Sample Interdisciplinary Global Ed Unit Plan
UbD Template 2.0 “Global Perspectives: Art of Witness,” Cathy Collins: Digital Literacy: Grades 9-12
Concepts from TGC Course: Cosmopolitanism (Bowman); Globalization
Stage 1 Desired Results
ESTABLISHED GOALS
G1. English 11/12 Literary Response & Analysis
3.2: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
3.4: Analyze ways in which writers and artists use imagery, personification, figures of speech, sounds and colors to evoke readers’ emotions.
3.6: Analyze the clarity and consistency of political assumptions in a selection of art and poetry on a given topic.
G2. English 11/12 Writing Strategies
1.6: Develop presentations by using clear research questions, creative and critical research strategies.
G3. English 11/12 Writing Applications
Combine text, images and sound and draw from many sources; Select an appropriate medium for each element of the presentation; Use the selected media skillfully, editing appropriately and monitoring for quality.
G4. English 11/12 Listening & Speaking
2.1: Explore the significance of personal experiences, events, conditions, or concerns, using appropriate rhetorical strategies (e.g. narration, description, exposition, persuasion); Draw comparisons between the specific incident and broader themes that illustrate the speaker’s beliefs or generalizations about life; Maintain a balance between describing the incident and relating it to more general, abstract ideas.
2.3: Demonstrate a comprehensive understanding of the significant ideas of literary works (e.g., make assertions about the text that are reasonable and supportable); Analyze the imagery, language, universal themes, and unique aspects of the text through the use of rhetorical strategies (e.g. narration, description, persuasion, exposition); Support important ideas and viewpoints through accurate and detailed references to the text or to other works.
ISTE NETS Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
Transfer
Students will be able to independently use their learning to…
T1. Respect and value diversity among various cultures.
T2. Understand the impact of global issues and global perspectives on their own lives.
T3. Appreciate and value the role of the arts and literature as a means to bear witness and communicate about world issues and global perspectives.
T4. Create meaningful art and technology projects to communicate their personal responses to global issues and perspectives
T5. Reflect about similarities and differences between cultures, analyze and present their findings on both a factual and emotional level through the arts
Meaning
UNDERSTANDINGS
Students will understand that…
ESSENTIAL QUESTIONS
Students will know…
*The concept of Cosmopolitanism (Bowman) and its connection with our unit.
*The concept of Globalization and the impact of the global on the local
*How differences in perspectives portrayed
through the arts and literature reveal cultural values and help us develop empathy
*The relevance of the unit to students’ lives...
Students will be skilled at…
Evaluative Criteria
Assessment Evidence
1. Displays higher level thinking including insightful analysis of poetry, photography and other artistic works
2. Demonstrates thorough analysis of arts and poetry, provides accurate/appropriate responses through written and artistic
reflection through the following:
Performance Tasks
*Fake Facebook Page: Research artist, photographer or writer and create a page with relevant biographical information as well as information about cultural, historic, geographical and political region of the artist’s work. http://thewallmachine.com/
*PREZI: Multi-media project incorporating poetry, photography and/or analysis, cultural and political research referencing the country of origin of the artist as well as references to the concepts of Cosmopolitanism and Globalization
*JOURNALS: Self-reflective journal entries
*ART PROJECT: Artistic response to artist’s work in form of a creative project of choice (ex. Collage, photography display; original poetry; multi-media project)
3. Demonstrates well-researched knowledge, shows thoughtful, detailed, informative connections and comparisons
4. Shows accurate research demonstrated in a creative, well-organized manner that is engaging and informative
5. Provides realistic problem-solving skills with a variety of solutions; makes relevant connections from the global to the local level
6. Provides a well-researched presentation incorporating the arts and technology that is creative, relevant, persuasive, and engaging.
7. Understands and utilizes symbolic language (ex: imagery, figurative language, alliteration, etc.) when discussing and writing about art and poetry.
8.Describes and analyzes how poetry, art and photography communicate ideas and emotions about real world conflicts
9.Describes the ways in which poets, photographers and artists are witnesses.
10.Demonstrates understanding of how art, poetry and photography convey emotional impact through symbolism.
11.Develop deep and thoughtful questions about the historical, cultural and literal influences of artwork, poetry and photography.
12.Compare/contrast poetry, photography and artwork from different countries.
13.Research a particular poet, photographer or artist of witness and prepare a multimedia presentation to explain both the cultural, political, historical background of the artist’s country and how those influences are reflected in the artwork, photography or poetry.
OTHER EVIDENCE:
*Observations during research time
*Observations during project time
*Observations during discussion and reflection time
Stage 3 – Learning Plan
1) Poetry of Witness Definition: Students will be introduced to the term poetry of witness. With a partner, they will discuss what they believe this phrase means, and then share their understanding with the class. They will then watch the Carolyn Forche interview http://www.youtube.com/watch?v=5OGayd71HiM
2) Choose poetry, photography or artwork as their focus; break into small groups by format, choose an artist, poet or photographer and view/read/discuss; then share out with a) small groups about emotional impact of artist’s work.
3) Research using scholarly databases such as “Global Issues in Context,” and using Cornell note format, take down relevant information about region, history, geographical and cultural issues as well as biographical information about artist.
4) Create Facebook page with biographical artist information.
5) Create Prezi with comprehensive information including geographical, historic and cultural facts along with biographical information about artist’s work.
6) Create Artistic Response Project in format of choice.
7) View each other’s work in an online gallery format and provide feedback based on a rubric.
8) Reflect on the role of the Arts in promoting cultural and global understanding through classroom discussion and individual journaling.
Concepts from TGC Course: Cosmopolitanism (Bowman); Globalization
Stage 1 Desired Results
ESTABLISHED GOALS
G1. English 11/12 Literary Response & Analysis
3.2: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
3.4: Analyze ways in which writers and artists use imagery, personification, figures of speech, sounds and colors to evoke readers’ emotions.
3.6: Analyze the clarity and consistency of political assumptions in a selection of art and poetry on a given topic.
G2. English 11/12 Writing Strategies
1.6: Develop presentations by using clear research questions, creative and critical research strategies.
G3. English 11/12 Writing Applications
Combine text, images and sound and draw from many sources; Select an appropriate medium for each element of the presentation; Use the selected media skillfully, editing appropriately and monitoring for quality.
G4. English 11/12 Listening & Speaking
2.1: Explore the significance of personal experiences, events, conditions, or concerns, using appropriate rhetorical strategies (e.g. narration, description, exposition, persuasion); Draw comparisons between the specific incident and broader themes that illustrate the speaker’s beliefs or generalizations about life; Maintain a balance between describing the incident and relating it to more general, abstract ideas.
2.3: Demonstrate a comprehensive understanding of the significant ideas of literary works (e.g., make assertions about the text that are reasonable and supportable); Analyze the imagery, language, universal themes, and unique aspects of the text through the use of rhetorical strategies (e.g. narration, description, persuasion, exposition); Support important ideas and viewpoints through accurate and detailed references to the text or to other works.
ISTE NETS Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
Transfer
Students will be able to independently use their learning to…
T1. Respect and value diversity among various cultures.
T2. Understand the impact of global issues and global perspectives on their own lives.
T3. Appreciate and value the role of the arts and literature as a means to bear witness and communicate about world issues and global perspectives.
T4. Create meaningful art and technology projects to communicate their personal responses to global issues and perspectives
T5. Reflect about similarities and differences between cultures, analyze and present their findings on both a factual and emotional level through the arts
Meaning
UNDERSTANDINGS
Students will understand that…
- Politics impacts our individual daily lives and connects the global to the local.
- Art and literature can serve as a way to bear witness to personal experiences
- Art and literature allow readers access to personal experiences in global regions of conflict which are typically difficult to discuss
- The arts and literature, including photography and film, allow viewers access to personal experiences and historical perspectives.
- Because the arts and literature transcend politics through the sharing of personal, emotional experiences, they can help readers and viewers develop an authentic, compassionate understanding of different global experiences and perspectives.
ESSENTIAL QUESTIONS
- What are the nuances to life captured by Pulitzer prize winning photographers, global artists and poets?
- Can we enter someone else’s life authentically through arts and literature?
- How might the arts provide a means of communication between cultures? Does artistic expression allow the discussion of difficult regions and political climates better than other means of communication?
- How does cross-cultural artistic exchange change the way we think or feel about the world and other people’s experiences?
Students will know…
*The concept of Cosmopolitanism (Bowman) and its connection with our unit.
*The concept of Globalization and the impact of the global on the local
*How differences in perspectives portrayed
through the arts and literature reveal cultural values and help us develop empathy
*The relevance of the unit to students’ lives...
Students will be skilled at…
- Photographic and film analysis (visual literacy, including analysis of expression, gesture, background/setting, clothing and props)
- Poetic analysis (poetic literacy, including analysis of visual imagery, symbolism and metaphor, language choices, rhythmic techniques and other poetic devices)
- Authentic cultural and political exploration via artistic work
- Poetry and journal writing
- Multi-media production
- Analyzing literature, art for specific historical and literary content
- Researching a variety of reliable sources to extract key information/facts pertaining to a subject
- Utilizing multiple forms of technology to enhance a presentation
- Developing a well organized, interesting presentation with clear focus and logical development.
- Comparing, contrasting, synthesizing ideas based on new knowledge of people from other cultures
- Problem-solving to address global issues at the local level
Evaluative Criteria
Assessment Evidence
1. Displays higher level thinking including insightful analysis of poetry, photography and other artistic works
2. Demonstrates thorough analysis of arts and poetry, provides accurate/appropriate responses through written and artistic
reflection through the following:
Performance Tasks
*Fake Facebook Page: Research artist, photographer or writer and create a page with relevant biographical information as well as information about cultural, historic, geographical and political region of the artist’s work. http://thewallmachine.com/
*PREZI: Multi-media project incorporating poetry, photography and/or analysis, cultural and political research referencing the country of origin of the artist as well as references to the concepts of Cosmopolitanism and Globalization
*JOURNALS: Self-reflective journal entries
*ART PROJECT: Artistic response to artist’s work in form of a creative project of choice (ex. Collage, photography display; original poetry; multi-media project)
3. Demonstrates well-researched knowledge, shows thoughtful, detailed, informative connections and comparisons
4. Shows accurate research demonstrated in a creative, well-organized manner that is engaging and informative
5. Provides realistic problem-solving skills with a variety of solutions; makes relevant connections from the global to the local level
6. Provides a well-researched presentation incorporating the arts and technology that is creative, relevant, persuasive, and engaging.
7. Understands and utilizes symbolic language (ex: imagery, figurative language, alliteration, etc.) when discussing and writing about art and poetry.
8.Describes and analyzes how poetry, art and photography communicate ideas and emotions about real world conflicts
9.Describes the ways in which poets, photographers and artists are witnesses.
10.Demonstrates understanding of how art, poetry and photography convey emotional impact through symbolism.
11.Develop deep and thoughtful questions about the historical, cultural and literal influences of artwork, poetry and photography.
12.Compare/contrast poetry, photography and artwork from different countries.
13.Research a particular poet, photographer or artist of witness and prepare a multimedia presentation to explain both the cultural, political, historical background of the artist’s country and how those influences are reflected in the artwork, photography or poetry.
OTHER EVIDENCE:
*Observations during research time
*Observations during project time
*Observations during discussion and reflection time
Stage 3 – Learning Plan
1) Poetry of Witness Definition: Students will be introduced to the term poetry of witness. With a partner, they will discuss what they believe this phrase means, and then share their understanding with the class. They will then watch the Carolyn Forche interview http://www.youtube.com/watch?v=5OGayd71HiM
2) Choose poetry, photography or artwork as their focus; break into small groups by format, choose an artist, poet or photographer and view/read/discuss; then share out with a) small groups about emotional impact of artist’s work.
3) Research using scholarly databases such as “Global Issues in Context,” and using Cornell note format, take down relevant information about region, history, geographical and cultural issues as well as biographical information about artist.
4) Create Facebook page with biographical artist information.
5) Create Prezi with comprehensive information including geographical, historic and cultural facts along with biographical information about artist’s work.
6) Create Artistic Response Project in format of choice.
7) View each other’s work in an online gallery format and provide feedback based on a rubric.
8) Reflect on the role of the Arts in promoting cultural and global understanding through classroom discussion and individual journaling.