Introduction
This unit is designed for 8th grade social studies students and aligns with Common Core State Standards, New Mexico State Standards for Social Studies, and National Geography Standards.
This unit is inspired by William Gaudelli’s articulation of the World Justice and Governance and Cosmopolitan frameworks reflecting the following principles:
§ Examination of laws and treaties that define citizenship
§ Human rights are an essential lens for codification of laws and engagement as citizens
§ Global citizenship requires cooperation and conversation about values
§ Global education is critical in developing knowledge, skills and values conducive to addressing global issues collaboratively and with respect of cultural perspective.
This unit plan focuses on the Key Elements of Global Citizenship (knowledge and understanding, skills, and values and attitudes) as described in the Oxfam publication Education for Global Citizenship: A Guide for Schools and on global competency - the capacity and disposition to understand and act on issues of global significance – defined in Educating for Global Competence: Preparing Our Youth to Engage the World published by the Asia Society.
This unit is inspired by William Gaudelli’s articulation of the World Justice and Governance and Cosmopolitan frameworks reflecting the following principles:
§ Examination of laws and treaties that define citizenship
§ Human rights are an essential lens for codification of laws and engagement as citizens
§ Global citizenship requires cooperation and conversation about values
§ Global education is critical in developing knowledge, skills and values conducive to addressing global issues collaboratively and with respect of cultural perspective.
This unit plan focuses on the Key Elements of Global Citizenship (knowledge and understanding, skills, and values and attitudes) as described in the Oxfam publication Education for Global Citizenship: A Guide for Schools and on global competency - the capacity and disposition to understand and act on issues of global significance – defined in Educating for Global Competence: Preparing Our Youth to Engage the World published by the Asia Society.
Established Goals
New Mexico Social Studies Performance Standards - Grade 8
§ Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. § describe how individual and cultural characteristics affect perceptions of locales and regions § demonstrate understanding and apply problem-solving skills for historical research, to include: use of primary and secondary sources; sequencing, posing questions to be answered by historical inquiry; collecting, interpreting and applying information; gathering and validating materials that present a variety of perspectives. § describe the differing viewpoints that individuals and groups have with respect to the use of resources. § explain the structure and functions of the national government as expressed in the United States constitution, and explain the powers granted to the three branches of government and those reserved to the people, states and tribes, to include: 1. the sovereignty of Native American tribes in relation to state and federal governments National Geography Standards Standard 3 - The physical and human characteristics of places Describe and compare the processes that influence the distribution of human and physical phenomena, as exemplified by being able to describe and compare the changes in environmental systems that cause changes in cultural, political, or economic conditions |
ELA Standards – History/ Social Studies – Grades 6 – 8
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CCSS.ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. |
Transfer
Students will be able to independently use their learning to…
§ Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
§ Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
§ Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
§ Respect and value diversity.
§ Ask questions and developing critical thinking skills.
Understand how we relate to the environment and to each other as human beings.
§ Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
§ Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
§ Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
§ Respect and value diversity.
§ Ask questions and developing critical thinking skills.
Understand how we relate to the environment and to each other as human beings.
Meaning
Understandings
Students will understand that…
§ There are multiple types of territorial divisions used to manage and control Earth's surface § A culture has distinctive characteristics Cultures leave imprints on the physical environment in the form of cultural markers |
Essential Questions
* What is the legacy of the encounter between indigenous peoples and colonists/ settlers?
* How do indigenous peoples preserve their traditional culture while adapting to modern life? |
Acquisition
Students will know
* How geography affects ways of life for Indigenous groups around the world.
* The definition of the term indigenous. * and understand the relationships between indigenous groups and the environment. * and understand the relationships between indigenous groups and non-indigenous society. * Cultural markers of indigenous groups across the world including indigenous groups: Acoma people of New Mexico; Israel’s Arab Bedouin; groups in Cambodia; the San, Himba and Nama in Namibia; ethnic groups of China; peoples of Guatemala; the Maori of Aotearoa/ New Zealand; and the Sápmi of northern Scandinavian peninsula * How geography influences culture. * How nations and indigenous groups draw up and implement treaties. |
Students will be skilled at
* Researching indigenous groups and treaties using a variety of resources
* Comparing and contrasting indigenous groups around the world. * Devising and justifying a proposal to support the rights and ways of life indigenous people around the world. * Investigating and describing the geography of specific locales where indigenous groups live. * Responding to the essential question: How do indigenous peoples preserve their traditional culture while adapting to modern life? * Explaining the impact of cultural interactions. * Presenting research through multi-media products and to a variety of audiences. * Research environmental challenges a specific indigenous group currently faces |
Evaluative Criteria
§ Analysis through comparing & contrasting; deconstructing; synthesizing
§ Understanding through interpreting, inferring; Creating through writing
§ Understanding through inferring, summarizing, journaling, predicting,
§ Constructing meaning through writing, illustrating
§ Creating through researching, planning, filming, presenting, directing, producing
§ Evaluating through reviewing, collaborating, reflecting
§ Analyzing through organizing, outlining
§ Application through executing, editing
§ Understanding through exemplifying, interpreting, summarizing, inferring
§ Analysis through comparing & contrasting; deconstructing; synthesizing
§ Evaluation through justifying, critiquing, concluding, appraising
Synthesis through formulating, originating, summarizing
§ Understanding through interpreting, inferring; Creating through writing
§ Understanding through inferring, summarizing, journaling, predicting,
§ Constructing meaning through writing, illustrating
§ Creating through researching, planning, filming, presenting, directing, producing
§ Evaluating through reviewing, collaborating, reflecting
§ Analyzing through organizing, outlining
§ Application through executing, editing
§ Understanding through exemplifying, interpreting, summarizing, inferring
§ Analysis through comparing & contrasting; deconstructing; synthesizing
§ Evaluation through justifying, critiquing, concluding, appraising
Synthesis through formulating, originating, summarizing
Transfer Tasks
TRANSFER TASK(S):
Task 1: Understanding the definitions of the term indigenous peoples and the rights of indigenous peoples – Recognize Perspectives, Performance of Global Competence
Students will research the definition of indigenous peoples to understand the following concepts:
- There is no international agreement on the definition of indigenous peoples. Indigenous peoples decide whether they consider themselves to be indigenous through self-identification. (from United Nations Declaration on the Rights of Indigenous Peoples for Indigenous Adolescents.)
- Self-determination – the right for indigenous peoples to decide what is best for themselves and their communities through structure of government, society, culture and economics.
Task 2: Acoma Pueblo Study – Create journal entries on Ms. Jen’s Penzu class journal to express understanding of the following concepts:
§ geography of the settlement of the Acoma Pueblo
§ timeline of the history of the Acoma people
§ shelters of the Acoma Pueblo
§ important treaties of Acoma people and the ‘dominant’ sovereignty
§ water rights and the 1872 Mining Law in New Mexico impact the Acoma Pueblo
Task 3: Acoma Pueblo Field Trip – create a double-page layout of an illustrated journal entry that describes their learning and experiences from our visit to the Acoma Pueblo that reflects students’ respect for the people and value and respect for diversity.
Task 4: Collaborative Poster Session – Working in small groups, students will research and create visuals and information to present on our class poster about the Acoma People. The content will mirror what students will be expected to produce for their poster session that features their research on an indigenous group from around the world.
Task 5: Poster Session – Presenting research – Investigate the World & Communicate Ideas, Performance of Global Competences
Students will chose indigenous groups from around the world to research the following:
§ Geographical location of group
- History of indigenous group
- Values about and toward the Earth of the indigenous group
- Treaties this indigenous group has with other groups of the dominant sovereignty and how these treaties impact the indigenous peoples’ self-determination
- Challenges this indigenous group faces
Students will present their research through this graphical representation at Poster Session in which classes and community members will be invited to attend during a school day over approx. 2 hours. Each group will create a poster for the poster session that represents their research.
Task 6: Documentaries – Take Action, Performance of Global Competence
Students will work in collaborative groups to produce a 5 - 7 minute mini-documentary about environmental challenges a specific indigenous group currently faces that includes the following content:
- Geographical location of group
- History of indigenous group
- Values about and toward the Earth of the indigenous group
- history of environmental challenge/issue
- Possible solutions
- Application to local challenges
- Recommendations on how audience members can help with this issue locally and globally
Students will present their documentaries at a community screening at which students will display their poster session work and be available for a community Q & A as directors of the premiering documentaries.
Task 7: Socratic Seminar
As a final activity, we will watch the documentary People of a Feather which features the Inuit people and how they navigate through the juxtaposition of traditional life and modern challenges.
Synthesizing the content from this unit and using this documentary as an try point, students will participate in a Socratic Seminar to discuss the unit essential questions:
* What is the legacy of the encounter between indigenous peoples and colonists/ settlers?
* How do indigenous peoples preserve their traditional culture while adapting to modern life?
Task 1: Understanding the definitions of the term indigenous peoples and the rights of indigenous peoples – Recognize Perspectives, Performance of Global Competence
Students will research the definition of indigenous peoples to understand the following concepts:
- There is no international agreement on the definition of indigenous peoples. Indigenous peoples decide whether they consider themselves to be indigenous through self-identification. (from United Nations Declaration on the Rights of Indigenous Peoples for Indigenous Adolescents.)
- Self-determination – the right for indigenous peoples to decide what is best for themselves and their communities through structure of government, society, culture and economics.
Task 2: Acoma Pueblo Study – Create journal entries on Ms. Jen’s Penzu class journal to express understanding of the following concepts:
§ geography of the settlement of the Acoma Pueblo
§ timeline of the history of the Acoma people
§ shelters of the Acoma Pueblo
§ important treaties of Acoma people and the ‘dominant’ sovereignty
§ water rights and the 1872 Mining Law in New Mexico impact the Acoma Pueblo
Task 3: Acoma Pueblo Field Trip – create a double-page layout of an illustrated journal entry that describes their learning and experiences from our visit to the Acoma Pueblo that reflects students’ respect for the people and value and respect for diversity.
Task 4: Collaborative Poster Session – Working in small groups, students will research and create visuals and information to present on our class poster about the Acoma People. The content will mirror what students will be expected to produce for their poster session that features their research on an indigenous group from around the world.
Task 5: Poster Session – Presenting research – Investigate the World & Communicate Ideas, Performance of Global Competences
Students will chose indigenous groups from around the world to research the following:
§ Geographical location of group
- History of indigenous group
- Values about and toward the Earth of the indigenous group
- Treaties this indigenous group has with other groups of the dominant sovereignty and how these treaties impact the indigenous peoples’ self-determination
- Challenges this indigenous group faces
Students will present their research through this graphical representation at Poster Session in which classes and community members will be invited to attend during a school day over approx. 2 hours. Each group will create a poster for the poster session that represents their research.
Task 6: Documentaries – Take Action, Performance of Global Competence
Students will work in collaborative groups to produce a 5 - 7 minute mini-documentary about environmental challenges a specific indigenous group currently faces that includes the following content:
- Geographical location of group
- History of indigenous group
- Values about and toward the Earth of the indigenous group
- history of environmental challenge/issue
- Possible solutions
- Application to local challenges
- Recommendations on how audience members can help with this issue locally and globally
Students will present their documentaries at a community screening at which students will display their poster session work and be available for a community Q & A as directors of the premiering documentaries.
Task 7: Socratic Seminar
As a final activity, we will watch the documentary People of a Feather which features the Inuit people and how they navigate through the juxtaposition of traditional life and modern challenges.
Synthesizing the content from this unit and using this documentary as an try point, students will participate in a Socratic Seminar to discuss the unit essential questions:
* What is the legacy of the encounter between indigenous peoples and colonists/ settlers?
* How do indigenous peoples preserve their traditional culture while adapting to modern life?
Learning Plan: Summary of key learning events and Instruction
Lesson 1 (90 minute class) – Introduction to Indigenous Peoples
Students will understand the ambiguity of the lack of international agreement on the definition of indigenous peoples.
§ Show students slideshow of photo set Indigenous Peoples by the United Nations and posted on Flickr. Students will take notes on what they notice and are observing in the photographs for class discussion.
§ After viewing photos, students generate ideas on the definition of indigenous peoples. Record on chart paper to keep for reference.
§ In small groups, students will investigate the definition through the following resources:
o United Nations Declaration on the Rights of Indigenous Peoples
o Indigenous Peoples on Taking It Global
o Who are indigenous peoples? on First Peoples Worldwide
o Who are indigenous peoples? on Cultural Survival
o Indigenous Peoples on IFAD
§ Class will engage in discussion to compare and contrast definitions and will revisit the definition generated at the beginning of class. Students establish a working definition of indigenous peoples.
§ Homework: Students will read p. 3 – 10 of the United Nations Declaration on the Rights of Indigenous Peoples for Indigenous Adolescents
Lesson 2 (90 minutes) – United Nations Declaration on the Rights of Indigenous Peoples
Students will understand how this document explains rights of Indigenous Peoples around the world relating to these four themes:
1. Right to self-determination
2. Right to cultural identity
3. Right to free, prior, and informed consent
4. Right to be free of discrimination
Working in small groups of 3-4, students will the articles of the Declaration and annotate using the 2-column note structure – articulating their understanding and meaning of the article. Groups will then summarize articles in 1-2 sentences to share with the class.
Group 1 = articles 7 – 10
Group 2 = articles 11 – 13
Group 3 = articles 14 – 17
Group 5 = articles 18 – 20
Group 6 = articles 21 – 24
Group 7 = articles 25 – 28
Group 8 = articles 29 – 32
Group 9 = articles 33 – 37
Homework: students read pages 24 – 29 in United Nations Declaration on the Rights of Indigenous Peoples for Indigenous Adolescents; students will create a Voki to share their personal understanding of the UNDRIP that should include these concepts:
§ Articles
§ Convention
§ Treaty
§ Culture
§ Rights
§ Indigenous peoples
§ Self-determination
§ United Nations
Use United Nations Declaration on the Rights of Indigenous Peoples for Indigenous Adolescents as resource to prepare statement.
Lesson #3 (45 minute lesson) – Indigenous Peoples around the World
Students will gain context of indigenous peoples across the world
§ Students will watch TED Talks – Wade David: Dreams from endangered cultures and Phil Borges: Photos of endangered cultures
§ Student respond to prompts:
o Why are indigenous groups referred to as endangered in these talks?
o What are some characteristics of indigenous groups featured in these talks?
Lesson #4 (90-minute lesson)– Acoma Pueblo Study
Students will learn about the history of the Acoma Pueblo through the following resources:
- Acoma creation story
- Brief video of Acoma Pueblo
- view images
- history of Acoma Pueblo
- maps
Students will compare and contrast with other Native groups in New Mexico, accessing knowledge from 7th Grade New Mexico History.
Working in groups, students will use our class Penzu journal to respond to the follow prompts:
§ After reading myths and legends of pueblo people, what can you infer about the life of ancient Acoma people? Cite the evidence from the text.
§ Describe the geography of the settlement of the Acoma Pueblo including information about climate, topography, natural resources, and latitude.
§ Make a timeline of the history of the Acoma people with at least 5 important dates and events.
§ Describe how the shelters of the Acoma Pueblo reflected the people’s culture and access to natural resources.
§ Summarize the important treaties of Acoma people and the ‘dominant’ sovereignty.
§ Summarize how water rights and the 1872 Mining Law in New Mexico impact the Acoma Pueblo.
Lesson #5 (60-minute lesson) – Acoma People as Indigenous Peoples
Students will apply knowledge to describe how the Acoma People are indigenous peoples.
Students will prepare for our class field trip to the Acoma Pueblo – looking at maps of where we’re going, previewing the tour and visitor etiquette.
Lesson #6 – All day field trip to the Acoma Pueblo
- visit to the cultural center
- tour of the Pueblo
- visit to the museum
Lesson #7 (45-minute lesson) – Debrief of field trip
Students will reflect upon and share information based on their visit to the Acoma Pueblo and previous learning. Small groups will focus on specific topics and begin to document the following:
- geographical location of Acoma Pueblo
- history of the Acoma
- values the Acoma hold towards the Earth/ the environment
- treaties and laws
- challenges the Acoma face
Lesson #8 (45-minute lesson) – Poster Session Debrief and Documentary introduction
Students will debrief and evaluate poster session participation.
Students will receive documentary project expectations for process, content, and final product.
Making connections with students that the documentary is about taking action and how documentaries can be persuasive.
In addition, there is additional research for the documentary – the examination of an environmental challenge and issue their indigenous group faces and the articulation of the following:
- Thorough history and description of the environmental challenge/ issue
- Possible solutions to the environmental challenges
- Application to our local environmental challenges
Lesson #9 – (3-hour field trip) – Documentary People of a Feather
Field trip to the Guild Cinema to view People of a Feather
Lesson #10 – (55-minute lesson) – Socratic Seminar
Students will participate in a Socratic Seminar to discuss the unit essential questions.
Students will understand the ambiguity of the lack of international agreement on the definition of indigenous peoples.
§ Show students slideshow of photo set Indigenous Peoples by the United Nations and posted on Flickr. Students will take notes on what they notice and are observing in the photographs for class discussion.
§ After viewing photos, students generate ideas on the definition of indigenous peoples. Record on chart paper to keep for reference.
§ In small groups, students will investigate the definition through the following resources:
o United Nations Declaration on the Rights of Indigenous Peoples
o Indigenous Peoples on Taking It Global
o Who are indigenous peoples? on First Peoples Worldwide
o Who are indigenous peoples? on Cultural Survival
o Indigenous Peoples on IFAD
§ Class will engage in discussion to compare and contrast definitions and will revisit the definition generated at the beginning of class. Students establish a working definition of indigenous peoples.
§ Homework: Students will read p. 3 – 10 of the United Nations Declaration on the Rights of Indigenous Peoples for Indigenous Adolescents
Lesson 2 (90 minutes) – United Nations Declaration on the Rights of Indigenous Peoples
Students will understand how this document explains rights of Indigenous Peoples around the world relating to these four themes:
1. Right to self-determination
2. Right to cultural identity
3. Right to free, prior, and informed consent
4. Right to be free of discrimination
Working in small groups of 3-4, students will the articles of the Declaration and annotate using the 2-column note structure – articulating their understanding and meaning of the article. Groups will then summarize articles in 1-2 sentences to share with the class.
Group 1 = articles 7 – 10
Group 2 = articles 11 – 13
Group 3 = articles 14 – 17
Group 5 = articles 18 – 20
Group 6 = articles 21 – 24
Group 7 = articles 25 – 28
Group 8 = articles 29 – 32
Group 9 = articles 33 – 37
Homework: students read pages 24 – 29 in United Nations Declaration on the Rights of Indigenous Peoples for Indigenous Adolescents; students will create a Voki to share their personal understanding of the UNDRIP that should include these concepts:
§ Articles
§ Convention
§ Treaty
§ Culture
§ Rights
§ Indigenous peoples
§ Self-determination
§ United Nations
Use United Nations Declaration on the Rights of Indigenous Peoples for Indigenous Adolescents as resource to prepare statement.
Lesson #3 (45 minute lesson) – Indigenous Peoples around the World
Students will gain context of indigenous peoples across the world
§ Students will watch TED Talks – Wade David: Dreams from endangered cultures and Phil Borges: Photos of endangered cultures
§ Student respond to prompts:
o Why are indigenous groups referred to as endangered in these talks?
o What are some characteristics of indigenous groups featured in these talks?
Lesson #4 (90-minute lesson)– Acoma Pueblo Study
Students will learn about the history of the Acoma Pueblo through the following resources:
- Acoma creation story
- Brief video of Acoma Pueblo
- view images
- history of Acoma Pueblo
- maps
Students will compare and contrast with other Native groups in New Mexico, accessing knowledge from 7th Grade New Mexico History.
Working in groups, students will use our class Penzu journal to respond to the follow prompts:
§ After reading myths and legends of pueblo people, what can you infer about the life of ancient Acoma people? Cite the evidence from the text.
§ Describe the geography of the settlement of the Acoma Pueblo including information about climate, topography, natural resources, and latitude.
§ Make a timeline of the history of the Acoma people with at least 5 important dates and events.
§ Describe how the shelters of the Acoma Pueblo reflected the people’s culture and access to natural resources.
§ Summarize the important treaties of Acoma people and the ‘dominant’ sovereignty.
§ Summarize how water rights and the 1872 Mining Law in New Mexico impact the Acoma Pueblo.
Lesson #5 (60-minute lesson) – Acoma People as Indigenous Peoples
Students will apply knowledge to describe how the Acoma People are indigenous peoples.
Students will prepare for our class field trip to the Acoma Pueblo – looking at maps of where we’re going, previewing the tour and visitor etiquette.
Lesson #6 – All day field trip to the Acoma Pueblo
- visit to the cultural center
- tour of the Pueblo
- visit to the museum
Lesson #7 (45-minute lesson) – Debrief of field trip
Students will reflect upon and share information based on their visit to the Acoma Pueblo and previous learning. Small groups will focus on specific topics and begin to document the following:
- geographical location of Acoma Pueblo
- history of the Acoma
- values the Acoma hold towards the Earth/ the environment
- treaties and laws
- challenges the Acoma face
Lesson #8 (45-minute lesson) – Poster Session Debrief and Documentary introduction
Students will debrief and evaluate poster session participation.
Students will receive documentary project expectations for process, content, and final product.
Making connections with students that the documentary is about taking action and how documentaries can be persuasive.
In addition, there is additional research for the documentary – the examination of an environmental challenge and issue their indigenous group faces and the articulation of the following:
- Thorough history and description of the environmental challenge/ issue
- Possible solutions to the environmental challenges
- Application to our local environmental challenges
Lesson #9 – (3-hour field trip) – Documentary People of a Feather
Field trip to the Guild Cinema to view People of a Feather
Lesson #10 – (55-minute lesson) – Socratic Seminar
Students will participate in a Socratic Seminar to discuss the unit essential questions.