A Model Unit for Grade 12: Exploitation and Harmony · In this model unit for the first semester in grade 12, teachers will find planners that outline the essential understandings,

A Model Unit for Grade 12: Exploitation and Harmony

Western Civilization; Current Topics in First Nations, Métis, and Inuit Studies; Biology; Physics

Jennifer Katz

Tools for InsTrUcTIon And rEAdInG AssEssMEnT

TtD_Gr12_Model.indd 1 9/26/13 1:31 PM

Sample Pages www.portageandmainpress.com

© 2013 by Jennifer Katz

Pages of this publication designated as reproducible with the following icon (insert icon) may be reproduced under licence from Access Copyright. All other pages may only be reproduced with the express written permission of Portage & Main Press, or as permitted by law.

All rights are otherwise reserved and no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, scanning, recording or otherwise, except as specifically authorized.

Portage & Main Press gratefully acknowledges the financial support of the Province of Manitoba through the Department of Culture, Heritage, Tourism & Sport and the Manitoba Book Publishing Tax Credit, and the Government of Canada through the Canada Book Fund (CBF) for our publishing activities.

Print format ISBN: 978-1-55379-428-8PDF format ISBN: 978-1-55379-429-5

Printed and bound in Canada by Prolific GroupCover and interior design by Relish New Brand Experience Inc.Special thanks to Mohammad Rezai for helping with the science and mathematics in this unit.

100-318 McDermot AvenueWinnipeg, MB, Canada R3A 0A2Tel: 204-987-3500 • Toll free: 1-800-667-9673Toll-free fax: 1-866-734-8477Email: [email protected]

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Contents

Plan for School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction to Model Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Theme: Exploitation and Harmony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Instructional Planner: Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Suggested Materials for the Unit Lessons and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Other Recommended Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Plan for Integrating History and Biology and Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Plan for English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Plan for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Mathematics Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Assessment Rubric for History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Assessment Rubric for Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Assessment Rubric for Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Preparation for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Introductory Work for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Brainstorming Activity Ideas for MI Centres: Biology and History . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Brainstorming Activity Ideas for MI Centres: Physics and Mathematics . . . . . . . . . . . . . . . . . . . . . . . . 26

Inquiry Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Project Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Project: Part 1: History and Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Project: Part 2: Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Assessment and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29



4 Grade 12: Exploitation and Harmony

© Portage & Main Press, 2013, A Model Unit for Grade 12: Exploitation and Harmony, ISBN: 978-1-55379-428-8

Plan

for

Scho

ol Y

ear

Gra

de 1

2

Scho

ol Y

ear

Sept

embe

r to

Jan

uary

Se

mes

ter/

Uni

t One

Febr

uary

to J

une

Sem

este

r/U

nit T

wo

THEM

ES C

HO

SEn

TO

In

TEG

RATE

DIS

CIPL

InES

Expl

oita

tion

and

Har

mon

yEq

uita

bilit

y an

d Su

stai

nabi

lity

RATI

On

ALE

An

D

COn

nEC

TIO

nS

Our

his

tory

as

Wes

tern

civ

iliza

tions

is o

ne o

f exp

loita

tion

rath

er th

an o

ne o

f har

mon

y. W

e ha

ve m

uch

to le

arn

from

Firs

t N

atio

ns, M

étis

, and

Inui

t cul

ture

s ab

out l

ivin

g in

har

mon

y w

ith

our e

nviro

nmen

t and

eac

h ot

her.

Gen

etic

s an

d bi

odiv

ersi

ty

(bio

) rel

ate

to th

e co

ncep

t of e

xplo

itatio

n th

roug

h th

e id

ea o

f ge

netic

dom

inan

ce a

nd d

ebat

es a

roun

d ge

netic

mod

ifica

tion,

ex

ploi

tatio

n of

reso

urce

s (le

adin

g to

redu

ctio

ns in

bio

dive

rsity

), an

d to

raci

al id

entit

y (i.

e., t

reat

y sta

tus

relie

s on

a p

erce

ntag

e of

gen

es/a

nces

try).

The

use

of p

hysi

cs to

dev

elop

indu

stria

l te

chno

logy

for t

rans

porta

tion,

dev

elop

men

t, sp

ace

expl

orat

ion,

an

d m

edic

al in

nova

tion

can

all b

e de

bate

d as

to th

eir

outc

omes

rela

ted

to e

xplo

itatio

n of

nat

ural

reso

urce

s, th

e en

viro

nmen

t, an

d de

velo

ping

cou

ntrie

s. T

he p

hysi

cs o

f spa

ce

expl

orat

ion

and

field

s al

so u

se p

re-c

alcu

lus.

The

type

s of

m

athe

mat

ics

lear

ned

in p

re-c

alcu

lus

are

frequ

ently

use

d in

the

field

s of

epi

dem

iolo

gy a

nd a

cous

tics,

whi

ch re

late

to b

iolo

gy,

med

ical

phy

sics

, and

fiel

ds.

Wor

ld g

eogr

aphy

rela

tes

to th

e ci

tizen

ship

and

sus

tain

abili

ty

cour

se a

s stu

dent

s ex

plor

e is

sues

suc

h as

ineq

uita

ble

food

sup

plie

s an

d re

sour

ces,

and

issu

es o

f ove

rpop

ulat

ion.

In c

hem

istry

, the

co

ncep

t of e

quita

bilit

y re

late

s as

stu

dent

s ca

n ex

plor

e th

e id

ea

of w

heth

er o

r not

equ

itabl

e m

eans

equ

al in

num

ber,

whi

ch a

lso

rela

tes

to m

athe

mat

ics

in fi

nanc

es. T

his

unit

logi

cally

follo

ws

on th

e ex

ploi

tatio

n an

d ha

rmon

y un

it, a

s stu

dent

s se

ek m

etho

ds o

f mor

e ha

rmon

ious

exi

stenc

e.

Inq

UIR

Y q

UES

TIO

nW

hat a

re th

e ch

oice

s w

e m

ake

betw

een

ex

ploi

tatio

n an

d ha

rmon

y?Is

equi

tabl

e eq

ual?

SOCI

AL

STU

DIE

SW

este

rn C

ivili

zatio

n;

Curr

ent T

opic

s in

Firs

t nat

ions

, Mét

is, a

nd In

uit S

tudi

esCi

tizen

ship

and

Sus

tain

abili

ty,

Wor

ld G

eogr

aphy

SCIE

nCE

Biol

ogy,

Phy

sics

Chem

istr

y

MAT

HEM

ATIC

SPr

e-Ca

lcul

usA

pplie

d M

athe

mat

ics,

Ess

entia

l Mat

hem

atic

s

OTH

EREL

A, H

ome

Econ

omic

sIC

T, In

dustr

ial A

rts



Grade 12: Exploitation and Harmony 5


Introduction to Model UnitThe publications included in the series Tools for Instruction and Reading Assessment support the three-block model of universal design for learning, presented in my book Teaching to Diversity (TtD). For grade 12, this series offers two tools:

1. A Model Unit: the instructional manual for one integrated thematic unit of the school year plan

2. A Reading Assessment Program Guide, in two parts: (i) the guide with templates and grade-specific rubrics; (ii) four levelled Reading Passages to use for assessment throughout the school year.

In chapter 4 of Teaching to Diversity, I described the rationale for planning thematic units for a full academic year. I also included an overview of “how-to” procedures. In this book, I include a working plan for the school year (see chart, opposite page). The plan integrates major themes from Manitoba’s curricula into manageable units of study that correspond to two semesters in one school year.

In this model unit for the first semester in grade 12, teachers will find planners that outline the essential understandings, essential questions, and final project(s) for the unit. The rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a progression of conceptual thinking from rote, basic understanding to synthesized, higher-order analysis.

Be aware that the language of Bloom is unique to cognitive thought, and is developmental. For instance, identify or recognize means the teacher has provided examples, and students can “pick the right one,” or reiterate a fact taught earlier, such as “Aboriginal peoples were the first people in Canada.” Describe means they can provide supporting detail. Explain, assess, and analyze require a student to provide multiple perspectives; that is, the pros and cons, or both sides, of an argument. Finally, evaluate means students, after considering both pros and cons or differing perspectives, form an opinion; that is, they place a value on the analysis. In young children, this might be simply explaining likes and dislikes, or being able to say, “Sometimes…, but sometimes….” For example, grade-one students who tells us how their families’ cultures have aspects they like and enjoy because it’s their favourite ___ and aspects they don’t because it makes them feel ___ are meeting the criterion for “Evaluates how their family’s culture influences who he or she is.”

The material shows how I integrate the social studies and science topics while bringing them into other disciplines—mathematics, physical education and health, language arts, and fine arts—particularly through the lens of the multiple intelligences (MI). Differentiated activities based on MI approaches, as sketched out in the brainstormed ideas on pages 25 and 26, are chosen to inspire diverse students and accommodate their individual learning styles.

As implied by the title, A Model Unit for Grade 12, I encourage teachers not only to adapt my ideas and materials as needed for their own class but also apply what they learn from working with their own students to their planning, whether individually or collaboratively, for the second semester.

Throughout this model unit, you will see the acronym TtD with page numbers from Teaching to Diversity. Refer to these pages to find fuller explanations, descriptions, or examples of strategies and procedures.

TtD: pp. 74–85

Gra

de 1

2

Scho

ol Y

ear

Sept

embe

r to

Jan

uary

Se

mes

ter/

Uni

t One

Febr

uary

to J

une

Sem

este

r/U

nit T

wo

THEM

ES C

HO

SEn

TO

In

TEG

RATE

DIS

CIPL

InES

Expl

oita

tion

and

Har

mon

yEq

uita

bilit

y an

d Su

stai

nabi

lity

RATI

On

ALE

An

D

COn

nEC

TIO

nS

Our

his

tory

as

Wes

tern

civ

iliza

tions

is o

ne o

f exp

loita

tion

rath

er th

an o

ne o

f har

mon

y. W

e ha

ve m

uch

to le

arn

from

Firs

t N

atio

ns, M

étis

, and

Inui

t cul

ture

s ab

out l

ivin

g in

har

mon

y w

ith

our e

nviro

nmen

t and

eac

h ot

her.

Gen

etic

s an

d bi

odiv

ersi

ty

(bio

) rel

ate

to th

e co

ncep

t of e

xplo

itatio

n th

roug

h th

e id

ea o

f ge

netic

dom

inan

ce a

nd d

ebat

es a

roun

d ge

netic

mod

ifica

tion,

ex

ploi

tatio

n of

reso

urce

s (le

adin

g to

redu

ctio

ns in

bio

dive

rsity

), an

d to

raci

al id

entit

y (i.

e., t

reat

y sta

tus

relie

s on

a p

erce

ntag

e of

gen

es/a

nces

try).

The

use

of p

hysi

cs to

dev

elop

indu

stria

l te

chno

logy

for t

rans

porta

tion,

dev

elop

men

t, sp

ace

expl

orat

ion,

an

d m

edic

al in

nova

tion

can

all b

e de

bate

d as

to th

eir

outc

omes

rela

ted

to e

xplo

itatio

n of

nat

ural

reso

urce

s, th

e en

viro

nmen

t, an

d de

velo

ping

cou

ntrie

s. T

he p

hysi

cs o

f spa

ce

expl

orat

ion

and

field

s al

so u

se p

re-c

alcu

lus.

The

type

s of

m

athe

mat

ics

lear

ned

in p

re-c

alcu

lus

are

frequ

ently

use

d in

the

field

s of

epi

dem

iolo

gy a

nd a

cous

tics,

whi

ch re

late

to b

iolo

gy,

med

ical

phy

sics

, and

fiel

ds.

Wor

ld g

eogr

aphy

rela

tes

to th

e ci

tizen

ship

and

sus

tain

abili

ty

cour

se a

s stu

dent

s ex

plor

e is

sues

suc

h as

ineq

uita

ble

food

sup

plie

s an

d re

sour

ces,

and

issu

es o

f ove

rpop

ulat

ion.

In c

hem

istry

, the

co

ncep

t of e

quita

bilit

y re

late

s as

stu

dent

s ca

n ex

plor

e th

e id

ea

of w

heth

er o

r not

equ

itabl

e m

eans

equ

al in

num

ber,

whi

ch a

lso

rela

tes

to m

athe

mat

ics

in fi

nanc

es. T

his

unit

logi

cally

follo

ws

on th

e ex

ploi

tatio

n an

d ha

rmon

y un

it, a

s stu

dent

s se

ek m

etho

ds o

f mor

e ha

rmon

ious

exi

stenc

e.

Inq

UIR

Y q

UES

TIO

nW

hat a

re th

e ch

oice

s w

e m

ake

betw

een

ex

ploi

tatio

n an

d ha

rmon

y?Is

equi

tabl

e eq

ual?

SOCI

AL

STU

DIE

SW

este

rn C

ivili

zatio

n;

Curr

ent T

opic

s in

Firs

t nat

ions

, Mét

is, a

nd In

uit S

tudi

esCi

tizen

ship

and

Sus

tain

abili

ty,

Wor

ld G

eogr

aphy

SCIE

nCE

Biol

ogy,

Phy

sics

Chem

istr

y

MAT

HEM

ATIC

SPr

e-Ca

lcul

usA

pplie

d M

athe

mat

ics,

Ess

entia

l Mat

hem

atic

s

OTH

EREL

A, H

ome

Econ

omic

sIC

T, In

dustr

ial A

rts



Grade 12: Exploitation and Harmony 25


Intrapersonal Centre • Traits shared with parents • Genetic disorders in family lineage • Shared beliefs with FNMI cultures • Products I use drawn from the developing world

Existential Centre • Ethics of genetics: Hitler and the superior race • Coexistence: Biodiversity and cultural diversity;

issues, rewards • Spirituality in FNMI cultures: Sweat lodge • Theocracy vs. democracy: Pros and cons • Judaism, Christianity, and Islam: Impact on modern world

Bodily Kinesthetic Centre • Gingerbread Smarties traits • Unifix cube chains to represent protein synthesis • Role play: Life in a traditional and modern FNMI

community • Architecture across eras/civilizations

Musical-Rhythmic Centre • Song: Ethics of science • Genetics of “talent”: Nature or nurture? • Song sung by a teenager in a residential school • Music of the First or Second World War years

visual-Spatial Centre • DNA fingerprint • Construction paper food webs • FNMI artistic traditions • Environmental impacts of Western civilizations • Greek, Roman art

Interpersonal Centre • Organ donation: Compatibility • Natural selection as argument against social

programming/quota systems • Healing history: Letter to an Elder • FNMI justice systems: Community/restorative approaches vs.

punitive ones • Western civilizations’ relationships with other civilizations:

Exploitation vs. harmony • Forms of leadership

verbal-Linguistic Centre • Debate: Cloning • Truth and reconciliation stories • Mock government sessions • Poetry across eras, during war years

naturalist Centre • Mendel plant experiments • Genetically modified plants • Advantages/disadvantages of mitosis vs. meiosis • FNMI worldview related to taking only what is needed • FNMI vs. Western civilizations’ relationships with environment,

resources

Logical-Mathematical Centre • Graph of most common traits in class • Gene trees • Population statistics of FNMI groups pre- and post-contact • Economic disparity between FNMI peoples and others • Economics impact of theocracy vs. democracy • Historical timelines

Brainstorming Activity Ideas for MI Centres: Biology and History



Documents

A Model Unit for Grade 12: Exploitation and Harmony · In this model unit for the first semester in grade 12, teachers will find planners that outline the essential understandings,