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Human Systems/Communities and The Breadwinner by Deborah Ellis. Caitlyn Brill Paula Borinsky Marie Quingert Cheri Burdette. http://www.kwintessential.co.uk/resources/global-etiquette/afghanistan.html. http://www.metmuseum.org. - PowerPoint PPT Presentation
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Caitlyn BrillPaula BorinskyMarie QuingertCheri Burdette
http://www.kwintessential.co.uk/resources/global-etiquette/afghanistan.html
http://anthromuseum.missouri.edu/minigalleries/afghantextiles/afghantextiles.shtml
http://www.metmuseum.org
http://travel.nationalgeographic.com/places/countries/country_afghanistan.html
Intermediate: Reading – Students will use a variety of
strategies to understand literary text and reflect connections to text.
Writing – Students will use the writing process to create a persuasive essay.
Social Studies – Students will demonstrate an understanding of communities and human systems.
Students will understand the interactions between citizens and their government.
Math – Students will understand different money systems.
Art – Students will demonstrate the ability to use principles and elements of design.
Students and teachers read the book, The Breadwinner, making connections to events in the story to their own everyday lives.
Students make a personal connection to the main character, Parvana, through visualization activities, such as simulations which excludes girls from the classroom and learning.
Remove all rules from the classroom but require a group assignment to be completed in order to leave.
View Afghan artifacts from the National Museum in Afghanistan (www.metmuseum.org or www.nationalgeographic.org).
Students will design their own rubrics to evaluate their communities and community projects.
Listen to Afghan music (www.smithsonianfolkways.org). Students will play charades to assist with learning vocabulary from the story. Connect students to the importance of rules/laws. Discuss how they felt in a
chaotic situation. Allow students to evaluate their own cognitive and social learning on a KWL
chart. Celebration of student work.
Afghani music playing in the background as children enter the room.
Displays of Afghan artwork and children’s created work.
Display of maps of regions involved in book. Display graphic organizer (timeline) of recent
historic events in Afghani government. Desks arranged in cooperative learning
groups that simulate living quarters. Reading area set up for class reading
activities that simulates living quarters of Parvana’s home.
Materials organized to be easily accessible.
COMMUNITIES
GeographyCommunication
systems
Economy
Government1. Import/export
2. Employment
3. Money systems
4. Goods and services
Specified roles Laws
Types
of Gov’t
1. Shelter2. Food3. Water
Learning Goals:Social Studies: Students will demonstrate the processes
of building a community and be able to create an “ideal” community.
Students will be able to argue the importance of a structured government for the success/failure of a community.
Students will investigate the concept of trade in order to understand economics.
Introductory “Big Picture” Activity/Assessment of Prior Knowledge
Activities: • Students will review the concept map and discuss
what they know about each topic in a think-pair-share.
• Students will brainstorm types of communities and create a working definition to use throughout unit.
• Students will use map skills to identify location of the Middle Eastern region.
• Students will play a “telephone” game in order to simulate communication challenges.
Learning Goals: Students will acquire background knowledge on
how geography can impact the development of a community and be able to relate that information to what they know about the geography in Afghanistan and the United States.
Students will learn how communication plays a large role in a community by analyzing hieroglyphics, Roman numerals, and other early forms of communication and be able to create a communication system for language, numeracy, and money.
Students will develop a government system by weighing the pros and cons of different systems and be able to design a set of laws for their own community.
http://www.kwintessential.co.uk/resources/global-etiquette/afghanistan.html
Activities: Students will research modern forms of government. Students will compare the use of
hieroglyphics/Roman numerals in communication in ancient societies.
Students will create an outline of government charter, laws, and judicial systems.
Students will transcribe a letter in hieroglyphics.
Learning Goals: Students will be able to identify the parts
needed to establish a community and will be able to design all elements of an effective community.
Students will test their community for its ability to respond to stress and conflict.
Activities: In small groups students will use previously
created outline to create their own communities aligned to a rubric.
The teacher will distribute scenario cards to test conflict resolution.
Students will design an artifact such as a community seal, flag, and/or song to represent community identity.
Students will create a persuasive article to influence others to join their community using previously written communication systems.
KWL chart Opinion papers Reflection paper on how well community succeeded Develop traits of each role Record ongoing history of community
using language system key Create a map of geography territory
using rubric