8th Unit 2 Module 3
Key Themes & Topics:
Conflict
Growth
Change
Essential Questions
What happens when cultures conflict?
Key Reading Standards
a. Use Key Ideas and Details to:
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS RI.8.1; CAS 8.2.2.a.i)
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. (CCSS RI.8.2; CAS 8.2.2.a.ii)
b. Use Craft and Structure to:
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. (CCSS RI.8.5; CAS 8.2.2.b.ii)
Key Writing Standards:
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS W.8.2; CAS 8.3.2.a)
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (for example: headings), graphics (for example: charts, tables), and multimedia when useful to aiding comprehension. (CCSS W.8.2a)
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (CCSS W.8.2b)
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (CCSS W.8.2c)
Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS W.8.2d)
Establish and maintain a formal style. (CCSS W.8.2e)
Provide a concluding statement or section that follows from and supports the information or explanation presented. (CCSS W.8.2f)
Summative Assessment Task
Phase I ends with an outline of the unit’s summative assessment outlining how students will show their progress of mastery of key standards and showcase their answers to the unit’s essential questions. This provides a goal toward which all weekly and daily learning activities can be designed. Summative assessments are vertically aligned to increase collaboration within and between departments.
Texts & Tasks for Unit
Choose the selection of texts and writing tasks below that will work for the unit. If you would like to provide feedback on this list or recommend a different task or text, please click here.
Extended Texts
American Born Chinese by Gene Luen Yang (DMS)
The Devil’s Arithmetic by Janet Yolen (DMS)
Lost Boy, Lost Girl by Jon Bul Dau (Overdrive)
Tangerine by Edward Bloor (DMS)
The Bluest Sky by Christina Diaz Gonzalez (DMS)
They Called Us Enemy by George Takei (Overdrive)
The War of the Worlds by H.G. Wells (Overdrive)
Short Literary Texts
CommonLit (Log in to view texts)
“The Blind Men and the Elephant” by John Godfrey Saxe
“Elena” by Pat Mora
“I Hear America Singing” by Walt Whitman
“Maps” by Yesenia Montilla
“Out Where the West Begins” by Arthur Chapman
"Sol Painting, Inc." by Meg Medina
“We Wear the Mask” by Paul Laurence Dunbar
“The White Umbrella” by Gish Jen
Short Informational Texts
CommonLit (Log in to view texts)
"Anti-Social Networks?" by Laura Sydell (use with On Demand)
"A Meme is Not Just a Meme" (use with On Demand)
"Door to Freedom." by Jacalyn McNamara (use with Comparison of Experiences)
"Jewish Refugees on the St. Louis" by Jessica McBirney (use with Comparison of Experiences)
“Athens Vs. Rome” by Chaddie Kruger
“First They Came…” by Martin Niemöller
“For King’s Advisor, Fulfilling the Dream ‘Cannot Wait’” by Michele Norris (Original story with audio)
“Henry Adams’ Testimony Before Congress” by Henry Adams
“Someone Might be Watching - An Introduction to Dystopian Fiction” by Shelby Ostergaard
“War In Sudan” by Jessica McBirney
“How to Recognize a Dystopia” by Alex Gendler (TEDEd)
“In Praise of Conflict” by Jonathan Marks from TEDxPSU (TED)
Analytical Writing Tasks
SUMMATIVE ASSESSMENT - Informational Text Analysis: An essay that explores the development of two+ informational texts. (Doc) (Writable)
On Demand - Text Analysis: An essay that explores the development of two+ informational texts. Designed to be a formative check of students' understanding prior to completing the summative assessment. (Doc) (Writable)
Answer the Question in One Paragraph: A repeated writing opportunity to reflect on the essential question of the module. (Doc) (Writable)
Analyzing Conflicting Viewpoints: An argument comparing differing viewpoints regarding a historical event. (Doc) (Writable)
Analysis of Central Ideas: A analysis of the development of a central idea of an informational text. (Doc) (Writable)
Comparison of Experiences: A paired text comparison of the experiences of individuals in similar situations. (Doc) (Writable)
Culture Clash Timeline: A study of the interaction of communities and cultures through timeline creation. (Doc) (Writable)
Cultural Collision Essay: A literary essay exploring a character's response to colliding cultures. (Doc) (Writable)
Text Structure Analysis: An analysis of how an author designs and structures a text to develop central ideas. (Doc) (Writable)
Research Task
Research Blitz - Conflict Exploration: A research task that explores conflicts that have affect individuals or groups of people throughout history. (Doc) (Writable)
Research - Cultural Conflicts in History: A task that asks students to generate and research a question related to a cultural conflict in history. (Doc) (Writable)
Research - Building Resolutions: A task asking students to research conflict resolutions and evaluate different approaches. (Doc) (Writable)
Phase III: Planning
Each unit’s Phase III tasks will be a general week-by-week outline of the flow of learning tasks for students. Realizing the cultures and schedules at each site will vary and place unique demands on class time, these outlines are to be seen as generally flexible. Also in recognition of school and classroom cultures, expectations, and practices, unit plans will offer templates for tasks, but will not list daily lessons. This is to allow enough certainty of district alignment while allowing for features such as co-teaching, integrated ELA and social studies, and other unique programmatic designs.
Unit 2 Module 3 Reflection & Feedback
Please leave your feedback, reflections and assignment requests below.
The curriculum design team will meet quarterly to review and respond to your feedback. Please direct immediate questions or concerns to seiler_jenny@svvsd.org.