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East Meadow School District
East Meadow, New York
Curriculum Area Program
2009-2010
RACHEL’S CHALLENGE
CURRICULUM DEVELOPMENT
Business
English
Social Studies
Grades 9-12
Project Coordinator:
Robin Natman
CAP Coordinator:
Elizabeth McLaughlin
Writers:
Teresa Arcuri
Christin Snow
Kelly Golding
Elizabeth McLaughlin
Melissa Woisin
Table of Contents
Abstract Page 3
Rationale Page 3
English - Self Awareness Page 4
English – Compassion Page 10
English – Integrity Page 13
English – Service Project Page 16
History – Integrity Page 19
History – Compassion Page 24
History – Self Awareness Page 29
History – Service Project Page 33
Business/Social Studies/Law – Self Awareness Page 37
Business/Social Studies/Law – Compassion Page 41
Business/Social Studies/Law – Integrity Page 45
Business/Social Studies/Law – Service Project Page 49
Business/Management Class - Compassion Page 52
Business/Management Class – Integrity Page 55
Business/Management Class – Self Awareness Page 58
Business/Management Class – Service Project Page 60
ABSTRACT
This curriculum is designed to be utilized as a framework to create a philosophy for our school community. This framework will incorporate the values and morals as stated in our mission statement. “We, as a school community, promote reflection, compassion, integrity, and service.” Each lesson requires that students be engaged and participate. The four themes will encourage the students to integrate the skills of self-reflection, self-love, and self-review. Appropriate essential questions and meaningful student assessments are included.
RATIONALE
Rachel Scott, the first student killed in the Columbine tragedy, did not die in vain. This young woman left behind her actions and writings as a legacy for other young people. Rachel was known for her acts of kindness and compassion. She made a habit of reaching out to those who were not the “popular” kids at school. She engaged the disabled and befriended the new students in her school. Upon her death, Rachel’s family wanted the ideas and philosophy of their daughter to continue on and thus established the Rachel’s Challenge Program.
Following in the footprint of the Rachel’s Challenge Program these interdisciplinary lessons will infuse Rachel’s ideas into English, Social Studies, and Business classes on the high school level.
|Stage 1—Desired Results |
|Quarterly Theme: | |
|Self Awareness (Reflection) | |
|Subject Area: | |
|English | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|NYS English Standards 1, 2, 3, & 4 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What do the terms values, morals, courtesy, and manners mean to me? | |
|manners are an important part of our school community. | |How do my personal beliefs influence the world around me? | |
|their own values can influence the school community. | |Why do individuals have different belief systems? | |
|they should think before they act. | |What are your values and ethics? | |
| | |How do you define yourself? | |
|Student will know… |Students will be able to… | |
| |define themselves through a pictorial representation. | |
|how to identify their values and beliefs. |choose a quotation that represents their belief system. | |
|how to write a personal essay in which they explore their own beliefs. |write a personal essay in which they discuss their own beliefs and | |
| |ethics. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students must create a personal collage | |Students will interact with each other to help each other identify | |
|Students will choose a quotation that represents their beliefs | |their own positive traits. | |
|Students will write a personal essay | |Level of discussion and participation will be evaluated. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
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|Students will respond to the “Do Now” in their writing journals. The “Do Now” question is: what are values and ethics? Why are values and ethics| |
|important? Why are they important to our school community? | |
|Students will discuss their journal response. Responses will be listed on the board. | |
|Students will create a collage according to the requirements listed on the “Let me Introduce Myself” worksheet. These collages will be displayed | |
|in the classroom. | |
|Students will choose a quote that best represents his/her personal beliefs. | |
|Students will complete the brainstorming graphic organizer for that particular quote. | |
|Students will use the ideas from the graphic organizer to write a personal essay in accordance to the guidelines listed on the “Who am I?” handout.| |
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|Students will write the quotes they selected on the board. Each student will explain why the quote he/she selected reveals an important lesson. | |
|The quotes will be displayed on the classroom walls. | |
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Opening Year Activity Name:____________________
English 11RS
Let Me Introduce Myself
It’s a new school year filled with new teachers, classmates, and friends. To help our class get to know each other, you will complete the following assignment.
Your Task
1) Write your name in the center of the piece of construction paper you have been given. Be creative. Use a font that best represents your personality.
2) Draw or paste pictures in all four of the corners of the paper that represent your four favorite hobbies/interests.
3) Paste a picture of yourself directly underneath your name.
4) In the four spaces between the corners, paste pictures of the four most important people in your life.
5) Around your name, write words that represent your values and beliefs. You must have at least ten traits listed.
6) In the remaining space, write at least five strengths or positive characteristics you have. Don’t be shy….we all have positive characteristics. Ask your classmates for help if you can’t identify your strengths.
Personal Essay Name_____________________________________
Date________________________
What do I believe in?
Your Task:
What do you believe in? What are your values? You must choose a quotation that holds particular meaning to you and represents your values. Then, you will write a personal essay in which you explain why the quotation you have selected holds meaning to you. To do so, you must interpret the quotation and then supply two specific and well developed examples that prove how the quote relates to your life and represents your belief system.
Guidelines:
Your essay should be four paragraphs in length.
Introduction
-Topic sentence (this sentence should be a broad, general statement that introduces the reader to the topic you are discussing)
-Restate the quote
-Interpret the quote
-Explain why this particular quote relates to your life.
Body Paragraph One
-State the first example that shows the connection between the quote and your life
-You should supply specific details
-Develop your ideas
Body Paragraph Two
-State the second example that shows the connection between the quote and your life
-You should supply specific details
-Develop your ideas
Conclusion
-Restate your interpretation (try to restate it differently)
-Restate your examples
-End with a clincher statement (Why does this quotation teach an important lesson about life and humanity?)
-Proofread your essay for spelling and grammatical errors.
-Use the outline to help plan your response
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Brainstorming and Outlining
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|Connection to my Life | |
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|2 Examples | |
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Critical Lens Quotations
The following is a list of quotations that you may use. Read through the following quotations carefully. Think about each quote and how it might relate to your life. Choose a quotation from the list below that best reflects your life philosophy or use an alternative quote.
1. “You get the best out of others when you give the best of yourself” –Harry Firestone
2. “Change is difficult, but often essential to survival.” –Les Brown
3. “He who restrains his anger overcomes his greatest enemy.” –Latin Proverb
4. “It is a good rule to face difficulties at the time they arise and not allow them to increase unacknowledged.” –Edward Ziegler
5. “The most basic of all needs is the need to understand and be understood.” –Ralph Nichols
7. “No one can make you jealous, angry, vengeful or greedy-unless you let him.” –Napolean Hill
8. “It’s always too early to quit.” –Norman Vincent Peale
9. “In all things it is better to hope than to despair.” –Goethe
10. “The only unforgivable sin: being unforgiving.” –Malcolm Forbes
11. “When a deep injury is done to us, we never recover until we forgive.” –Alan Paton
12. “No virtue is more universally accepted as a test of good character than trustworthiness.” –Harry Emerson
13. “Our first and last love is self love.” –Bovee
14. “There are two ways of meeting difficulties: you alter the difficulties, or you alter yourself to meet them.” –Phyllis Bottome
15. “A setback is the opportunity to begin again more intelligently.” –Henry Ford
16. “The person who moves a mountain begins by carrying away small stones.” –Chinese Proverb
*****These are just suggestions. You may use any quote provided that it has a positive message and represents your own personal beliefs. ***************
|Stage 1—Desired Results |
|Quarterly Theme: | |
|Compassion, Kindness, and Empathy | |
|Subject Area: | |
|English | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|NYS English Standards 1,2, 3, & 4 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What do the terms compassion, kindness, empathy, and respect mean to | |
|The literary techniques used in song lyrics can be interpreted.| |me? | |
|A charitable act does not require a large amount of effort. | |What are some ways individuals can demonstrate kindness, compassion, | |
|An oath to kindness can better their own classroom and school | |and respect to others? | |
|environment. | |Why are people sometimes not compassionate, respectful, or kind to | |
| | |others? | |
|Student will know… |Students will be able to… | |
|The importance of compassion, kindness, and respect in the school. |Interpret the meaning of a quotation. | |
|How they can make a difference in their school. |Annotate and interpret song lyrics. | |
|The impact of kindness on others. |Recognize the impact a kind word or deed has on others. | |
|How to read and interpret song lyrics. |Create a personal collage. | |
|How to create a collage. |View and interpret a film. | |
|That their actions can make a direct and positive impact others. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will annotate, interpret and discuss the meaning of | |Completion of the Do Now response | |
|song lyrics. | |Participation in classroom discussion and activities | |
|Students will complete a poster in which they make an oath to | | | |
|complete charitable deeds throughout the course of the quarter. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will respond to the Do Now question in their journals. | |
|Students will discuss their response to the Do Now question with the class. | |
|Students will listen to a song by The Beatles. | |
|Students will annotate and interpret the meaning and message of the song. | |
|Students will write a response to the message of the song in their journals. The response will include their reaction to the song and whether they| |
|agree or disagree with the message of the song. | |
|Students will brainstorm a list of simple ways they can show kindness to others. Students will discuss why those charitable acts can make a | |
|difference. | |
|Students will complete the assignment as detailed on the “My Oath to Kindness” worksheet. | |
|The posters will be displayed in the classroom. | |
|Students will watch and interpret a famous recent Hollywood film that relates to the concept of this activity. | |
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Name: __________________________
English 11RS
Rachel’s Challenge
My Oath of Kindness
Aim: How can we demonstrate kindness and compassion for others and why is this
important?
Do Now:
“An effort made for the happiness of others lifts us above ourselves.” Lydia M. Child
• What does this quote mean? Paraphrase the quote.
• Why is the message of this quote important? How does the idea of this quote relate to Rachel’s Challenge?
• If people lived by this quote, how would our school environment be altered?
Your Task:
We have spent the last few weeks discussing the importance of kindness and charity. Are you ready to make a difference in our school? You will each take an oath to practice kindness throughout the remainder of the school year. What will you do to make our school and the world a better place?
To begin your quest to kindness, you will complete a poster that includes the following:
1) The heading, “Ways to Show Kindness.”
2) A picture of yourself.
3) Five (5) charitable deeds that you commit to complete by the end of the quarter. The deeds that you choose to not have to be complex, nor do they have to be time consuming. Think about the message of the quote you interpreted today. What can you do to make someone feel good about his/herself?
4) Pictures or graphics that represent these deeds and the affect of kindness on others.
5) Your poster must be completed on an 8 x 10 sheet of paper and must be neat, legible, and presentable.
These posters will proudly be displayed in our classroom to serve as reminders of our goal to inspire compassion and kindness in our school.
|Stage 1—Desired Results |
|Quarterly Theme: | |
|Integrity, Bullying, and Anti-Violence | |
|Subject Area: | |
|English | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|NYS English Standards 1,2,3, & 4 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What do the terms integrity, conflict resolution, and bullying mean to| |
|the meaning and importance of integrity. | |me? | |
|bullying affects the school community. | |Is violence the only way to resolve conflict? | |
|their own actions can eliminate future acts of violence. | |Do good people do bad things? | |
| | |How can differences be resolved peacefully? | |
| | |What motivates acts of violence and bullying? | |
| | |What can be done to eliminate future acts of violence in our schools? | |
| | |What examples of teenage violence, abuse, vandalism, and alcohol abuse| |
| | |can you find in your local newspaper? | |
|Student will know… |Students will be able to… | |
| |research a current events article. | |
|How to research effectively. |Write a summary. | |
|that their own actions do, in fact, have a direct impact on the school |Read and interpret a novel and a short story about school violence | |
|community. |Students will discuss acts of school violence in their own school. | |
|how to develop problem solving skills. |Students will complete a research assignment in which they reflect on | |
|How to reflect on their own experiences. |an act of school violence. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students must reflect on their own experiences. | |Students will engage in a discussion forum in which they exchange | |
|Students will discuss acts of school violence in their own | |ideas about current acts of violence in our nation and solutions to | |
|school. | |those problems | |
|Students will complete a research assignment in which they | | | |
|reflect on an act of school violence. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
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|Students will write a response in their writing journal in which they discuss, describe, and reflect on an act of school violence to which they | |
|have been victim or have witnessed. | |
|Students will discuss their journal responses with the class. | |
|Students will read a short story by Joyce Carol Oates that relates to bullying. The students will interpret and respond to the story. They will | |
|discuss ways that the main character could have resolved the situation in a peaceful manner. | |
|The students will research a current events article about an act of school violence. | |
|The class will write a summary of the article and write a reflection of the article. The reflection must include viable solutions to the act of | |
|school violence. | |
|Students will present and discuss their article with the class. The students in the class will also contribute their own reactions and solutions | |
|to that particular act of school violence. | |
|The students will spend the remainder of the quarter reading and interpreting a novel by Robert Cormier that deals with bullying and teenage | |
|violence. They will continue to identify positive solutions to the problems with which the characters are faced. | |
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Name: ___________________________
English 11RS
Rachel’s Challenge
Aim: How frequently does violence occur in schools and how can we eliminate violence and bullying in our schools?
Do Now: What kinds of violence occur in our school? Have you ever been a victim of this type of bullying or violence? Have you ever witnessed an act of violence in this school? Write an entry in your journal in response to these questions.
Your Task:
Based on your journal entries, almost all of you have been victim to or witnessed an act of school violence or bullying. We are all in agreement that this kind of behavior is not acceptable in our schools. So, what can we, as a school community, do to eliminate acts of violence in our school?
You must complete a research assignment in which you identify an act of school violence or bullying that has occurred in a school in our nation. The requirements of this assignment are as follows:
1) Go to and search for one newspaper or magazine article that discusses any act of school violence.
• The username is: 58-931
• The password is: bigchalk
2) Write a summary of the article. The summary should discuss:
• Who committed the act of violence and who were the victims of the crime?
• What happened to the victim (s) of the act of violence?
• What motivated the individual to commit the act of violence?
• Where did the act of violence take place?
• How was the act of violence committed?
• When did the act of violence take place?
• This summary must be at least 1page in length; therefore, don’t choose the shortest article you can find.
3) You must then write a response to the article. The response must include:
• How do you feel about this act of violence? Why?
• What do you think could have been done to prevent this act of violence from occurring?
• How can we, as a school, prevent future acts of violence in our school?
*** You must provide at least three viable solutions and explain how each of these solutions can resolve a conflict. Include things that you as a student can do to help eliminate violence.
|Stage 1—Desired Results |
|Quarterly Theme: | |
|Service Project (Day of Kindness) | |
|Subject Area: | |
|English | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|NYS English Language Arts Standards 1, 2, 3, & 4. | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |How can my kindness and compassion influence others? | |
|They are subjected to negative images on a daily basis. | |What can I do to make a positive impact? | |
|These images have a negative impact. | | | |
|The importance of positive affirmations. | | | |
|Positive actions can inspire more of the same action. | | | |
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|Student will know… |Students will be able to… | |
|How to read and interpret song lyrics for meaning. |Read and interpret song lyrics | |
|That negativity breeds negativity |Write a personal response | |
|How to facilitate a positive classroom and school environment. |Recognize the negative images they are exposed to and the impact of | |
|That their actions can, in fact, make a difference. |those images | |
| |That they do have the power to change their world. | |
| |How to interpret quotations. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Completion of a journal response to a quotation. | |Level of participation in classroom discussion and activities. | |
|Completion of a poster with a positive affirmation/quotation | | | |
|Completion of a persuasive letter in which he/she argues the | | | |
|importance of the quote and the positive impact the message of | | | |
|the quote might have. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will respond to the Do Now quotation in their journals. | |
|Students will discuss their journal responses with the class. | |
|The students will create a class list of ways they can change the school. The list will be written on the board. | |
|Students will listen to a song by the Black Eyed Peas | |
|Students will annotate, interpret, and respond to the song. The students must identify the main message of the song and discuss the importance of | |
|this message. | |
|Students will compile a list of all of the negative messages and images they are exposed to on a daily basis. They will then create a list of the | |
|positive images they are exposed to. Hopefully, students will recognize that the negative images by far outweigh the positive images. | |
|Students will write a response in their journals in which they discuss the impact those negative images have on their lives and the school | |
|environment. | |
|Students will work on creating posters that include a positive, inspiring, and motivational quote. | |
|The quotes that the students select will be displayed in the classroom. | |
|Each student will write a persuasive letter to the school board in which he/she proves why his/her quote should be selected. The letter must | |
|discuss the ways in which the quote might have a positive impact on the students of the school. | |
|The students will vote on the five best quotes. Those quotes will be written and displayed in the halls of East Meadow High School. | |
|Students will write in their journals and discuss the impact these quotes might make on our school environment. | |
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Name: __________________________
English 11RS
Rachel’s Challenge
I Can Make a Difference
Aim: What can I do to make a positive impact?
Do Now:
“If you don’t like the way the world s, you change it. You have an obligation to change it. You just do it one step at a time.” Marian Wright Edelman
• What does this quote mean? Paraphrase the quote.
• Why is the message of this quote important?
• What would you like to change about this school?
• What can you do to help make those changes?
Your Task:
Negativity breeds negativity. Similarly, positive thinking can inspire positive things. Our world is often filled with negative and destructive images and messages. We are going to work together to change that in our school. To do so you will complete the following:
1) Search and find a positive, inspirational, and motivational quote. The quote can be something stated in a song, by your favorite celebrity, a politician, etc. Choose something that you feel is inspiring in some way.
2) You will create a decorative poster for this quote. The poster will include:
a. The quote.
b. The speaker of the quote.
c. Images that represent the message of the quote.
d. Images and words that represent the impact the quote might have on others.
3) You will write a persuasive letter to the school board in which you discuss:
a. The message of the quote.
b. How the message of the quote can inspire others.
c. Why your quote should be selected to be displayed in the halls of East Meadow High School. In other words, how might the message of the quote influence the students to think or act positively?
****These posters will be displayed in our classroom to serve as daily reminders of the importance of positive thinking. As a class, you will vote on the most positive quotes that will ultimately be displayed in the halls of our schools.****
|Stage 1—Desired Results |
|Quarterly Theme: | |
|Integrity, Bullying and Anti-violence | |
|Subject Area: | |
|United States History | |
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|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|Social Studies Standards: 1.1, 1.2, 1.4, 5.1, 5.3, 5.4 | |
|English Language Arts: 2.2, 3.1, 3.2 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand … | |Primary Essential Questions as related to the goals of Rachel’s | |
|That throughout US history different groups used anti-violence | |Challenge: | |
|and civil disobedience to achieve equality and combat bullying.| |What do the terms integrity, conflict resolution, and bullying mean to| |
|Bullying can be stopped through non- violent means. | |me? | |
|Bullying can influence society as a whole, not just | |What is a bully? | |
|individuals. | |Is violence the only way to resolve conflict? | |
|The role of Martin Luther King Jr. on the Civil Rights Movement| |Do good people do bad things? | |
|The different methods used to achieve equality during the Civil| |How can differences be resolved peacefully? | |
|Rights Movement. | |Subject Specific Essential Questions as related to curriculum goals: | |
|Throughout United States history a lack of integrity, bullying | |How did the actions of the people during the Civil Rights Movement | |
|and violence has shaped the society of certain areas of the | |achieve equality? | |
|country. | |How did the actions of Martin Luther King affect the election of | |
|The impact of Martin Luther King Jr.’s actions on the election | |President Obama? | |
|of Barack Obama. | |How did the people of the Civil Rights Movement combat bullying and | |
| | |violence? | |
| | |How did the actions of students during the Civil Rights Movement | |
| | |impact society today? | |
|Student will know… |Students will be able to… | |
|Reasons for the Civil Rights Movement |To improve awareness of bullying and anti-violence using the Civil | |
|Goals of Martin Luther King Jr. |Rights Movement | |
|Treatment of African Americans in the South in the 1960s |To identify the methods used to promote the civil rights movement | |
| |To explain the correlation between the civil rights movement and the | |
| |election of President Barack Obama | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will complete questions pertaining to the movie. | |Students will participate in class discussion about bullying and | |
|Students will use the movie to relate it to society today, | |anti-violence throughout the Civil Rights Movement. | |
|election of Barack Obama. | |Students will write in their journals pretending they were a student | |
|Students will write a paragraph on how the actions of the | |in Birmingham during the 1960s. | |
|students’ had an impact on society today with three relevant | |Level of participation during classroom discussions and cooperative | |
|facts using their prior knowledge and the video. | |learning activities. | |
| | |Quality and comprehensiveness of notes taken during class. | |
| | |Observations of students’ work. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Period 1 | |
|Students will complete the do now, which will elicit a conversation on the Martin Luther King Jr. and the Civil Rights movement and its relation to| |
|the election of Barack Obama. | |
|Students will watch a movie that pertains to the role of students and children during the Civil Rights Movement. During the movie students will | |
|take notes about the historical figures in the movie as well as the non- violent actions of the Civil Rights Movement. Throughout the movie the | |
|teacher will point out pertinent information. | |
|Period 2 | |
|Students will complete the do now, (How did the movie illustrate the use of anti-violent methods to achieve a goal?) which will elicit a | |
|conversation on civil disobedience. | |
|Students will work in pairs to complete the movie discussion questions. | |
|The class will discuss the questions that pertain to the movies. The class will discuss how bullying existed throughout the Civil Rights Movement. | |
|They will discuss the different anti-violent methods used during the movement to obtain equality. | |
|After the class discussion the students will reflect on the time period by answering- How did the actions students during the Civil Rights Movement| |
|impact society today? | |
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Name_______________________ Date____________
Aim: How did the actions of the people during the Civil Rights movement promote anti-violence to achieve equality?
Do Now: Analyze the two photos and answer the questions that follow.
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Martin Luther King Jr. “March on Washington”
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1. List the similarities in the two photos. _________________________________________
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2. How did the actions of Martin Luther King Jr. affect the election of President Barack Obama? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
DISCUSSION QUESTIONS:
1. Describe the setting of the movie. What is the time period? Where was it taking place? Who is involved? ________________________________________________________________
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2. What were the children protesting? Who asked them to protest? ________________________________________________________________
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3. Why couldn’t the adults or parents protest? ________________________________________________________________
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4. What happened to the children who protested? Do you think this was fair? Why or why not?
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5. How did President Kennedy react to the situation in Birmingham? How would you react if you were president? ________________________________________________________________
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|Stage 1—Desired Results |
|Quarterly Theme: | |
|Compassion, Kindness, Respect, and Empathy | |
|Subject Area: | |
|United States History | |
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|Content Standard(s): Social Studies and English Language Arts | |
|Unit I satisfies the following New York State Standard(s): | |
|Social Studies Standards: 1.1, 1.2, 1.4, 5.1, 5.3, 5.4 | |
|English Language Arts Standards: 1.1, 1.2, 2.2, 3.1, 3.2 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Primary Essential Questions as related to the goals of Rachel’s | |
|Presidents leave a lasting impression on the citizens. | |Challenge: | |
|The role of compassion, respect, kindness and empathy as it | |What do the terms compassion, kindness, respect and empathy mean to | |
|pertains to the citizens and government leaders in a country. | |me? | |
|The consequences of an assassination of a president. | |What are some ways individuals can demonstrate kindness, compassion, | |
|The events leading, during, and after the assassination of | |respect and empathy? | |
|President Kennedy. | |How do compassion, kindness, respect and empathy shape the lives of | |
| | |individuals? | |
| | |Subject Specific Essential Questions as related to curriculum goals: | |
| | |How did the assassination of President Kennedy bring about kindness, | |
| | |compassion, respect, and empathy amongst the American society? | |
| | |How did the assassination of President Kennedy affect the people of | |
| | |the United States? | |
| | |How do artifacts from the time period bring history alive? | |
|Student will know… |Students will be able to… | |
|The role of compassion, kindness, respect and empathy of a presidential |Identify and explain the importance of the presidency of President | |
|figure. |Kennedy. | |
|The definition of assassination. |Impact of the assassination on the citizens of the United States. | |
|Impact of a president on a nation |Analyze artifacts pertaining to the presidency and assassination of | |
| |President Kennedy. | |
| |Explain the importance and significance of the artifacts. | |
| | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will write a well written essay with two- three body | |Level of participation during classroom discussions and cooperative | |
|paragraphs about the impact of Kennedy’s assassination on the | |learning activities. | |
|compassion, kindness and empathy of the American People. The | |Quality and comprehensiveness of notes taken during class. | |
|essay will include relevant and pertinent historically accurate | |Feedback and critical analysis of artifacts pertaining to the | |
|facts. | |assassination and presidency of John F. Kennedy. | |
| | |Observations of student’s work. | |
| | |Completion of class assignments. | |
| | |Completion of homework assignments. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will discuss the meaning of the terms compassion, kindness, respect, and empathy. Students will have an understanding of those terms as | |
|they relate to themselves as well as to the content material. | |
|Students will analyze a quote written by President John F. Kennedy: “As we express our gratitude, we must never forget the highest appreciation is | |
|not to utter words, but to live them.” (Define gratitude. What is President Kennedy telling the citizens to do? Why is this important? Do you agree| |
|with President Kennedy? Why or why not?) | |
|Students will be given a background of President Kennedy’s assassination and the outcry that it caused the United States. | |
|Students will work in pairs and will analyze different artifacts from the Kennedy presidency. These include photos, actual newspaper clippings, and| |
|campaign buttons. After analyzing the artifacts the students will write the importance and historical significance of each item as it relates to | |
|his presidency and assassination. | |
|Students will watch a video that encounters the events before, during and after the assassination of President Kennedy. | |
|Students will work in pairs and brainstorm how the assassination brought about compassion, respect and empathy to the American people. The class | |
|will come together and discuss. | |
|Students will than write a well written journal entry with two – three body paragraphs on their reflection of the assassination of President | |
|Kennedy. They will take on the role of a person who lived during this time period and witnessed the event. | |
Aim: How did the assassination of President John F. Kennedy bring about kindness and compassion amongst the American society?
Do Now: Analyze the quote below and answer the questions that follow.
“As we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them.” President John F. Kennedy
1. Define gratitude. ____________________________________________________________________________
2. What is President Kennedy telling the US citizens to do? _________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
Directions: After analyzing the artifacts pertaining to the assassination of President Kennedy complete the graphic organizer.
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Directions: After watching the video segment of the assassination of Kennedy and analyzing the artifacts of Kennedy’s life, pretend that you were living during this time period and reflect on how you felt after seeing or hearing about the assassination of President Kennedy. This should be two well written paragraphs with relevant facts and information. Be sure to answer: How did the assassination of President John F. Kennedy bring about kindness and compassion amongst the American society?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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|Stage 1—Desired Results |
|Quarterly Themes: | |
|Self- Awareness (Reflection) | |
|Subject: | |
|United States History | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|Social Studies Standards: 1.1, 1.2, 1.4 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that … | | | |
|The goals of a newly developed nation are similar to those of a| |Primary Essential Questions as related to the goals of Rachel’s | |
|new student. | |Challenge: | |
|The importance of writing down goals in order to reach them. | | | |
|The different methods that will help the students achieve their| |What do the terms values, morals, courtesy, and manners mean to me? | |
|academic goals. | |How do my personal beliefs influence the world around me? | |
|The importance of self awareness and reflection in meeting the | |Why do individuals have different value systems? | |
|goals. | | | |
|The importance to re-evaluate goals throughout the school year.| |Subject Specific Essential Questions as related to curriculum goals: | |
| | |How does self-awareness help us succeed in our United States History | |
| | |class? | |
| | |What were the goals of the United States as an independent nation? | |
| | |In your opinion, did the nation achieve their goals? Why or why not? | |
| | |What are your goals for this class and this academic school year? | |
| | |What are strategies or ways that you can reach your goals? | |
|Student will know… |Students will be able to… | |
|The causes for the United States independence from Great Britain. |Identify the causes of the American Revolution. | |
|The goals of the newly independent nation. |Identify and examine the goals of the newly developed nation. | |
|The importance of goal setting in being successful in academics and extra |Analyze and interpret quotes. | |
|curricular activities. |Identify and examine personal goals pertaining to the class and their | |
|The importance of writing down goals in achieving goals. |academics. | |
|How to overcome obstacles in order to obtain their goals. |Reflect on their performance throughout the school year. | |
| |Identify and overcome obstacles that may interfere in achieving their | |
| |goals. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will identify their own subject and academic goals. | |Level of participation during classroom discussions and cooperative | |
|Students will evaluate their own goals and the means in | |learning activities. | |
|achieving their goals. | |Quality notes and information taken during class. | |
|Students will take a test on the development and goals of the | |Teamwork and leadership demonstrated in cooperative learning | |
|United States as an independent new nation. | |assignments. | |
| | |Observation of student’s work. | |
| | |Completion of class assignments. | |
| | |Completion of homework assignments. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|After students have studied the causes and results of the American Revolution. Students will be asked to reflect on the goals of the newly | |
|developed United States. (What type of government was instated? Who had all the power? Were the states truly united? Why did the United States not | |
|want a strong federal government? Was this an effective way of governing a new country? | |
|The students will analyze a quote written by Ronald Reagan. "My philosophy of life is that if we make up our mind what we are going to make of our | |
|lives, then work hard toward that goal, we never lose -- somehow we win out." The class will discuss the quote and the students will put the quote | |
|in their own words. (What does the quote mean? What is a person’s philosophy? Do you agree or disagree with President Reagan? Why?) | |
|Students will now be asked to write their own goals for the upcoming school year. The class will discuss the importance of goal setting and writing| |
|down goals. In addition the class will discuss the difference between long term goals and short term goals. Students will work in pairs to classify| |
|their goals as being long term or short term. (What are your goals for this class and this academic school year? What are the differences between | |
|long term goals and short term goals? How would you classify your goals?) | |
|Students will be asked to brainstorm strategies to obtain their goals they will write this down. The class will discuss the different strategies | |
|used to reach goals. In addition the class will discuss the importance of self awareness and reflection in obtaining goals throughout the school | |
|year. | |
|Follow- up activities: The students’ goals will be written in their journals (marble composition notebook) in which they will revisit their goals | |
|and update the status of obtaining their goals throughout the school year. | |
Aim: How does self-awareness help us succeed in US History?
Do Now: In the boxes below write three goals of the United States as an independent nation.
Analyze the following quote and put it in your own words.
"My philosophy of life is that if we make up our mind what we are going to make of our lives, then work hard toward that goal, we never lose -- somehow we win out." Ronald Reagan
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In the spaces provided, write down three goals you have for this class and this school year.
In the space below what are strategies or ways you can achieve your goals.
|Stage 1—Desired Results |
|Quarterly Theme: | |
|Service Project (Day of Kindness) | |
|Subject Area: | |
|United States History | |
| | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|Social Studies Standards: 1.1, 1.2, 1.4, 5.1, 5.3, 5.4 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that … | |Primary Essential Questions as related to goals of Rachel’s Challenge:| |
|Their actions can and do make a difference in the world. | |How can I contribute kindness, compassion and awareness to society? | |
|Community projects have fuelled positive changes throughout | |How can my kindness and compassion influence others? | |
|history. | |What can I do to make a positive impact? | |
|Programs implemented by past presidents have impacted the | |Subject Specific Essential Questions related to curriculum goals: | |
|decisions and programs implemented by current presidents. | |How have the actions and policies of presidents impacted our actions | |
| | |to make society better? | |
| | |How have the programs of Eisenhower, Kennedy, Johnson, Carter, And | |
| | |Obama influenced society and our service to our country? | |
| | |What can I do to contribute to make our society better? | |
|Student will know… |Students will be able to… | |
|How to raise awareness for their community project. |Identify the different programs implemented by Presidents throughout | |
|That leading by example is one of the best ways to lead a group. |history. | |
|The influence of presidents and their examples continue to make society |Explain the importance and significance of each program. | |
|better. |Connect how each president has used another’s to better society and | |
|Service to the country is not only done through the military. |their program. | |
| |Identify their likes and interests and find a volunteer or service | |
| |experience they will enjoy. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will listen to a power point presentation on the | |Level of participation during classroom discussion and cooperative | |
|different programs presented by presidents to encourage service | |learning activities. | |
|by Americans to their country. | |Quality and comprehensiveness of notes taken during class. | |
|Students will complete a graphic organizer using the power point| |Feedback and critical analysis of quotes. | |
|presentation. | |Observations of student’s work | |
|Students will go on to identify possible places where | |Completion of class work assignments. | |
|they can volunteer in order to graduate with being on the | |Completion of homework assignments. | |
|community service honor roll. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be asked to analyze a quote by President John F. Kennedy. “And so my fellow Americans, ask not what your country can do for you, ask | |
|what you can do for your country.” They will be asked to put the quote in their own words. | |
|Students will be asked how they can make a difference in the world/school/community as members of society and students of East Meadow High School. | |
|Students will discuss different ideas as it relates to service projects. | |
|Students will watch and actively participate in a power point presentation about different presidents and their service projects or policies | |
|implemented to make society better. | |
|After the power point presentation students will complete a graphic organizer identifying and explaining the importance of each of the programs | |
|implemented by different presidents. They will work in small groups or pairs. The class will go over the programs implemented by the presidents. | |
|Students will go on and identify different volunteer or service projects they can complete in order to be on the president’s community | |
|service honor roll. | |
Aim: How have the actions and policies of presidents impacted our actions to make our society better?
Do Now: Analyze the quote and put it into your own words.
“And so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country.” President John F. Kennedy
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
|President |Program(s) |Description/ Importance |
|Eisenhower | | |
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|Kennedy | | |
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|Johnson | | |
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|Carter | | |
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|Obama | | |
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Name_____________________ Date_____________
Service/ Volunteer Work
Directions: In the space provided answer the questions below.
“Unless someone like you cares a whole awful lot, nothing is going to get better. It's not.” ~Dr. Seuss
|Stage 1—Desired Results |
|Quarterly Theme: | |
|Self Awareness (Reflection) | |
|Subject Area: | |
|Business/Social Students Education | |
|Law sequence | |
| | |
|Content Standard(s): | |
|Career Development and Occupational Studies | |
|Standards 1, 2, and 3a | |
|English Language Arts | |
|Standards 1, 3, and 4 | |
|Mathematics, Science, and Technology | |
|Standards 2 and 7 | |
| | |
|Social Studies | |
|Standards 1 and 5 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Primary Essential Questions as related to the goals of Rachel’s | |
|The first amendment could play a significant role in mandating | |Challenge: | |
|an action such as manners and courtesy in school. | |What do the terms values, morals, courtesy, and manners mean to me? | |
|Constitutional rights could be limited in a school setting. | |How do my personal beliefs influence the world around me? | |
|There are school policies on manners and respect. | |Why do individuals have different value systems? | |
|There are a few states developing laws to mandate manners in | |Subject Specific Essential Questions as related to curriculum goals: | |
|school. | |What are your first amendment rights? | |
| | |Are there school policies in place to address manners and courtesy | |
| | |towards others? | |
|Student will know… |Students will be able to… | |
|How to identify if first amendment rights are being violated. |Define the components of the first amendment and how it relates to | |
|The states that are trying to mandate manners in schools. |values, morals, ethics, courtesy, and manners. | |
|The school policy on manners and if there is any written policy in place. |Obtain a current article from a newspaper, periodical, or on-line | |
|A broad range of legal terminology and how to use on-line sources to define |source and report on mandating manners using a Current Events Report | |
|unknown legal terms. |Form. | |
|When a law is at the federal, state, or local level. |Identify the school policy on manners and courtesy. | |
|How to identify criminal, civil, constitutional, juvenile, and school law. |Use Boolean search techniques to research states that are addressing | |
|How to obtain a current article using a newspaper, periodical, or on-line |issues of mandating manners in the classroom. | |
|source. |Follow summary guidelines without plagiarizing materials. | |
|The steps to summarize a newspaper, periodical, or on-line article without | | |
|plagiarizing materials. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will participate in class discussions on constitutional| |Class discussions on research obtained. | |
|rights in school. | |Knowledge of the Bill of Rights. | |
|Students will research states that have or are trying to mandate| |Knowledge of federal, state, and local laws as well as constitutional | |
|manners in school using a newspaper, periodical, or on-line | |and school law. | |
|source and report on the issue using Current Events Report Form.| |Overall level of comprehension of legal terminology. | |
| | |Interview an administrator on the issue of mandating manners in | |
| | |school. | |
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| | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Teacher will review the below terminology: | |
|First Amendment: Freedom of religion, speech, petition, assembly, and press. | |
|Bill of Rights –The first ten amendments to the Constitution of the United States of America. | |
| | |
|Teacher and students will have class discussions on the below issues: | |
|Are student rights limited in a school setting? | |
|Should schools have a policy that mandates manners and courtesy towards others? | |
|Should it just be an unwritten policy that is understood by all the student body? | |
| | |
|Students will research one of the below topics using a newspaper, periodical, or on-line source: | |
|What state(s) have mandated manners? (for example, Louisiana) | |
|Pros and cons of mandating manners in a school setting. | |
|Are constitutional rights limited in a school setting? | |
| | |
|Students will use summary guidelines that include the following rules when summarizing material. | |
|Make sure you understand the text and develop a theme. | |
|Ask yourself the following questions: Who? What? When? Where? Why? How? | |
|Collapse lists/paragraphs and get rid of unnecessary details. | |
|DO NOT PLAGIARIZE YOUR SUMMARY! | |
| | |
|Students will read and summarize the article and complete the Current Events Report sheet (SEE ATTACHED). | |
|Students complete the opinion portion of the Current Events Report sheet and include the school policy on this issue. If there is no written | |
|policy in place, students should interview an administrator on this issue. | |
| | |
|FOLLOW UP ACTIVITY | |
|Students will be broken up into small groups to share articles on mandating manners. | |
|Each group will develop a policy/law to mandate manners and courtesy towards others in school and what consequences should occur for those that do | |
|not follow the policy. | |
|Groups could interview other students, faculty, and administrators to develop ideas on what to include in mandating a manners policy. | |
|This policy will be used for a future informational bulletin board. | |
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|Name _____________________________________ Due Date________ Period______ | |
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|Current Events Report Form | |
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|Using a newspaper, periodical, or on-line source, you must review ONE article dealing with a federal, state, or local law. The article must be | |
|U.S. LAW only. It will not be accepted or permitted to be redone if the article does not deal with U.S. law. | |
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|Name of Source: | |
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|2 pts. | |
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|Date of Article: | |
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|2 pts. | |
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|Name of Reporter: | |
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|2 pts. | |
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|Title of Article: | |
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|2 pts. | |
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|Law discussed in article: | |
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|2 pts. | |
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|Article is attached to this form: | |
|Yes____ | |
|20 pts. | |
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|Highlight key points in article | |
|Yes____ No______ | |
|5 pts. | |
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|LIST ALL LEGAL KEYWORDS IN THE ARTICLE: (5 pts.) | |
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|SUMMARIZE THE ARTICLE: (The summary must be a minimum of FIVE sentences. Clearly identify in your summary where, when, who, what, why, how and | |
|the outcome of what is described in the article). DO NOT COPY THE ARTICLE WORD FOR WORD! (50 pts.) | |
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|WHAT IS YOUR OPINION AND/OR REACTION TO THE ARTICLE? Specifically state how this article encouraged or lacked courtesy, kindness, compassion, | |
|and/or respect towards others. Clearly explain how you feel about the situation described in the article-do you agree/disagree? What would you do| |
|differently? What do you think the outcome should be? This must be a minimum of THREE sentences. (10 pts.) | |
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|Stage 1—Desired Results |
|Quarterly Theme: | |
|Compassion, Kindness, and Respect | |
|Subject Area: | |
|Business/Social Students Education | |
|Law sequence | |
| | |
|Content Standard(s): | |
|Career Development and Occupational Studies | |
|Standards 1, 2, and 3a | |
|English Language Arts | |
|Standards 1, 3, and 4 | |
|Mathematics, Science, and Technology | |
|Standards 2 and 7 | |
| | |
|Social Studies | |
|Standards 1 and 5 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Primary Essential Questions as related to the goals of Rachel’s | |
|The legal system includes compassion, kindness, and respect | |Challenge: | |
|through written and unwritten laws in society. | |What do the terms compassion, kindness, and respect mean to me? | |
|Through criminal activity, individuals demonstrate a lack of | |What are some ways individuals can demonstrate kindness, compassion, | |
|values and integrity. | |respect, and empathy? | |
|Elements of a crime need to be established to constitute | |Why are people sometimes not compassionate, respectful, or kind | |
|criminal activity. | |towards others? | |
|Civil action towards another should include honest, integrity, | |Subject Specific Essential Questions as related to curriculum goals: | |
|and respect. | |What is the difference between criminal law and civil law? | |
|Laws are an essential factor to have a society that encourages | |What are the elements of a crime? | |
|a value system and character building. | |What is the difference between a felony and a misdemeanor crime? | |
| | | | |
|Student will know… |Students will be able to… | |
|The difference between criminal and civil law. |Define criminal, civil, constitutional, juvenile and school law. | |
|Why laws are essential in society. |NOTE: in depth exploration of these laws will be addressed in future | |
|The important role that compassion, kindness and respect have on our legal |lessons. | |
|system. |Understand the difference between felony and misdemeanor crimes. | |
|If a lack of integrity could lead to criminal activity. |Obtain a current article from a newspaper, periodical, or on-line | |
|If a lack of a specific value system could lead to frivolous civil lawsuits.|source and report on criminal or civil law using a Current Events | |
|A broad range of legal terminology and how to use on-line sources to define |Report Form. | |
|unknown legal terms. |Use Boolean search techniques to research a criminal or civil law | |
|When a law is at the federal, state, or local level. |article. | |
|How to identify criminal, civil, constitutional, juvenile, and school law. |Follow summary guidelines without plagiarizing materials. | |
|The elements of a crime and the difference between felony and misdemeanor | | |
|crimes. | | |
|How to obtain a current article about criminal or civil law using a | | |
|newspaper, periodical, or on-line source. | | |
|The steps to summarize a newspaper, periodical, or on-line article without | | |
|plagiarizing materials. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will participate in class discussions on the difference| |Class discussions on research obtained. | |
|between criminal and civil law. | |General knowledge of criminal, civil, constitutional, juvenile and | |
|Students will research a criminal occurrence in the United | |school law. | |
|States using a newspaper, periodical, or on-line source and | |Knowledge of felony versus misdemeanor crimes. | |
|report on the issue using Current Events Report Form. | |Knowledge of federal, state, and local laws. | |
|Students could also research a civil lawsuit in the United | |Overall level of comprehension of legal terminology. | |
|States. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Teacher will review the below terminology: | |
|Criminal law | |
|Civil law | |
| | |
|Teacher and students will have class discussions on the following issues: | |
|How does criminal activity lack a sense of compassion, kindness, and respect towards others? | |
|Although some lawsuits are justified, why are there frivolous civil lawsuits that represent such a lack of character and integrity towards others? | |
| | |
|Students will research one of the following topics using a newspaper, periodical, or on-line source: | |
|A crime that has occurred in the United States. | |
|A civil action in the United States. | |
| | |
|Students will use summary guidelines that include the following rules when summarizing material. | |
|Make sure you understand the text and develop a theme. | |
|Ask yourself the following questions: Who? What? When? Where? Why? How? | |
|Collapse lists/paragraphs and get rid of unnecessary details. | |
|DO NOT PLAGIARIZE YOUR SUMMARY! | |
| | |
|Students will read and summarize the article and complete the Current Events Report sheet (SEE ATTACHED). | |
|Students complete the opinion portion of the Current Events Report sheet and decide how the criminal case or civil lawsuit should be resolved. | |
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|FOLLOW UP ACTIVITY | |
|Students will display their current event article on an informational bulletin board that will be developed throughout this curriculum. | |
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|Name _____________________________________ Due Date________ Period______ | |
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|Current Events Report Form | |
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|Using a newspaper, periodical, or on-line source, you must review ONE article dealing with a federal, state, or local law. The article must be | |
|U.S. LAW only. It will not be accepted or permitted to be redone if the article does not deal with U.S. law. | |
| | |
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|Name of Source: | |
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|2 pts. | |
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|Date of Article: | |
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|2 pts. | |
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|Name of Reporter: | |
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|2 pts. | |
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|Title of Article: | |
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|2 pts. | |
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|Law discussed in article: | |
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|2 pts. | |
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|Article is attached to this form: | |
|Yes____ | |
|20 pts. | |
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|Highlight key points in article | |
|Yes____ No______ | |
|5 pts. | |
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|LIST ALL LEGAL KEYWORDS IN THE ARTICLE: (5 pts.) | |
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|SUMMARIZE THE ARTICLE: (The summary must be a minimum of FIVE sentences. Clearly identify in your summary where, when, who, what, why, how and | |
|the outcome of what is described in the article). DO NOT COPY THE ARTICLE WORD FOR WORD! (50 pts.) | |
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|WHAT IS YOUR OPINION AND/OR REACTION TO THE ARTICLE? Specifically state how this article encouraged or lacked courtesy, kindness, compassion, | |
|and/or respect towards others. Clearly explain how you feel about the situation described in the article-Do you agree/disagree? What would you do| |
|differently? What do you think the outcome should be? This must be a minimum of THREE sentences. (10 pts.) | |
| | |
| | |
| | |
| | |
| | |
| | |
|Stage 1—Desired Results |
|Quarterly Theme: | |
|Integrity, Bully, and Anti-Violence | |
|Subject Area: | |
|Business/Social Students Education | |
|Law sequence | |
| | |
|Content Standard(s): | |
|Career Development and Occupational Studies | |
|Standards 1, 2, and 3a | |
|English Language Arts | |
|Standards 1, 3, and 4 | |
|Mathematics, Science, and Technology | |
|Standards 2 and 7 | |
| | |
|Social Studies | |
|Standards 1 and 5 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Primary Essential Questions as related to the goals of Rachel’s | |
|Cyber bullying could take place through the use of the Internet| |Challenge: | |
|and mobile devices. | |What is bullying? | |
|There could be legal ramifications to cyber bullying. | |What do the terms integrity, conflict resolution, and bullying mean to| |
|Cyber bullying laws differ from state to state. | |me? | |
|If there are any school policies in place on cyber bullying. | |Is violence the only way to resolve conflict? | |
|Changes in technology have both positive and negative effects | |How can differences be resolved peacefully? | |
|on society. | |Do good people do bad things? | |
|Social networks could play a role in cyber bullying in a | |Subject Specific Essential Questions as related to curriculum goals: | |
|negative way. | |Are there laws in place to prevent cyber bullying? | |
|Organizations are being formed to prevent, assist, and educate | |What is the difference in federal, state, or local laws? | |
|issues of cyber bullying. | |What is criminal, civil, constitutional, juvenile, and school law? | |
| | |Are there school policies in place to address cyber bullying? | |
| | |What is cyber bullying and how does it differ from bullying? | |
| | |What are social networks and how to these networks address cyber | |
| | |bullying? | |
| | |Are there organizations to assist and educate on cyber bullying | |
| | |prevention? | |
|Student will know… |Students will be able to… | |
|If cyber bullying is occurring on the Internet through electronic mail, |Define cyber bullying. | |
|social networks or mobile devices. |Obtain a current article from a newspaper, periodical, or on-line | |
|The school policy on cyber bullying and if there is any written policy in |source and report on cyber bullying using a Current Events Report | |
|place. |Form. | |
|The different types of social networks and how these networks handle cyber |Use Boolean search techniques to research any laws, organizations, and| |
|bullying. |individuals committing cyber bullying with the use of the Internet | |
|That organizations are being formed to prevent, assist and educate people on|through electronic mail, social networks or mobile devices. | |
|cyber bullying. |Understand the school policy on cyber bullying prevention. | |
|A broad range of legal terminology and how to use on-line sources to define |Identify social networks and be able to determine the positive and | |
|unknown legal terms. |negatives of these networks. | |
|When a law is at the federal, state, or local level. |Develop a list of organizations found on the Internet to prevent, | |
|How to identify criminal, civil, constitutional, juvenile, and school law. |assist and educate cyber bullying prevention. | |
|How to obtain a current article using a newspaper, periodical, or on-line |Follow summary guidelines without plagiarizing materials. | |
|source. | | |
|The steps to summarize a newspaper, periodical, or on-line article without | | |
|plagiarizing materials. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will participate in class discussions based on an | |Class discussions on research obtained. | |
|episode of a legal show or informative talk show on cyber | |Knowledge of federal, state, and local laws as well as criminal, | |
|bullying. | |civil, constitutional, juvenile, and school law. | |
|Students will research cyber bullying using a newspaper, | |Overall level of comprehension of legal terminology. | |
|periodical, or on-line source and report on the cyber bullying | | | |
|using Current Events Report Form. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Teacher will define the below terminology: | |
|Cyber bullying: The use of the Internet through electronic mail, social networking or any other type of mobile device that allows users to send | |
|images and/or text with the intention of hurtful, humiliating, threatening or embarrassing content towards another individual. | |
|Social networking: Consist of individuals joined by friendship or particular issues that communicate. The communication could be through the use | |
|of Internet sources or mobile devices. | |
| | |
|Teacher and students will have class discussions on the below issues: | |
|Effects of cyber bullying versus bullying. | |
|Steps high school students could perform to prevent cyber bullying and bullying. | |
|How the use of the Internet through electronic mail, social networks, and mobile devices play a role in cyber bullying and affecting others. | |
|Why the use of the Internet through electronic mail, social networks, and mobile devices should always include: courtesy, kindness, compassion, | |
|values, respect, integrity, and an anti-violent mindset. | |
|How organizations are being formed to prevent, assist, and educate on cyber bullying. | |
| | |
|Students will research one of the following topics using a newspaper, periodical, or on-line source: | |
|What states have laws to prevent cyber bullying? | |
|Should there be federal laws to prevent cyber bullying? | |
|Have there been any criminal cases involving cyber bullying? | |
| | |
|Students will use summary guidelines that include the following rules when summarizing material. | |
|Make sure you understand the text and develop a theme. | |
|Ask yourself the following questions: Who? What? When? Where? Why? How? | |
|Collapse lists/paragraphs and get rid of unnecessary details. | |
|DO NOT PLAGIARIZE YOUR SUMMARY! | |
| | |
|Students will read and summarize the article and complete the Current Events Report sheet (SEE ATTACHED). | |
|Students complete the opinion portion of the Current Events Report sheet and try to include any of the following content: School policy, Social | |
|networks, Organizations. | |
| | |
|FOLLOW UP ACTIVITY | |
|Students will be broken up into groups to share articles on cyber bullying. Groups will develop a list of terms related to the following areas for| |
|a future informational bulletin board project. | |
|Cyber bullying--For example: courtesy, kindness, compassion, values, respect, integrity, anti-violence. | |
|Legal terms--For example: felony, misdemeanor. | |
|Technology terms--For example: specific social networks, types of mobile devices, lingo used to describe communication via electronic devices. | |
| | |
| | |
| | |
| | |
| | |
|Name _____________________________________ Due Date________ Period______ | |
| | |
|Current Events Report Form | |
| | |
|Using a newspaper, periodical, or on-line source, you must review ONE article dealing with a federal, state, or local law. The article must be | |
|U.S. LAW only. It will not be accepted or permitted to be redone if the article does not deal with U.S. law. | |
| | |
| | |
| | |
|Name of Source: | |
| | |
|2 pts. | |
| | |
|Date of Article: | |
| | |
|2 pts. | |
| | |
|Name of Reporter: | |
| | |
|2 pts. | |
| | |
|Title of Article: | |
| | |
|2 pts. | |
| | |
|Law discussed in article: | |
| | |
|2 pts. | |
| | |
|Article is attached to this form: | |
|Yes____ | |
|20 pts. | |
| | |
|Highlight key points in article | |
|Yes____ No______ | |
|5 pts. | |
| | |
| | |
|LIST ALL LEGAL KEYWORDS IN THE ARTICLE: (5 pts.) | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|SUMMARIZE THE ARTICLE: (The summary must be a minimum of FIVE sentences. Clearly identify in your summary where, when, who, what, why, how and | |
|the outcome of what is described in the article). DO NOT COPY THE ARTICLE WORD FOR WORD! (50 pts.) | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|WHAT IS YOUR OPINION AND/OR REACTION TO THE ARTICLE? Specifically state how this article encouraged or lacked courtesy, kindness, compassion, | |
|and/or respect towards others. Clearly explain how you feel about the situation described in the article-Do you agree/disagree? What would you do| |
|differently? What do you think the outcome should be? This must be a minimum of THREE sentences. (10 pts.) | |
| | |
| | |
| | |
| | |
| | |
|Stage 1—Desired Results |
|Quarterly Theme: | |
|Service Project | |
|Subject Area: | |
|Business/Social Students Education | |
|Law sequence | |
| | |
|Content Standard(s): | |
|Career Development and Occupational Studies | |
|Standards 1, 2, and 3a | |
|English Language Arts | |
|Standards 1, 3, and 4 | |
|Mathematics, Science, and Technology | |
|Standards 2 and 7 | |
| | |
|The Arts | |
|Standard 1 | |
| | |
|Social Studies | |
|Standards 1 and 5 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Primary Essential Questions as related to the goals of Rachel’s | |
|Our justice system provides equal justice for all. | |Challenge: | |
|The significance of the symbol of justice image and how it | |How can my kindness and compassion influence others? | |
|represents values, integrity, and compassion in society. | |What can I do to make a positive impact? | |
|The motto “Equal justice under law” is a phrase engraved on the| |Subject Specific Essential Questions as related to curriculum goals: | |
|front of the United States Supreme Court building. | |How can one bad decision have legal ramifications, affect my future, | |
| | |and impact others? | |
| | |What symbolism and/or mottos are used in our legal system to reinforce| |
| | |positive character building? | |
| | |How can you develop a network of legal sources through community | |
| | |involvement? | |
|Student will know… |Students will be able to… | |
|Why developing a network of legal sources are essential in developing |Identify why laws are essential in society. | |
|character, as well as expanding legal knowledge. |Obtain images of the symbol of justice, US Supreme Court building, and| |
|How our legal system provides awareness of human rights through laws, |other prominent individuals in the legal profession. | |
|mottos, and symbolism. |Obtain images of our local community members in a legal profession. | |
|A broad range of legal terminology and how to use on-line sources to define |Develop questions on ethics for the legal guest speaker bureau. | |
|unknown legal terms. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will develop questions for the legal guest speaker | |Observation of student work in progress. | |
|bureau and compile responses to these questions. | |Level of participation during legal guest speakers. | |
|Students will develop a gallery of images that represent our | | | |
|legal system. | | | |
|Students will create an informational bulletin board of legal | | | |
|images, laws, and quotes to reinforce positive character. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Teacher and students will have class discussions on the following issues: | |
|Why developing an informational bulletin board is an essential way to disseminate information to others. This discussion will include: | |
|Why is it so effective to display prominent images on bulletin boards? | |
|Why pictures and quotes are worth a thousand words on bulletin boards? | |
| | |
|As a class, students will create an informational bulletin board. This board will include: | |
|A banner with a slogan to tie together the theme of the informational bulletin board. | |
|Images of law related guest speakers. | |
|Images of law related field trips. | |
|Images that represent our legal/justice system, for example, the symbol of justice and the US Supreme Court building. | |
|Images of students/faculty/administrators with quotes regarding the topics covered throughout the course on legal ramifications of bad decisions. | |
|Images of prominent legal professionals with quotes developed by students to display with the images on legal ramifications of bad decisions. | |
|Current event articles on the topics covered throughout the course. | |
|Key terms to represent the concepts of character development, self esteem, self awareness, manners, courtesy, kindness, compassion, values, | |
|respect, bullying, integrity, empathy, and anti-violence. | |
| | |
|Throughout the course students will take digital images of legal guest speakers and of a law related field trip. For example, a field trip to a | |
|local court. | |
| | |
|Throughout the course, students will develop questions to pose to legal guest speakers in order to gain knowledge and quotes to display on an | |
|informational bulletin board. | |
| | |
|Students will gather what they deem to be the most relevant information from previous units for use to be displayed on the informational bulletin | |
|board. Suggestions: | |
|Mandating manners: | |
|Policy/laws developed by class. | |
|States that have or would like to mandate manners | |
|School policy on mandating manners—which could include student, faculty, and administrative interviews. | |
|Criminal/Civil current event articles. Display key terms that were lacking in these situations and lead to criminal activity or civil action. Key| |
|terms will be displayed along side the current events. Terms or phrases that students develop should contain the common theme of: character | |
|development, self esteem, self awareness, manners, courtesy, kindness, compassion, values, respect, bullying, integrity, empathy, and | |
|anti-violence. | |
|Cyber bullying: | |
|Definition | |
|Interview quotes from students, faculty, administrators, and legal guest speakers on preventative measures against cyber bullying. | |
|Social networks-preventative measure being taken to avoid such activity. | |
|Steps high school students could perform to prevent cyber bullying. | |
|Organizations to prevent this activity. | |
|Stage 1—Desired Results |
| | |
|Quarterly Theme: | |
|Compassion, Kindness, Respect, and Empathy | |
|Subject Area: | |
|Business Education – Business Management Class | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|Career Development and Occupational Studies: | |
|Standards 2 and 3a | |
|Mathematics, Science, and Technology: | |
|Standard 2 | |
|English Language Arts: | |
|Standard 4 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Primary Essential Questions as related to the goals of Rachel’s Challenge: | |
|Managers can utilize many personality styles to convey their | |What do the terms compassion, kindness, respect, and empathy mean to me?| |
|wishes. | |What are some ways individuals can demonstrate kindness, compassion, and | |
|Not all managers are good ones. | |respect. | |
|Many elements are involved in developing a successful management | |Why are people sometimes not compassionate, respectful, or kind to others? | |
|style. | |Subject Specific Essential Questions as related to curriculum goals: | |
|Employees have options and choices if a manager is treating them | |What qualities make a good manager/boss? | |
|unfairly in the workplace. | |How do compassion, kindness and respect impact the workplace? | |
|There can be severe consequences for either employees or managers| |What are the 4 functions of management? | |
|if they do not demonstrate compassion, kindness, and respect in | |What are the 2 theories of management? | |
|the workplace. | |What are the 3 major management styles and how do they impact | |
|Different workplace situations may require the use of varied | |employer-employee relations? | |
|management styles in order to create a cohesive work environment.| |Why are some managers effective, while others are ineffective? | |
|Managers have a moral duty to their employees and should be kind,| |What are the benefits of a pleasant and productive working environment? | |
|respectful, and compassionate when the situation warrants, thus | |How can communication be used in order to build kindness, compassion, and | |
|fostering a positive working environment. | |respect between co-workers and managers? | |
|Teamwork is a key ingredient to a cohesive working environment. | | | |
|Many countries use different styles of management due to their | | | |
|culture and specific needs. | | | |
|Respect is a “two-way” street and is considered a key element | | | |
|when designing a successful management style. | | | |
|Student will know… |Students will be able to… | |
|How their personality influences the type of employee and/or manager they are |Identify their personal style of management. | |
|(will be). |Outline the 4 functions of management. | |
|The differences between the major types of management trends and styles. |Differentiate between the 2 types of management theories (X and Y). | |
|The important role that compassion, kindness, and respect play in the |Define and identify each of the 4 management styles (Power, Routine, | |
|workplace. |Achievement, and Situational). | |
|How to identify proper workplace behavior. |Analyze the role that compassion, kindness, and respect play in management.| |
|What qualities make a good manager. |Compose a letter of advice to an employee that is dealing with a “bad | |
|When better communication needs to be focused on in order to create a more |boss”. | |
|pleasant working environment. |Create an ideal boss by utilizing the internet and PowerPoint. | |
| |Present the “Perfect Boss” presentation utilizing appropriate communication| |
| |and technological skills. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will take a test on the terms and concepts involved in | |Level of participation during classroom discussions and cooperative | |
|this unit of study. | |learning activities. | |
|Students will analyze scenarios involving good/bad boss behavior and | |Quality and comprehensiveness of notes taken during class. | |
|identify the role compassion, kindness, and respect played in the | |Feedback and critical analysis worksheet that the students complete | |
|outcome of the scenarios. | |evaluating their peers’ presentations. | |
|Students will write a letter of advice to an employee that is dealing| |Overall level of comprehension of these topics studied as demonstrated | |
|with a “bad boss” by utilizing their knowledge of the management | |through the students’ choosing articles that focus on these topics for | |
|styles. | |their current events homework (4 are required, students will need to | |
|Students will create a PowerPoint Presentation outlining their vision| |have 2 specific to this topic – students will have prior knowledge of | |
|of what a “Perfect Boss” should be. | |how to complete these homework assignments). | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be introduced to the topic by taking an on-line “management personality test” that will outline what category their style of management| |
|falls into. Students will discuss the outcomes of their results and analyze whether or not these types of tests are accurate or do other factors | |
|contribute to the way one manages people and demonstrates kindness, compassion, and respect (many are available via the internet). | |
|The students will be shown a PowerPoint presentation outlining the major terms, concepts, and examples illustrated in this unit and will take notes | |
|during this time. Throughout the note taking process the class will discuss the topics covered for understanding and analysis (first half of the notes| |
|will be given). | |
|Students will play a game called “Real or Homemade”. In this game the students will be presented with a series of short scenarios involving good/bad | |
|bosses and must analyze whether or not the boss’ behavior is real or homemade. A discussion of the boss’ behavior will ensue with an emphasis on the | |
|qualities of compassion, kindness, and respect. | |
|Students will complete taking notes on the topic. | |
|Students will work in groups and take on the role of advice columnist. Each group will be given a letter regarding a boss that lacks compassion, | |
|kindness and/or respect. The students will create a response to the letter they received where they will provide advice to the employee on how to | |
|handle their boss’ behavior. The class will share their letters and responses and a discussion of the outcomes will follow. | |
|The students will take a test on the terms and concepts presented in this unit. | |
|Each student will create a PowerPoint Presentation that outlines and describes their “Perfect Boss”. The students will utilize the internet to | |
|research famous people they would use the personality/traits of to build their “Perfect Boss” (think of it like making Frankenstein – all different | |
|parts to create one “perfect” being). Upon completion of their presentations the students will share their bosses and discuss/defend the choices they | |
|made. ***PLEASE NOTE: Students will have gained knowledge of PowerPoint and the art of effective presentations during prior lessons. Teacher will also| |
|show students a sample of her perfect boss as a guide. | |
|During the presentations the students will complete a worksheet where they analyze their peers’ presentations. | |
|A final class discussion with a focus on the importance of compassion, kindness, and respect in business will close this unit of study. | |
|Stage 1—Desired Results |
| | |
|Quarterly Theme: | |
|Integrity, Bullying, and Anti-Violence | |
|Subject Area: | |
|Business Education – Business Management Class | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|Career Development and Occupational Studies: | |
|Standards 1, 2 and 3a | |
|Mathematics, Science, and Technology: | |
|Standard 2 | |
|English Language Arts: | |
|Standards 1, 3 and 4 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Primary Essential Questions as related to the goals of Rachel’s | |
|Integrity is a trait to be valued and upheld in society. | |Challenge: | |
|Bullying encompasses the topics of discrimination, harassment, | |What do the terms integrity, conflict resolution, and bullying mean to| |
|and stereotyping. | |me? | |
|Bullying does not just occur on the playground or in school, | |What is a bully? | |
|but can occur in the workplace as well. | |Is violence the only way to resolve conflict? | |
|Bullying can be stopped through non-violent means and positive | |Do good people do bad things? | |
|conflict resolution. | |How can differences be resolved peacefully? | |
|There can be severe and life altering consequences regarding | |Subject Specific Essential Questions as related to curriculum goals: | |
|the ramifications of bullying and violent behavior. | |How is bullying related to workplace discrimination and harassment? | |
|Corporations are obligated by law to protect employees from | |What are the types of workplace bullying and how is it identified? | |
|bullying. | |How does school bullying compare to corporate/workplace bullying? | |
|Each year Corporations spend millions of dollars fighting | |How are a Corporation’s image and culture impacted by a lack of | |
|lawsuits involving workplace bullying. | |employee integrity, bullying, discrimination, and violence? | |
|Throughout the history of Corporate America, a lack of | |What are the ramifications of bullying someone at work? | |
|integrity, bullying, and violence has shaped workplace culture | |What steps should you take to stop workplace bullying? | |
|and impacted how people view their place in Corporate America. | |What are some non-violent approaches to conflict resolution? | |
| | | | |
| | | | |
|Student will know… |Students will be able to… | |
|The differences between the types of workplace bullying. |Define the terms corporate culture, integrity, conflict resolution, | |
|The history and culture behind workplace bullying. |bullying, discrimination, harassment, and equal treatment. | |
|The types of laws involving harassment and discrimination in the workplace. |Outline the types of workplace bullying and identify the key | |
|How to tell if they are being bullied and/or discriminated against in the |indicators of “bully behavior”. | |
|workplace. |Analyze why people are bullied and why people bully at work. | |
|The steps involved in filing a complaint with the EEOC if they feel they are|Discuss the role integrity plays in workplace bullying and the impact | |
|being bullied, harassed, and/or discriminated against. |personal actions have on corporate culture. | |
|The methods of conflict resolution. |Evaluate the consequences and ramifications of workplace bullying and | |
|The history and key players in the foundation of workplace/corporate |workplace violence. | |
|culture. |Discuss and outline anti-violence and conflict resolution strategies. | |
|How to pick and choose rules that create a cohesive and realistic corporate |Examine a variety of workplace bullying, harassment, and | |
|culture. |discrimination case studies, discuss outcomes, and compile suggestions| |
| |for conflict resolution. | |
| |Research the corporate culture of a successful corporation and | |
| |summarize the major components of that culture. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will take 1 quiz and 1 test on the terms and concepts | |Level of participation during classroom discussions. | |
|involved in this unit of study and the scenarios presented in | |Quality and comprehensiveness of notes taken during class. | |
|the film they watched on this topic. | |Teamwork and leadership demonstrated during group projects (i.e. case | |
|Students will analyze case studies involving workplace bullying,| |studies). | |
|harassment, and discrimination and create solutions to the | |Level of attention maintained during viewing of film and TV program. | |
|issues presented in the cases. | |Overall level of comprehension of the topics studied, as demonstrated | |
|Students will answer questions based on the material presented | |through the students’ choosing articles that focus on these topics for| |
|in a TV program outlining the corporate culture of a major | |their current event homework assignments (4 a quarter are required, | |
|corporation. | |for this unit 2 of these articles must be related to this topic). | |
|Students will research and compile a report outlining the | | | |
|culture of a major corporation. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will work in teams to complete a series of questions regarding the differences between people. The activity will center on the students | |
|having 1 minute to name “famous” individuals that fall into various cultural groups that impacted society over the course of their lifetime. As | |
|the students progresses through the activity they should start to see a pattern of discrimination and stereotyping occurring as the cultural group | |
|become more focused (for example: it is easier to name 5 white males who impacted history versus 5 Hispanic women who impacted history). Once the | |
|activity is completed the students will discuss their feelings regarding the activity and why some groups were harder to name than others. The | |
|idea that discrimination is a form of bullying will be highlighted. The terms discrimination, harassment, stereotyping, integrity, and bullying | |
|will be introduced. | |
|The students will be shown a PowerPoint presentation outlining the major terms, concepts, and examples illustrated in this unit and will take notes| |
|during this time. Throughout the note taking process the class will discuss the topics covered for understanding and analysis. | |
|The students will take a quiz on the terms presented so far in this unit. | |
|The teacher will ask for student volunteers to perform workplace bullying scenarios for the class. After each scenario the class will comment on | |
|the outcomes of the scenario and discuss the ramifications of the participants’ actions. This will act as a review of the unit’s terms and will | |
|reinforce the material covered so far in the unit of study. | |
|In order to further connect with the students on a contemporary level, the students will watch a major motion picture that explores the topic(s) of| |
|discrimination, harassment, workplace violence, and/or bullying and will discuss the scenarios presented during the showing of the film. Some film| |
|suggestions are “9 to 5”, “The Associate”, “Against the Ropes” or “Office Space”. The students will discuss the incidents and outcomes of the | |
|scenarios presented. | |
|Students will take a test on the terms and concepts (including the film) presented in this unit. | |
|The class will continue to discuss the term “culture” and will analyze the idea that each corporation like a family or country has its own unique | |
|background and how the customs and tradition of the company shapes its environment. After the discussion of what influences culture, the students | |
|will watch a short program that outlines a corporate culture of a major company such as Google, Starbucks, McDonalds, or Wal-Mart. The program | |
|should outline how the company handles issues involving integrity, bullying, and violence. After the program is shown, the students will work in | |
|teams to answer a series of questions regarding the concepts presented in the program. | |
|The students will be broken into random groups and will utilize the internet to research a major corporation’s corporate culture that is a model of| |
|excellence. After completing their research, the students will create a PowerPoint presentation which outlines the corporation’s views including | |
|employee relations, tolerance, workplace bullying, conflict resolution, customer relations, and environmental policies (the topic of corporations | |
|as environmental “bullies” will also be touched up in the unit of study). The students will present their PowerPoint presentations to the class | |
|and each member of the class will complete a feedback form outlining their opinions of the presentations. ***PLEASE NOTE: Students will have | |
|gained knowledge of PowerPoint and the art of effective presentations during prior lessons. | |
|A final class discussion of the topic will close the unit of study. | |
|Stage 1—Desired Results |
| | |
|Quarterly Theme: | |
|Self Awareness (Reflection) | |
|Subject Area: | |
|Business Education – Business Management Class | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|Career Development and Occupational Studies: | |
|Standards 2 and 3a | |
|English Language Arts: | |
|Standard 3 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Primary Essential Questions as related to the goals of Rachel’s | |
|A person’s morals and values are different from business ethics| |Challenge: | |
|and may often conflict with one another. | |What do the terms values, morals, courtesy, and manners mean to me? | |
|There are many “sides” to an issue and it may be difficult to | |How do my personal beliefs influence the world around me? | |
|always distinguish between what is right and wrong. | |Why do individuals have different value systems? | |
|Businesses set rules and guidelines for their employees to | |Subject Specific Essential Questions as related to curriculum goals: | |
|follow based on the values and goals the corporation deems | |What are business ethics? | |
|important. | |What is the “grey area” of ethics? | |
|Courtesy and manners are key elements in business. | |What 3 questions should be asked when faced with an ethical issue? | |
|Different countries have their own unique culture and set of | |Why are manners and courtesy essential elements in business? | |
|rules regarding manners and must be respected in order to | |What are the rules of business etiquette? | |
|maintain good relations. | | | |
|Student will know… |Students will be able to… | |
|The difference between morals and ethics. |Define the terms values, moral, ethics, business ethics, grey area, | |
|The value of courtesy in the workplace and the general rules governing |courtesy, and manners and outline their importance. | |
|proper etiquette in the workplace. |Outline the 3 questions that should be asked when faced with an ethical | |
|What questions to ask themselves when faced with an ethical issue. |dilemma. | |
|The reason why companies create and need a code of ethical behavior for |Identify the grey area of ethics and provide examples that explains this| |
|their employees. |concept. | |
| |Analyze why courtesy and manners are crucial to the success of business | |
| |dealings. | |
| |Create a code of conduct for a business. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will take a test on the terms and concepts presented in| |Level of participation during classroom discussions and cooperative | |
|this unit. | |learning activities (especially during the viewing of the film). | |
|Students will create a code of conduct for a “mock” corporation | |Quality and comprehensiveness of notes taken during class. | |
|outlining their code of ethics and include a section on manners | |Teamwork and leadership demonstrated during group projects. | |
|when dealing with International Business. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be given a series of short ethical vignettes involving business situations and they must rank the scenarios individually from least | |
|ethical to most ethical and rationalize their choices. The students will then be randomly put in teams and the whole team must decide the ethical | |
|ranking for each vignette. The class will discuss their ethical rankings as an | |
|introduction to the idea of the “grey area” of ethics and the importance of ethical decision making. | |
|The students will be shown a PowerPoint presentation outlining the terms, concepts, and examples from this unit and will take notes during this | |
|time. | |
|The students will watch a movie that explores business ethics. Some film suggestions are “Secret of my Success”, “Pursuit of Happiness”, Boiler | |
|Room”, or “A Civil Action”. At the highpoint of the ethical issue in the film, the teacher will stop the film and the students will be asked to | |
|step into the main “character‘s shoes” and write down what they would do if they were that character. The students will share their ideas and then | |
|complete watching the film and analyze how close their actions were to the character’s actions. | |
|Students will take a test on the terms and concepts presented in this unit. | |
|Working in teams, student groups will create a “Code of Conduct” for a mock corporation including a section on manners (the students will be given | |
|an outline of the Corporation’s background). The group will create their code utilizing MS Publisher’s Brochure Templates. Each group will present| |
|their “Code of Conduct” and a discussion of the codes will follow. ***Please note: students will have gained knowledge of Publisher during prior | |
|lessons. | |
|Stage 1—Desired Results |
| | |
|Quarterly Theme: | |
|Service Project (Day of Kindness) | |
|Subject Area: | |
|Business Education – Business Management Class | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|Career Development and Occupational Studies: | |
|Standards 2 and 3a | |
|Mathematics, Science, and Technology: | |
|Standards 2 and 5 | |
|English Language Arts: | |
|Standards 1 and 4 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Primary Essential Questions as related to the goals of Rachel’s | |
|Their actions can and do make a difference in the world. | |Challenge: | |
|Community projects have fuelled positive changes throughout | |How can my kindness and compassion influence others? | |
|history. | |What can I do to make a positive impact? | |
|Grassroots marketing campaigns can be successful if handled | |Subject Specific Essential Questions as related to curriculum goals: | |
|with integrity and purpose. | |Do all service projects need to be “large” in scope in order to be deemed | |
|Fundraising entails planning, teamwork, and communication | |successful? | |
|between team members and the community. | |What is grassroots marketing? | |
|Receiving donations is very difficult and must be done in a | |How can you raise money and/or receive donated materials to support an event?| |
|courteous manner and follow a clearly outlined sales plan. | |What are the steps to effective communication between team members? | |
| | |Why and how can one person make a difference? | |
|Student will know… |Students will be able to… | |
|How to raise awareness for their community project. |Define and provide examples of grassroots marketing. | |
|Why connecting with the community is vital to a grassroots project. |Evaluate what would assist in fostering the goals of Rachel’s Challenge and | |
|That knowing themselves is a key to better helping others. |outline how the class can raise money to purchase this item (some ideas are | |
|That leading by example is one of the best ways to lead a group. |banners, trees to plant, t-shirts, guest speaker, workshop etc.). | |
|Why leaders and workers are both needed in order for undertakings to reap |Demonstrate professional selling skills. | |
|rewards. |Prepare promotional documents for distribution in the school advertising the | |
|Why other groups have failed/succeeded at tasks and how analyzing these |students’ sale. | |
|examples will assist them in reevaluating their goals and decisions. |Utilize effective communication skills and manners in order to successfully | |
| |build a cohesive team that works toward a common goal. | |
| |Conduct a sale of goods and raise money for a charitable cause. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will create items for sale (for example a cookie | |Level of participation and teamwork shown during classroom discussions | |
|product). | |including brainstorming activities. | |
|Students will create promotional material for their sale (ex. | |Quality and comprehensiveness of notes taken during class. | |
|Flyers, event program, banners, donation letter etc.). | |Overall level of dedication, ethics and professionalism during the sales | |
|Students will attempt to raise funds by selling their sales | |process. | |
|item(s). | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be asked how they can make a difference in the world as active members of society and business. They will discuss examples of community | |
|projects. | |
|Students will have gained knowledge of event planning and working with teams and Project Managers during prior lessons. For their final challenge, the | |
|students will sell their items in teams and attempt to raise money for a project that will continue to support the goals of Rachel’s Challenge. The | |
|students will brainstorm ideas for their cookie sale and a class vote will take place regarding what project they will raise money for such as a banner, | |
|trees to be planted at school, t-shirts, speakers etc. | |
|The students will prepare promotional materials for their project including decorating their sales item and creating advertisements promoting the sale and| |
|what project the money is funding. | |
|Students will sell the item over a 3 day period and meet each day with their team to review the sales progress and revise any sales/promotional materials.| |
|After the project is completed the students will discuss the outcomes of the project in a period of feedback and reflection. The students will complete a| |
|worksheet analyzing the project as a whole as well as their specific role and what was successful and what could be improved upon. | |
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President Barack Obama’s Inauguration, 2009
tag/print-edition/
MOVIE NOTES…
REFLECTION: How did the actions of the students (history) impact society today?
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GOAL #3:
GOAL#2:
GOAL #1:
GOAL #3:
GOAL#2:
GOAL #1:
STRATEGIES TO REACH MY GOALS…
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What are your interests? What do you like to do in your spare time?
What are your interests? What do you like to do in your spare time?
After going on and completing the volunteer search project, what were your results? Where would be a good place for you to volunteer? Do you think this is something that will interest you? Why or why not?
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