School: 14K586 Lyons Community School

Content Area Connections: Science

Grade Level: 12

Email: alana@lyonscommunityschool.org

Unit Description: The goal of this unit is for students to have hands-on experience with animals in the classroom, dispel myths around the fear of rats, and to help them understand that they are scientists. By providing students with the skills to perform and critique historical research on rats, they are able to think about how they might improve upon prior scientists' work to become better behaviorists. We read about how behavior experiments are conducted, we learn about the main behaviors that animals express, and we test how those behaviors play out in a controlled environment, as well as in their natural environment by using the basis of behavioral documentation, the ethogram.
Curriculum Map/ Unit Plan:
https://drive.google.com/open?id=1YWGuRIGO9VhqF4EmVuvEboam2oI6NA8Q
Sample of Student Work:
https://drive.google.com/open?id=1QzycNZPLgefCC0Td9PQGbkIMqNQDkWkT
https://drive.google.com/open?id=17ghJQBxu0_ZW-cY2GCtBGNysd3qHti2u
https://drive.google.com/open?id=1M1meIImnem9mC_ZdqhXjJ6ol8Zat6T7A

School: 21k337 International High School at Lafayette
Content Area Connections: Art, Other
Grade Level: 9 and 10
Email: Katie Dratz Hoffman kdratz@inths.org
Unit Description: In this unit, students create artwork to communicate a message about human rights to people who hold power in our communities. The images they created were printed by hand, using linocut/printmaking technique on a postcard, with a message written on the back that they have addressed to mayors, senators, members of congress, etc., and then were mailed to those individuals. The unit was built on a human rights unit that was done simultaneously in their Global History class. Our students are all ELL and many SIFE, so the written component is scaffolded and differentiated to their needs. The students had the option to choose what human right they wanted to focus on, and some deviated from what the topics addressed in the unit were, if they felt inspired to do so.
Curriculum Map/ Unit Plan:
https://drive.google.com/open?id=1R6ZHoJ79Xhu41LGqYxkWS2tnlbIMAqFV
Rubric: Human Rights Linocut Postcard Rubric.docx - Google Docs
Sample of Student Work:
https://drive.google.com/open?id=1IbwuuhJyPNg6mibFwHHDNQVbOEiZnRZnf9WzukSLRnk
https://drive.google.com/open?id=1A14Pzs2W-cUg1UWqA2fXOSMMpHYsGLyoJ1jCP8jAEN8
https://drive.google.com/open?id=1W7lSyUYXXj4PeVccUvLAVkysWd8L46m6Zkb6YofrkEw

School: 13K439 Brooklyn International High School
Content Area Connections: ELA, Social Studies
Grade Level: 12
Email: sheilaaminmadani@mybihs.org, shahziapiranimellstrom@mybihs.org
Unit Description:

In this unit, students will explore:

• What is POWER? Who has it? How does it work? How does it impact us?

• How do our intersecting IDENTITIES shape our perspectives and the way we experience the world?

• How do we build just and EQUITABLE communities?

For this project students will take action by:

• Creating a scene in the model of Theater of the Oppressed that shows the problem of your topic

• Inviting an audience of stakeholders who can help make change to this problem

• Creating a plan with your audience for next steps to make change

For this project students will follow these steps to create a photo essay:

• Identify a research question to focus your work

• Conduct interviews and take photos to collect evidence to help you answer your research Qs

• Conduct secondary research to support your primary research

• Analyze the evidence using the iceberg model (see p. 2)

• Develop a thesis/claim (answer to your research Q)

• Organize your evidence and analysis to create a coherent photo essay supporting your thesis

• Identify a counterclaim supported by primary and/or secondary evidence

• Include your plan for stakeholder(s) to take action

• Use APA style for citations
  Curriculum Map/ Unit Plan:
  https://drive.google.com/open?id=1V9Y-IB2-IDtf75Sp58f768aWU8qdDvcBtHvUkFjOO-M
  https://drive.google.com/open?id=1tf7Q6pSUSIMzE-vlwSS6YJEHLeTB7B6NYquOK2ED_lk
  https://drive.google.com/open?id=1Zer4FXtrygxxl5CBt4ZP-ooc8L8AX01TsiTFJYokPCc
  https://drive.google.com/open?id=1MTanhwa526vS2NUqQA8Tmmc5hstY0Tm_qkvOxnU47-8
  https://drive.google.com/open?id=1hqGoBDglcXrhhzTAsZOyQcytrd7ntdUOKbUg7NeAAuw
  https://drive.google.com/open?id=1EN-ZxJqui1ugrgz7zR1TR1g9mHpC5B85xwV7webASxc
  https://drive.google.com/open?id=1a9e29eQGEhRbmCZDd16KTgJvMkILqTo5qTW2cui4Kl4
  https://drive.google.com/open?id=1wt37C6J7K7WXUOVy9UCKT5FCAwb9B1Gf4AGgmmMReqk
  https://drive.google.com/open?id=1rm0FF0oIeO20W29ZsVrNC2Gmt5I0hS-bNQDMxn81ZG8
  Rubric:
  Research Project Rubric
  Sample of Student Work:
  https://drive.google.com/open?id=1hlutFDDjdHKtEGlBgOxZ0K5udxa2ddYazOypGJOpaWI
  https://drive.google.com/open?id=1k9rcEc3GubcL3i03KWnx1lcqZ27y-07kgapu9WV52Ys
  https://drive.google.com/open?id=1hXb7-TqSVnswsNuLz_sRymyMzlRi-ZCypu5I_zUOFAo
  https://drive.google.com/open?id=1eCf0pa7X5tfAer0lCIUOXxJ1R9FN9YXQRGsH4ACnF4E

School: 17K524 International High School at Prospect Heights
Content Area Connections: ELA
Grade Level: 12, 11, 10, 9
Email: Jessica Klonsky j.klonsky@ihsph.org
Unit Description: Afrofuturism is a 12-week long course in which students explore the Afrofuturist genre through a close, analytical reading of two texts: the short story “Speech Sounds” by Octavia Butler and the novella Binti by Nnedi Okorafor. Through these two works of fiction and several accompanying informative texts, students will explore how afrofuturism is a form of science fiction that focuses on the future possibilities for Black people and Black existence on earth and throughout the universe. Through independent reading logs, collaborative analytical activities, short writing assignments and whole-class seminars, students will be invited to develop and share their answers to two questions: 1. How does speculative fiction offer people a way to understand the world they live in? and 2. How does speculative fiction offer people a way to imagine and possibly realize an alternative reality? This unit reflects several features of culturally responsive and sustaining education (CRSE). In terms of representation, the unit is centered on the work of two Black women authors from two different generations and backgrounds reinforcing one of the core tenets of afrofuturism that there is no one single black voice, experience or vision of the future. With respect to a social justice focus, the storylines of both texts center around issues of communication across language, culture, gender, ability and power divisions albeit in two very different contexts. As a project-based learning unit, students’ sustained inquiry will culminate in a literary essay exploring a key theme of their choosing in one or both of the texts and will culminate in a presentation as part of our school’s PBAT Presentation Weeks that happen twice a year. The final project and accompanying presentation will fulfill their Performance Based Assessment Task (PBAT) graduation requirement in ELA.

Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1AguaFlsytbronN-l03ie0_rw5JML32TH
Rubric:
https://drive.google.com/open?id=1HG14xwoYZGmA8thb09Q_tbY_d8USttqs
Samples of Student Work:
https://drive.google.com/open?id=1TH7BUIl2XcxJvCklvjgIoEk8ioqVeX74
https://drive.google.com/open?id=17oyOmXwFEl5EClmcpJTTunaA8-y9BSP2
https://drive.google.com/open?id=1pWe2hmwkpLjJVKoxeMM4Ei_AcJKpjIi0

School: 21K337 International High School at Lafayette
Content Area Connections: ELA, Math, Social Studies
Grade Level: 10, 9
Email: Rena O. Pedaria rpedaria@inths.org
Unit Description: Looking for a way to engage students in mathematics, native language and social studies? Understanding how populations grow or shrink is a fascinating concept for students. In this unit students explore population trends in dif erent countries in the world by assuming the role of a demographer by using infographics, which are graphic visual representations of information, data, or knowledge. These statistical tools can improve cognition by enhancing the human system’s ability to see patterns and trends. The primary infographics used are the bar graph, pie chart, line graph, pictograph and the Population Pyramid, which helps show how populations are composed and how they are changing. These infographics are used to compare population information between dif erent countries from the past, present and future. As students analyze population trends within their country and between countries of their choice, they elaborate on its socio-economic and or political implications on the nation and globally. Students may choose to present their output by way of slide presentation or video recording. It is expected that students can present the outcome as a portfolio project for Native Language or Mathematics.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1ORxV6C807dS7v_z2xq4jkGPce-W6FKmJ
Rubric:
https://drive.google.com/open?id=16xjPF0aGMwqZFC_-9XIfSmFEvVM-S7zy
https://drive.google.com/open?id=1fqI_DKVjI6HWnnM61QXv9QvC-NtwxO2E
Samples of Student Work:
https://drive.google.com/open?id=1zx15PHEB2tO5KzRKROb6KASthZz3vYaC
https://drive.google.com/open?id=1S6La_Ob_HnV34WKvLGolcvI2cmjzks7d
https://drive.google.com/open?id=1jtTLO5cuf8evX54nTIQoOLA_vUr_t2qk

School:13K594 Gotham Professional Arts Academy
Content Area Connections: ELA, Art, Other
Grade Level: 12
Email: Debra Danielle Duffy Danielle.Duffy@gothamacademy.org
Unit Description: Danny Hoch suggests that Hip-Hop Theater is “theater artists exploring their relationship to hip-hop”. In this PBL unit, young artists grapple with how to draw inspiration from hip-hop’s past in order to forward their own messages, address the complexity of intersectionality in hip-hop, and challenge contemporary hip-hop stereotypes. Students draw from their own personal and collective relationship with hip-hop culture and aesthetics and explore the bounds of hip-hop and in what ways and spaces the hip hop cypher presents itself in theater. The unit culminates in the creation of an original devised 10 minute hip-hop theater play for a public audience.

Curriculum Map/Unit Plan:
Duffy_Hip Hop Theatre PBL Project Plan - danielle duffy.pdf - Google Drive
Rubric:
https://drive.google.com/file/u/1/d/1cGDa0XW5keZN-kTyHFuqdWq2p-ycTJpx/view?usp=drive_open
Samples of Student Work:
https://drive.google.com/open?id=1t3LJYzcmgsDpS7mTGxoeWs20wJ5LbJEn
https://drive.google.com/open?id=1KiR57I-m2iu-VoG1c2iPQP8vauNpvW39

School:13K439 Brooklyn International High School
Content Area Connections: ELA, Math, Social Studies
Grade Level: 12
Email: Jay Pirani-Mellstrom jaymellstrom@mybihs.org
Unit Description: In this unit, in your PIE and Math classes you will continue to explore: What is POWER? Who has it? How does it work? How does it impact us? How do our intersecting IDENTITIES shape our perspectives and the way we experience the world? How do we build just and EQUITABLE communities? How do we honor our identities and care for our physical safety and well-being?

Curriculum Map/Unit Plan:
https://docs.google.com/document/u/1/d/19wLUpWcD7uwOGyVmhkE9rgyaFIJVFqi3E8wpajwmDZA/edit?usp=drive_open&ouid=113590213166764854509
Rubric:
Honoring Every Body Project Student Guide and Rubric - Jay Mellstrom - Google Docs
Samples of Student Work:
https://drive.google.com/open?id=18Mv-1Sqpu6JlRuaGz5rp_qYanCp1wsiDrK5i0-Tiffs
https://drive.google.com/open?id=1gAA5dVm09RYvwTi3nXkE_6Lz6UKiJsf-6LYQAsKzeKE
https://drive.google.com/open?id=1b87Z-IwTFfZ2oXdZBk2X3fss7tQwAhZLhbNhs2SV-Ac

School: 18K569 Kurt Hahn Expeditionary Learning School
Content Area Connections: Math, Science
Grade Level: 10
Email: Simone Rodney srodney2@schools.nyc.gov
Unit Description: In this expedition, we will tackle the issue of environmental racism as it relates to climate change and its effect on different populations. People in the developing world are usually affected by our actions in the developed world. However, there are actions that we can take to reduce climate impacts in our communities and on a larger scale on our planet. We will delve into the harmful impact of fossil fuel-based energy production on communities of color and low-income communities. In this project, you will create a two-dimensional drawing of your dream house. Your dream house can include anything and everything you desire. It must also include some of the geometric shapes you have been studying (which is, of course, something you desire!). You will be the architect and the construction manager of this project. The house should be sustainable so you need to include sustainable materials.

Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1SbsNEbee3f-JkxRbsiUOGPX5q3FQQZZv
Rubric:
https://drive.google.com/open?id=1CYbl6LIQqvv3gCR6yRKi3jOnRfXxc585
Samples of Student Work:
https://drive.google.com/open?id=12KtWvGSMi4KgDegXPwLGh8WmAekXPWGt

School:14K685 El Puente Academy for Peace and Justice
Content Area Connections: ELA
Grade Level: 12, 11, 10, 9
Email: Arianna Talebian atalebian@schools.nyc.gov
Unit Description: In the wake of the loss and murder of Black and Brown bodies, the mass numerical percentage of incarceration, leading us to a time of a New Jim Crow, it becomes imperative that we engage in forms of radical, critical thinking: I often challenge my young people and co-facilitators alike to think about how our communities can be used to promote equity, how our classrooms can be used to engage trauma, and how our schools can ultimately prepare youth to productively participate in movements aimed at achieving justice. In this innovative and practical unit, we will use select pieces of literature to contextualize events within the justice system including a broader national discussion on race.
The goal of this course is to put our knowledge and understanding into praxis. Will what happened in Central Park change anything? Where do we go after George Floyd? What does justice mean to my life? My body? We can, we WILL, fight the power! However, it becomes more than fighting. It is about loving. It is about transforming the power through first, reflection and understanding, and now, praxis. It all begins right in our community. it becomes imperative that we engage in these questions: How can my community be used to promote equity, engage trauma, and prepare youth to productively participate in movements aimed at achieving justice? We will explore issues surrounding the connections of pedagogy and policing, racial bias, gang violence and police brutality, social resistance and state repression. These questions become deeper than questions but important topics, not just now but in general as relates to our education and justice system in this country. It is important to not lose hope in this state of being; together we can transform the power.
As a teacher/student team, we together, will think critically about what we can do to engage in dynamic conversation around issues of policing and civil liberties that are unfortunately much too real life daily situations for us. By not hiding behind the blind spots of curriculum, we will be able to exist authentically, be able to heal, and ultimately conquer this duality in which we walk. You will have a hand in your own learning, through praxis, leading to L I B E R A T I O N!
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=18RJ_U2AjhTXu47tl_FbJVRW54WNALCYY
Rubric:
https://drive.google.com/open?id=15qVGZzx4euqAs7t28hH8oIqYGXwIReRy
Samples of Student Work:
https://drive.google.com/open?id=1jutUe3GHC2s5NA3O72ok1G-ESMin7nXm

School: 23K647 Metropolitan Diploma Plus HS
Content Area Connections: Social Studies
Grade Level: 10
Email: Dawn Alvarez dalvarez12@schools.nyc.gov
Unit Description: UNRESOLVED GLOBAL CONFLICT: (1945- present) Global wars led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace. International competition, fueled by nationalism, imperialism, and militarism along with shifts in the balance of power and alliances, led to world wars. Students will compare and contrast long- and short-term causes and effects of unresolved global projects. Students will also evaluate media sources, historical context, and possible solutions to the Russian-Ukrainian conflict through project based learning accumulating in a position paper and United Nations forum. Students will demonstrate a knowledge of pre and post war Europe and the driving reasons behind the foundation of the United Nations. Students will understand the philosophies and motivations that underpin the United Nations as an organization. Through a process of inquiry, students will conduct research and apply their knowledge to the creation of United Nations position papers. This research will culminate in a model UN position paper and forum which focuses on the current conflict between Russia and Ukraine.
Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1O6XMCjeQrUP9GYKPEUPAGu-Et8ON9aip

School: 13K616 Brooklyn HS for Leadership
Content Area Connections: Science
Grade Level: 12, 11, 10, 9
Email: Michelle Connor mconnor4@schools.nyc.gov Michelle Connor
Unit Description:

The unit is designed with both regents standards and common core standards in mind. Students will have the opportunity to master regents standards on cellular structure and function by engaging in a mini project in the middle of the unit. Students will then have the opportunity to work in teams in a structured debate format. Students will be looking at a very important case in history of poor African American woman with cervical cancer and the Scientific advances that were made from the taking of her cancer cells without consent. What was legal then is not legal now, so should there be monetary compensation considering the change in laws?

Curriculum Map/Unit Plan/Rubric:
The Great Debate Unit Materials - Michelle Connor - Google Docs

School:32K564 Bushwick Community HS
Content Area Connections: Social Studies, Other
Grade Level: 12, 11, 10, 9
Email: Stephanie Solorzano ssolorzano@schools.nyc.gov
Unit Description: This unit plan focuses on the enduring issue called the need for and impact of innovation in the Pre-1521 Indigenous Civilizations of the Americas. By the end of the unit students will understand: ● Human beings have innovated to meet their needs and these innovations have positive and negative impacts. ● All civilizations in history have risen and fallen. ● Geography plays an important role in the development of a civilization. This unit plan is culturally responsive because it allows students to analyze a cultural and historical pattern of innovation. It is also an example of sustaining education because the students' enduring understandings can be applied to the past, present and future. The curriculum is designed to immerse students into the history of the indigenous people of the Americas and Africa. In this unit plan the students studied the need for and impact of innovations of the Maya, Aztec and Inca civilizations. In later units we build upon the knowledge of the indigenous Americas as we progress through the chronology of its history. The unit plan includes primary and secondary source documents that allow students to understand the point of view, perspective and purpose of various authors. This present in the following activity: ● Socratic Seminar document preparation about the Maya, Aztec and Inca civilizations using three reads protocol asking students to box main ideas, ask thin and thick questions and writing notes in the margins making connections to enduring issues.

Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=10wOfyvrceRWJAHb3_QRDjbVpurdP10UT

School: 17K646 Aspirations Diploma Plus HS
Content Area Connections: ELA
Grade Level: 12, 11, 10
Email: Sherma Fleming Sflemin22@schools.nyc.gov, Michael Martella and Timothy Penne
Unit Description: This unit was designed to implement principles of Culturally Responsive/Sustaining Education as outlined by NYSED. The focus primarily is on the emphasis to have students critically examine power structures in their world by providing them with a critical lens through which to examine the language and mythology that maintains the power structures around them.

Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1eRikaczjOB2vhQ-B9F0D-XOoLufjIkUq

https://drive.google.com/open?id=1obCHrZtvXEfWqsPzSwO22viPBJKfr9vB
https://drive.google.com/open?id=1cr5evM8W9_80Y8F45m5wVNM9c4wfxtKU
https://drive.google.com/open?id=10bRV6U_DBq6dxSn8ExPoPQIstpIHud3w

School: 22K630 Professional Pathways HS
Content Area Connections: Math
Grade Level: 10
Email: Bill Ardito wardito@pphsnyc.com and Curtis Stembridge
Unit Description: Transformations are used symbolically in a variety of ways. Our modern culture uses them in advertising. Other cultures use them when creating patterns of tiles, in their artwork, and in textiles. This unit explores many of those uses and culminates in a project where students learn about Kente cloth and use transformations to generate their own strip of cloth to express a personal message to the world.

Curriculum Map/Unit Plan/Rubric:
Culturally Relevant and Sustaining Transformations Unit Plan - Mr. Ardito.pdf - Google Drive
#70 - Kente Cloth Patterns (PROJECT) - Mr. Ardito.pdf - Google Drive

School: 21K728 Liberation Diploma Plus
Content Area Connections: Social Studies
Grade Level: 11
Email: Tiffany Gross TGross3@schools.nyc.gov
Unit Description: This unit was designed with the Regents framework in mind, however that does not mean that there aren’t numerous entry points to modern day issues and deep discussion and examination of how the history of the Industrial Revolution and Gilded Age is still with us today. Understanding how the gap between the rich and poor is currently as big as it was 130 years ago, how corporate America continues to wield immense power in government, and the struggle of immigrant groups to make their way up the economic ladder while assimilating into the broader American family, for example, will increase students understanding of the oft used phrase “History is never dead, it’s not even past.” And one thing that remains the same is that Americans of all backgrounds continue to push back against societal injustices, just as the muckrakers and investigative journalists of the Progressive Era did then and now- from Ida B Wells to Nicole Hannah Jones. Additionally, a focus on America exploiting both human and natural resources in order to become a superpower will led to the next unit of imperialism and call into question whether this positionality in the world is always a good thing.

Curriculum Map/Unit Plan/Rubric:
TG-USH Industrialization_Progressive Ear Unit Plan - Krishna Saha.docx - Google Drive

School: 18K673 East Brooklyn Community High School
Content Area Connections: ELA
Grade Level: 12, 11, 10, 9
Email: Beth Kling beth.teach@ebchighschool.org and Marie Latorre
Unit Description: The purpose of Unit I is to introduce students to the course by focusing on a major theme of many memoirs: the key relationships and people in our lives. Students are provided with selections from a model text, Down These Mean Streets, by Piri Thomas, and are encouraged to analyze this text to help them understand how relationships affect the identities, growth, and development of the memoirist. Students are then assigned the task of choosing the important people in their own lives, freewriting about these people and relationships, and sharing their thoughts with peers. The unit culminates in a memoir assignment focusing on one of the student’s most important relationships, an assignment that offers great flexibility and student choice, and privileges each student’s life and culture.

Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1oUX2OIy4BimYUt7qk3WHUH5hrd74SYF9
https://drive.google.com/open?id=1JCYARB8OzvzICLm9jFm1gzxPyLOY8-8T

https://drive.google.com/open?id=13bhddbC27l-uYbChP5nbVX5ghN1CqGvI

https://drive.google.com/open?id=1CZ2mhg3_HCpXDgdYGZuAwGXM78Mia8G5
https://drive.google.com/open?id=1vGXGkvDDs35b8oMHUBw3ZrWGhhB4vt-Q
https://drive.google.com/open?id=1K3qFHtWdzQ0ktvnYi5Q4BhiBHZoEr8PI

https://drive.google.com/open?id=1exxYhntHvl7P6sBlgcGXJLrlC-XUQTI3

https://drive.google.com/open?id=18bjS3zsOIfcYBEHGjs1OwQ_xlQ3HsZ4t
Copy of Piri Thomas Ch 1 line numbers - Beth Kling.PDF - Google Drive

School: 18K635 Olympus Academy
Content Area Connections: ELA
Grade Level: 12, 11
Email: Bruce Gonzales bgonzales@schools.nyc.gov and Alicia Carlson
Unit Description: At the end of the unit, students will have participated in socratic seminars in which they will have to make connections between themselves and the written word. Write a rhetorical analysis piece on an essay we analyzed and discussed in class, as well as online rhetorical analysis and multiple choice progress check from AP classroom.

Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1j9RAc8iaEOV3EQ81UV_mq71tNYgKKOJg

School: 15K698 South Brooklyn Community HS
Content Area Connections: ELA
Grade Level: 12, 11
Email: Nina Coates ncoates@schools.nyc.gov and LaToya Martin
Unit Description: This unit explores the theme of the myth of justice and equal protection in American society, analyzing and evaluating what justice looks like for diverse groups in America.. Students will examine topics such as civil rights, violence, cultural criticism, and the different ways that writers convey societal problems and potential answers through both literary and informational texts. They will have the opportunity to evaluate the experience through fiction, nonfiction, photography, film, statistics, and research.

Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1p8Jm2GJudiANaBSCQ9ilPnBbbeoSGLCq

School: 15K423 Brooklyn Frontiers HS
Content Area Connections: ELA, Social Studies
Grade Level: 12, 11, 10, 9
Email: Alona Cohen acohen6@schools.nyc.gov Dave Donsky and Emily
Unit Description: The focus of this class is on African-American history from the time of the Great Migration until present. The purpose of the class is to help students learn a lot of historical information that is relevant to their experiences, to help them develop valuable study skills, and to give them practice with the sort of reading and writing tasks they will see on the US History Regents.
Curriculum Map/Unit Plan/Rubric:
15K423 (BFHS) AAH Unit Submission - ALONA COHEN.pdf - Google Drive

School: 15K529 West Brooklyn Community HS
Content Area Connections: ELA, Other, Sociology
Grade Level: 11
Email: Malik Lewis mlewis23@schools.nyc.gov and Alis Anasal
Unit Description: West Brooklyn Community High School is a transfer high school serving overage under-credited students in the Sunset Park area of Brooklyn. From the DOE demographic data, we see that our school serves mostly Latinx students. More than 40% are high-need – as defined by being SPED, STH, ELLs, low income, etc. But in in-house school surveys, and anecdotal observations, we have identified topics of interest and relevance to our students geared towards more than just their racial demography. Our students are disproportionately young parents (or know many), working to support themselves, disinterested in attending college, court-involved, immigrants, etc. This course was designed to expose students to scholarly discussions about engaging topics that they have a wealth of experience living organized around readings and discussions about RACE.
Curriculum Map/Unit Plan/Rubric:
WBCHS - CRSE Unit (Race and Society) - Malik Lewis.pdf - Google Drive

School: 17K568 Brownsville Academy HS
Content Area Connections: Social Studies
Grade Level: 10
Email: Cristina Kettell ckettell@schools.nyc.gov and Omar Nasr
Unit Description: In this seven-week unit, Unresolved Global Conflict (1914–1991 CE), students examine the contentious, antagonistic, and often violent conditions of the 20th century. As one historian states, “No phase of global history has been shaped by warfare as extensively as the twentieth century.” The narrative for this unit begins with explorations of World War I and World War II and how these wars led to geopolitical changes, human and environmental devastation, and finally attempts to bring stability and peace. During the second half of the unit students learn how the second half of the 20th century was shaped by the Cold War, a legacy of World War II. The United States and the Soviet Union emerged as global superpowers engaged in ideological, political, economic, and military competition, without fighting each other directly. Finally, students investigate the rise of genocide and human rights abuses through two case studies, The Holocaust and the Rwandan Genocide. Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights provides a set of principles to guide efforts to protect threatened groups and serves as a lens through which historical occurrences of oppression can be evaluated. Students work with the historical thinking concept of scale throughout the unit to comprehend how myriad conflicts of the century affected the lives of individuals, nations, regions, and the world as well as how the causes and effects of these conflicts can be studied at different scales of time. In addition to studying scales of time and space, students evaluate multiple sources for their reliability in answering historical questions, and make connections between multiple events across time and space to consider how unresolved conflicts affected the entire century throughout the world. Finally, students develop thesis statements to frame a historical essay.
Curriculum Map/Unit Plan/Rubric:
Unit Submission Form: Citywide Transfer Schools Culturally Responsive Unit (Responses) - Google Sheets

School: 23K64 Brooklyn Democracy Academy
Content Area Connections: ELA, Other, Service/Community Learning
Grade Level: 12, 11, 10, 9
Email: Joseph Zollo Jzollo@schools.nyc.gov
Unit Description: To effectively address the ongoing debilitating trauma of injustice in America, we must first look at who we are and what values we hold as individuals, and then, as a societal whole. Once we understand what we stand for and how we want to be treated, looking at injustice through a historical lens in both fiction and non-fiction will provide students with knowledge of the many different faces of injustice and how people in the past fought against it and inspired others to be aware of its evil with the ultimate goal of equality and fairness for all. We live in polarizing times. The country is divided in politics and ideology perhaps more so than ever before. Injustice is alive and well feeding off of American soil like a parasite. The ultimate goal of this course is to provide students with the knowledge of how to identify injustice and combat it through community activism, involvement and leadership.

In this 23 week, 5 unit course, students will study injustice from different angles in a effort to see how it affects people of all races, genders and sexual orientations. Students will read speeches from Civil Rights era activists who fought against their rights being violated. They will read poems, articles, short stories, novels and comic books that deal with how injustice shaped people/characters, such as The Central Park 5, Zenzi (Blank Panther Comicbook), Alzono Hunt (If Beale Street Could Talk), and Susan B. Anthony, and what they did to persevere and/or fight against their oppressors. In the final unit of the course, students will be required to create an event that focuses on community togetherness, fairness and pride. Students will be given the opportunity to work together to plan a full day of activities that promote love, comradeship and justice. This project is primarily focused on having the students realize the power of community and how togetherness promotes positive mental health.
Curriculum Map/Unit Plan/Rubric:
Unit Submission Form: Citywide Transfer Schools Culturally Responsive Unit (Responses) - Google Sheets

School: 13K439 Brooklyn International High School
Content Area Connections: ELA, Social Studies
Grade Level: 12
Email: Sheila Aminmadani sheilaaminmadani@mybihs.org & Shahzia Pirani-Mellstrom shahziapiranimellstrom@mybihs.org
Unit Description:
In this unit, students will explore:

• What is POWER? Who has it? How does it work? How does it impact us?

• How do our intersecting IDENTITIES shape our perspectives and the way we experience the world?

• How do we build just and EQUITABLE communities?

For this project students will take action by:

• Creating a scene in the model of Theater of the Oppressed that shows the problem of your topic

• Inviting an audience of stakeholders who can help make change to this problem

• Creating a plan with your audience for next steps to make change

For this project students will follow these steps to create a photo essay:

• Identify a research question to focus your work

• Conduct interviews and take photos to collect evidence to help you answer your research Qs

• Conduct secondary research to support your primary research

• Analyze the evidence using the iceberg model (see p. 2)

• Develop a thesis/claim (answer to your research Q)

• Organize your evidence and analysis to create a coherent photo essay supporting your thesis

• Identify a counterclaim supported by primary and/or secondary evidence

• Include your plan for stakeholder(s) to take action

• Use APA style for citations

Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1V9Y-IB2-IDtf75Sp58f768aWU8qdDvcBtHvUkFjOO-M
https://drive.google.com/open?id=1tf7Q6pSUSIMzE-vlwSS6YJEHLeTB7B6NYquOK2ED_lk
https://drive.google.com/open?id=1Zer4FXtrygxxl5CBt4ZP-ooc8L8AX01TsiTFJYokPCc
https://drive.google.com/open?id=1MTanhwa526vS2NUqQA8Tmmc5hstY0Tm_qkvOxnU47-8
https://drive.google.com/open?id=1hqGoBDglcXrhhzTAsZOyQcytrd7ntdUOKbUg7NeAAuw
https://drive.google.com/open?id=1EN-ZxJqui1ugrgz7zR1TR1g9mHpC5B85xwV7webASxc
https://drive.google.com/open?id=1a9e29eQGEhRbmCZDd16KTgJvMkILqTo5qTW2cui4Kl4
https://drive.google.com/open?id=1wt37C6J7K7WXUOVy9UCKT5FCAwb9B1Gf4AGgmmMReqk
https://drive.google.com/open?id=1rm0FF0oIeO20W29ZsVrNC2Gmt5I0hS-bNQDMxn81ZG8
Rubric: https://docs.google.com/document/d/1CfQhSb-yIzm9AnxLO_CFCMf_tvypYCqPyzdla6eDir0/edit
Samples of Student Work:
https://drive.google.com/open?id=1hlutFDDjdHKtEGlBgOxZ0K5udxa2ddYazOypGJOpaWI
https://drive.google.com/open?id=1k9rcEc3GubcL3i03KWnx1lcqZ27y-07kgapu9WV52Ys
https://drive.google.com/open?id=1hXb7-TqSVnswsNuLz_sRymyMzlRi-ZCypu5I_zUOFAo
https://drive.google.com/open?id=1eCf0pa7X5tfAer0lCIUOXxJ1R9FN9YXQRGsH4ACnF4E