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DUP proposal presentation

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DUP proposal- Isaac Hurtado STANDARDS 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. 2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. History is very Euro-centric. Europes successes and focus throughout secondary education can easily be seen by youth that Europe is culturally and racially “superior” from the more underdeveloped third world races, cultures and civilization that make up the continents of Africa and South America. Introducing early on Jared Diamonds hypothesis of the roots of todays disparities between the global conquered/conquerers, colonized/colonizers, “haves and have-nots,” “First” and “third world” that would dispel any misconceptions and myths of cultural or racially superiority of any civilization over anothers is incredibly important for the young historian/social scientist. Linking Prehistory to contemporary civilizations; why do some societies flourish and others die out or merely subsist? What are the first worlds and third world countries, and where, how and why do the stark differences exist? Jared Diamonds Pulitzer prize winning book Guns, Germs, Steel raises anincredibly thought provoking hypothesis: "History followed different courses for different peoples because of differences among peoples' environments, not because of biological differences among peoples themselves." In my opinion this investigation should be apart of every childs curriculum, especially children of color who will wonder why those of European descent always win throughout history and inevitably rule the world through various forms of imperialism/colonialism. CCSS 6.1 is the perfect time to “intervene” before any thoughts of inferiority are entertained and provide context for the path of humankind through the rest of history explored in secondary/post-secondary education. :

DUP proposal- Isaac Hurtado STANDARDS 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. 2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments . History is very Euro-centric. Europes successes and focus throughout secondary education can easily be seen by youth that Europe is culturally and racially “superior” from the more underdeveloped third world races, cultures and civilization that make up the continents of Africa and South America. Introducing early on Jared Diamonds hypothesis of the roots of todays disparities between the global conquered/ conquerers , colonized/colonizers, “ haves and have- nots,” “First” and “third world” that would dispel any misconceptions and myths of cultural or racially superiority of any civilization over anothers is incredibly important for the young historian/social scientist. Linking Prehistory to contemporary civilizations; why do some societies flourish and others die out or merely subsist? What are the first worlds and third world countries, and where, how and why do the stark differences exist? Jared Diamonds Pulitzer prize winning book Guns, Germs, Steel raises anincredibly thought provoking hypothesis: "History followed different courses for different peoples because of differences among peoples' environments, not because of biological differences among peoples themselves." In my opinion this investigation should be apart of every childs curriculum, especially children of color who will wonder why those of European descent always win throughout history and inevitably rule the world through various forms of imperialism/colonialism. CCSS 6.1 is the perfect time to “intervene” before any thoughts of inferiority are entertained and provide context for the path of humankind through the rest of history explored in secondary/post-secondary education.

Learning Objectives/ Assessments:

Learning Objectives/ Assessments Students will be able to hypothesize about why some countries have accumulated great riches over time while other remained historically poor and share these ideas with classmates in small and large group discussions. That wil be assessed by class blog dicscussions for homework. Students will be able to teach others what they have learned by creating a game based upon their research and directing /interacting with other students as they play the game* by working collaboratively to create a multimedia slideshow presentation that will be presented to entire classroom Students will be able to discuss the features of various land masses using an online map from the “Guns, Germs, and Steel ” website and hypothesize how these geographical features influenced the Human population of each region by making a storybird story that could teach the concept to a fourth grader working collaboratively in small groups.

Learning Objectives/ Assessments continued:

Learning Objectives/ Assessments continued Students will be able to discuss the features of various land masses using an online map from the “Guns, Germs, and Steel” website and hypothesize how these geographical fearures influenced the Human population of each region by making a storybird story that could teach the concept to a fourth grader working collaborativelly in small groups. Students will be able to Know the location of places, geographic features, and patterns of the environment and show understanding of “geographic luck” by explaining with a blank map of the world the importance of “East-West Axes” over “ Nort - South Axes” by creating a slideshow of the various advantages vs. disadvantages of each. *Student objectives were modified from PBS’s lesson plans for Jared Diamonds /National geographic Guns, Germs, and Steel videos.

Potential Learning Activities:

Potential Learning Activities Slide 3: Identify at least 2 different teaching/learning activities that you may include in your unit (these are not set in stone and you certainly are not required to follow through with these ideas - at this point they are just initial thoughts) . Definitely think-pair-share activities to pull out information as a class and elicit group discussion. Whole class brainstormng for such a meta-History topic. Kahoot to make it a fun way to check for understanding/listening to the three short, but dense informationally , “Guns, Germs, and Steel” videos. PBL assignment where the group will make a childrens book using storybird that will explain The main points of Jared Diamond’s hypothesis

Why This Topic?/21st century skills :

Why This Topic?/21 st century skills I believe this is a great topic to create a technology rich unit plan because the “out-of- the-box” thinking that Jared Diamond’s looking at making sense of the roots of inequality through the lens of a natural scientist necessitates true creative thinking that needs many instances of Project based learning where many minds come together collaboratively and creatively for critical thinking to address the hypothesis at hand. Group work with a poster board, markers, magazine clippings and Middle school students trying to coordinate times to meet and work on the project together after schoolwill not work. Collaborative technology tools for students to work together assynchronously and show eachothers ideas and progress over the internet is a skill that is crucial for the 21 st century.

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