Embedded Files
Content Units
Content Units
Defining Monsters
Defining Monsters
We will be starting the year by brainstorming the qualities that make a monster. What do they look like? How do they act? What motivates them to do the things they do?
We will be starting the year by brainstorming the qualities that make a monster. What do they look like? How do they act? What motivates them to do the things they do?
After gaining a basic understanding of what makes a monster, we will then apply that definition as we analyze historical and modern events, as well as a wide variety of literary examples (short fiction, poetry, drama, novels, etc.).
After gaining a basic understanding of what makes a monster, we will then apply that definition as we analyze historical and modern events, as well as a wide variety of literary examples (short fiction, poetry, drama, novels, etc.).
Scapegoats, Bystanders, & Mob Mentality
Scapegoats, Bystanders, & Mob Mentality
Our study of real world "monsters" will begin by focusing on several concepts and actions that have been demonstrated around the world throughout history, including the practice of scapegoating, the phenomenon known as the bystander effect, and the psychological basis of mob mentality. We will use literature to help us better understand each of these concepts, and then we will explore their connection to historical and modern events.
Our study of real world "monsters" will begin by focusing on several concepts and actions that have been demonstrated around the world throughout history, including the practice of scapegoating, the phenomenon known as the bystander effect, and the psychological basis of mob mentality. We will use literature to help us better understand each of these concepts, and then we will explore their connection to historical and modern events.
Using examples from literature, like the teleplay "The Monsters Are Due on Maple Street" (shown above when it was originally aired as an episode of "The Twilight Zone") can be a helpful way to introduce complex topics to students.
Topics for this unit could cover a range of areas of focus, from historical and modern religious conflicts of the Middle East to genocides, such as the Holocaust.
Monstrous Actions: Then & Now
Monstrous Actions: Then & Now
After building a deeper understanding of what makes an action "monstrous," students and teachers will collaborate to plan the next unit. This unit will take a deeper dive into our study of monsters based on the personal interests of individual students. Together we will design a unit that meets the needs of everyone while still allowing us to be able to come together to share our learning around a common theme and our progress toward common goals.
After building a deeper understanding of what makes an action "monstrous," students and teachers will collaborate to plan the next unit. This unit will take a deeper dive into our study of monsters based on the personal interests of individual students. Together we will design a unit that meets the needs of everyone while still allowing us to be able to come together to share our learning around a common theme and our progress toward common goals.
Building the Best Possible Society
Building the Best Possible Society
We hope to end the year by taking time to use what we have learned to propose what will be needed to produce a better present and future for all people on Earth. Students will share their perspectives on what would be the best way to achieve this goal by designing their own "utopia" and explaining how their approach is most beneficial.
We hope to end the year by taking time to use what we have learned to propose what will be needed to produce a better present and future for all people on Earth. Students will share their perspectives on what would be the best way to achieve this goal by designing their own "utopia" and explaining how their approach is most beneficial.
Additional Content
Additional Content
Understanding & Applying the UN Global Goals
Understanding & Applying the UN Global Goals
In addition to the content we will be learning about during our Discover & Discuss block and through our literacy skills practice, students will also have the opportunity to learn about the United Nations Sustainable Development Goals. Though they were introduced to these goals previously in their 5/6th Humanities course, this year they will be able to take a deeper dive into each of the goals as part of their Independent Workshop time using a self-paced learning tool that we call the SDG Academy. As they demonstrate their learning about the problems that each goal addresses, and the proposed solutions to those problems, they will earn badges for their learning portfolio. This portfolio will be shared during our student-led conferences. Though this content is important and will help them make critical connections to our other units, the principle purpose of Independent Workshops is for students to practice taking responsibility for their own self-directed learning. Since self-direction and problem-solving are valuable lifelong learning skills, this block of time will give them ample opportunities to practice those skills with support form teachers and their fellow students.
Reduced Inequalities
Reduced Inequalities
No Poverty
Zero Hunger
Good Health & Well-Being
Quality Education
Gender Equality
Environmental Responsibility
Environmental Responsibility
Clean Water & Sanitation
Affordable & Clean Energy
Responsible Consumption & Production
Climate Action
Life Below Water
Life on Land
Sustainable Communities
Sustainable Communities
Decent Work & Economic Growth
Industry, Innovation, & Infrastructure
Sustainable Cities & Communities
Peace, Justice, & Strong Institutions
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