Mr. Streit's website

Mr. Streit's Hawthorne Website

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Global Curriculum 

Global Ed 2 Curriculum (7th & 8th Grade Elective Course)

Introduction & Details: 


I wanted to share with you information about an exciting program at Hawthorne and offer 7th and 8th grade students the opportunity to participate in during this school year.  This program is called Global Ed 2, which is an interactive and online program with over 50 schools around the world, designed by The University of Chicago, The University of Maryland, and The University of Connecticut.  We get students talking about social studies, science, and writing.  Global Ed 2 is a problem-based learning (PBL) simulation that capitalizes on the multidisciplinary nature of social studies as an expanded curricular space to learn and apply science literacies, while simultaneously also enriching the curricular goals of social studies.   Global Ed 2 requires students to understand important concepts related to social studies such as geography, culture, political systems and economics.  However, to be successful in the simulation, GlobalEd 2 also requires that students develop an understanding of the underlying science concepts related to the simulation topic and be able to communicate within and across countries in the simulation using an argument-based model – which are all key Common Core objectives.  Within each Global Ed 2 simulation, approximately 12-16 classrooms are recruited and assigned to represent the interests of specific countries focusing on an issue of global importance such as water scarcity, climate change or alternative energies.  The Global Ed 2 program incorporates science, social studies and writing into a problem based learning curriculum.  Global Ed 2 incorporates all aspects of common core instruction in an interactive simulation.  Problem based learning will teach students to take charge of his/her learning, to become active rather than passive learners, solve problems, to negotiate solutions, evaluate their solutions, and learn to use their metacognitive skills.  Students will focus on the issue of water consumption, depletion, and conservation then work towards achieving a mutually agreeable solution for their country and their counterparts.  Students will serve as delegates or representatives of an assigned country, similar to the high school example of Model UN based on the United Nations meetings.  Students will be assigned one of four issue areas with a global crisis to solve: Environment, Human Rights, Health Care, and Economics.  Within their issue area, students will research, create opening/closing statements, and communicate directly with their counterparts that represent other “countries”.  Each simulation consists of three phases: Research, Online Interaction and Debriefing, spanning about 14 weeks in the Fall semester.  Students will learn how to be diplomatic and negotiate in an effective manner through the use of evidence based writing.  The Global Ed 2 program has had a variety of positive impacts on students including enhancing science and social studies skills, incorporating evidence based writing and learning the skills of effective negotiation.  I look forward to participating in this exciting simulation with your child.  Read more: Global Ed 2 website


Registration:


Global Ed 2 is designed for twenty to thirty highly motivated students.  Global Ed 2 will be offered a place on a first come first serve basis to our 7th and 8th Grade students as an elective (extra) class with Mr. Streit.  Students must turn in the Student Assent Forms (pink), Persuasive Essay (blue) Task, and Parental Permission Forms (cream) to Mr. Streit to be considered. Global Ed 2 will take place during working lunches, 2-3 classes per week in Mr. Streit's class during the Fall Semester (approximately 14 weeks).  


Grading: 


The Global Ed 2 elective class will be graded, but grades will not appear on the student's report card.  Instead, student's will earn a final grade to be used as a voucher or replacement grade.  The voucher or replacement grade that can replace one major assessment (Assessment OF Learning) in the normal 7th and 8th Grade Social Science curriculum, excluding History Fair and the Constitution Test (Federal & State).  

Class Schedule:


Most of all Global Ed 2 coursework will be completed during the scheduled Global Ed 2 Elective (extra) class schedule.  All classes will meet during work lunches from 1:00-1:45 in Mr. Streit's room on the following dates:

  • Week 1:  Tuesday, September 25, Wednesday, September 26th, & Thursday, September 27
  • Week 2:  Tuesday, October 2 & Thursday, October 4
  • Week 3:  Tuesday, October 9 & Thursday, October 11
  • Week 4:  Tuesday, October 16 & Thursday, October 18
  • Week 5:  Tuesday, October 23 & Thursday, October 25
  • Week 6:  Monday, October 30 & Thursday, November 1
  • Week 7:  Tuesday, November 6 & Thursday, November 8
  • Week 8:  Tuesday, November 13 & Thursday, November 15
  • Week 9:  No Classes - Thanksgiving Week
  • Week 10:  Tuesday, November 27 & Thursday, November 29
  • Week 11:  Tuesday, December 4 & Thursday, December 6
  • Week 12:  Tuesday, December 11 & Thursday, December 13
  • Week 13:  Tuesday, December 18 & Thursday, December 20
  • Week 14:  TBD


Coursework & Due Dates:


  • Order Chicago Water Quality Test due TBD
  • Parental Permission Forms (cream) due September 27th
  • Pre-Assessment - Student Assent Forms (pink) due September 27th
  • Pre-Assessment - Persuasive Essay Task (blue) due September 27th
  • Pre-Assessment - Student Pre-Questionnaire (green) due September 27th
  • Pre-Assessment - Science Inquiry/Skills Assessment (yellow) due September 27th
  • Pre-Assessment - Socio-Scientific Literacy Assessment (white) due September 27th
  • Read Global Ed 2 - Water Scenario "At a Glance" due TBD
  • Water: The Drop of Life Video Viewing Task due TBD (classwork)
  • Problem of Water Introduction Lesson Discussion Questions due TBD
  • Keep a Water Log/Tally Assignment due TBD
  • Problem Learning Based Chicago Module due TBD
  • Read & then Re-Read Global Ed 2 - Water Scenario "At a Glance"
  • Share 1 Fact to be used for the Water Simulation (TBD) Opening Statement due TBD
  • Rough-Draft of Water Simulation (TBD) Opening Statements due TBD
  • Final Copy of Water Simulation (TBD) Opening Statements due TBD
  • Interactive Phase [Read Opening Statements & Reply to 2 Countries] due TBD
  • Participate in Conference [Open ICONS, click on Conferences, read the agenda, prepare your response, & participate] due check Conference Calendar TBD
  • Interactive Phase - Final Proposals due TBD 
  • Interactive Phase - Sponsor (up to 2 per group) Final Proposals due TBD
  • Interactive Phase - Voting on Final Proposals due TBD
  • PBL Chicago Module - Officials Warn of Lake Michigan Water Shortage due TBD - Opening Statements
  • Final-Assessment - Student Assent Forms (pink) due TBD
  • Final-Assessment - Persuasive Essay Task (blue) due TBD
  • Final-Assessment - Student Pre-Questionnaire (green) due TBD
  • Final-Assessment - Science Inquiry/Skills Assessment (yellow) due TBD
  • Final-Assessment - Socio-Scientific Literacy Assessment (white) due TBD

Watch the Drop of Life: The Story of Water (Mini-Documentary) and then complete the Water: The Drop of Life Video Viewing Task 


Published on Jan 17, 2011

The world is waking up to the water and sanitation crisis. Water is essential for life. No living being on planet Earth can survive without it. It is a prerequisite for human health and well-being as well as for the preservation of the environment.

Problem of Water Introduction Lesson:
The Future of Water Documentary:  This documentary will look at the deeply intertwined history of humanity and fresh water reveals looming challenges that could upend power structures around the world.  See Resources below for further exploration.  

Discussion Questions:  
NOTE:  Take good notes and answer the questions to the best of your ability.  These questions will be revisited on multiple occasions.  
  • What is a developing or third world country?
  • What are the basic human rights?  NOTE: The Universal Declaration of Human Rights
  • Is fresh and clean water a human right?
  • Is fresh water the new oil?
  • What is desalinization?  Is it cost effective?  What are the pros and cons of desalinization?
  • What is your your personal responsibility regarding the "Problem of Water"?
Keep a Water Log/Tally Assignment:
Document how many times you use water for an entire week.  You can use this simple log/tally sheet below to get an idea

Discussion Questions:
  • Do some simple calculations to estimate how many gallons of water you use per week?
  • Which of these could you do without if you lived in a developing or third world country and water was scarce?
  • In what ways can you decrease or conserve the amount of water you use?
  • Complete a Water Footprint or  Home Water Audit 
My Use of Water Log/Tally
Sun
Mon
 Tues
 Weds
 Thurs
 Fri
 Sat
Drinking water (cups/glasses including water fountain)
 
.
-
 
 
 
 
Cooking (cups used to cook)
 
 
 
 
 
 
 
Bathing (time)
 
 
 
 
 
 
 
Brushing your teeth (times) 
 
 
 
 
 
 
 
Washing the dishes (times)
 
 
 
 
 
 
 
Washing your clothes (average loads)
 
 
 
 
 
 
 
Flushing the toilet (estimate how many times)
 
 
 
 
 
 
 
 

Sources of Water Geography Lesson


Test your knowledge here:  

Seterra Interactive Maps:  World - Oceans, Seas, Lakes, and Rivers


Problem Based Learning (PBL) Chicago Module:



Officials Warn Of Great Lakes Water Shortage
CBS Chicago reports "A federal analysis this week warned that the Great Lakes region could experience water shortages in some locations in coming years because of climate shifts or surging demand."
First, students will look at the impact of clean water and water accessibility for residents of Chicago.  Four groups will be created with vastly different opinions, for example:  

Group #1 - Mayor & City Council
Group #2 - Arrow Gas Co. approved to move to Chicago 
Group #3 - Normal Chicago residents
Group #4 - Surrounding states that share Lake Michigan's water (Indiana, Michigan, & Wisconsin)

Students will then host a simulation town hall meeting from the perspective and research of their group.  

The issue to discuss could be that the city’s water supply is running low, has been contaminated, neighboring states are upset at Chicago's amount of consumption, and/or they need to consider a cost-effective way to improve the quality of tap water used by the city. The idea would be for the students to begin the difficult process of problem solving with people who have different roles within a community. This will hopefully help them understand the gravity of PBL and start their path on to becoming a global citizen.  Students will have to complete a graphic organizer to document research related to their role and the perspective of the stakeholder (for example, the mayor may want to raise taxes to cover the cost of a filtration system). They would put together a few talking points to raise in the town hall meeting, including a possible solution.


The students would then choose a spokesperson to represent their role and participate in a town hall meeting to share their research and concerns. They would be able to consult with the other members of their group to try to reach a solution. Regardless of whether or not a solution has been decided, the students will end with a reflection on what they learned about water safety and the difficulties of problem solving with people who have different views/interests.


My role as the facilitator is to help the students make sense of their research in terms of the effects of water quality and to help them consider issues that may impact a specific stakeholder. My role in the meeting would be to make sure each group was able to communicate their ideas and concerns. Ultimately I would be looking to see if they were able to understand why water quality matters and how different groups of people have different needs and perspectives.

Writing a Problem Based Argument / Persuasive Argument Lessons:


Persuasive Argumentation Teaching Activity Students need help understanding how to support their arguments by making the connections between a Claim, the Evidence supporting it, and the Reasoning connecting the two. This brainstorm activity and the accompanying exercises will help students prepare for developing sound persuasive arguments during the Global Ed II project. This activity may well extend over 1-3 class periods. 


Section 1: Claim, Evidence, and Reasoning (CER) 


A.  Introduce the concept of Claim, Evidence, and Reasoning through a think-a-loud, class brainstorm about how we might change people’s minds, and how they might change our minds. Some sample questions to ask are: 

  1. Can you change someone's mind? 
  2. Should you? 
  3. How do change someone's mind? 
  4. How do other people change your mind? 
  5. What are some things people do to change your mind that work? 
  6. What are some things people do to change your mind that you don't like or don't work? 
  7. What do you think of when you hear the word "claim"?  (It’s important with these last three questions to not prompt correct responses, but to let students arrive at their own definitions. Teaching the correct uses of the terms comes later.) 
  8. What do you think of when you hear the word "evidence"? 
  9. What do you think of when you hear the word "reasoning"? 

B.  Write on the board or present the definitions of each term, and discuss how the definitions differ from the brainstorm: 
  1. Claim: noun – to assert in the face of possible contradiction 
  2. Evidence: noun – something that furnishes proof 
  3. Reasoning: noun – a statement offered in explanation or justification, connecting the proof to the claim 

C.  In class discussion, use these simple examples or the example and non-example Opening Statements (or your own) to show how the chain of reason works: 

1.   Example: Scientific reasoning 

      a)  Claim: The sun is hot. 

      b)  Evidence: My skin feels warm. 

      c)  Reasoning: My skin became warmer when the sun came up. 

2.  Example: Social reasoning 

      a)  Claim: My mom is mad. 

      b)  Evidence: She is frowning. 

      c)  Reasoning: She was frowning yesterday when she said, “I am mad.” 

3.   Example: Political reasoning 

      a)  Claim: Japan should join our international organization. 

      b)  Evidence: Japan needs to increase their food supply. 

      c)  Reasoning: Countries in our organization will send food to other countries. 


D.  Think Aloud / Modeling: Tell students they must come up with a C-E-R chain they might use in their own lives. They do not have to use examples that are true or real evidence. Model this in a think-a-loud, walking them through the connections between the three elements. Use this example or your own: 

     a)  Claim – My favorite band is the best band. 

     b)  Evidence – They have 5 #1 songs. 

     c)  Reasoning – No other bands have as many number one songs. 


E.  Guided Practice: Students must write out their own C-E-R chain. If needed, post these guiding descriptions: 

     a)  Your Claim – something you think is true 

     b)  Your Evidence – What made you think it was true 

     c)  Your Reasoning – What about the evidence convinced you? 


F.  Meet-Pair-Share: Discuss in groups or as a class. 

     a)  What was the most difficult part of this exercise? Why? 

     b) Would this be a useful thing to know how to do? Why or why not? 

     c) Why might this be a better way to present an argument? [This question leads into the next] 

     d) What happens if you try to present an argument without using this technique? 


G.  Independent Practice: Repeat this exercise for homework. If students are familiar with internet research, this can be extended to require a real claim that is validated with research. 


Section 2: Academic vs. Propagandist Persuasion [this section will most probably be on a second or third day] 


1.  With an understanding of claim/evidence/reasoning, students can begin to understand the difference between clear, academic persuasion and unclear, propagandist persuasion. In class discussion, review the concepts. The following concepts may be useful:

a. Academic: 

    1. Uses the Claim / Evidence / Reasoning chain 

    2. Uses objective, not emotional language 

    3. Students may understand this as “speaking to adults” language 

b. Propaganda:

    1. Presents Claim without Evidence and/or Reasoning 

    2. Uses overly emotional language 

    3. Students may understand this as “speaking to your friends” language 


2. Modeling

a. Discuss a claim that you want to convince the students of: 

    1. You should do your homework. 

    2. You should join (insert extra-curricular activity) 

    3. Stay in school. 

b. Write (either before hand or during the class discussion) two short discussion-post style explanations of your claim (100 – 150 words). One should be academic and the other propagandist. See the Persuasive Techniques chart for examples and help writing in these styles. 

    1. Begin with the propagandist post. 

    2. Think aloud how the writing is conceived, including what the writer is hoping to achieve with the content, style, word choice. 

    3. Ask students how they react to the language of the post. Does it convince you of the claim? 

    4. Think-aloud through writing the academic post. 

    5. Discuss the comparison between the two. Which is more effective? If one is more effective, why might you want to use the other one instead? What are the drawbacks of each? c. Ask students to repeat the exercise using their own claim. 

                 a)  Which is easier to write? 

                 b)  Which do they think is most effective? 

                 c) How can they improve on the academic post? 

                 d) Ask students to exchange work, commenting on which post is more effective and how their classmates might improve the academic post. 


Section 3: Assertions, Questions, Proposals 


1. Review A/Q/P definitions from handout 

    a. What are the purposes of each? 

    b. Are there any types of posts that would not fall into these categories? 

    c. In which situations might you use each type of post? 


2. Model posts of each kind to follow up the claims of the above discussion. Students create posts of each kind to follow up their own claims from above exercise. Use the following guidelines for students’ posts to give them structure: 

   a. Assertion 

           1) Statement of the concept or opinion which is clear to someone not familiar with the topic 

           2) At least one statement connecting your assertion to the information discovered in your question 

           3) At least one piece of factual evidence to support your claim 

           4) 1 or more statements connecting the evidence to the claim (reasoning) 

   b. Question: Develop a question about something you'd like to know. Must contain the following elements 

          1) Statement of the question which is clear to someone not familiar with the topic 

          2) Why the question is important 

          3) Suggestions for possible action depending on the answer 

   c. Proposal 

          1) Statement of the proposed action which is clear to someone not familiar with the topic 

          2) At least one statement connecting the proposal to your assertion 3. Anticipation of at least two possible outcomes 

          3) Students can then exchange work to answer whether they feel the posts actually match the type of post indicated. 

          4) Discuss the challenges in trying to focus the post to a particular type. 

          5) For a possible homework assignment, students may come up with 1 issue/topic from their personal lives and 1 global issue. Then, they can write a post under each type on the two topics. 


Opening Statements Resources & Lessons:

Country Assignment (TBD) 


TBD

The ICONS System:  


All communications with take place using the the ICONS System login here.  

Need help navigating the ICONS System?  Watch this video

Simnumber: TBD

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Global Ed 2 Scenario:


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