INTEGRATED CURRICULUM PROJECT

1. INTEGRATED CURRICULUM PROJECT Michael Reed, HISTORY/SOCIAL SCIENCE SPECIALIST Nigel Nisbet, MATHEMATICS EXPERT Elizabeth Garcia, SCIENCE EXPERT Doña Guevara-Hill, LITERACY EXPERT Office of Curriculum, Instruction, and School Support. LAUSD >

2. THE TASK: PART ONE • To create a multi-disciplinary lesson/unit using all four core content areas, History/Social Science, English Language Arts, Science, and Mathematics.

3. THE TASK: PART TWO • To implement the end product at a high school in order to evaluate: • The effectiveness of this particular lesson/unit • The effectiveness of this of integrating the curriculum • The challenges associated with both designing and implementing a lesson/unit of this nature

4. THE TASK: DESIGN CHOICES Grade 10 (Spring Semester) • History/Social Science • The Rise of • Totalitarianism • English Language Arts Persuasive Writing • Science Biology (Genetics) • Mathematics Algebra I and II

5. THE TASK: DESIGN CHOICES Grade 10 (Spring Semester) • 3 to 4 week unit with a culminating task that draws upon students’ experiences in each core content area, and provides an opportunity for them to use analytical and communication skills to demonstrate their learning

6. ACTIVITY 1: STANDARDS At your tables, you have the standard sets covered by each discipline during the spring semester. Work with your table teams to generate ideas for any areas of “overlap” or cross curricular lesson opportunities.

7. The Power of DIVERSITY • Guiding Questions: • How do populations change over time? • What is race and does it really exist? • Should nations limit human diversity as a solution to over population? • What are the ethical considerations in finding solutions to world problems? • What is the power of human diversity?

8. Grade 10World HistoryModel Lesson 4 The Rise of Totalitarianism

9. Day One Hook Exercise Current/Past Dictators(?) Chart Background Reading: Characteristics of Totalitarian Regimes Background Reading: The Ascent of the Dictators

10. Day One: Hook Exercise Value of Human Diversity 1. 2. 3. 4. 5. Characteristics Of “Good” Students 1. 2. 3. 4. 5. School Improvement 1. 2. 3. 4. 5. • Consider the importance of academic excellence and student diversity. • What kind of characteristics does a school have? • What actions would have to occur for a school to limit or eliminate student diversity?

11. Current/Past Dictators (?) Chart: Student Handout 1 Consider the list of current and past leaders. Check those that you believe are dictators and write the reasons for your choices.

12. Current/Past Dictators (?) Chart: Student Handout 1 Record your criteria for a dictator at the bottom of Student Handout 1.

13. 12 Documents Read Document 1, The Criteria of Totalitarian Regimes. Document 2, The Rise of Dictators. Document 5 Eugenicists, Democracy, and Dictators Document 6 Men into Beasts- Stalin: Enslavement of Polish Slavs Document 11 Confronting Eugenics, a “Twisted Science”

14. Say-Mean-Matter: Student Handout 2 After reading Document 1, complete Student Handout 2 What does it say? Read the definition and underline important phrases. What does it mean? Put the definition into your own words. Why does it matter? Explain why it matters to totalitarian states.

15. Evidence and Organization With a partner, use Documents 1 – 3, Student Handouts 5 and 6, and your textbook to complete Student Handout 7

16. The Writing Task: Student Handout 8 Read the writing assignment. Review the prompt and task structure. Consider vocabulary to be included in your essay.

17. Prewriting: Student Handout 9 Formulate your thoughts using the Writing Graphic Organizer.

18. Writing: Student Handout 8 Use your completed Student Handout 9 and lesson materials and write your essay in response to the prompt. • Select two of the dictators listed below. Compare their totalitarian regimes. Evaluate their rise to power, racial and ethnic views, and common totalitarian characteristics. • Mussolini – Italy • Hitler – Germany • Stalin – USSR

19. Reflection What did you learn? What did you find challenging? Which sources were most convincing? Why? What questions do you still have?

20. Pathways Lesson English Language Arts Persuasion as Social Influence

21. Module Overview • In this module students will make connections to and extend their knowledge and skills of persuasion. • They will identify, interpret, analyze, and evaluate the ways writers and speakers use persuasion as a form of social influence.

22. Access Methodologies

23. MATERIALS • Reader’s/Writer’s Notebooks Texts: “The Unknown Citizen” by W.H. Auden • “The Responsibility of the Scientist” by Leon. M. Lederman • Excerpt from The Handmaid’s Tale by Margaret Atwood • Excerpt from Eugenicists, Democracy, and Dictators by Charles Davenport • Graphic Organizers: ABC Word Wall, “Say, Mean, Matter”

24. Culminating Writing and Speaking TaskPersuasion as Social Influence Prompt: Given our current global situation, should government have the right to legislate population growth? • For this culminating writing task, you will select a position either in favor or against global population control. Research your position. Then present a thesis and build a corresponding argument that persuades fellow students to take your position on this issue.

25. Access Prior Knowledge • Students create an ABC Word Wall in their Reader’s/Writer’s Notebooks to demonstrate what they already know about the characteristics and methods of persuasion.

26. ABC Word Wall

27. Access Prior Knowledge • Instructional Conversation: The teacher asks students to share in pairs or triads; then share in a whole class conversation.

28. Recursive Pattern of the Lesson • Survey the Text Visually • Read, Write, Talk, and Listen for Multiple Purposes • Comprehension: Read, Write, Talk and Listen to Get the Gist • Interpretation: Reread, Write, Talk, and Listen to Identify Significant Sentences or Phrases • Analysis: Reread, Write, Talk, and Listen to Analyze and Evaluate Persuasive Texts

29. Science Unit Exploring Populations What causes populations to physically change or stay the same over generations?

30. Unit Overview Genetics & Evolution Standards from California Biology Standards Focus on getting students to develop “Scientific Explanations” (McNeill & Krajcik) Supports all students with multiple opportunities for instructional conversations, accessing prior knowledge, use of graphic organizers and academic language

32. Step 1 (3 Lessons)

33. Step 2 (7 Lessons): Genetics & Inheritance

34. Step 3 (3 Lessons): Mutations

35. Medical Mystery : Sickle Cell Step 4 (2 Lessons): How Populations Change Evolution of Population of Bacteria over time

36. MATHEMATICS: DESIGN CHOICES • Rationale • Cannot teach the whole Mathematics Standards-Based Curriculum through this (or any) lens • Carefully designed rigorous application lessons would allow students to use critical thinking, work collaboratively, and make connections between their classroom mathematics and the real world context of the integrated curriculum unit • 10th grade students could be in many different Mathematics classes (most likely to be Algebra 2, Geometry, or Algebra 1)

37. MATHEMATICS: ALGEBRA I Standing Tall • Uses data from the Biology unit of NBA players’ average height (1950 – 2001) • Students analyze and graph the data, develop linear equations to describe the data • Students use their equations and graphs to make predictions about the future Student work courtesy of 8th grade Algebra 1 students at Foshay Learning Center (LAUSD Local District 7)

38. MATHEMATICS: ALGEBRA II Reproduction Race • Uses data from the Biology unit about Asexual and Sexual reproduction • Students analyze and graph the data, develop exponential equations to describe the data • Students use their equations and graphs to make predictions about the future (also using logarithms) Asexual Reproduction Sexual Reproduction

39. ACTIVITY 2: THE HOOK • Connecting content to the students’ daily life • Guiding Questions/Inquiries • Population: How does student population effect you? • Human Diversity: Does diversity have value within a school setting?

40. Culminating Activity - A Simulation Population Control: A World Summit • The Scenario • After a number of nations declare a state of crisis due to an economic depression and food shortages, a world summit is called to provide solutions. The year is 1933, and a lack of resources to serve growing populations grips most nations. Consequently, leaders representing every continent and key industrial nations will meet in an open forum to analyze the situation and propose appropriate actions.

41. The Simulation: Student Roles • 8 Political Leaders • 8 Clergy/Philosophers • 8 Scientists • 8 Mathematicians and Statisticians Nations represented include: • Ethiopia • Germany • USSR • Italy • China • Japan • United States • Mexico

42. The Simulation: Video

43. Debrief: Challenges • Time (planning and implementing) • Personnel Changes • Students not necessarily in pure classes • Coordinating curricular maps between disciplines • Geometry • Finding a unifying theme • Authentic assessments • Time

44. Debrief: Learnings • Students benefit from integrating the curriculum and can see how the different subjects fit together • Students really bought in to the process (not difficult to get them engaged) • Students have the opportunity to demonstrate their learning in a practical way

45. Debrief: Reflection • What do you see as the benefits for students involved in an integrated lesson?

46. Debrief: Student Quotes “The topic of this lesson that caught my attention the most was the danger of getting rid of diversity in school because I feel that without diversity students in school would be deprived from experiencing a real world environment” Tonette (Marshal High School) “What I like about this lesson is that we are all communicating. We are also learning about other countries and history. It’s nice to see al the students working together” Ashley (Marshal High School)

47. Your Questions • What questions do you have?