Relevance: Something that relates to the subject under consideration.

Resources for this term:
A Cinderella Comparison
A Cinderella Comparison

Students will compare various cultures and gain an understanding of what is important in different cultures, through analyzing various versions of the fairy tale Cinderella.

Plastics…to Use or Not to Use?
Plastics…to Use or Not to Use?

Students will construct an argumentation piece that defends their position on the widely debated topic of the use of plastic water bottles and storage containers for drinks and foods. The unit of study, within which this module happens to fall, is chemical bonding. Students have been discussing three types of chemical bonding: ionic, covalent, and metallic, and how this type of bonding affects the structure of matter. Students will construct a piece defending their position, as well as using their knowledge of chemical bonding and compounds to explain either the benefits or the harmful effects of using plastics to contain our everyday foods and drinks.

Should helmets be required?
Should helmets be required?

Some states do not require children over a certain age to wear helmets or protective gear while riding a bike. However, there is a potential risk of injury for riders. In this science module, 6th grade students read texts on Newton's Laws of Motion, bodily injury, and current state laws on helmet requirements. Using Template Task 2, students write a letter arguing whether or not helmets should be required for adolescents during recreational activities.

The Individual and the Community: My Responsibilities in a Time of Crisis
The Individual and the Community: My Responsibilities in a Time of Crisis

This is a middle school social studies module that addresses the relationship between the individual and society (one and many): specifically, what are the individual’s responsibilities with regard to the “social good”? This module is built around the Paideia method and the Socratic seminar.

Ancient India and China
Ancient India and China

Ancient India and China both developed along river valleys and became flourishing civilizations. This module will explore the geography, culture/customs, and the government of these two civilizations. Students will then draw conclusions or make implications in regard to the development and longevity of one of the cultures and how it developed with its own unique government and culture/customs. Students will be assigned one culture for research, and through shared presentations, students will be exposed to both cultures.

Comparing Economic Systems
Comparing Economic Systems

*EXEMPLAR MODULE* Every society operates with a mixed economic system, combining the influences of market and command models in order to form a functioning economy and government. Individual countries have unique combinations of the market and command influences depending on how countries prioritize different economic goals. Students will learn the characteristics of the market and command systems and evaluate the benefits and consequences of each system.

The Power of Language (Communication is More than Language)
The Power of Language (Communication is More than Language)

*EXEMPLAR MODULE* This language arts module addresses the effects of language structures in nonfiction and poetry. This module involves critical analysis of genre structure, grammar, and literary devices. NOTE: This module is designed to teach and assess the Common Core State Standards College and Career Readiness Anchor Standards for Speaking and Listening, including a formal and rigorous dialogue about concepts and ideas, as well as Common Core Reading and Writing standards.

Using Classification to Investigate Living Organisms
Using Classification to Investigate Living Organisms

Students will be able to investigate the diversity of living organisms and how they can be compared scientifically. They will recognize the organisms' characteristics and classify them into specific domains and kingdoms based upon the physical characteristics they observe.

The Cold War
The Cold War

Students will read primary sources to help gain understanding of the Cold War from 1945 to 1975. Major themes explored in the unit include political decisions and actions of the U.S. and foreign governments, military strategies, and reactions of American Society. Students will use the knowledge of the time period and evidence from primary source documents to write a rough draft of an argumentation essay in response to the teaching task. Students will complete the teaching task in preparation for a final classroom assessment task. Students will learn most of the content first and complete the literacy module at the end of the unit.

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