School: 07X495 University Heights Secondary School
Content Area Connections: Science, Social Studies, Other
Grade Level: 9
Email: John Gomes Leonardo jleonar3@uhhsnyc.org
Unit Description: CULTIVATING INDEPENDENT LEARNERS The goal of this unit is for students to develop self-motivation for learning rather than compliance with following teacher-led instruction. The capacity for students to lead their learning and apply new ideas and new skills to solving real-world problems is paramount in today’s world. Learning how to learn is essential in the global knowledge economy. Students will have complete freedom to design their learning plan, conduct independent research, develop and iterate a prototype and present their findings during our Innovation Fair in May 2023.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1Eu1_mjiKxFrMHMDQyDYdxPN3jOwwKxpU
Rubric:
https://drive.google.com/open?id=1Ij5-DSBXtSHpn34-0DWutotk586YUdk_
Samples of Student Work:
https://drive.google.com/open?id=1WnZLH1mTM0VxXIDkyYePVIdfNCPhrfK-
https://drive.google.com/open?id=1JVs6Z6P6IUDECptORU0ivrIcHwPh2UhR

School: 10X397 ELL International Support,(ELLIS), Preparatory Academy
Content Area Connections: ELA
Grade Level: 12, 11
Email: Sarah Stahl sstahl@schools.nyc.gov
Unit Description: Throughout the year we have been exploring the impact that perspective has on storytelling. In this unit we will focus on the stories of immigration, looking at how the objects and details of individuals' stories come together to weave a fabric of the larger immigration story. Part of your work will connect to the interdisciplinary focus on tenements and crowded housing. You will also be given an opportunity to explore you and/or your family’s story through oral history and record your perspective as part of the larger narrative of immigration in America.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1tQ2Sr0MRXGRYzKqr3qB8MFmgPiyeTT9W0AsgaIeF4so
Rubric:
https://drive.google.com/open?id=16n7fH4VFcCJ4Evk-3YcffQehzAoBiHYemTG5r-sYSuI
Samples of Student Work:
https://drive.google.com/open?id=1vUIkOwsMeru7S3djmwJ7mtC184lLKzUA
https://drive.google.com/open?id=1bhkgJ9wEwLxbaz1feWSQ_7WHk-_eZWDD
https://drive.google.com/open?id=1uLv0IOSR2IVnrV7aOcGHAcsVnAIlWuBB
https://drive.google.com/open?id=1gy2YOhdtqT0ztaJCYzMPqrWfsVnF9nOw

School: 12X682 Fannie Lou Hamer Freedom High School
Content Area Connections: ELA, Social Studies, Art
Grade Level: 10, 9
Email: Sarah Moore (ESL) sarahmo@flhfhs.org Yancy Sanes (SPED) Aleta Brown (ESL)
Unit Description: Students will examine the impact of dominant narratives on marginalized groups, focusing on how media/people in power can use language to tell a “single story” about immigrants in the United States. Students will also investigate the power of counter-narratives to restore humanity and combat negative stereotypes. Students also explore the ways in which art can be used to find their own voices to resist the dominant narratives that permeate our society.
Curriculum Map/Unit Plan:
Immigration & Narratives: Unit Map - Sarah Moore - Google Docs
Rubric:
https://drive.google.com/open?id=1GXzdtUpb4kbXZF7QcvvsUmj3_Uw2kkHEueqoHMxVprI
Samples of Student Work:
https://drive.google.com/open?id=1F46vHA_DVZjW97ZbKe154EEGDjy-EOj3
https://drive.google.com/open?id=1L4Kf0KaYuJGNwFiotQ_gMEQFxq_u7ArZ

School: 09X403 Bronx International High School
Content Area Connections: ELA
Grade Level: 10, 9
Email: Eliza Desind edesind@bronxinternationalhs.com
Unit Description: Student discussion groups will read and annotate excerpts of The Hate U Give, by Angie Thomas. They will watch and discuss the film adaptation (2018) as it coincides. Throughout these discussions they will identify examples of stereotypes, prejudice and implicit bias and how code-switching is used as a means to navigate a dual identity in both the text and their own lives. They will also analyze how the writer uses literary elements to emphasize these points. Throughout this process they will be asked to reflect on their participation in group discussion and how they are connecting personally to the text. They will then select a social activist to research and examine how and why this person or group of people is fighting for change. Students will respond to their reading in the form of a personal essay, opinion piece, speech, slide presentation, poem, short story or iMovie.
They will share their responses in a culminating classroom exposition where they will teach their classmates about the importance of their issue and how activists are responding. Classmates will critique the work of their peers and give feedback on how their work could be published or used outside the classroom. This could be extended further into an inquiry project involving multiple disciplines where the final product is used in a real-world setting.
As a complement to this unit, Epic Theater will begin their residency and actors will join classes once a week to read and perform excerpts of a billingual adaptation of Antigone. Students will discuss the play in context with the themes of social justice, activism and its parallels to The Hate U Give. They will develop their own monologues in connection with Antigone and the risk to stand up for beliefs. Monologues will be performed by students as well as professional actors from Epic Theater.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1yeVJXhoqg2sKIkyjmhPmcpYLdwCAuXaC
Rubric:
https://drive.google.com/open?id=1p4yplZWbDpORAFqQAG5gury0W_dIkJtN
Samples of Student Work:
https://drive.google.com/open?id=1-AJ1xRUxYmAqy32rG3ZZmPDdjBCbO5jn
https://drive.google.com/open?id=1K0YPV2JSzQr2A86MckZir9SPzoKisWPN
https://drive.google.com/open?id=1nJqMqEFRLFgpkbPhILSblvrtOknO3uRC

School: 12X388 Pan American International High School at Monroe
Content Area Connections: Math
Grade Level: 12, 11, 10
Email: Gerard Gomez ggomez@paihsmonroe.org
Unit Description: You and your group will become financial planners, where you will help local families in your community plan for different financial goals (savings, retirement, significant expenses (loan, home), college, etc.). You will understand financial principles and exponential and logarithmic functions. As a group, you will interview clients to determine their financial goals, then perform and calculate investment strategies using algebraic, graphical, and table representations.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1_Ddnn8kQwRgyB_PA3grVY0v3EDMZVDCA
https://drive.google.com/open?id=1kePMLRRV5X9VMt14OuxmasfTjGuEGAHQ
Rubric:
https://drive.google.com/open?id=1d8ZNjN-JjN6aSaak-y02px4jrMWaF68B
Samples of Student Work:
https://drive.google.com/open?id=1b4GVy86JbIWVovKSwAW3M1BhVZ-xu7mZ

School: 07X334 International Community High School
Content Area Connections: ELA, Other
Grade Level: 12, 11, 10, 9
Email: Akilah ms.akilah@ichsbronx.org
Unit Description: The purpose of this unit was to foster empathy and ethical reflection while helping students to reintegrate into an in-person school experience. After the deaths from Covid 19, police brutality and the ensuing protests, and the general uncertainty that permeated the atmosphere in NYC during the shutdown, many students lacked confidence and skills to tackle the usual Fall semester text, To Kill a Mockingbird. So instead, we started with a book that was less intimidating due its small appearance, Concrete Kids by Amyra Leon. Themes of this book include self-concept and self-esteem, abuse, gun violence, poverty, community and self-acceptance. In addition to focusing on identity work, we learned about the foster care system and questioned how well our society takes care of children who are in need. Students realized that this tiny book was full of powerful poems to which they could relate. They connected to the themes and events, and were happy that the poems came in “small bites”, so that we could take the time to analyze them. They made leaps of understanding about what “agency” is to an individual in the face of institutional structures in society. We also partnered with the Center for Urban Pedagogy (CUP) and conducted surveys in the community, and invited several stakeholders into our classroom for formal interviews. This project was published as a printed booklet, also available digitally on the CUP website. In addition, we partnered with Behind the Book to bring Amyra Leon into the classroom for an amazing author workshop which led to our students writing their own stories which will be part of a published collection. All students were ELLs who have been in the U.S. less than 4 years. After this unit, students felt empowered to communicate more in English in a variety of contexts using multiple modalities, and were ready to go on to a full novel. Students felt comfortable talking and writing about their own experiences since Concrete Kids encourages self-awareness and most importantly, self-love.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1iDPodvWHSLiJkgSkJYYVQLFrEH0aiV0a
https://drive.google.com/open?id=1sx5rJMSj0dcJjFq-wuzPDNRihJQUbRzp
Rubric:
https://drive.google.com/open?id=13YCmm9qr5qafOQwKnPtpR42w5QyPEDy9
Samples of Student Work:
https://drive.google.com/open?id=1781tewYET1twwixFk1dv1XcbVkl6NxR_
https://drive.google.com/open?id=14oTsTBl9DLBLmaFGysKDpRCzaFrR4rvD
https://drive.google.com/open?id=1DT_Dz3ztZSYCKiecfE3fQ_O_6MFvDp5y

School: 12X388 Pan American International High School at Monroe
Content Area Connections: Math, Science
Grade Level: 11
Email:
Jana Rupchin jana@paihsmonroe.org and Dusan Milanovic dusan@paihsmonroe.org
Unit Description: Our complex, organic world is made up of very simple geometric shapes which repeat at different scales. Such patterns are called fractals. Not only are fractals found in trees, mountains, river systems, clouds, lighting and a number of other natural phenomena, but they are also found within our bodies and tissues. In this project/unit you will work as researchers and/or medical doctors diagnosing a patient. Your group will select one of 4 different case studies. Using fractal analysis, you will compare the healthy and diseased tissues of your patient to determine the disease he or she suffers from. In the process you will learn the fundamental principles of geometry, such as congruence, similarity, constructions and proofs. You will also employ pattern recognition, algebra, and desmos to derive a function which will help you determine the fractional dimension of any fractal tissue. For those of you who are up for the challenge, you can learn and apply logarithms to solve exponential equations instead of using Desmos to calculate the fractional dimensions of your patient’s tissues.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1yfrVdDlzHA9EZLknSyG7u21K3IFSEHKU
Rubric:
https://drive.google.com/open?id=1zRTIOLJSHuMIMf9CtKAJ31od_xXtNbbJ
Samples of Student Work:
https://drive.google.com/open?id=19OlXp4AC2_veDPfx2gJlYtah5ANwSsvaU-RCU3hVKzg
https://drive.google.com/open?id=1EdXylnvoq-l9kL2QW185UTuEkGKaJ0Xmi_wnus7INDo

School: 12X446 Arturo A. Schomburg Satellite Academy Bronx
Content Area Connections:ELA
Grade Level: 10, 9
Email: Christina O'Sullivan chrissyo@aassab.org
Unit Description: What is a “multi-genre* project”? “ “A multi-genre project arises from research, experience, and imagination. It is not an uninterrupted, expository monologue nor a seamless narrative nor a collection of poems. A multi-genre paper is composed of many genres and subgenres, each piece self-contained, making a point of its own, yet connected by theme or topic and sometimes by language, images, and content. In addition to many genres, a multi-genre paper may also contain many voices, not just the author's.” Tom Romano
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1m8kEmAeKkpc76J1YmnupRlGee818Q0VU
Rubric:
https://drive.google.com/open?id=15zusMx12znT7JVh6nK_lvmJtOqrVEDlp
https://drive.google.com/open?id=1rQo35v_AK4DwmJQd1F-czoBJX8Jmh4aF
https://drive.google.com/open?id=1TYdeXb61tArWO2N3zbbTxKJS5_J_l9TH
Samples of Student Work:
https://drive.google.com/open?id=1WNmLgDqFL7DyKPBDDS8cNr4U7f5menIU

School: 10X524 Crotona International High School
Content Area Connections: Science
Grade Level: 12
Email: Catherine Chesnutt cchesnutt@crotonaihs.org
Unit Description: The Creating Your Future Interdisciplinary Project allows students to explore their next steps after graduation. This is an important step for our newly arrived international students who are unfamiliar with the application process for college. The final product is a video students create describing how their choices impact their environment and actions they can take to lower their carbon footprint. This unit plan describes the science aspect of the project. Students utilize online carbon footprint calculators to determine how their daily life choices affect their carbon footprint. Students then analyze how choosing different colleges could change their carbon footprint depending on how they will travel to school on a daily basis. Students used virtual and real life tours and colleges’ sustainability plans to determine what their prospective schools are doing to fight climate change. Finally students propose actions they can take to lower their carbon footprint and stop climate change.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1Ta1mfBrtFUHHlFz0A97zVWzuxY8zYNto
Rubric:
10 Stem - Rubric - Rubric - SIMONE RODNEY.pdf - Google Drive
Samples of Student Work:
https://drive.google.com/open?id=1-VHDTZP2m-BpF499yp_TS8_4BJy5yHsj
Video:
SS_My_carbon_footprint - Catherine Chesnutt.mp4

School: 12X388 Pan American International High School at Monroe
Content Area Connections: Social Studies, Other
Grade Level: 11
Email: Lexi Moutafakis lexi@paihsmonroe.org
Unit Description: Students will conduct a year-long investigative project to explore one of 6 themes across history (power, change, identity, freedom, oppression, destruction) and create a website to teach others about it. Students will work in groups of 3-4 to identify and analyze issues and experiences of minority groups in American societies to create a final product that presents “America’s Thematic History”. Students will read literary and nonfiction texts during the year and create written, oral, and photographic work related to their theme, and research case studies in each unit to extrapolate concrete examples of their theme over time (1. Native communities, 2. Immigrant communities and 3. Minority/Invisible communities from modern revolutions to today).
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1XMLR_joIyqvYjKESoEVXD9VARAyDoi-N
Rubric:
https://drive.google.com/open?id=1SVeuQvH5eZxIbK4yKFBGNATOHSI0jL3y
https://drive.google.com/open?id=1Sc55lPiNG_1ankHxVedNSSl54enADct2
https://drive.google.com/open?id=1RCk4qxU13Wu1PpHEDWaq-QbO_5x3jL_k
https://drive.google.com/open?id=19fVwiiwWHwj3Lpj4MvpiYN8yvWCzei40
https://drive.google.com/open?id=1IgP3IsJAoVfcO22U_1PGvDIKfe0MZl3p
Samples of Student Work:
https://drive.google.com/open?id=1ia3hpAbc4m_YKQ9oLwdcKEH3EUhSOtpQ
https://drive.google.com/open?id=1ZsC-0UW4ELgHHi_G_gnIrOS6Nk76BcI9

School: 09X564 Claremont International HS
Content Area Connections:
Grade Level:
Email: Sara Said Sarasaid@claremontihs.org
Unit Description: Have you ever wondered how you can teach the historical periods of the Age of Exploration and Imperialism and turn students into historical figures? Well, do not wonder any further as these combined units of study thoroughly outlines step by step lesson plans, learning strategies, projects and resources you can implement to enlighten your students of these two historical periods. The units are engaging, rigorous and transform students from learners of language and content, into historians and finally into historical actors and evaluators.The work students are expected to learn and execute does not end with the understanding of the past. They continue to analyze the present in relation to topics of social inequality, racism and European global hegemony throughout the learning process. Students are challenged to take positions on who they think should be held accountable for the genocide of the Native Americans using historical evidence. They are also challenged with role playing in a debate where they take a position in support of imperialism or refuting the claimed benefits of imperialism.The final product provides students an opportunity to reflect on what they have learned from both units and develop their own thesis or claims.
As mentioned, this unit is composed of two units: The Age of Exploration and Imperialism and the reason for this is because the themes of the two periods are closely related and intertwined. There are Mid-unit individual assessments, two group projects and a final summative independent essay project addressing the grand essential question. The two exciting group projects include placing Christopher Columbus on a Mock Trial and a debate on imperialism. The final independent written essay provides a range of essay options to differentiate for students. The audience for the debate is other students from different classes and the trial is held in the classroom. The learning is absolutely engaging, experiential and students are pushed to think critically and apply themselves in their performative tasks. The pacing, the materials and the content presents itself with a logical manner that appeals to all types of learners while not taking away from the rigor and critical thinking and creativity of the learners.
The following combined unit plans of the Age of Exploration and Imperialism are designed for Claremont International High School and students of similar populations. The mission of Claremont International High School is to build upon the diverse linguistic and cultural backgrounds of ELLs in New York City to create a stimulating, academically rigorous and nurturing learning community that prepares students for success in college and beyond. Our students cultivate intellectual curiosity, advance critical thinking skills and develop empathy as global citizens through the integration of language in all classes. This course is built around Common Core Standards, Social Studies Practices, Culturally Responsive Teaching and INPS principles of collaboration, project-based learning, and the integration of content and language guide instruction. The course is built primarily around a curriculum map with supplemental resources that support the development of English learning/skills in the context of teaching history.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1JjErRssz8fPXwz-yy5Z4dCSqZTt4uX_9
https://drive.google.com/open?id=1gQzd-XoCmBA99o3tMFOmcYmIt-vKXaPm
Rubric:
https://drive.google.com/open?id=1xsHJHOWny1UXXHIJ21DfPWTVnZjE4kc0
Samples of Student Work:
https://drive.google.com/open?id=1HIrf_BKYWtkiM_H7goiBlCSO5J7ZuzJy
https://drive.google.com/open?id=1xQt-Q_RexF_9A41D_G4dXIAQ6pM-TDaO

School: 12X388 Pan American International High School at Monroe
Content Area Connections: Social Studies, Other
Grade Level: 11
Email: Adalberto Munoz Amunoz@paihsmonroe.org
Unit Description: Students will conduct a year-long investigative project to explore one of 6 themes across history (power, change, identity, freedom, oppression, destruction) and create a website to teach others about it. Students will work in groups of 3-4 to identify and analyze issues and experiences of minority groups in American societies to create a final product that presents “America’s Thematic History”. Students will read literary and nonfiction texts during the year and create written, oral, and photographic work related to their theme, and research case studies in each unit to extrapolate concrete examples of their theme over time (1. Native communities, 2. Immigrant communities and 3. Minority/Invisible communities from modern revolutions to today).
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1riTrJpNDPxwUH5MTdR6QnDPAtPI7bnFU
Rubric:
https://drive.google.com/open?id=1nI6nALyZ-0S9jvwMHzCPTh4VbWIu5DRh
https://drive.google.com/open?id=1ndzEGvAjE7GWV2ltIqNTwSZonO5hIw8c
Samples of Student Work:
https://drive.google.com/open?id=1PmxGH_nMcaQEBXGjtxWjSPoUqR-6FG-z
https://drive.google.com/open?id=1loarXsvA4Y_Fz2Nw1igRpe5pbDOSd9JO

School: 07X379 Jill Chalfetz Transfer HS
Content Area Connections: ELA
Grade Level: 12, 11, 10
Email: Julissa Soriano jsoriano3@schools.nyc.gov, Michael Wolach
Unit Description: This unit examines the power and the limitations of human perspective and introduces literary theory as a branch of literary study. From there, it explores four literary lenses (Marxist Theory, Psychoanalysis, Feminism and Structuralism). Each unit has a motivation/engagement opening. From there, it will explore vocabulary specific to the literary lens. Then, it provides an opportunity to read a non-fiction overview of the literary lens while using metacognitive markers and other reading strategies to aid with comprehension. It contains two or three texts which will be examined from the particular perspective of the unit's lens. Finally, after much reading and discussion, the unit calls for an argumentative response from the perspective of the unit’s lens based on the fiction texts read.
Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1pj_ag1JeWyGoSylCNKbK0uKsFbgRzpI4
https://drive.google.com/open?id=19shHR_Eka3giPnPyp5iCj_EWo58RdmdR

School: 09X350 New Directions Secondary
Content Area Connections: Social Studies
Grade Level: 10
Email: James Waslawski jwaslawski@ndssonline.org, Frances Smith
Unit Description: Unit Overview: Students will use historical narratives, contextual understanding and historical analytical tools to understand the nature of social “progress” and “enduring struggles” in world societies since the 1800’s. Students will apply an “analytical lens” developed from the study of 18th, 19th and early 20th century European societies to their home society / cultures and to US society. CRSE elements will be provided through modified content, applied use of analytical tools to personal experiences, and through the consistent application of CRSE discussion and intellectual “mixers” facilitated in class.
Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1YagMs5Qt8nVo2k_LaIWFT-7X0pRqxIul
https://drive.google.com/open?id=1poPMq6H5u6nS_gXahWS0GTKK6_zd1aCR

School: 08X377 Bronx Community High School
Content Area Connections: Art
Grade Level:
Email: Carol Ditmars cditmars@schools.nyc.gov
Unit Description: Description of Unit: This unit is culturally relevant and sustaining in that it looks at several artworks from multiple cultures and various time periods in history. Artworks that are presented include genres such as Contemporary African-American Art, Pre-Columbian Art, Egyptian Art, Assyrian Art, and Himalayan Art, among others. The unit culminates in a field trip to the Metropolitan Museum of Art, as well as students writing an Artist Statement in which the question of how one’s own culture is expressed in, and is influenced by, one’s own culture and cultural heritages is explored. This unit plan encompasses both Studio Art as well as Art History.
Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1q2NlOOLwfcaAqcYYsZO4OYB0Zm2TVKKa
https://drive.google.com/open?id=1gif2TQAcGookSjslpqG4K_ZjOAqB3sCC

School: 08X377 Bronx Community High School
Content Area Connections:ELA
Grade Level: 12, 11, 10, 9
Email: Kwame Baird kbaird5@schools.nyc.gov Kwame Baird
Unit Description: In this 3 week unit, students will explore the diversity of podcasting: from solo lighthearted banter on pop culture to serious debates between multiple hosts about social ills. Students will analyze how these content creators amplify their voices while they (the students) in turn use these as mentor resources to help develop their own voices. The culminating project will be the creation of a podcast where students are able to share their diverse perspectives on matters of the day.
Curriculum Map/Unit Plan/Rubric:
CRSE Unit Plan (Amplifying Student Voices Through Podcasting - Kwame Baird.docx - Google Drive

School: 07X557 Mott Haven Community HS
Content Area Connections: ELA
Grade Level: 10, 9
Email: Theresa Cantatore tacantatore@gmail.com
Unit Description: The module is designed to engage the students with texts and topics that are imbedded in history, yet still relevant today. The module examines the theme of identity through different lenses. Each of the primary readings traces the author’s account of personal experiences connected to segregation, racial intolerance, inequality, and finding the true essence of ones self through these conditions. The autobiographical works account for more than half of the unit and are carefully chosen to spark conversation and written responses in the classroom. The aim of this module is to implore close reading strategies of fiction, non-fiction works, and poems to guide students to deeper understandings of the theme of identity through different genres. The students will delineate figurative and connotative language, author’s purpose and elements of narrative structure as they move throughout the module.
The Performance-Based Assessment is divided into three sections. The first requires the students to create their own narrative modeled after the authors read throughout the module. The narrative writing will consist of personal experiences of the students, which will outline a challenge in their lives and describe how it was overcome. The writing must adhere to the expectations outlined in CCLS 9-10. W3 and will demonstrate narrative voice, clarity, an obvious and sound structure and cohesion. The students will move through the writing process in order to strengthen their writing. In addition, students will enhance their writing through the use of literary techniques similar to those seen in the primary texts. To further the Performance-Based Assessment, students will create their own poem using the language from two of the secondary texts throughout the unit. These tasks will give the students an opportunity to demonstrate mastery of the Common Core Learning Standards in both reading and writing. The final component asks the students to become introspective in that they will be writing a reflection piece. This reflection is designed to challenge the students meta-cognitively to think about their own process throughout the module.
Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1j_xJO7Iw6jOvu1mhftQjCw6E3sdc-TyZ
https://drive.google.com/open?id=1CITxqWFkQxe3lXBa3xgiWgXWjRrqyaYy
https://drive.google.com/open?id=1WbdJ_QzfB78y-38eEEyFIOO6xwJNJAA-

School: 12X388 Pan American International High School at Monroe
Content Area Connections: ELA, Social Studies
Grade Level: 12
Email: Rachel Lamb r.lamb@paihsmonroe.org
Unit Description: Over the course of the year, our seniors were trying to figure out how to make positive change in their communities. In our first unit, students selected a community that interested them, learned about that community, and interviewed community members with the goal of identifying what issues they cared most about. Based on those interviews, in Unit 2, they chose a particular problem to research, identifying where it came from and the role of the government in contributing to or trying to resolve the issue. In Unit 3, the unit included here, we worked on trying to come up with possible solutions for the issue by looking at strategies that have been used to solve problems in the past, evaluating how those strategies could be used to solve problems in the present.
Throughout each unit, students added pieces to an article for our Senior Magazine, describing their communities, their research, and the solution strategies they explored. This magazine article reflected their own sustained research about the topic, along with the choices they made in terms of community, topic, and solution strategy to explore. While this was our first time attempting this project, and there is a lot we hope to revise for future years, we are very proud of the work our students did and they engaged with relevant and important real-world issues.
Curriculum Map/Unit Plan/Rubric:
CIOB Culturally Responsive Unit / Project Submission (Responses) - Google Sheets
Samples of Student Work:
StudentWork3 - Rachel Lamb.pdf - Google Drive
Rubric:
Rubric - Rachel Lamb.pdf - Google Drive

School: 10X319 P.U.L.S.E.
Content Area Connections: ELA
Grade Level: 12
Email: Edward Menghi emenghi@schools.nyc.gov
Unit Description: To investigate informational texts and use them to support a claim on a position. Focus on skill improvement in the areas of: reading informational text, making claims, using informational texts to support a claim, making concessions in an argument, essay writing and stamina. Essays will answer the ESSENTIAL QUESTION: Is economic opportunity a part of civil rights? The research for the unit will be provided by speeches made by Martin Luther King, Jr.
Curriculum Map/Unit Plan/Rubric:
Non Fiction and Reading and Argumentation MLK - Cia Pinkerton.docx - Google Drive

School: 07X381 Bronx Haven High School
Content Area Connections: ELA
Grade Level: 12, 11, 10, 9
Email: Nayiri Panossian npanossian@bronxhaven.org
Unit Description: This unit focuses on the American experience of commonly marginalized and oppressed groups spanning from the Native Americans, African slaves and women in the 1800’s to the Black and Brown and LBTQ community of the present day. These groups consist of those listed on the Culturally Responsive Scorecard Below: Middle Eastern, Asian/Pacific Islander, Black/African, Latinx, Native American, Racially Ambiguous, Multiracial, along with various genders, such as girl/woman, boy/man, non-binary. I used the scorecard to make sure I get an equal mix of authors and characters from each group as I wanted there to be a fair representation of diversity. Also, the immigrant experience, transgender, and non-binary, female, and African-American, and Hispanic experience is weaved throughout the unit. I made a conscious effort to include Native-American text, since they were the first group of people who were oppressed and forcefully removed from their land, and that genocide has negatively impacted them to this day. Along with including groups that may be different than their own, such as transgender, Middle Eastern, and Asian, I consistently incorporate the race and culture of my students throughout the cycle– Black, Hispanic, immigrant, multiracial– and asked them to self reflect, so that they are able to see themselves in the text, and also connect their experiences to others. That way, they can open their lens to a larger community of people who they may share many commonalities with, one of them being feeling like an outsider. It is also important for students to make connections between how various groups have been marginalized, stereotyped and oppressed, not only to analyze the injustices at the time, but to see them occurring today, and learn ways in which they could be prevented. Throughout the unit, I used various genres, such as poetry, essays, songs, short stories, and excerpts from novels, to engage students, and included both classical and non-classical texts, such as those published by teenagers themselves. This curriculum reflects CRSE components by showing how our unique perspectives, cultures, differences and diversity should be appreciated and celebrated. In terms of the tasks and activities, I incorporated student choice in how they wanted to demonstrate their understanding, whether that be through a specific question or a genre, such as story, art, song, poetry, etc. I also made sure to assign various assessments at the end of each benchmark, so that students did not feel limited to one genre or one essay question. As I have taught an art curriculum, I decided to infuse some art elements as assessment options along with a writing piece. Throughout the cycle, students are often collaborating with others in group activities or in their book clubs, as the cycle progresses from independent reading to book clubs, and each time they get to choose which question to answer. They are also competing against each one another during kahoot vocabulary games at the end of each benchmark. At the end of the unit, students will be researching a community issue and writing an argumentative essay about a debatable question regarding this issue. Alternatively, they have been given the option to write an argument in support of a group of people who are persecuted or marginalized in today’s society. They also have the option of doing a research paper interviewing people based on the diversity questions from our thumball. They can display their research in the form of a short story, play, or poem or PowerPoint. Another culminating activity at the end of the unit is to do a talk show including voices of various characters, authors and groups of people who have been marginalized and even those who have not, and coming up with a purpose for the talk show together- perhaps one of how people are oppressed and ways to prevent it. We then call in various other roles such as change makers, psychologists, activists, the president, oppressors, the police, etc. and view how each plays a role in impacting society for better or worse. The goal is for this talk show to be recorded and, if possible, broadcasted for the school. Over the unit, as the topics even progress from oppression and injustice to strength in diversity and taking action, my goal is for them to feel empowered as human beings, readers, writers, and artists; to see themselves reflected through literature and each other, and feel more connected to a world that was once more unfamiliar.
Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1JI835EEg4T2kemKCERb-nF_hBt8u5y-qhZfUUtoYAnI
https://drive.google.com/open?id=1ZpyxvjRKKkj5k0J9e_4JKwqrw7SfYw-MLWcKmycdzDw

School: 07X379 Jill Chalfetz Transfer HS
Content Area Connections: ELA
Grade Level: 12, 11
Email: Michael Wolach mwolach@jctsmail.com
Unit Description: Students will begin the course by examining the power and the limitations of human perspective and will be introduced to literary theory as a branch of literary study.. From there, the class will explore four literary lenses (Marxism, Psychoanalysis, Feminism and Structuralism). Each unit has a motivation/engagement opening. From there, students will explore vocabulary specific to the literary lens. Students will then read a non-fiction overview of the literary lens while using metacognitive markers and other reading strategies to aid with comprehension. After students have a foundation for the unit’s literary theory, they will then apply that to 3-4 culturally relevant pieces of literature from the particular perspective of the lens. Finally, after much reading and discussion, students will write an argumentative response from the perspective of the unit’s lens based on the fiction texts we have read.
Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1PwkqFFHP4x2yH31u1_j7ywzH3x3JZLeG
https://drive.google.com/open?id=1VWSU4p0fIgb4R1zWfK--FWhpXR9O5_vW

School: 08X537 Bronx Arena High School
Content Area Connections: Other, Soul Food
Grade Level: 12, 11, 10, 9
Email: Ty Cesene tcesene@bronxarena.org and Ethan Knecht
Unit Description: Soul food is American food. We will follow chef and writer Stephen Satterfield and Jessica Harris and trace the delicious, moving throughlines from Africa to The Bronx in this explorative history, cooking, and filmmaking course.
Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1Zp3fPlm0dkmzwlumVu8xCBPlrWC-D3mi
https://drive.google.com/open?id=1Wlv2yENHgnHUo3bGTS-nUOY4kv06GfKL

School: 12X388 Pan American International High School at Monroe
Content Area Connections: Social Studies, Other
Grade Level: 11
Email: Adalberto Munoz Amunoz@paihsmonroe.org
Unit Description: Year Long Project Description: Students will conduct a year-long investigative project to explore one of 6 themes across history (power, change, identity, freedom, oppression, destruction) and create a website to teach others about it. Students will work in groups of 3-4 to identify and analyze issues and experiences of minority groups in American societies to create a final product that presents “America’s Thematic History”. Students will read literary and nonfiction texts during the year and create written, oral, and photographic work related to their theme, and research case studies in each unit to extrapolate concrete examples of their theme over time (1. Native communities, 2. Immigrant communities and 3. Minority/Invisible communities from modern revolutions to today).
Unit 1 Activities: Students create an “Origins of _____” Podcast series by selecting a group indigenous to the American continent and investigating their origins while concurrently reading literary and nonfiction texts. Students will create a podcast series using this information and thematic lense discussing 1. An introduction to and explanation of their origin group and group theme, 2. Origins of their indigenous group and how this group provides a historical example of the theme, 3. Make a thematic connection between a character or event in La Hija de La Fortuna and the indigenous community of focus (2 podcasts?), 4. Contextualize the theme and the indigenous experience within a contemporary issue. 1
Unit 2: Students will create a “Thematic Photojournalism Series'' to add to their website by considering how migration within and immigration to the United States (1830-1920) reflects their group theme (power, change, identity, destruction, freedom, oppression). Students will read literary and nonfiction texts to develop a series of creative writing pieces as photojournalists to investigate their immigrant community (Japanese, Chinese, German, Italian, Irish, Polish). Students will synthesize the information learned through images, investigation of characters and events in La Hija de la Fortuna by Isabel Allende, historical figures and events, and their own experiences to analyze their group theme and its evolution over time. Students will express their thematic analysis in a series of writing pieces based on analysis of photographs and texts (creative writing, perspective writing, letters, expository writing, captioning).
Unit 3: Students will create a series of literary reviews and short investigative writing pieces where they will reflect on the evolution of their group theme in the post WWII era (power, change, identity, destruction, freedom, oppression). Students will read literary and nonfiction texts to develop a series of writing pieces as journalists to investigate their contemporary community (women, Native Americans, Latino, African Americans, LGBTQAI+, Japanese). Students will synthesize the information learned through images, newspaper articles, podcasts, documentaries, investigation of characters and events in literature, historical figures and events, and their own experiences to analyze their group theme and its evolution over time.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1riTrJpNDPxwUH5MTdR6QnDPAtPI7bnFU
Rubric:
https://drive.google.com/open?id=1nI6nALyZ-0S9jvwMHzCPTh4VbWIu5DRh
https://drive.google.com/open?id=1ndzEGvAjE7GWV2ltIqNTwSZonO5hIw8c
Samples of Student Work:
https://drive.google.com/open?id=1PmxGH_nMcaQEBXGjtxWjSPoUqR-6FG-z
https://drive.google.com/open?id=1loarXsvA4Y_Fz2Nw1igRpe5pbDOSd9JO

School: 07X334 International Community High School
Content Area Connections: Science
Grade Level: 10, 9
Email: Jesusa Merioles ms.didi@ichsbronx.org
Unit Description: The unit introduces the 9th -10th grade students to the science of hydroponics and how growing one’s hydroponics garden can be a part of the food justice solution in the Bronx. The lessons in this unit will engage the students in active learning. The students will explore the causes and consequences of food deserts through Nearpod activities. They will investigate the effect of plant nutrients on plants grown hydroponically using the scientific process. The unit has the following goals for students: • Analyze how one’s location influences access to nutritious food. • Apply the scientific method to identify and solve a food justice and scientific issue. • Conduct research work and develop a hypothesis based on this research. • Conduct an experiment and organize and analyze data to form a conclusion. • Write a scientific paper using the APA format. All teacher and student-facing materials, including PowerPoints, handouts (translated into Spanish, French, and Arabic), Nearpod lessons, Do Now, and Exit slips, can be accessed from this Food Justice/Hydroponics PBAT link.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1IYrua-iSbwlaA9yYZgHVOO5gC8GmmxJP
Rubric:
https://drive.google.com/open?id=1GiIggzpMPY0Y6MLYXmS4A3eRYKKC-e4M
https://drive.google.com/open?id=1H1l4-m_MMwF2gYrveThq2FcSk-6g9crI
https://drive.google.com/open?id=1l9jIba1FsWupHVYJB4YLyoQXwK6wNIKM
https://drive.google.com/open?id=1zg8MT8R15lmKZEUNN2a9Lr-w0U6MJTF_
https://drive.google.com/open?id=1MNwo15mkEzFGjS5_MO-5wEw0i03o7C6F
https://drive.google.com/open?id=1I0k6S3ZDz6An1iQThVgWbyno9a4bYIZv
Samples of Student Work:
https://drive.google.com/open?id=1zUaLnOtJ9Ipl1GZ_vharRt-baYEJlKNK
https://drive.google.com/open?id=1PVAlOrqgCcBiCS2jrBpUgTBMXBBOWsR5 https://drive.google.com/open?id=1le4o0SxzNSbfG711Rr5TNW1La5uJTpSX