Marking+Period+3

UNIT 1 - IDENTITY


 * "I AM ....."**
 * 5/6/11**
 * Agenda: "I am" Narrative - Students brainstorm on "I am project"**
 * Check-In -** What defines us as global citizens?
 * SWBAT:** //understand individual characteristics, qualities, and aspect of all people, reflect on themselves as a person, utilize technology to express personal qualities.//

- Discuss Check In - Brainstorm "I am" on your class journal - Describe how you see yourself (i.e - how you fit in the world), OR write your obituary Options: Bullet List, Wordle, free-write - Share Out - Outline for Project
 * Activities:**


 * 5/9/11**
 * Agenda:** Students begin to express individual identity through 21st Century Technology
 * Check-In:** Create a new page on your wikspace titled **"I am"** and add the page to your navigation (sidebar)
 * SWBAT:** utilize 21st Century GeoApps to timeline their lives; embed geo map to a website

- Paste Friday's brainstorm activity (Wordle, Narrative, or Obituary) onto your new **"I am Page"**
 * Activities:**
 * Be sure to title the work (ex - __Brainstorming__**

- Introduction to Google Maps (abilities, uses, etc.)
 * Log into Google Accounts & go to maps.google.com
 * Click on "My Maps" & "Create New Map" & "Edit"
 * Blue Balloon Marks the Spot!
 * Type location to search - "Save to Maps"
 * Click Edit to make it your own
 * Rich text - links, images, video, etc

Days Assignment: - List 5-10 "Balloons" that timeline your life from Birth to Now

**5/10/11** **Agenda:** Students continue to display identity through 21st Century Technology **Check-In:** Log into your Google account and open maps.google.com **SWBAT:** utilize 21st Century GeoApps to demonstrate how experiences shaped their lives; embed geo map to a website

**Activities:** //Days Assignment:// - List 5-10 "Balloons" on locations that display where experiences happened that shaped your lives - Each of the "Balloons" from yesterday and today should include a description and/or an image/hyperlink * In the description, label each "balloon" either **location** or **experience**

**REMINDER** **- Incomplete work from yesterday must be done for HW - begin todays required work** **- Your choices for timeline locations & experience "balloons" must shape your IDENTITY - i.e - be able to explain with relevance**

- Check Miano's Sample Map - click here

**Exit Pass:** Students share their maps with a near partner. Think-Pair-Share - discuss and critique each others work.

**5/11 & 5/12** **Agenda:** Complete "I am" Map (50 pts.) **Check-In:** Review Task Rubric **SWBAT:** utilize GeoApps to timeline their lives & identity; embed geo map to a website; understand use of rubric

**Activities:** - Review Rubric - click here //Days Assignment:// Complete Requirements for Google Map in accordance to rubric Begin Google Doc work according to Rubric

**Exit Pass:** Students share their maps with a near partner. Think-Pair-Share - discuss and critique each others work.

**5/13** **Agenda:** Social Media Friday **Check-In:** Should there be forms of monitoring over social media? Why or why not? Explain (class journal) **SWBAT:** generate main idea from reference articles, formulate and argue opinions, discuss arguments

**Activities:** Students will read 3 of the 5 articles below. On your class journal, write a brief summary of incidents, facts, thoughts and your reaction to the article. Be sure to tie it into the check in. Article 1 Article 2 Article 3 Article 5 Article 4

**5/16** **Agenda:** Students Submit "I am" Project **Check-In:** 1 - Click on the link below to submit each portion of your project: - Form for "I am" Map - Form for Google Doc 2 - Embed your map onto your class journal page (on Google Map, click link and copy embed code)

**SWBAT:** Embed GeoMap onto webpage, utilize collaborative online forms to share work, peer grade projects using rubric

**Activities:** - Complete Check-In procedures to submit projects - Distribute peer grade order - 1st grades last, last grades 1st, etc. - Post results on class discussion page **Agenda:** Part II, Awareness **Check-In:** 1 - Embed your "I am" map onto your project "I am" page 2 - on your "I am" page, complete the following brainstorm activity: In a short, free-write, explain how the quote below speaks to you as a person (not an agree or disagree) //"Imagination is the beginning of creation. High school students who are encouraged use and develop their imaginations with creative thinking activities are likely to be more innovative in all aspects of their current and future lives."//
 * subject is the student name of who you are grading
 * you can copy/paste the rubric or write a narrative
 * 5/23**

**SWBAT:** Identify Historical Figures & Relevances, Discuss specific values/characteristics, become introduced to the meaning of social awareness

**Activities:** - Complete Check-In & Discuss - Review components of "Part II - Awareness" - Review Task 1 - "Solving the Present with the Past" - Choose //at least// 3 historical figures using the resources below. (Choose based on your desire to learn about that person) - On your project "I am" page, answer the following questions as **each** of the 3 figures you chose:
 * BBC's List of Historical Figures - click here
 * About.com's List of Famous 20th Century Figures - click here
 * What is your name and what era did I live?
 * What am I most famous for?
 * How did my "contributions" to my era effect the world we live(d) in?
 * Of all the people provided, why was I chosen from this list for this project?
 * Discuss 3-5 characteristics I possess in detail (explanation or fact) using the VALUESwebsite
 * example for Mr. Miano - "Patience" - Mr. Miano clearly possesses patience for working with our classes and teaching us despite how brilliant he is.


 * 5/24**
 * Agenda: How would your historical figures be leaders today?**
 * Check-In:** Whole-Class Discussion - Review of historical figure choices

Task:
 * Actvities:**
 * -** Review "Check-In"

Troubleshooting is the focus of this creative assignment. Each student identifies a **social problem**. These can be about feeding the hungry, reducing crime, bullying or any social concern. Then, the student will then select a **prominent figure**. The mission/tasks involved will be: 1) to write about a strategy that person might use to tackle the issue. The student considers the experiences or abilities the person brings to the problem. How would, for example, Abraham Lincoln reduce the number of homeless people on the streets? How would Michele Obama create jobs ? How would Pochahontas solve the civil wars in Africa? How would Babe Ruth solve the issues around the Gaza Strip? 2) The completed and shared essays will be the basis for creative discussion on another day. 3) **BUT** since this is global and 21st century technology we will **of course** not just rely on traditional essays to be our project. More to come.....

//For Now:// //-// In Google Docs, you will write a "essay" that reflects your characters plan to solve the issue you choose. Note, the writing can be a formal essay, research based, as if your historical figure were writing an academic paper. However, you could also write in the form of a newspaper editorial that your figure submitted, a letter addressed to the parties involved (you would need at least more then 1 for this option), or an outline (with subtitles) that represents a //step-by-step// feel.

- Writing should be 3-5 pages (or 1,000 or more words). Shhhhhhh, you'll be fine.... have fun

5/31 - CULTURE & IDENTITY Agenda: Students will identify themselves by culture, and discuss particular aspects

Identify your cultures: examples:
 * School **
 * Church **
 * Scouting **
 * Choir **
 * Family **
 * Student Union **
 * Clubs **
 * Sports **
 * Fraternities **
 * Sororities **
 * Work Force (after school job) **
 * Band or Orchestra **

On your class journal, write down the name of 3 groups you have in common. > a ) Name > b) Purposes of that group (why it is in existence) > c) The beliefs of that group > d) The "rules" of the group > e) Is membership voluntary or involuntary?

Use the following questionnaires to identify specific aspects of your culture:

Target Cultures - click here

Watch UsNow What Watch the [|UsNow documentary] See the additional resources on the [|UsNow website] [|Us Now]: A video project focusing on the power of mass collaboration, international government, & the internet
 * 6/3/11 - Social Media Friday**

**6/6/11 - Social Media Friday**
 * AGENDA:** FINAL EXAM!!!!

//**Activities:**// - **Project Purpose:** Before you graduate from CSIHSIS you will complete a Senior Capstone Project. The SCP will involve identifying and thoroughly researching a global problem, suggesting a plan for solving this problem, and taking meaningful, legitimate action. Your final exam will be a preperation for this.

This project may be a continuation of a previous project or interest (eg. Community service or academic work) or a brand new issue. The final result of this project will be a presentation to the community, an individual and personal reflection of the experience, and a reflection of your growth throughout high school towards meeting all the goals of the graduate profile. This project must involve serving, creating, or informing outside of CSI High School.

- **What is a global issue?** __**PROBLEM:**__ A global problem is a political, economical, social, or cultural issue that creates needs or conflict within a specific region or the global community as a whole. For the purposes of this project, you can focus on a issue outside of the United States.

- **What does it mean to identify solutions?** __**SOLUTION:**__ A solution to a global problem would be a sustainable plan that would eventually result in alleviating the global problem. The solution should be specific, measurable, achievable, realistic, and timely. Further, it should involve the communities that it is to serve in enacting positive change. __Raising money is not a solution to a problem.__ __Example Solutions:__
 * Increasing access to portable water
 * Decreasing carbon footprint
 * Increasing access to medications
 * Sustainable agriculture
 * Rehabilitation
 * Healthcare access
 * Education

- **How can you take action?** As the action portion, you will implement the first steps towards your imposed solution. This may include sharing information, volunteering at a grassroots or non- profit organization, creating an artistic response that can engage the community in the problem, organizing, planning, and facilitating an informational or fund- raising event, producing a PSA or informational website, developing petition or letter- writing campaigns, or an educational/ service project of your own design. For the purpose of this project your "Action" may be raising awareness

Presentation to the community (informing - the issue, information, solutions) An individual & personal reflection of the experience A reflection of your growth throughout high school towards meeting all the goals of the graduate profile
 * YOUR PROJECT IS A COMBINATION OF THE FOLLOWING:**

Use the tools you were given this year! - Prezi, Google Maps, Glogs, Wikipages, Blogs, etc.
 * Project Possibilities:**


 * Project Requirements**
 * In-Depth, factual presentation of issue - website, blog, social media page, etc (choose wisely)
 * Evidence of **Action Taking** completed
 * Reflection of this experience
 * Reflection of your growth towards meeting goals of graduate portfolio
 * Evidence of local & global sources (bibliography page)


 * PROJECT RUBRIC** - click here