Unit Theme: What Does It Mean To Be Human?

Grade: 10 Grade and 12th grade Government

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Timeline: 4 Weeks
Team Members

Samantha
Weller

Michael Fromm

Kelly Carlson

Emile Kram

Subjects

Biology

English

Government

History

Rationale:
This unit is designed to help the students answer the essential question what does it mean to be
human? A question such as this one can be answered both objectively and subjectively, as it is
comprised of both the literal (biological) and abstract (identity, nationalism, etc) aspects of humanity,
allowing the answer to differ for everyone to some degree. By incorporating different elements of
Biology, English, Government, and History, students can reflect on what humanity actually
encompasses, and find a better understanding of themselves and others in the process.
It is imperative that students study what it is to be human on a biological/scientific level, as it will
deal with the hard facts that come along with the question. Using a mixture of informational texts (both
print and web-based), students will learn that on a cellular level, that all human beings are composed of
the same basic substances, elucidating that the ideas of race, nationality, and religion are all man-made
constructs, and do not actually exist in a physical form. The inclusion of biology in this unit helps to
answer the what am I? part of the initial enduring question.
When it comes to the question of what it is to be human, English plays a key role in answering the
who am I? that relates to it. Using literature based around identity and perspective, the students will
examine how they view themselves as individual beings, as well as how they view others, and vice
versa. Gaining a wider scope of understanding in these essential pieces of human nature will help the
students form what they feel is the answer to this part of the question.
Government explicitly deals with the classification of certain peoples within its geographical
boundaries as: citizens, non-citizens, illegal aliens, enemies of the state, etc. How do we as a society
define who we are and in turn who we help based on the man-made construct of nationality, political
allegiance, political asylum, and religious refuge? How do our founding documents (the United States
Constitution and the Declaration of Independence) display our legalistic principles and idealistic
philosophies, respectively, and how is that manifested into our modern day interpretation of federal
policy both foreign and domestic regarding citizenry and peoples of the world? Simply put: how do we
define ourselves as a people in the United States, in relation to ourselves and to the world? Examining
the legal documents outlining what citizenship means by law in comparison to how it is interpreted by
citizens themselves will help students to differentiate between legal rhetoric and political rhetoric.
Historically, the definition of human has occasionally been changed and molded to fit the needs
and prejudices of those with either power or privilege at the moment of their rule. The dehumanization
that occurs in this process allows nations and their citizens to excuse war and absolve themselves of
responsibilities to those they deem to be lower life. This absolution can lead countries to commit
atrocities such as mass genocide, or to turn their backs on their fellow people when they are most in
need of aid. With the current Syrian crisis, and its peoples exodus, it is very important that students
understand that regardless of distance away or difference of beliefs, people are all inherently the same.
The students will be focusing of informational historical texts as well as current media articles to gain
an understanding of how differing groups of humans rationalize treating other groups of humans in a
manner unbecoming of the dignity and respect that they deserve.

Student Learning Outcomes

Focus Standards:
English:

Determine a theme or
central idea of a text and
analyze in detail its
development over the
course of the text,
including how it
emerges and is shaped
and refined by specific
details; provide an
objective summary of
the text. (9-10.RL.2)

Analyze how complex

characters (e.g., those
with multiple or
conflicting motivations)
develop over the course
of a text, interact with
other characters, and
advance the plot or
develop the theme. (910.RL.3)

Analyze how the author

unfolds an analysis or
series of ideas or events,
including the order in
which the points are
made, how they are
introduced and
developed, and the
connections that are
drawn between them. (910.RI.3)

Determine an authors
point of view or purpose
in a text and analyze
how an author uses
rhetoric to advance that
point of view or
purpose. (9-10.RI.6)

Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence. (9-10.W.1)

Write narratives to
develop real or imagined
experiences or events
using effective technique,
well-chosen details, and
well-structured event
sequences. (9-10.W.3)

Use technology,
including the Internet, to
produce, publish, and
update individual or
shared writing products,
taking advantage of
technology's capacity to
link to other information
and to display
information flexibly and
dynamically. (9-10.W.6)

Draw evidence from

literary or informational
texts to support
analysis, reflection, and
research. (9-10.W.9)

Initiate and participate

effectively in a range of
collaborative discussions
(one-on-one, in groups,
and teacher-led) with
diverse partners on
grades 910 topics, texts,
and issues, building on
others' ideas and
expressing their own
clearly and persuasively.
(9-10.SL.1)

Evaluate a speakers
point of view, reasoning,
and use of evidence and
rhetoric, identifying any
fallacious reasoning or
exaggerated or distorted
evidence. (9-10.SL.3)

Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.(9-10.L.1)

Demonstrate
understanding of
figurative language, word
relationships, and
nuances in word
meanings. (9-10.L.5)

Acquire and use

accurately general
academic and domainspecific words and
phrases, sufficient for
reading, writing,
speaking, and listening

at the college and career

readiness level;
demonstrate
independence in
gathering vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression. (9-10.L.6)
Government:
Concept 5:
Government
Systems of the
World:

Reading
Standards for
Literacy in
History/Social
Studies 6-12

Writing Literacy
in History/Social
Studies 6-12

PO1 Compare the

UNited States system of
politics and government
to other systems of the
world (e.g. monarchies,
dictatorships, theocracy,
oligarchy, parliamentary,
unitary, proportional
elections).

PO2 Describe the

factors (e.g. trade,
political tensions,
sanctions, terrorism)
that influence UNited
States foreign policy.

PO3 Describe world

governmental and
nongovernmental
organizations (e.g. the
UNited NAtions and its
agencies, NATO, the
European UNion, the
iNternational Red Cross).

Cite specific textual

evidence to support
analysis of primary
and secondary
sources, connecting
insights gained from
specific details to an
understanding of the
text as a whole. (1112.RH.1)

Determine the central

ideas or information
of a primary or
secondary source;
provide an accurate
summary that makes
clear the relationships
among the key details
and ideas. (1112.RH.2)

Evaluate various
explanations for actions
or events and determine
which explanation best
accords with textual
evidence,
acknowledging where
the text leaves matters
uncertain. (1112.RH.3)

Determine the
meaning of words and
phrases as they are
used in a text,
including analyzing
how an author uses
and refines the
meaning of a key term
over the course of a
text. (11-12.RH.4)

Analyze in detail how

a complex primary
source is structured,
including how key
sentences,
paragraphs, and
larger portions of the
text contribute to the
whole. (11-12.RH.5)

Evaluate authors
differing points of view
on the same historical
event or issue by
assessing the authors
claims, reasoning, and
evidence. (11-12.RH.6)

Use technology,
including the internet,
to produce, publish,
and update individual
or shared writing

Conduct short as well

as more sustained
research projects to
answer a question
(including a self-

Gather relevant
information from
multiple authoritative
print and digital
sources using advanced

products in response
to ongoing feedback,
including new
arguments or
information. (1112.WHST.6)

generated question)
or solve a problem;
narrow or broaden the
inquiry when
appropriate;
synthesize multiple
sources on the
subject,
demonstrating
understanding of the
subject under
investigation. (11-12.
WHST.7)

searches effectively;
assess the strengths and
limitations of each
source in terms of the
specific task, purpose,
and audience; integrate
information into the
text selectively to
maintain the flow of
ideas, avoiding
plagiarism and
overreliance on any one
source and following a
standard format for
citation. (1112.WHST.8)

PO 1. Describe the role

of energy in cellular
growth, development,
and repair.

PO 2. Compare the
form and function of
prokaryotic and
eukaryotic cells and
their cellular
components.

PO 3. Explain the
importance of water in
cells.

PO 4. Analyze
mechanisms of transport
of materials (e.g., water,
ions, macromolecules):
passive
transport
active transport

PO 5. Describe the
purposes and processes
of cellular reproduction.

PO 6. Examine
genocide as a
manifestation of extreme
nationalism in the 20th
century (e.g., Armenia,
Holocaust, Cambodia,
Bosnia, Rwanda,
Kosovo and Sudan).

PO 7. Analyze the
political, economic and
cultural impact of the
Cold War:
a.
superpowers
Soviet Union, United
States, China
b.
division of

Draw evidence from

informational texts to
support analysis,
reflection, and
research. (1112.WHST.9)
Biology:
Concept 1: The Cell

History:
Concept 8: World at
War

Europe
c.
developing
world
d.
Korean and
Vietnam Wars

Enduring
Understanding:
Important
Concepts

Determine the meaning

of words and phrases as
they are used in a text,
including vocabulary
describing political,
social, or economic
aspects of history/social
studies. (910.RH.4)

Cite specific textual

evidence to support
analysis of primary and
secondary sources,
attending to such
features as the date and
origin of the
information. (9
10.RH.1)

Race is PseudoScience. Biologically,

human beings are all
virtually identical in
cell structure and
composition.
Identity and perspective
are the two most
influential pieces of
personality, which is a
leading contributor to
identification as a
human being.
Ones citizenship has a
major effect on how
they may view
themselves as human
beings, especially in
comparison to other
people of differing
nations.
Historically, when one
nations people sees
themselves as superior
to another, they often
dehumanize them in
order to rationalize
atrocities committed.

Theme-Related Essential
Questions

What am I?
Biologically, what
is the make up of a
human being?
Who am I? What
are the contributing
factors to identity
and perspective
that make up
someones
personality, and
essentially their
humanity?
How does where I
live shape who I
am? What are the
cultural,
governmental, and
geographical
influences that
contribute to
making someone
human?
How do we as
people strip others
of humanity? What
actions and
reasoning take
place to make this
happen? At what
point does a human
stop being a human
in the eyes of

another, and why?

How does how I
treat others
influence who I am
as a human being?
Technology
Integration

English: Students will be keeping a Digital Writing Journal (DWJ) for

everyday writing prompts at the beginning of class. Students will also use the
internet for various individual and group research assignments throughout the
semester (writing workshop, 16 Personalities quiz, Ted ED talk, etc.).
Government: Students will access, read, and analyze our nations founding
documents online. Students will then be placed into two groups: one
prosecuting the United States for its foreign policy over the centuries and the
other group defending the foreign policy decisions of the United States.
Students will use the internet, numerous online resources (databases,
government sites, primary source collections, etc.), and news-media to research
their upcoming court case and their respective position, prosecution or defense.
Unit Performance Task: The 10 grade World History classroom will complete
an interactive inquiry based project concerning a dossier given to them about a
historical incident of genocide. The students acting like teams of investigators
for the United Nations, will then conduct research online (scholarly databases,
primary and secondary documents, print/news media, etc) and present an
argumentative and persuasive case before the United Nations panel (the 12
grade Government class) as to why the United Nations needs to intervene in
this particular matter. The culminating presentations will be done in a
multimedia format.
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Interdisciplinary
Essay

As determining what it means to be human is a critical thought process that all

people require in order to set rules and boundaries on their view and treatment
of themselves and others, the interdisciplinary essay for this unit requires
students to draw from the lessons and texts in the content areas of Biology
(what am I?), English (who am I?), Government (how does where I live shape
who I am?), and History (how do we as people strip others of humanity?) in
order to answer the overarching question. The individual conceptualization of
humanity also allows the students to think critically about how their treatment
of others influences who they are as human beings, hopefully encouraging an
overall respect for their fellow humans in the process. The essay will be a 1 person narrative with a 3-4 page length requirement, which answers all of the
questions posed here, and contains a minimum of 4 properly cited pieces of
textual evidence (1/per content area) from the lesson itself. As the essay will be
given in the English content area, proper MLA format will be required.
st

Unit Performance
Task

The 10 grade World History classroom will complete an interactive inquiry

based project concerning a dossier given to them about a historical incident of
genocide. For example: Stalin in Russia circa the 1930s, Mao Tse Tung in
China circa the 1950s-1960s, Pol Pot in Cambodia circa the 1970s, Sadaam
Hussein in Iraq circa the 1980s, and Slobodan Milosevic in the former country
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of Yugoslavia circa the 1980s-1990s.The students acting like teams of

investigators for the United Nations, will then conduct research online
(scholarly databases, primary and secondary documents, print/news media, etc)
and present an argumentative and persuasive case before the United Nations
panel (the 12 grade Government class) as to why the United Nations needs to
intervene in this particular matter. The culminating presentations will be done
in a multimedia format. The students will use arguments from all three
disciplines (English, Biology, and World History) as to how we are all
connected as humans socially, biologically, and culturally. Again, the groups
will present their cases to a mock United Nations panel consisting of the 12
grade Government class. The Government students will then in turn take the
presentations and analyze how a real United Nations sub-committee and panel
would then commence to deliberate and conduct an intervention hearing.
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Common Instructional Strategies

All Learners
Digital Writing Journal (DWJ)
Literary Circle (Roles) for novels
Post-it Responses to poetry
Active Note-Taking Guide for Ted-ED
Socratic Seminars
. Philosophical Chairs
. Think-pair-share
.
English Language Learners
Read Alouds
Connection to prior knowledge
Repetition of necessary content
Graphic Organizers
Artist role for Literary Circles
Random Grouping, making sure to account for splitting up ELLs into different groups
Exit Tickets to check individual understanding of daily lessons
(Resource / Speech Language)
Modeling activities, with examples
Providing wait time
Repetition of necessary content
Daily Writing Journal prompts
Grouping for Literature Circles
Extended time to complete assignments if stated in IEP
GATE
Provide independent reading list related for unit topic
Allow for inquiry research component in final unit assessment

Individual Unit Theme: What Am I? Understanding what biologically makes us all human.
Subject: Science

Grade Level: 10
Focus Standards

PO 1. Describe the role of energy in cellular growth, development, and repair.

PO 2. Compare the form and function of prokaryotic and eukaryotic cells and their cellular
components.
PO 3. Explain the importance of water to cells.
PO 4. Analyze mechanisms of transport of materials (e.g., water, ions, macromolecules) into
and out of cells:
passive transport
active transport
PO 5. Describe the purposes and processes of cellular reproduction.

Essential Understandings

Knowledge/Skills

Important Concepts:
What Am I? Understanding how human
beings are all virtually identical in cell
structure and composition.
Analyzing and comparing/contrasting the
structures of cells, their history, their
properties, and how all organisms are similar
on the cellular level.

SWABAT:

Guiding Questions: What is the most basic

form of life? What are the cellular structures
within eukaryotic cells? How do cells function
and replicate? What distinguishes a human
cell from a non-human cell?

Identify the ethics behind certain scientific viewpoints

by forming literature circles and reading trade books.

Gain knowledge of new ideas by reading scientific

articles.
Answer meaningful questions about cellular structure.
Write regular entries into their science journals about
their scientific observations.

Determine the difference between prokaryotic and

eukaryotic cells.
Analyze the steps of mitosis and the cell cycle.
Create a classroom drama that shows and summarizes
the functions and processes that a human cell goes
through during the cell cycle and mitosis.
Evaluate the similarities between human cells, the
concept of race, and justify their answers in a final
journal entry submission.
Show their understanding of a topic by creating a
scientific journal.

Texts

Assessment

Formative:

Card, O. (1985). Ender's game. New

Summative:

York: Tor Books.

Cell Cycle [YouTube]. (2014).
Davies, N. (2014). Tiny Creatures: The
World of Microbes. Candlewick.
Farmer, N. (2002). The House of the
Scorpion. New York: Atheneum Books for
Young Readers.
Genetic Science Learning Center (2014,
June 22). Amazing Cells. Learn.Genetics.
Retrieved November 22, 2015.
Genetic Science Learning Center (2014,
June 22). The Evolution of the Cell.
Learn.Genetics. Retrieved November 22,
2015.
Karla Moeller. (2014, September 17). Cell
Parts Bits. ASU - Ask A Biologist. Retrieved
November 22, 2015.
Prokaryotic Vs. Eukaryotic Cells
[YouTube]. (2015). Ricochet Creative
Productions.
Shyamala Iyer. (2009, September 27).
Building Blocks of Life. ASU - Ask A
Biologist. Retrieved November 22, 2015.

Daily writing in
science journals
Literary Circle
Role handouts.
Literary Circle
Evaluations
Cellular structure
worksheet
handouts

Interdisciplinary essay.
Classroom drama
Handing in their science journals
which should include their
bellwork, classroom summaries,
notes, drawings, journal entries,
vocabulary sections, critical
thinking questions, and their
short final journal entry essay

Mitosis graphic
organizer and quiz
Active NoteTaking in their
science journals
Summaries of
each day in class
in their science
journals for tickets
out the door
Recording their
critical analysis
questions in their
science journals at
the end of each
activity.

Learning Plan: Scope and Sequence

Students will each be given a science journal
that they must update on a daily basis with
their bellwork, notes, journal entries,
drawings, vocabulary sections, critical
thinking questions, and their tickets-out-thedoor.
Students will engage in a Read Aloud of The
Evolution of the Cell from the Genetic
Science Learning Center and annotate the text.
Then they will discuss the article with a
Mapping activity to generate understanding of
the fundamental vocabulary.
Students will be given the choice between the

Differentiation
ELL:
Class will work in groups and perform Read Alouds
when reading the more complex texts. Difficult
vocabulary will be addressed during regular checks
for understanding. Bellwork will be given during
every class to surface prior knowledge and should
help bridge ELLs understanding of the current
concepts. Class material will be repeated as necessary
and graphic organizer notes will be provided for
reading and writing activities. There will be many
visuals in the lectures and alternative activity methods
will be available for these students. Students will also
be given many choices in how they present their
work. They may draw their notes to help them make
better connections with the material. There will be

novels Enders Game and The House of the

Scorpion and will be placed into Literature
Circles groups of 3 students each. They will
rotate through 5 daily roles for group
discussions, as well as writing journal entries
based on questions about the text. They will
also swap daily group summaries with another
group that is reading the other text. Students
will read these texts outside of class.
Students will create graphic organizers based
on the Prokaryotic Vs. Eukaryotic Cells video
and discuss with pairs about what they
learned.
Students will write daily journal entries in
response to a fundamental question supplied
by either the teacher or created by the
students.
Students will complete a webquest that will
allow them to explore the structure of a cell in
a fun and interactive way. Each student must
complete their own webquest worksheet but
may work in pairs throughout the activity.
Students will create flow charts on poster
boards to show their understanding of cellular
transportation and the importance of water
within a cell. This activity will be done in
pairs and the students will be able to present
their work to the rest of the class upon
completion. Posters will be hung up in the
classroom for visual notes and recognition
purposes.
Students will watch the video Cell Cycle from
Teachers Pet and then draw the steps of the
cell cycle and mitosis in their science journals.
Towards the end of the unit the students will
create a classroom drama to be performed in
front of the 9 grade students. The classroom
drama will feature the entirety of the
eukaryotic (human) cell, its life cycle, its
internal structures, and the stages of mitosis.
Students will be allowed to choose the
different roles they would like to perform to
create the play. The roles will be: the Actors,
the Script Writers, the Costume/set Designers,
the Playbill Creators, the Technicians, the
Narrator, and the Director. Students will have
to use all the notes and everything else that
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many group activities that will give ELLs many

opportunities to work and learn with native speakers.
For the classroom drama, ELLs will have a wide
range of roles they will be able to choose from. This
will allow them to discover their own abilities and
skills. Exit tickets will be utilized for individual
checks for understanding at the end of each
lesson/transition.
SPED:
All activities and assignments will be modeled with
clear directions and multiple examples. Extra time
will be given as necessary for students who need it.
Checks for understanding will be performed so that
everyone is on the same page. Repetition of classroom
material will be provided as much as necessary.
Groups assigned by the teacher will be evenly
distributed so that they are balanced. This will allow
students to learn from each other and also have their
individual talents shine. All accommodations to IEPs
and 504s will be supported and provided.

they have recorded in their science journals

for this project. They will also be allowed to
do independent research.
The Actors will each play a specific organelle
within the cell and perform its actions on
stage.
The Narrator will be telling the audience what
is happening in the play as the story of the cell
is being performed.
The Script Writers will be in charge of writing
the script for the Actors and the Narrator.
The Director will be in charge of organizing
the Actors for practices and will decide how
best to perform the script. (The director may
seek guidance from the teacher if needed.)
The Costume/set Designers will have to
design what the actors will be wearing based
on their cellular roles. They will also have to
create at least one background set for the play.
The Playbill Creators will be in charge of
making a professional-looking playbill. Every
student will be featured and credited in the
playbill but the Creators will be in charge of
describing each actors role. They will also
add a few questions for the audience members
to answer while they watch the performance.
If the audience members can answer these
questions then the students will know that they
have successfully captured the concepts taught
in class by the end of the play.
The Technicians will be in charge of stage
effects and lighting for the performance. They
will also be in charge of recording the
performance digitally and creating an Animoto
of the finished product.
At the end of the play and after reading the
responses from the audience, the students will
make a final journal entry into their journals.
They will answer these questions: Explain
how the knowledge of cellular structure and
function makes us human. and What did I
learn from this experience?

Students will write a 3-4 page interdisciplinary

narrative essay over the prompt What Does it
Mean to be Human, answering individual
sub-prompts from each discipline, and citing
textual evidence to provide the basis of their
individual answers. This essay will serve as
the assessment for the unit.