Julie's+Thematic+Unit

Final Unit Plan:

After speaking with my CT, we will be discussing some portion of Asia during my teaching time (he is not quite sure as to the exact topic yet), but some of the possible topics we might look at are:

-China, Mongolia, and Taiwan -Japan and the Koreas -Southeast Asia

Update: 11/2/10 I spoke with my CT yesterday and plans have changed--looks like I'll be focusing on **India** for my unit.

-What are the major belief systems in India, past and present? -What is a caste system and what are the origins of caste systems? How have caste systems impacted India? -How does India differ from the United States? --culturally, geographically, etc. -What struggles does India face today?
 * Possible Organizing Questions**:

-Students will become familiar with the geography of India and how it impacts the country. -Students will be able to competently discuss the different belief systems in India and how each has influenced the development of the country. -Students will have an understanding of how Indian culture differs from American culture to further their appreciation of diversity. -Students will understand caste systems and how they shaped India.
 * Possible Goals**:

-Describe how beliefs influence culture in India. -Identify key geographical features and discuss their importance. -Discuss cultural issues -- past and present -- through creative writing pieces. *note: historical narrative activity? -Effectively present historical information about India. -Work collaboratively in groups to create unit artifacts.
 * Possible General Unit Objectives**:


 * Possible Materials & Supplementary Texts**:

//Poetry:// -[]
 * -[]**
 * -[]**


 * //Literature://**
 * -Eastern World Textbook**
 * -Excerpts from __Untouchables__ by Narendra Jadhav **


 * // Other: //**

-Historical narrative (similar to Raleigh Stories activity) -Jeopardy -Journaling -Debate -Glogster -Pixton
 * Possible Learning Activities:


 * NCSCOS Objectives**

7th Grade ELA:

1.01 Narrate an expressive account which: 1.02 Respond to expressive materials that are read, heard, and/or viewed by: 1.03 Interact in group settings by: 1.04 Reflect on learning experiences by:
 * Competency Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.**
 * creates a coherent organizing structure appropriate to purpose, audience, and context.
 * orients the reader/listener to the scene, the people, and the events.
 * engages the reader/listener by establishing a context and creating a point of view.
 * establishes the significance of events
 * monitoring comprehension for understanding of what is read, heard, and/or viewed.
 * summarizing the characteristics of expressive works.
 * making connections between works, self and related topics.
 * comparing and/or contrasting information.
 * drawing inferences and/or conclusions.
 * determining the main idea and/or significance of events.
 * generating a learning log or journal.
 * creating an artistic interpretation that connects self and/or society to the selection.
 * responding appropriately to comments and questions.
 * offering personal opinions confidently without dominating.
 * giving appropriate reasons that support opinions.
 * soliciting and respecting another person's opinion.
 * analyzing personal learning growth and changes in perspective.
 * examining changes in self throughout the learning process.
 * determining how personal circumstances and background shape interaction with text.

2.02 Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through:
 * Competency Goal 2: The learner will synthesize and use information from a variety of sources.**

7th Grade SS:
 * identifying and using appropriate primary and secondary sources.
 * comparing, contrasting, and evaluating information from different sources about the same topic.
 * evaluating information for extraneous details, inconsistencies, relevant facts, and organization.

1.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in Africa, Asia, and Australia. 1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections. 1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of Africa, Asia, and Australia and to identify patterns as well as similarities and differences.
 * Competency Goal 1:** **The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts.**

7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues. 7.02 Examine the causes of key historical events in selected areas of Africa, Asia, and Australia and analyze the short- and long-range effects on political, economic, and social institutions.
 * Competency Goal 7: The learner will assess the connections between historical events and contemporary issues in Africa, Asia, and Australia.**

8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in Africa, Asia, and Australia. 8.02 Describe the role of key groups such as Mongols, Arabs, and Bantu and evaluate their impact on historical and contemporary societies of Africa, Asia, and Australia. 8.03 Identify major discoveries, innovations, and inventions and assess their influence on societies past and present.
 * Competency Goal 8: The learner will assess the influence and contributions of individuals and cultural groups in Africa, Asia, and Australia.**