Curriculum Unit Plan

The Culture of an Emerging Modern America

Mirina Higginbothan & Scott Holland

 Rational
With the ever changing landscape of American society, it has become more important than ever to make sure students learn more from the content
they attain in school. That is what this interdisciplinary unit looks to achieve by teaching student the history of modern America by teaching them not
only the events that lead to what America is today, but by also exploring the deep literary additions many underrepresented minority groups
contributed to get us here. With the collaboration between two different content area teachers, this unit is designed to help students answer the
essential question “How does your culture shape your identity?” As an interdisciplinary unit, students learn the history of different cultures and how
they have made an impact in history as well as read literature from different cultures.
History:
Using the myriad of primary and secondary sources available, student will answer the question “Does your culture define you, or do you define your
culture?” This is not meant to have an ultimate answer of course, and is merely a stepping stone to get the students exploring the various cultures that
make up America. This exploration will take place in both the History classroom and in the ELA classroom. While doing the historical part of the
assignment, students will conduct research into their past to see what affects their culture had on an emerging, and modern, America. It is important
that students learn to conduct research if they wish to move on to higher education and this is why such an emphasis is being made in this portion of
the unit. They will do this by finding sources they see as important and then analyzing that source using the provided worksheet. This time researching
will culminate in a fifteen minute presentation on the information they have found.
English:
In English, students learn to develop and strengthen their research skills, especially with the growing technology and information. Because our world
is changing and modernizing, it is essential our students know their identities, especially their cultures that shape their identities. In this unit, students
will learn to ask questions to conduct interviews, learn safe web-searching, develop an essay, and create a presentation. By reading and analyzing
various cultural short stories like The Fox and the Cat and The Seven-Witted Fox and the One-Fitted Owl , as well as the book Diary of a Young Girl and
informational texts such as “What is Culture” and “Racial Prejudice: My Culture Made Me Do It” students will learn different cultural traditions,
prejudices, perspectives, schooling, and other various topics. Students will also use the information gathered in their history class to start thinking
about how their culture’s history affects who they are today. They will compare and contrast how their culture was and how it is represented now.
Using this information, students will develop an essay that includes: the prejudices their culture faced and still face, their culture in the school setting,
traditions/norms, their culture in today’s world vs in history, and how the student represents the culture.
 Enduring Understandings
America is a diverse place with many different cultures and communities that have their own
unique histories and traditions. Having an understanding of what these groups have gone
through will spark empathy and understanding within the student. This is a unit the student
can take with them the rest of their lives.

Essential Questions
“How does your culture shape your identity?”
“Does your culture define you, or do you define your culture?”
“How can differing rights among groups create conflict?”
“Does immigration change the landscape of culture in America?”
“How can literature be a used as a weapon for those underrepresented?”
 Performance Tasks
Using research, graphic organizers, notes and the informational texts analyzed in history, along with ELA resources like
with their interviews, and readings and analyzations of various informational and narrative genres to create presentations
using any presentation platform (Google Slides, Prezi, Voice Thread, PowToons, poster boards, etc.) displaying their
cultural background. In history, the students will participate in an interactive inquiry based cultural research project with
the end goal being a presentation showing what information was found, and what impact, if any, it had on a emerging, or
modern, America. The presentation will be done individually or with a partner if they share the same cultural background.

A minimum of five physical representations of their culture will be required for the fifteen minute presentation. In addition,
the use of a digital presentation is required for all students. A minimum of ten sources, 6 primary and 4 secondary, must be
the last section of the presentation on a reference page.

Individually or in pairs, students will create questions to ask community members, family members, and friends about their
own cultures. These questions will range from traditions, foods, hobbies, stories, how their culture affects who they are
today, prejudices they faced or ancestors faced, etc. Then students (individually or in pairs) will continue to research their
culture. Using all of the information and resources, students will compose an essay on their culture findings. The essay will
compare and contrast how their culture was in the past and how it is represented now. The essay will include: the prejudices their culture
faced and still face, their culture in the school setting, traditions/norms, their culture in today’s world vs in history, and how the student
represents the culture.

History and ELA teachers will set up a small culture walk event that shows appreciation to the different cultures the
students and their families represent. A handful of selected students will present their presentations from history as well as
read aloud their essay. Along with the presentations, families and students can bring in cultural foods and objects to
contribute to the culture walk.
Major Assignments
English:
Formative
-Admit/Exit Tickets
-Daily Journals relating to their personal experiences with the class and the culture unit
-Online discussions through Padlet and Google Docs to reflect on readings and class days
-Kahoot and Quizlet games to track students’ progress with specific vocabulary terms
-Graphic Organizers that compare/contrast culture in the past and present.
-Interview Questioning organizer to conduct interviews with
-Writers Workshops for essay
Summative
Interdisciplinary essay

History:
Formative
-Bell work/Exit ticket.
-An annotated bibliography will be required before students may work on their
presentations.
-“What makes a good source” worksheets will be required for every source.
-Independent reading journal “What did I find out today?” will be completed everyday.
Summative:
Research presentation
 ELA Scope and Sequence:
Week 1: Introduce culture unit
-Journal entries: “What is culture”

-Direct instructions using Cornell Notes or in journal

-Vocabulary introduction/practice using magic squares and concept circles

-Videos about culture throughout history while students either use graphic organizers and/or respond to guided questions

-Informational texts on culture- students use close reading skills/annotate

-Begin to read Diary of a Young Girl using graphic organizers, KWL charts, task cards, guided questions (whole class read for a few
days, and then students individually read at home and/or in partners

-Short quizzes (Kahoot or Quizlet/formative assessments ) on vocabulary and culture

 ELA Scope and Sequence:
Week 2: Conduct Interviews and Gather Research
-Journal entries: “What is your culture”

-Direct instructions “How to ask questions” and “”How to safely browse the internet” using Cornell Notes or in journal

-Videos about interviews and browsing the internet while students either use graphic organizers and/or respond to guided
questions

-Conduct interviews with project pairs in journal

-Read short cultural stories and have students use Venn Diagram to compare/contrast how each culture shares the story of the
same theme/concept

-Research history of culture online

-Continue reading Diary of a Young Girl using graphic organizers, task cards, guided questions

-First quiz on Diary of a Young Girl

 ELA Scope and Sequence:
Week 3: More Research and Begin Drafting
-Journal entries: “How does Anne Frank’s culture differ from yours?” “How does it shape her identity?”

-Compare and contrast your culture in the past and present - graphic organizer of student choice

-Start drafting introduction, body paragraphs, and conclusion using CER (cite, evidence, reasoning) outline

-Peer review/Writers workshops

-Continue reading Diary of a Young Girl using graphic organizers, task cards, guided questions

-Second quiz on Diary of a Young Girl and vocabulary learned in the first week
 ELA Scope and Sequence:
Weeks 4-5: Final Draft Essays and Wrap up Unit
-Journal entries: “How was your experience doing the culture project in your history and ELA class? ”

-Continue peer review and writers workshop until students begin final drafting

-Finish reading Diary of a Young Girl using graphic organizers, task cards, guided questions

-Last quiz on Diary of a Young Girl

The very last week of the unit, history and ELA teachers will set up a culture walk parent night event where students present
their presentations (from history class), learn about other cultures, share stories/food/objects, etc.
 History Scope and Sequence
Week 1:

Week 4:
● Introduction to a late 19th century American economy.
○ Trade, Labor movements, mass production, monopolies, trusts, and philosophies.
● Introduction to Historical research ● Continue Transformation of the United States
○ What to look for when searching online ○ Progressive Movement (Child labor, Amendments
16th-19th)
○ Teddy Roosevelt (conservatism, Panama Canal,
Week 2: etc.)
○ Corruption (Tammany Hall)
● Social developments in America ○ World War I (League of Nations, Isolationism)
○ Civil Rights (Women’s suffrage, Indian schools, Plessy v. Ferguson, etc.) ● Students will finish their presentation and show them.
○ The changing patterns of immigration (Ellis Island, Angel Island, Chinese Exclusion Act, etc.)
● Students begin independent research

Week 3:

● Continue with Social developments

○ Mass media (political cartoons, muckrakers, yellow
journalism, etc.)
○ Consumerism
○ Roaring 20’s
● Introduction to Transformation of the United States.
○ Indian Wars (Little Bighorn, Wounded Knee)
○ Imperialism
● Students continue with independent research
 Annotated Bibliography
Summarize the main idea of the source.

● What is the maine argument?

● What is the point of the book/article?
● What topics are covered?
● How does this source compare to others you have found already?
● Is it reliable information? Why?
● Is the source bias or objective?
● Is this source helpful to you? Why?
● How will you use this source in your presentation?
● Has this source had an effect on your thinking about the topic?

All of these questions will be answered while students are conducting their research on their topic.
This is the “What makes a good source?” worksheet that is considered a formative assessment in the
lesson plan.
 Research Presentation
When making and conducting their presentation, students need to keep these factors in mind
because these will be considered when grading. This will be available for students to
reference at anytime:

● Be concise with the information on the screen. Too much clutter can confuse the audience. You should
know what information needs to be said to elaborate on the slides points.
● Communicate the importance of their research. Why is this important to you and why is it important for
others to hear? This should be easy given the “What makes a good source” already has students
answering these questions.
● Make sure to have an image on every slide, or have a physical object to represent the information you
are conveying. (5 physical objects are required to be used in the presentation.)
● Structuring of information needs to make sence. Jumping around and then back to different topics can
confuse the audience.
● The topics, information, and images need to be school appropriate. If this is a concern then ask the
teacher first.
● Make sure your presentation goes to at least 15 minutes. There is no penalty for going over, but points
will be lost for going under.
● A reference page is required and make sure your sources are cited either by you, or on the slide. It is
important to know where your information came from so others can look it up for themselves.
● All members in the group must participate in the presentation in an equal measure.
 Presentation Rubric:
Category Exemplary (5) Proficient (4) Developing (3) Not Acceptable (0)

Sources Source information collected for all Source information collected for all Source information collected for Very little or no source information
graphics, facts and quotes. All graphics, facts and quotes. Most graphics, facts and quotes, but not was collected.
documented in desired format. documented in desired format. documented in desired format.

Organization Content is well organized using Uses headings or bulleted lists to Content is logically organized for There was no clear or logical
headings or bulleted lists to group organize, but the overall the most part. organizational structure, just lots
related material. organization of topics appears of facts.
flawed.

Workload The workload is divided and shared The workload is divided and The workload was divided, but one The workload was not divided OR
equally by all team members. shared fairly by all team members, person in the group is viewed as several people in the group are
though workloads may vary from not doing his/her fair share of the viewed as not doing their fair
person to person. work. share of the work.

Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or Four misspellings and/or More than 4 errors in spelling or
mechanical errors. grammatical errors. grammar.

Content Covers topic in-depth with details and Includes essential knowledge Includes essential information Content is minimal OR there are
examples. Subject knowledge is about the topic. Subject about the topic but there are 1-2 several factual errors.
excellent. knowledge appears to be good. factual errors.
 Essay Rubric:
Category Exemplary (5) Proficient (4) Developing (3) Not Acceptable (0)

Sources Source information collected for all Source information collected for all Source information collected for Very little or no source information
facts. All documented in desired format. facts. Most documented in desired facts, but not documented in was collected.
format. desired format.

Organization Content is well organized and Content is semi- organized and Content is not very organized and There was no clear or logical
cohesive- includes introduction, body cohesive- includes introduction, cohesive- missing pieces of organizational structure, just lots
paragraphs, and conclusion. body paragraphs, and conclusion introduction, body paragraphs, or of facts.
conclusion

Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or Four misspellings and/or More than 4 errors in spelling or
mechanical errors. grammatical errors. grammar.

Content Covers topic in-depth with details and Includes essential knowledge Includes essential information Content is minimal OR there are
examples. Subject knowledge is about the topic. Subject about the topic but there are 1-2 several factual errors.
excellent. knowledge appears to be good. factual errors.