Curriculum planning chart

Generative Topic (Blythe et al, 1998):

Ross James
Concept*

Standard

("The student will

understand")
CCSS.ELALITERACY.RH.6-8.5
Describe how a text
presents information
(e.g., sequentially,
comparatively, causally).
Central problem /
issue / or essential
question What is
Change?

CCSS.ELALITERACY.RH.6-8.1
Cite specific textual
evidence to support
analysis of primary and
secondary sources.
CCSS.ELALITERACY.RH.6-8.3
Identify key steps in a
text's description of a
process related to
history/social studies
(e.g., how a bill becomes
law, how interest rates
are raised or lowered).

Subject:

Cultural Studies

Name:

Assessment

Facts

Skills

Problems to pose

(How will you have

evidence that they
know it?)

("The students will

know")

("The students will

be able to")

("Guiding questions"
or "unit questions")

I will see the

evidence and
resources students
use for the basis of
their arguments

What the Hyde

Amendment is

Students will be
able to

How court cases

make it to the
Supreme Court

Find quality
information for
arguments they are
presenting

Are their
qualifications for
who should be
allowed to have an
abortion

Students will
research relavant
information for their
arguments on the
Hyde Amendment

Does the Hyde

amendment
discriminate against
citizens based on
class or race

Students will learn

the different parts or
ARE (Assertion,
Reason, Evidence)
and practice
distinguishing
components of this
framework from
each other

I will observe how

students use the
ARE framework to
form arguments
I will read the
assertions, reasons
and evidence
students link in
claims to create
arguments in the
ARE framework
I will observe how
students refute
arguments using the
I Disagree game
I will observe
students debate and
defend their
arguments in the
mock Supreme
Court Simulation,
and the actual
Supreme Court
Simulation

The roles and

obligations of
people who are
present within
Supreme Court case
proceedings

Form a quality
argument, using
information they
have found

How Supreme Court

cases are ruled

Present an argument
in a formal debate
scenario

How the Supreme

Court acts as an
agent of change

Refute arguments
Judge the quality of
formal arguments

How can
accessibility of
abortions be seen as
an equity issue
How does our
current health care
system influence
parameters of the
Hyde amendment

Activities:

Students will use the

ARE framework to
form arguments
using
Students will
analyze cause and
effect relationships
in different
scenarios to see how
they can best make
use of their
understanding of
cause and effect
relationships for
their argument
Students will play
the I Disagree
game to learn about
argument refutation