Social Justice Thematic Unit Development Map

For the creation of grassroots, interdisciplinary, skills-driven, project-based curriculum

Unit Topic / Problem: Mathematics/Segregation Unit Relevance: Why is this topic important for students to study?         

Quarter

1

Duration2 Weeks

Essential Questions1. What are the roots of Segregation?2. How has segregation influenced the

lives of Chicago students and teachers?

3. What can students do to better help or educate their community of segregation?

Learning Activities, Projects, ProductsEnd Products (summative assessments)

Map neighborhood foreclosures vs. upper class neighborhoods

graphical analysis comparing schools

Reflection on the correlation between segregation and limits

Key Learning Activities (formative assessments)

Quiz after video Transparent grid Surveying neighborhood Stastical analysis worksheet FINAL (Photography/Math Project)

Essential Threads (check those that most apply)

Race Class Gender

Culture Economics Politics / Gov.

Oppression Resistance Resources

Immigration Labor Land / Geography Other Understandings Students Will GainLocal – Current Real World Understandings

How surrounding neighborhoods differ from one another

How segreagartion affects quality of life

Local – Historical / Culturally Relevant Understanding

Burnham plan/ 1909 Plan of Chicago History of segregation in Chicago

Global Connections (past and/or present) Making Chicago a global city Knowledge to educate others

Essential Learning Standards (list others on back)Integrate literacy, social sciences, arts, & others:

Essential Illinois Learning Goals"Application of Learning, Solving Problems, Communicating, Using Technology, Working On Teams, making Connections."The Following infromation can be found at: http://www.isbe.state.il.us/ils/math/standards.htm

Copyright © 2012 by Chicago Grassroots Curriculum Taskforce

Social Justice Thematic Unit Development Map

For the creation of grassroots, interdisciplinary, skills-driven, project-based curriculum

Essential Common Core Standards"CC.9-12.S.ID.1 Summarize, represent, and interpret data on a single count of measurement variable. Represent data with plots on the real number line (dot plots, histograms, and box plots).""CC.9-12.S.IC.3 Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Recognize the purposes of and differences amoung sample surveys, experiments, and obercational studies.""CC9-12.S.IC.6 Make inferences and justify conclusions from sample sureveys, experiments, and oberservcational studies. Evaluate reports based on data."

          

Main Text (readings, visuals, video. music, etc.)

1909 Plan of Chicago (YouTube) Akua Naru - "My Land" & B-Movie

fiendz - "Streetwise" (Songs) Calculus, Early Transcendentals, By

Briggs and Cochran Chicago map/grid "Coal plants smothering communities

of color, report finds" & "Coal- Fired Power Plants Disproportionally Impact Communites of Color "

"Foreclosure and Kids: Does Losing Your Home Mean Losing Your School?"

Primary Instructional ApproachesProject based learning, Collaborative group work learning, Reading handouts, Visual learning videos                

Critical Vocabulary TermsWhite flight1909 Plan of Chicago/Burnham PlanForeclosureSegregationLimits, Functions, and Graphing & AnalyzingCoal mines          

Important Supplies / ResourcesMarkers, Colored pencils, worksheets, quizes, map of neighborhoods, posterboard, transparencies.          

Other Modes of Learning (field trips, speakers, etc.)Field trips - Stock yard and Coal Plants (Fisk or Crawford power plants)Guest speaker - Paula Young SheltonWebsites - www.isbe.state.il.us/, www.city-data.com/school, www.iirc.niu.edu,           

Copyright © 2012 by Chicago Grassroots Curriculum Taskforce