Psych-Art+as+Protest


 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 1/31 || What is psychology? || Identify class goals and rules.

Make observations about how one behaves in groups. || || -Syllabus -Emergency Procedures -Compass Points activity with worksheet || Informal observations

Completed compass points worksheets || Syllabus Compass Points direction sheet and questions || 1

2 ||  || -View "Made in Pakistan" and begin worksheet || Informal observations || Student questionnaire "Made in Pakistan" film and worksheet || 3 ||  ||
 * 2/1 || What is psychology? || Explain how U.S. culture is both similar and different from culture in other countries || Psy-VC-2.2a || -Complete student questionnaire.
 * 2/2 || What is psychology? || Explain how U.S. culture is both similar and different from culture in other countries.

Define Psychology. || Psy-VC-2.2a

W.11-12.2

RST.11-12.4 || -Journal on what is psychology -Discuss what makes a paragraph use journal checklist to self-assess -Discuss film worksheet -Present compass points activity -Begin What is Psychology 1.1 || Informal observations

-completed journal entry and checklist

-Completed questionnaire and film worksheet

-Recorded notes || Journal entry self-assessment worksheet

What is psychology 1.1 reading || 3

1 ||  ||
 * 2/6 || What is psychology? || Define Psychology.

Identify reasons to study psychology.

List the different subfields of psychology.

Explain the difference between a psychologist and a psychiatrist. ||

Psy-VC-2.2a RST.11-12.2

Psy-IA-2.1a

Psy-IA-2.1c

RST.11-12.4 || -Write a question for the director -Set two goals for journaling -Vote on a test day -Discuss questions -Go over Journal Rubric -Finish What is Psychology 1.1 readings -Participate in Lab #1 - First impressions -Read "Why study psychology" 1.2 and "Career opportunities in psychology" 1.5 and others || Informal observations

-completed lab worksheet

-Recorded notes || Journal Rubrics

Why study psychology 1.2. reading

Career opportunities in psychology 1.5 and other sources || 1 ||  ||
 * 2/7 || What is psychology? || Explain how U.S. culture is both similar and different from culture in other countries. || Psy-VC-2.2a || -Guest speaker: Director of "Made in Pakistan" || Informal observations || Location for both classes to hear guest speaker || 1 ||  ||
 * 2/8 || What is psychology? || Identify parts of an experiment such as variables, groups, samples, and research strategies

Describe the evolution of psychology from its roots. || Psy-IA-3.1

Psy-IA-6.1 || -Read/ Notes on parts of experiments -Group timeline work 1. Create a timeline spaced appropriately of the starred events 2. All members must be participating at all times 3. Include a picture symbolizing how this event has had an impact on present-day psychology 4. Members of the group will be randomly-chosen to present parts of the timeline to the class -Present timelines || Informal observations

Completed timelines and presentations || Reading on Experimental Research

Timelines of history of psychology

Blank paper and crayons/markers || 1 ||  ||
 * 2/9 || What is psychology? || Write arguments focused on discipline-specific content.

Write routinely over shorter time-frames for a range of discipline-specific tasks, purposes, and audience.

dentify historical examples of research that may have departed from contemporary ethical standards.

Follow steps to complete first homework. || WHST.11-12.1

WHST.11-12.10

Psy-IA-5.1b

RST.11-12.2 || -list two rules that psychologists should follow -APA’s ethical principle reading/notes -Group examination of unethical experiments: All members should be ready to present but you may have a scribe with neat hand-writing. 1. Briefly describe the experiment. 2. What is unethical about the experiment? 3. What basic principle(s) is it breaking? -Present experiments to the class -Go over how to do homework assignment -Do first homework assignment together in class. || Informal observations

Group Presentations || Handout of ethical principles

Handouts on most unethical experiments

Homework directions

Computer lab access || 1 ||  ||
 * 2/10 || What is psychology? || Describe the biological perspective. || Psy-IA-6.1

RST.11-12.2

RST.11-124 || -Provide test study guide -Watch “Secrets of the Mind” Film and record the problem each individual has, and how the person is helped -Journal entry – What approach was used by the psychologists to understand/help with the problems? How well did the film do at presenting the way the psychologists were working? || Informal observations || -Test study guides -Copy of film || 1 3. ||  ||
 * 2/13 || What is psychology? || Describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, evolutionary, and psychodynamic perspectives.

Identify parts of an experiment such as variables, groups, samples, and research strategies || Psy-IA-1.1

Psy-IA-3.1

RST.11-12.4 || -perspectives powerpoint -Create your own experiment assignment assigned -time to work on experiment || Informal observations

Completed blanks in Powerpoint || Copies of PowerPoint

Copies of Experiment project || 1 ||  ||
 * 2/14 || What is psychology || Describe psychodynamic perspective.

Apply psychodynamic perspective to a literary work. || Psy-IA-1.1

RST.11-12.4 || -time to work on experiment -Description of id, ego, and superego and how it can be use on a literary work -Watch "Cat in the hat" -Complete psychoanalysis sheet || Informal observations

Completed psychoanalysis worksheet || Reading on psychoanalysis

"Cat in the Hat"

Psychoanalysis worksheet || 1

4 ||  ||
 * 2/15 || What is psychology? || Give examples of using the psychodynamic perspective. || Psy-IA-1.1

RST-11-12.4 || -Journal on another psychoanalysis of literature -Discuss Cat in the Hat/Journals -Present Experiments || Informal observations ||  || 1 ||   ||
 * 2/16 || What is psychology? || Describe the cognitive perspective.

Describe strategies for improving memory based on our understanding of memory. || Psy-IA-1.1

Psy-IVB-5.2

Psy-IIC-3.1a

RST.11-12.4 || -Test #1 -Read Memory Reading up to p. 36 – In your essential notes, list and explain strategies you can use in studying from the reading -Continue presenting experiments || Informal observations || Test #1 copies

Memory reading || 1 ||  ||
 * 2/17 || What is psychology? || Write arguments focused on discipline-specific content.

Write routinely over shorter time-frames for a range of discipline-specific tasks, purposes, and audience.

Describe the cognitive perspective.

Describe strategies for improving memory based on our understanding of memory.

Describe the humanistic perspective.

Apply Maslow's theory to make predictions about meeting needs. || WHST.11-12.1

WHST.11-12.10

Psy-IA-1.1

Psy-IVB-5.2

Psy-IIC-3.1a

RST.11-12.4 || -Present remaining experiments -Present Homework -Discuss Memory strategies -Maslow’s hierarchy (humanistic perspective) -Complete Maslow’s hierarchy worksheet || Informal observations

Homework/ homework presentation || Maslow reading || 1

4 ||  ||
 * 2/27 || What is Psychology? || Describe the behaviorist perspective, including classical conditioning and operant conditioning.

Label elements in classical conditioning experiments.

Identify types of operant conditioning || Psy-IA-6.1

Psy-IVA-2.1b

Psy-IVA-3.1

RST.11-12.4 || -Mini-experiment on hand-writing -Discuss results -PowerPoint with practice example -Worksheet together with examples -Worksheet together in groups. || Informal assessments

Completed Conditioning worksheet || Hand-writing experiment questionnaire

PowerPoint Printout including worksheets || 1 ||  ||
 * 2/28 || What is psychology? || Describe the behaviorist perspective, including classical conditioning and operant conditioning.

Label elements in classical conditioning experiments.

Identify types of operant conditioning || Psy-IA-6.1

Psy-IVA-2.1b

Psy-IVA-3.1

RST.11-12.4 || -Comprehension check by comparing classical to operant -Choose topic for mental illness jigsaw later in the week -Conditioning Group work/Present -How do behaviorists describe the shaping of personality article -Begin Experiment Project || Informal observations

Quick check responses || PowerPoint Printout including worksheets || 1 ||  ||
 * 2/29 || What is psychology? || Compare the biological perspective to the sociocultural perspective using nature vs. nurture. || Psy-IA-1.1

RST.11-12.4 || -Journal on which has impacted the student's life more, nature or nurture? -Discuss responses -Readings about nature vs. nurture and discuss -Plan for debate || Informal observations || Handouts on nature vs. nurture || 2 ||  ||
 * 3/1 || What is psychology? || Compare the biological perspective to the sociocultural perspective using nature vs. nurture. || Psy-IA-1.1

RST.11-12.4 || -Experiment on attitudes to money -debate -work on experiment project || Informal observations

Debate || Money attitude survey || 2 ||  ||
 * 3/2 || What is psychology? || Write arguments focused on discipline-specific content.

Write routinely over shorter time-frames for a range of discipline-specific tasks, purposes, and audience.

Describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic perspectives. || WHST.11-12.1

WHST.11-12.10

Psy-IA-1.1

RST.11-12.4 || -Present homework -Begin cognitive perspective reading -As a group – create a poster on the six perspectives above – Each poster must have three symbols/images that help explain the perspective – all members should be working at all times (no supervising) – Must be completed by the end of class -Present Posters || Informal observations || Cognitive perspective reading

Posters || 1 2 ||  ||
 * 3/5 || What is psychology? || Describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic perspectives. || Psy-IA-1.1

RST.11-12.4 || Journal entry – In a paragraph, explain which 2 perspectives do you think are the best for studying human behavior? Explain why. -Present Posters -Finish cognitive perspective reading -Perspectives on abnormality reading -questions from reading || Informal observations || Perspectives on abnormality

Questions from reading || 1 2 ||  ||
 * 3/6 || What is psychology? || Distinguish the common characteristics of abnormal behavior.

Describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic perspectives. || Psy-VA-1.1 || List 3 rules you would have to decide whether someone’s behavior is abnormal. Objectives: -Normal vs. Abnormal Reading and notes -How APA does it – DSMIV-TR Reading -Prepare for debate on perspectives -Debate on perspectives || Informal observations || Normal vs. Abnormal Reading notes

DSMIV-TRI Reading

Debate Rules ppt || 1 2 ||  || -Go over questions from Monday -Model case study with worksheet -Work on case study || Informal observations
 * 3/8 || What is psychology? || Distinguish the common characteristics of abnormal behavior. || Psy-VA-1.1 || Turn in experiments. Define abnormal behavior in your own words in your other notes section.

Completed model case study

Completed worksheet for case study (when turned in - due Tues.) || Case Study on schizophrenia

Case study worksheet

Individualized Case study || 1 || Special Educator provided supports for lower readers ||
 * 3/9 || What is psychology? || Write arguments focused on discipline-specific content.

Write routinely over shorter time-frames for a range of discipline-specific tasks, purposes, and audience.

Cite examples of abnormal behavior. || WHST.11-12.1

WHST.11-12.10

Psy-VA-1.2 || Clear of desks for homework presentations -homework presentations -Film on Bipolar/Schizophrenic Artist || Informal observations || Case Study worksheet || 1 ||  ||
 * 3/12 || What is psychology? || Cite examples of abnormal behavior. || Psy-VA-1.2 || -Film on Bipolar/Schizophrenic Artist || Informal observations

Completed case study worksheet on film ||  || 1 ||   || -Journal Entry – In a paragraph, do you think Daniel’s condition and struggle to overcome his condition made him a better artist? Why or why not? How do you think he should have been treated (institutionalized, level of help provided to him)? Explain. -Introduce MLA paper assignment (think about topic for tomorrow) -What are the causes of mental illness? -Present Experiments || Informal observations
 * 3/13 || What is psychology? || Distinguish the common characteristics of abnormal behavior. || Psy-VA-1.2 || -Turn in case studies

Presented experiments || MLA paper guidelines

Causes of mental illness article || 2 ||  ||
 * 3/14 || Create an art of protest || Gather relevant information from multiple multiple authoritative print and digital sources, using advanced searches effectively; assess strength and limitations of each source in terms of task, purpose, audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation || WHST.11-12.8 || -Work on gathering and recording information for MLA paper || Informal observations || Online research organizer sheets

PCs || 2 ||  ||
 * 3/16 || What is psychology? || Write arguments focused on discipline-specific content.

Write routinely over shorter time-frames for a range of discipline-specific tasks, purposes, and audience.

Identify symptoms of selected categories of disorders. || WHST.11-12.1

WHST.11-12.10

VA-3.1a || -Present Homework -Reading on disorders -Present experiments || Informal observations || Homework Rubric

Disorders reading || 1 ||  || -Present Case Studies - finish film || Informal observations
 * 3/19 || What is psychology? || Identify symptoms of disorders. || VA-3.1a || -Begin film on institutionalization || Informal observations || Film || 1 ||  ||
 * 3/20 || What is psychology? || Identify symptoms of selected categories of disorders. || VA-3.1a || -Reading on Psychotic behavior

Presented Case studies || Psychotic behavior reading || 1 ||  || -Finish Film -Test Review Game || Informal observations
 * 3/21 || What is psychology? || Identify symptoms of selected categories of disorders. || VA-3.1a || -Finish presentations

Presented case studies || Test review sheets || 1 ||  || -Continue researching for paper || Informal observations
 * 3/22 || Create an art of protest || Gather relevant information from multiple multiple authoritative print and digital sources, using advanced searches effectively; assess strength and limitations of each source in terms of task, purpose, audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation || WHST.11-12.8 || -Test

Test || Copies of Test || 1

2 ||  || -Journal entry: In a paragraph, what were the symptoms of the patients and how were they treated? How do you think they should have been treated? How could this be a metaphor for things that are wrong with society? -Personality Disorders || Informal observations
 * 3/23 || What is psychology? || Identify symptoms of selected categories of disorders. || Psy-VA-3.1a || -Finish Film

Recorded symptoms in notes || Personality disorder reading || 1 ||  ||
 * 3/26 || What is psychology? || Discuss the stigma associated with abnormal behavior.

Describe major explanations for the origins of abnormality. || Psy-VA-4.2

Psy-VA-1.4 || Journal – In a paragraph, discuss how labeling behavior with names can help and/or hurt a patient seeking treatment. Explain. -Questionnaire on aggression -Group-work Rubric -Analyze the results in a group -Reading on “What personality Problems can be traced to Brain Damage or Dysfunction?” || Informal observations

Completed group-work self-assess

Presentations || Questionnaire on aggression

Groupwork rubric

Reading on “What personality Problems can be traced to Brain Damage or Dysfunction? || 1 ||  ||
 * 3/27 || What is psychology? || Describe major explanations for the origins of abnormality.

Describe effects of the presence of others on individual behavior. || Psy-VA-1.4

Psy -VC-3.1 || Journal – In a paragraph, write how you think being in a group impacts your behavior. Provide examples of how you may be different by yourself vs. in a group, and from group to group. -Finish Reading from yesterday -Questionnaire -Discuss Questionnaire results -Group Behavior Reading || Informal observations

Record a few effects of presence of others on behavior. || Questionnaire on what makes a group

Group Behavior Reading || 1 ||  || -correct Test answers -Group Reading 2 -Video clips on Group Behavior || Informal observations
 * 3/28 || What is psychology? || Describe effects of the presence of others on individual behavior || Psy -VC-3.1 || Use the psychology binders and the reading from yesterday to define the following SIX terms: trauma, epilepsy, social norms, body language, socially-oriented, task-oriented

Defined terms.

Tests || Group Behavior reading 2

Video clips of group behavior experiments || 1 ||  ||
 * 3/29 || What is psychology? || Cite examples of abnormal behavior.

Discuss the stigma associated with abnormal behavior. || Psy-VA-3.1

Psy-VA-4.2 || Begin film -Is Sam fit to be a parent? Make two columns of positive and negative behaviors you see him doing as a parent. || Informal observations

T-chart with one column titled “positive behavior” and one column “negative behavior” || Film || 1 ||  ||
 * 3/30 || What is psychology? || Write arguments focused on discipline-specific content.

Write routinely over shorter time-frames for a range of discipline-specific tasks, purposes, and audience.

Cite examples of abnormal behavior.

Discuss the stigma associated with abnormal behavior. || WHST.11-12.1

WHST.11-12.10

Psy-VA-3.1

Psy-VA-4.2 || Present Homework Continue Film -Is Sam fit to be a parent? Make two columns of positive and negative behaviors you see him doing as a parent. || Informal observations

Homework Rubric

T-chart with one column titled “positive behavior” and one column “negative behavior || Film || 1 ||  ||
 * 4/2 || What is psychology? || Write arguments focused on discipline-specific content.

Write routinely over extended time-frames (time for reflection and revision) for a range of discipline-specific tasks, purposes, and audience.

Cite examples of abnormal behavior.

Discuss the stigma associated with abnormal behavior.

Compare different theories about the use and meaning of dreams. || WHST.11-12.1

WHST.11-12.10

Psy-VA-3.1

Psy-VA-4.2

Psy-IVD-3.2 || Turn in Journals -Write a couple sentences at the bottom explaining the stigma Sam and if you think the court decisions were fair. -Discus Sam -Read Dream section -Jigsaw on additional dream readings (fill out the pyramid as a group) and be ready to teach to other groups - grade self on groupwork rubric for first part (needs 15-20 mins.) -Fill out back in new groups -Discuss as a class || Informal observations

Collected Journals

T-chart with one column titled “positive behavior” and one column “negative behavior

Completed reading sum-it-up sheets

Groupwork rubrics || Dream reading

Dream articles

Sum-it-up worksheet

Groupwork rubric || 1

3 ||  ||
 * 4/3 || What is psychology? || Explain the causes of aggression.

Explain selected psychological disorders as classified by the DSM-IV-TR. || Psy-VC-3.6

Psy-VA-3.2 || -Aggression reading -Groupwork on DSMIV-TR – Answer the following questions and be prepared to present as a group: Explain how to someone would be diagnosed for the disorder (how many and what they are looking for). Do you think this is an effective way to diagnose? Why or why not? Discuss limitations of this method. -Present groupwork -Go over MLA Paper assignment || Informal observations

Notes on aggression

Presentations on diagnosis criteria. || Aggression Reading

Excerpts from DSM-IV-TR

MLA Paper assignment materials || 1 ||  || -Students work on organizing information for paper || Informal observations || LCD Projector
 * 4/9 || Creating an art of protest || Gather relevant information from multiple multiple authoritative print and digital sources, using advanced searches effectively; assess strength and limitations of each source in terms of task, purpose, audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation || WHST.11-12.8 || -Ms, Fox introduces bubbl.us website to help organize information

Paper information packet

Personal Computers || 2 ||  ||
 * 4/10 || Creating an art of protest || Provides an accurate summary of what your topic is that makes clear relationships between details and ideas//.//

Shows why protesting is an important part of solving the problem

Explains multiple ideas for how the topic could be protested using art || RH.11-12.3

RH.11-12.7

G&C4(9-12)-2b

W.11-12.1 W.11-12.4 W.11-12.5 W.11-12.7 W.11-12.8 L.11-12.1 L.11-12.2 L.11-12.3 || -Work on graphic organizer for MLA paper || Informal observations || LCD Projector

Paper information packet

Personal Computers || 2 ||  ||
 * 4/11 || Creating an art of protest || Provides an accurate summary of what your topic is that makes clear relationships between details and ideas//.//

Shows why protesting is an important part of solving the problem

Explains multiple ideas for how the topic could be protested using art || RH.11-12.3

RH.11-12.7

G&C4(9-12)-2b

W.11-12.1 W.11-12.4 W.11-12.5 W.11-12.7 W.11-12.8 L.11-12.1 L.11-12.2 L.11-12.3 || -Work on rough draft for MLA paper || Informal observations

Graphic organizer check || LCD Projector

Paper information packet

Personal Computers || 2 ||  ||
 * 4/12 || Creating an art of protest || Provides an accurate summary of what your topic is that makes clear relationships between details and ideas//.//

Shows why protesting is an important part of solving the problem

Explains multiple ideas for how the topic could be protested using art || RH.11-12.3

RH.11-12.7

G&C4(9-12)-2b

W.11-12.1 W.11-12.4 W.11-12.5 W.11-12.7 W.11-12.8 L.11-12.1 L.11-12.2 L.11-12.3 || -Work on final draft/peer edit for MLA paper || Informal observations

Final paper due with portfolio phase 1 || LCD Projector

Paper information packet

Personal Computers || 2 || Peer edit for students with completed rough draft ||
 * 4/13 || What is art of protest? || Write arguments focused on discipline-specific content.

Write routinely over shorter time-frames for a range of discipline-specific tasks, purposes, and audience. || WHST.11-12.1

WHST.11-12.10

G&C4(9-12)-2b || Work on first art protest article.

List types of protest and types of art.

Find and describe an example of art as social protest. || Completed worksheet || Worksheet on topics for presenting || 1 ||  ||
 * 4/23 || What is art of protest? || Identify goals for this quarter.

List types of protest and types of art.

Identify the two types of persuasion and the parts of persuasion. || G&C4(9-12)-2b

Psy-VC-1.4 || Students get test study guides.

Set goals for || Informal assessment

Goals for journal writing next quarter

Objective listings

Presented answers from group-work || PowerPoint

Test study guide || 1 ||  || RH.11-12.2 RH.11-12.3 RH.11-12.4 RH.11-12.5 || Journal entry on purpose of art and whether it should be used to protest and self assess.
 * 4/24 || What is art of protest? || Identify strengths in weaknesses in analyzing sources. || RH.11-12.1

Pre-assessment of Reading skills for this quarter to be used in analyzing protest sources. || Informal assessment

Pre-assessments || Pre-assessments

Self-assessment sheets || 1

3 ||  ||
 * 4/25 || What is art of protest? || Evaluate whether you think protest is an purpose of art.

Choose significant details from a source and explain why they are significant. || G&C4(9-12)-2b

RH.11-12.1 || -Fill out BING sheets -Find a partner and ask them about how they answered yesterday’s journal so you can report back **their** response to the class -Click Clack Moo worksheet -On the back of the worksheet, define the word ‘significant.’ -Choose a significant detail and explain why it is significant. -Test Review game || Informal assessment

Completed click clack moo worksheet and significant detail and why || Click Clack Moo book and recording || 1 ||  ||
 * 4/26 || What is art of protest? || Identify psychology terms.

Choose significant details from a source and explain why they are significant. || Previous Psych standards (see above)

RH.11-12.1 || -Test #3 -Create a timeline of Russian history || Informal assessment

Completed timeline || Test #3

Russian history reading || 1

2 ||  ||
 * 4/27 || What is art of protest? || Identify basic information from book.

Choose significant details from a source and explain why they are significant. || RH.11-12.1 || -Present Homework -Read Chap 1 and answer comprehension questions -Progress monitor on chap 1 significant details || Informal assessment

Completed Chap 1 questions

Exit slip on chap 1 significant details || Student copies of Animal Farm

Chap 1 questions || 2 ||  ||
 * 4/30 || What is art of protest? || Identify basic information from book.

Choose significant details from a source and explain why they are significant || RH.11-12.1 || -Review exit slips on significant details -Read Chap 2 and 3 -Chap 2 and 3 questions -Progress monitor on chap 2 and 3 significant details || Informal assessment

Exit slip on chap 2 and 3 on significant details || Chap 2 and 3 questions || 1 2 ||  ||
 * 5/1 || What is art of protest? || Identify basic information from book.

Choose significant details from a source and explain why they are significant || RH.11-12.1 || -Discuss significant details -Read Chap 4-5 and answer questions || Informal assessment || Chap 4-5 questions || 1 2 ||  ||
 * 5/4 || What is art of protest? || Identify basic information from book.

Choose significant details from a source and explain why they are significant and explain an insight from it. || RH.11-12.1 || -Progress monitor on significant details and insight -Discuss details/insight -Read Chap 6-7 -Answer Chapter 6-7 questions || Informal assessment

Do now slip on significant details/insight || Chap 6-7 questions || 1 2 3 ||  ||
 * 5/7 || What is art of protest? || Identify basic information from book.

Choose significant details from a source and explain why they are significant and explain an insight from it and how it connects to the text as a whole. || RH.11-12.1 || -Progress monitor on significant details/insight/connection to text as a whole -Discuss -Read Chap 8-9 -Chap 8-9 questions || Informal assessment

Do now slip on significant details/insight/ connection to text as a whole || Chap 8-9 questions || 1 2 3 ||  ||
 * 5/8 || What is art of protest? || Identify basic information from book.

Choose significant details from a source and explain why they are significant and explain an insight from it and connect to text as a whole. || RH.11-12.1 || -Progress monitor on significant details/insight/connection to text as a whole -Read Chap 10 -Chap 10 questions || Informal assessment

Do now slip on significant details/insight/ connection to text as a whole || Chap 10 questions || 1 2 3 ||  || -Watch film version of Animal Farm || Informal assessment
 * 5/9 || What is art of protest? || Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. || RH.11-12.3 || -Progress monitor on two explanations for source/which one is better and why and uncertainties

Do now on two explanations for source/which one is better and why and uncertainties || Animal Farm Film || 3 ||  || -Answer two explanations for why movie was created, better one and why, and two uncertainties || Informal assessment
 * 5/10 || What is art of protest? || Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. || RH.11-12.3 || -Finish Animal Farm film

Progress monitoring on explanations and uncertainties || FIlm || 3 ||  ||
 * 5/11 || What is art of protest? || Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. || RH.11-12.3 || -Start Afghan Star || Informal assessment || Film || 3 ||  ||
 * 5/14 || What is art of protest?

Creating art of protest || Create your own method and form to make the community aware of a problem in the world using what you have learned from others.

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. || G&C4(9-12)-2b

RH.11-12.3 || Work on slides 1-3 of art of protest PowerPoint -Finish Afghan Star -Answer two explanations for why movie was created, better one and why, and two uncertainties -discuss || Informal assessment

Progress monitoring on explanations and uncertainties || Art of Protest Project assignment

Film || 4

3 ||  ||
 * 5/15 || What is art of protest?

Creating Art of protest || Create your own method and form to make the community aware of a problem in the world using what you have learned from others.

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationship among the details. || G&C4(9-12)-2b

RH.11-12.3

RH.11-12.2 || Do Now: Work on Slide 4 -Goya’s art Answer the following questions about the source: 1. What are the main ideas of the source? 2. What are key details that support the main ideas (at least two details)? 3. How doe these details connect back to the main ideas? -Discuss -Begin Gulag Archipelago and answer comprehension questions || Informal assessment

Progress monitoring on main idea/details/connection

Gulag Archipelago questions || Goya PowerPoint

Gulag Archipelago || 4

2 ||  ||
 * 5/16 || Creating Art of protest || Create your own method and form to make the community aware of a problem in the world using what you have learned from others. || G&C4(9-12)-2b || -Work on art of protest || Informal assessment || Various art supplies || 4 || Visual room available for visual students to paint ||
 * 5/17 || Creating Art of protest || Create your own method and form to make the community aware of a problem in the world using what you have learned from others. || G&C4(9-12)-2b || -Work on art of protest || Informal assessment || Various art supplies || 4 || Visual room available for visual students to paint ||
 * 5/18 || Creating Art of protest

What is art of protest? || Create your own method and form to make the community aware of a problem in the world using what you have learned from others.

Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. || G&C4(9-12)-2b

RH.11-12.6 || Complete Slide 6 of PowerPoint -Begin watching food film You will be asked to answer these questions at the end of the film: a. What is the claim/point-of view of the artist? b. What reasons are given for this claim/point of view? c. What evidence is provided for this reason mentioned in part b? d. What bias might the artist have and explain? || Informal observations || Film || 4

3 ||  ||
 * 5/21 || Creating Art of protest

What is art of protest? || Create your own method and form to make the community aware of a problem in the world using what you have learned from others.

Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. || G&C4(9-12)-2b

RH.11-12.6 || Complete Slide 6 of PowerPoint -Finish watching food film You will be asked to answer these questions at the end of the film: a. What is the claim/point-of view of the artist? b. What reasons are given for this claim/point of view? c. What evidence is provided for this reason mentioned in part b? d. What bias might the artist have and explain? || Informal observations

Progress monitoring on point-of view/reason/evidence/bias || Film || 4

3 ||  ||
 * 5/22 || Creating Art of protest || Create your own method and form to make the community aware of a problem in the world using what you have learned from others. || G&C4(9-12)-2b || Work on phase 2 Reflection

Work on PowerPoint for protest art || Informal assessments

Completed Phase 2 reflection printed from digication || Phase 2 question guidelines || 4 ||  || Watch Political Film -You will be asked to answer these questions at the end of the film: a. What is the claim/point-of view of the artist? b. What reasons are given for this claim/point of view? c. What evidence is provided for this reason mentioned in part b? d. What bias might the artist have and explain? || Informal assessments
 * 5/23 || What is art of protest. || Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence || RH.11-12.6 || Read 1 section of Gulag Archipelago and answer comprehension questions

Completed comprehension questions

Progress monitoring on evaluating point of view/bias. || Gulag Archipelago

Gulag Comp. questions

Political Film || 3 ||  || -Work on PowerPoint for Protest Project -Work on Homework || Informal assessments || Personal Computers || 4 ||  || -You will be asked to answer these questions at the end of the film: a. What is the claim/point-of view of the artist? b. What reasons are given for this claim/point of view? c. What evidence is provided for this reason mentioned in part b? d. What bias might the artist have and explain? || Informal assessments
 * 5/25 || Creating Art of Protest || Create your own method and form to make the community aware of a problem in the world using what you have learned from others. || G&C4(9-12)-2b || Work on Phase 2 reflection for MLA Paper
 * 5/30 || What is Art of Protest? || Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence || RH.11-12.6 || Watch Graffiti Film

Progress monitoring on evaluating point of view/bias. || Graffiti Film || 3 ||  || a. Describe what some of the parts are like b. How do those parts fit together to make the art c1. What parts help/hinder the sources as a whole? c2. Why do they help or hinder? -Discuss Responses -Explain Finals Study Guide Two example of art protests to help Native Americans. || Informal assessments
 * 5/31 || What is Art of Protest? || Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. || RH.11-12.5 || Do Now: Choose an art of protest we already looked at this quarter. Answer the following questions about it:

Progress Monitor on analyzing structure of sources. || Native American protest sources and recording || 4 ||  ||
 * 6/1 || What is Art of Protest || Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text. || RH.11-12.5 RH.11-12.4 || Do Now: Write down two objectives we have had for the second part of the course (during quarter 4). -Present Homework -African American examples of Protest 4a. Choose important repeated words with unique meanings in the source and write them down. 4b. Explain the meaning of the words in the way they are being used. 5a. Describe the parts of the source. 5b. Explain how the text is structured overall. 5c.What parts help or hinder the source as a whole and why? -In groups (and with rubric) analyze choose some of the songs including 4a, 4b, 5a, 5b, 5c, (above) main idea, details, and bias. - Complete Groupwork rubrics -Present to the class || Informal assessments

Groupwork rubrics || African American protest lyrics and songs || 4 ||  || -Complete Effectiveness of art worksheet || Informal assessments
 * 6/4 || Creating Art of Protest || Create your own method and form to make the community aware of a problem in the world using what you have learned from others. || G&C4(9-12)-2b || -Present Projects and PowerPoints

Completed PowerPoints || Effectiveness of Art Worksheet || 4 ||  || -Complete Effectiveness of art worksheet || Informal assessments
 * 6/5 || Creating Art of Protest || Create your own method and form to make the community aware of a problem in the world using what you have learned from others. || G&C4(9-12)-2b || -Present Projects and PowerPoints

Completed PowerPoints || LCD Projector

Effectiveness of Art Worksheet || 4 ||  ||