TITLE of UNIT:	A Civil Rights Collage
Authors:	Thomas Panter & Richard Benjamin
Email Addresses:	tepanter@msn.com richardbenjamin7@gmail.com	Teacher Resource Project
School:	Several	“Collages” Ignite Guide Extensions
Grade/Subject:	Elementary Grades 4 & 5
Date:	June 2011	Rough DRAFT – For discussion only

A. STANDARDS: Academic          Standards	Social Studies Multiple Perspectives Primary Sources Famous Americans Constitution / Bill of Rights / Gettysburg Address English Language Arts Writing SpEd – same standards ESOL- same standards Gifted- same standards
Character    Traits Addressed : (Respect, Responsibility, Caring, Honesty, Resiliency)	Responsibility- Learned through playing a vital role in the economy Respect- Learned through how ethical business and earning respect can boost your business Honesty- Learned through ethical practices in trade and bartering Resiliency- Learned through although economic times were tough in different eras, through perseverance, we came back Per Georgia Character Education Law Official GA Code 20-2-145 citizenship, respect for others, cooperation, diligence, perseverance (Law states courage, patriotism, citizenship, honesty, fairness, respect for others, kindness, cooperation, self-respect, self-control, courtesy, compassion, tolerance, diligence, generosity, punctuality, cleanliness, cheerfulness, school pride, respect for the environment, respect for the creator, patience, creativity, sportsmanship, loyalty, perseverance, and virtue)
3. Art Standards:	Visual Arts Visual Arts – Line, color, Balance, ……. Collages
4. Gifted Standards	Standard: Curriculum Planning & Instruction 1 (CP&I1)- The local education agency (LEA) employs rigorous and relevant curriculum K-12 to accommodate the range of academic and intellectual needs of gifted learners. .2 The curriculum enriches, extends, and accelerates learning in gifted learner’s areas of strength. Standard: Curriculum Planning & Instruction 2 (CP&I 2)- The LEA employs diverse and effective instructional practices to address the learning needs of gifted learners. .1 Teachers intentionally incorporate differentiation of content, process, product and/or learning environment into daily practices in order to appropriately challenge and maximize engagement of gifted learners. .4 Teachers use a variety of research-based instructional strategies. Standard: Learning Environments 1 (LE1)- the LEA requires learning experiences which foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for citizenship in the global environment of the 21st century. .1 The curriculum includes interdisciplinary real world learning experiences which incorporate advanced research and communication skills. .2 Resources designed to specifically address the needs of gifted learners, including critical and creative thinking, problem-solving activities, and social and self-awareness, are incorporated into the curriculum. Standard: Programming 1 (P1)- The LEA provides a full continuum of options to meet the demonstrated needs of K-12 gifted learners in academic areas, the arts, and career technical education, services are comprehensive, structured, sequenced, and appropriately challenging.
5. Technology Standards	From the Georgia Department of Education K-8 NETS-S Scope and Sequence
B. RELATIONSHIP TO SYSTEM / SCHOOL IMPROVEMENT PLAN:	Social Studies - Civil Rights ELA Writing Priorities Special Education - RTI, Universal Design ESOL……
C. UNIVERSAL CONCEPTS: (Systems, Relationships, Change, Balance) Integrity – live up to American Ideals….	Balance- How do we balance Liberty and Justice -  Essential Question Relationships - How can we work with, and confront, others to secure civil rights of all people? (From Universal Concepts list) Causation- What causes bigotry and discrimination? Change- How do things get better?
D. FOCUS STATEMENT:  (What is to be learned so deeply so as to last forever?)	What are our rights and our responsibilities as Americans?    How do we balance Freedom and Equality, Liberty & Justice, Security and Freedom?
E. SIGNIFICANT      QUESTION: DEEPENING QUESTIONS:	What are our rights and our responsibilities as Americans?    How do we balance Freedom and Equality, Liberty & Justice, Security and Freedom? What are our responsibilities for freedom in the world?
F. MASTERWORK: How it is introduced and Experienced:	Romare Bearden – On The Block Use Arts-Based Strategy (ABS) Tableau with SS taking places as in the painting, then, when tapped, telling their thoughts……
G. ENGAGEMENT/ ART-BASED STRATEGIES/ ACCOMMODATIONS:	Below are indicators of engagement.  Insert letter of section where this engagement is occurring. Affiliation Choice Affirmation Authenticity Novelty Meaningful Challenge Enjoyment Interest x x x x x x Accommodations:
H. ORIGINAL CREATION: (for the entire unit w/rubric for assessment)	Ss will create a collage depicting the civil rights movement, its achievements, and the current and future agenda
H. REFLECTION/ ASSESSMENT: (Basic - What did I actually observe? What did I learn? How did I learn it?  Higher - What inferences am I drawing? What important standards did I master?  How might I apply what I learned to something very important?  How would I teach this better to others? )	A – Student reflection –   B – Performance Assessment -   C – Writing Prompts-   Special Education:   ESOL Evaluation/Post lesson activity –   Gifted:
I. ACTIVITIES & INQUIRY CENTERS:   (Supported by the deepening questions. Include accommodations, reflections, products and rubric for evaluation of product)	Main Classroom Activities – Extending the ArtsNOW ‘Playwriting’ Ignite Guide Instructional Steps &  Procedures About the Strategy Description Instructional Steps Objective:   Materials:   Procedures: 1.   INQUIRY CENTER #1A –   INQUIRY CENTER #1B - SpEd in Regular Classroom  INQUIRY CENTER #2A – ESOL in (Pull Out) Classroom  INQUIRY CENTER #2B – ESOL in the Regular Classroom INQUIRY CENTER #3A – Gifted in the Regular Classroom Focus: Research INQUIRY CENTER #3B – Gifted Pull Out Focus: Creativity and Problem Solving For Verbally/Linguistically Gifted Students For Mathematically Gifted Students:
J. ART PARTNERS/ CONTRIBUTIONS:	Arts Specialist –
K. ACADEMIC SERVICE LEARNING:	Students will teach other students
L. MATERIALS/ RESOURCES:	Materials:   US  Declaration of Independence Universal declaration of Human Rights…… Magazines, or other sources….. good sources of Civil Rights pictures