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Understandings….
● Students will understand that the CRAIGs are essential to success in and out of school
● Students will understand the power of authentic and critical narratives can have on society
● Students will understand how people engage in issues of social justice
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Essential Questions….
● How do people overcome adversity?
● Why is it important to have a strong moral character?
● How do people resolve conflict with themselves or with issues in society?
● How can you relate to these stories of adversity?
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Students will know...
● Each of the CRAIG commitments
● Tier 2 and tier 3 vocab associated with each case study
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Students will be able to…
● Conduct a research project that will showcase their understanding of the CRAIGs
● Reflect on their learning as well as provide critical feedback to other presenters as well
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Performance Task
Students will be asked to take on the role of a biographer and are tasked to choose one historical person and write a compelling narrative about how that individual not only showed the commitments of CRAIG but also committed themselves to forge through adversity to pursue gender equality.
Students will be asked to read or present their narratives in front of their peers in a book club styled setting. Students will be asked to reflect and give feedback on one another's work.
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Other Evidence
Students will have an opportunity to see and experience a model of the performance task through the 5 provided case studies.
Each case study will allow the teacher to check for understanding through several means.
● Each case study will have selected vocab words that will be broken down into the academic tiers. Students will create a TIP chart that will ask students to write down the term/word in one column, the definition of information in the middle column, and lastly, a picture that visually represents the term to better their understanding
● During the reading, there will be 2-3 different reading strategies that the teacher can use to help the students engage in the reading deeper
● After the reading, the teacher will provide an opportunity for reflection and feedback as the students will journal their thoughts and ideas about the narrative and its connection to the essential questions
● Lastly, each case study will contain extension activities for the students and teacher to dive deeper by looking at primary sources related to the historical person
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Learning Activities
● The unit will begin with a K-W-L chart to examine the student’s prior knowledge of the case studies and the CRAIGs. This will also be the time to establish the learning goals for the unit
● To engage and hook the students, we will look at one example of gender inequality and take a brief look at the issues facing women presently in America
● Students will have to engage in a variety of reading strategies during the case studies
● Students will put all work in their journals and this will also serve as the place where students will take time at the end of each case study to reflect on the CRAIGs, the individuals, and the essential questions
● In the performance task, students will have an opportunity to present their research narratives in a variety of ways; a documentary, slide show, paper, play, or poster board
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