs thinking, no noise and understanding. The Activity (20-25 minutes) In a bag there are 10 red papers, 10 blue papers, and 1 green paper (no one knows what is in the bag). Step 1: Each student will pick out one of the papers randomly without looking from the bag. Step 2: Students hold the paper up. All the students with the red paper go in front of the room. All the students with the blue paper go to the back of the room. The student with the green paper stands in the middle of the classroom. Step 3: Students will now stop doing everything, and they all look at each other for a moment. Step 4: Teacher will now ask a question to all students: What is the major difference about one person in the room? (approximately 2 volunteers) The answer may vary. Answer: one person in the room has a green paper whereas everyone else either has a blue paper or red paper. Step 5: Teacher will now explain that if one person is green and everyone else is either red or blue, is there a reason to treat him/her different? Teacher will give an example: What if he/she has an accent but can still speak the mainstream language is there a reason to make fun of him/her? (No students opinion will be taken, allowing them just to think as if they are in that situation) Step 6: Another students name will be randomly chosen from the bag. Teacher will now swap the paper of that person with the green paper (repeating everything again). Students will observe that this student is standing alone in the middle of the classroom now. Then the teacher will state ask the students to critically think what is different between him/her (the student in the middle) and you? ( No responses will be taken) Step 7: Teacher will then take every student with the blue paper and give them a green paper taking away their blue paper.

Teacher will ask a question to the red paper students: Whether they would be offended by people with the green papers. Students will raise their hands and give opinions. If they say yes, why? Step 8: After hearing 1-2 responses without commenting on them teacher will take the red papers from the students holding them and the teacher will now hand them a green paper. Everyone now has green papers and they are the same. Teacher will ask everyone to observe that they all are holding a green paper now. Ask them all to sit back on their seats. Teacher will quickly explain to students some ideas which should have come up during the activity such as: not to look at ones look, color, or ethnic background what if one of the students suddenly becomes green like that one person in the middle was, the student would be hurt but if everyone was green then everyone would be fine
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

Time: 3-5minutes (to explain homework) As a homework, teacher will tell students to use their blogs created from the previous lesson to write a post on their reflection of todays lesson: Questions which they have in mind after the key terms discussed today The reason to why they were all holding a green paper at the very end, what the person in the middle symbolizes as, and what key terms can be pointed out in from the central activity. This will allow students to critically think about how everyone may look different but we can have different opinions when you look "inside" them or once you get to know them. Also to understand not to judge one by their looks. Teacher will inform students that they will have a short quiz during the next class on the key terms defined in todays class.

How will you help students to exhibit and selfevaluate their growing skills, knowledge, and understanding throughout the unit?

Students will learn the difference between themselves and their peers. They will gain more respect towards others as they learn such key terms that some of them might be unaware of.

They will be able to relate the key terms to worldwide events that they come across from news channels, movies and many other forms of media without being aware of it. They will start to think about how they can cope with situations when they witness one of these key terms.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

Keeping in mind that these terms being defined today are all delicate topics. As an educator I will be real careful with them and try to keep the content of the lesson just on the definition of the terms with real life examples witnessed by some and past history events. In the central activity for all students to understand the meaning of some terms the activity will include the involvement of all students. The central activity will allow every member to take part and understand the meaning of some of the key terms. Group discussions will allow deeper critical thinking while groups try to define some words. Class discussions will allow every student to understand the opinions of their peers.

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)