Embedded Files
Unit 6: How we organize ourselves
Unit 6: How we organize ourselves
May 3rd - June 18th
Central Idea: Explore and inquire how humans organize their world as a means of survival while still impacting each other and their environment.
Central Idea: Explore and inquire how humans organize their world as a means of survival while still impacting each other and their environment.
By the end of the unit my student will:
By the end of the unit my student will:
Publish a book of their perfect world. They will read each other’s books and offer feedback on their writing, as well as the systems their classmates have created. How is my perfect world the same as the world I live in now? How is it different?
Student Agency
Student Agency
Voice: Students will use their voices to create a story about a perfect world. They will share their books with their friends and their classmates and allow them to read about the world they have created. They can share feedback with classmates about each other’s books and reflect on the similarities and differences between the world they live in, and the perfect world they created.
Choice: Students will choose a character they would like to create, and choose what this character’s ideal world will be like. They will choose how the systems in the character’s world run, and how the character interacts with those systems.
Ownership: Students will write pages daily to add to their book about A Perfect World. They will be given many opportunities to think about what that world looks like, and will also have opportunities to illustrate for their book.
Student Action:
Student Action:
Choose: Students will choose a character they would like to create, and choose what this character’s ideal world will be like. They will choose how the systems in the character’s world run, and how the character interacts with those systems.
Act: Students will write pages daily to add to their book about A Perfect World. They will be given many opportunities to think about what that world looks like, and will also have opportunities to illustrate for their book.
Reflect: Students will share their books with their friends and their classmates, and allow them to read about the world they have created. They can share feedback with classmates about each other’s books and reflect on the similarities and differences between the world they live in, and the perfect world they created.
They can begin to question the systems that already exist and hold them accountable. Making the book is a way to share their voice and perspective and allow them to reimagine our society as a better place. This should lead them to ask questions about the systems in which they live and trying to reform them.
Key Concepts
Key Concepts
Causation: The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
What role do we play in society/economy?
What changes would you make to the systems we have in place?
What things would you keep the same about our current systems?
Perspective: The understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary.
What are some ways good behavior is rewarded in our society?
What are some ways bad behavior is punished?
Responsibility: The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference.
How can we properly fulfill our roles while simultaneously supporting others?
What role do I play in my community?
How can I build a perfect world?
Related Concepts
Related Concepts
Math: Functions of economy, consumers, supply/demand, economics
Science: Structures and functions of organisms, life cycles
Social Studies: Historical figures, good citizens, veterans
Reading: Writing functions, character relationships, theme
Summative Assessments - Student work
Summative Assessments - Student work
Page updated
Report abuse