Part I Curriculum Guide

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Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Curriculum Guide

Part I Part Part 1 is a guide to the curriculum. It serves as an overview of the standards, pacing, assessments and resources for the entire course. Additionally, the guide outlines the modifications necessary to ensure all learners are academically successful.

Semester 1: Semester 2:

Unit 1: Propaganda & War: 40 Days Unit 3: Crime, Criminal Justice & Social Economics: 40 Days Unit 2: Civil Rights & Immigration 40 Days Unit 4: Technology & Modern Social Commentary: 40 Days

Pacing Guide Midterm and Review: 2 Days Final Exam and Review: 2 Days

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Unit 1: Unit 3: 6.1.12.A.14.F Determine the extent to which nongovernmental 6.1.12.A.6.A Evaluate the effectiveness of Progressive reforms in preventing unfair organizations, special interest groups, third party political groups, and business practices and political corruption and in promoting social justice. the media affect public policy. 6.1.12.A.14.F Determine the extent to which nongovernmental organizations, 6.1.12.A.15.E Analyze the impact of United States support for the special interest groups, third party political groups, and the media affect public policies and actions of the United Nations and other international policy. organizations. 6.1.12.A.16.A Examine the impact of media and technology on political and social 6.1.12.A.15.F Evaluate the effectiveness of United States policies and issues in a global society. actions in supporting the economic and democratic growth of 6.1.12.B.14.B Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United developing nations. States. 6.1.12.A.16.A Examine the impact of media and technology on political 6.1.12.C.13.C Evaluate the effectiveness of social legislation that was enacted to and social issues in a global society. end poverty in the 1960s and today by assessing the economic impact on the 6.1.12.D.7.B Determine the extent to which propaganda, the media, economy (e.g., inflation, recession, taxation, deficit spending, employment, and special interest groups shaped American public opinion and education). American foreign policy during World War I. 6.1.12.D.13.D Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, Standards 6.1.12.D.12.D Compare and contrast American public support of the art, and literature acted as catalysts for the counterculture movement. government and military during the Vietnam war with that of other 6.2.12.A.3.A Explain how and why various ideals (e.g., liberty, popular sovereignty, conflicts. natural rights, democracy, nationalism) became driving forces for reforms and 6.1.12.D.12.E Analyze the role that media played in bringing revolutions, their influence on Latin American independence movements, and information to the American public and shaping public attitudes evaluate their impact on government, society, and economic opportunities. toward the Vietnam War. 6.2.12.D.5.C Assess the influence of television, the Internet, and other forms of 6.2.12.D.4.G Analyze the role of racial bias, nationalism, and electronic communication on the creation and diffusion of cultural and political propaganda in mobilizing civilian populations in support of total war. information, worldwide 6.2.12.D.5.C Assess the influence of television, the Internet, and other 6.3.12.A.A.1 Develop a plan for public accountability and transparency in forms of electronic communication on the creation and diffusion of government related to a particular issue(s) and share the plan with appropriate cultural and political information, worldwide. government officials. NJSLSA.R7. Integrate and evaluate content presented in diverse media 6.3.12.D.D.1 Analyze the impact of current governmental practices and laws and formats, including visually and quantitatively, as well as in words. affecting national security and/or individual civil rights/ privacy. NJSLSA.W1. Write arguments to support claims in an analysis of 8.1.12.E.2 Research and evaluate the impact on society of the unethical use of substantive topics or texts, using valid reasoning and relevant and digital tools and present your research to peers. sufficient evidence. 8.2.12.A.3 Research and present information on an existing technological product NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through that has been repurposed for a different function. the effective selection, organization, and analysis of content. NJSLSA.R7. Integrate and evaluate content presented in diverse media and NJSLSA.W3. Write narratives to develop real or imagined experiences formats, including visually and quantitatively, as well as in words. or events using effective technique, well-chosen details, and well- NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics structured event sequences. or texts, using valid reasoning and relevant and sufficient evidence. Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 NJSLSA.W4. Produce clear and coherent writing in which the NJSLSA.W2. Write informative/explanatory texts to examine and convey complex development, organization, and style are appropriate to task, purpose, ideas and information clearly and accurately through the effective selection, and audience. organization, and analysis of content. NJSLSA.W5. Develop and strengthen writing as needed by planning, NJSLSA.W3. Write narratives to develop real or imagined experiences or events revising, editing, rewriting, or trying a new approach. using effective technique, well-chosen details, and well-structured event NJSLSA.W6. Use technology, including the Internet, to produce and sequences. publish writing and to interact and collaborate with others. NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Unit 2: NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, 6.1.12.A.5.B Analyze the effectiveness of governmental policies and of editing, rewriting, or trying a new approach. actions by groups and individuals to address discrimination against new NJSLSA.W6. Use technology, including the Internet, to produce and publish writing immigrants, Native Americans, and African Americans. and to interact and collaborate with others 6.1.12.A.8.C Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, Unit 4: and labor organizations. 6.1.12.A.14.F Determine the extent to which nongovernmental organizations, 6.1.12.A.11.C Determine if American policies regarding Japanese special interest groups, third party political groups, and the media affect public internment and actions against other minority groups were a denial of civil rights. policy. 6.1.12.A.13.B Analyze the effectiveness of national legislation, policies, 6.1.12.A.16.A Examine the impact of media and technology on political and social and Supreme Court decisions (i.e., the civil rights Act, the Voting Rights issues in a global society. Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, 6.1.12.C.11.B Relate new wartime inventions to scientific and technological Brown v. Board of Education, and Roe v. Wade) in promoting civil advancements in the civilian world. liberties and equal opportunities. 6.1.12.C.14.D Relate the changing manufacturing, service, science, and technology 6.1.12.A.13.C Determine the extent to which changes in national policy industries and educational opportunities to the economy and social dynamics in after 1965 impacted immigration to New Jersey and the United States. New Jersey. 6.1.12.A.14.F Determine the extent to which nongovernmental 6.1.12.C.16.B Predict the impact of technology on the global workforce and on organizations, special interest groups, third party political groups, and entrepreneurship. 6.1.12.C.13.D Relate American economic expansion after World war II to the media affect public policy. increased consumer demand 6.1.12.A.16.A Examine the impact of media and technology on political 6.1.12.D.13.D Determine the extent to which suburban living and television and social issues in a global society supported conformity and stereotyping during this time period, while new music, 6.1.12.B.14.A Determine the impact of recent immigration and art, and literature acted as catalysts for the counterculture movement. migration patterns in New Jersey and the United States on 6.1.12.D.16.B Explain how and why technology is transforming access to demographic, social, economic, and political issues. education and educational practices worldwide. 6.2.12.C.2.A Relate the development of more modern banking and financial 6.1.12.C.1.B Determine the extent to which natural resources, labor systems to Innovation, and technology European economic influence in the world. systems (i.e., the use of indentured servants, African slaves, and 6.2.12.D.5.C Assess the influence of television, the Internet, and other forms of immigrant labor), and entrepreneurship contributed to economic development in the American colonies. electronic communication on the creation and diffusion of cultural and political 6.1.12.D.3.B Explain how immigration intensified ethnic and cultural information, worldwide. conflicts and complicated the forging of a national identity. Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 6.1.12.D.5.D Relate varying immigrants experiences to gender, race, 6.3.12.A.A.2 Compare current case studies involving slavery, child labor, or other ethnicity, or occupation. unfair labor practices in the United States with those of other nations, and 6.1.12.D.6.A Assess the impact of technological innovation and evaluate the extent to which such problems are universal. immigration on the development of agriculture, industry, and urban 6.3.12.D.D.1 Analyze the impact of current governmental practices and laws culture during the late 19th century in New Jersey (i.e., Paterson Silk affecting national security and/or individual civil rights/ privacy. Strike 1913) and the United States. 6.3.12.D.D.2 Analyze a current foreign policy issue by considering current and 6.1.12.D.13.A Determine the impetus for the civil rights Movement, historical perspectives, examining strategies, and presenting possible actions. and explain why national governmental actions were needed to ensure 8.1.12.E.2 Research and evaluate the impact on society of the unethical use of civil rights for African Americans. digital tools and present your research to peers. 6.1.12.D.13.B Compare and contrast the leadership and ideology of 8.2.12.A.3 Research and present information on an existing technological product Martin Luther King, Jr., and Malcolm X during the civil rights that has been repurposed for a different function. Movement, and evaluate their legacies. NJSLSA.R7. Integrate and evaluate content presented in diverse media and 6.1.12.D.13.C Analyze the success and failures of women’s rights formats, including visually and quantitatively, as well as in words. organizations, the American Indian Movement, and La Raza in their NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics pursuit of civil rights and equal opportunities. or texts, using valid reasoning and relevant and sufficient evidence. 6.2.12.A.5.E Assess the progress of human and civil rights around the NJSLSA.W2. Write informative/explanatory texts to examine and convey complex world since the 1948 U.N. Declaration of Human Rights. ideas and information clearly and accurately through the effective selection, 6.2.12.D.5.C Assess the influence of television, the Internet, and other organization, and analysis of content. forms of electronic communication on the creation and diffusion of NJSLSA.W3. Write narratives to develop real or imagined experiences or events cultural and political information, worldwide. using effective technique, well-chosen details, and well-structured event 6.2.12.D.5.D: Analyze how feminist movements and social conditions sequences. have affected the lives of women in different parts of the world, and NJSLSA.W4. Produce clear and coherent writing in which the development, evaluate women’s progress toward social equality, economic equality, organization, and style are appropriate to task, purpose, and audience. and political equality in various countries. NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, 6.3.12.D.D.1 Analyze the impact of current governmental practices and editing, rewriting, or trying a new approach. laws affecting national security and/or individual civil rights/ privacy. NJSLSA.W6. Use technology, including the Internet, to produce and publish writing 8.1.12.E.2 Research and evaluate the impact on society of the unethical and to interact and collaborate with others use of digital tools and present your research to peers. 8.2.12.A.3 Research and present information on an existing technological product that has been repurposed for a different function. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences. NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others 8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. 8.2.12.A.3 Research and present information on an existing technological product that has been repurposed for a different function.

Assessments Unit 1 Test: Propaganda & War Unit 3: Crime, Criminal Justice & Social Economics

Benchmark Unit 2 Test: Civil Rights & Immigration Unit 4: Modern Social Commentary & Technology Midterm Final

Resources

Required

District None None

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019  Modify activities/assignments/projects/assessment

Modifications for At  Breakdown activities/assignments/projects/assessments into manageable units  Additional time to complete activities/assignments/projects/assessments  Provide an option for alternative activities/assignments/projects/assessments

Students  Modify Content  Modify Amount  Adjust Pacing of Content  Small Group Intervention/Remediation

 Individual Intervention/Remediation

- Risk Risk  Additional Support Materials  Lower-Level Text  Guided Notes  Graphic Organizers

Modifications  Modify activities/assignments/projects/assessments

for for Gifted Students  Provide an option for alternative activities/assignments/projects/assessments  Modify Content  Adjust Pacing of Content  Small Group Enrichment

 Individual Enrichment  Higher-Level Text

Modifications All WIDA Can Do Descriptors can be found at this link: https://www.wida.us/standards/CAN_DOs/

for for

Learners Grade appropriate WIDA Can Do Descriptors:

English  Listening  Speaking  Reading

 Writing  Oral Language Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 ● Modify activities/assignments/projects/assessments ● Breakdown activities/assignments/projects/assessments into manageable units

odifications for Special ● Additional time to complete activities/assignments/projects/assessments ● Provide an option for alternative activities/assignments/projects/assessments ● Modify Content

Education ● Modify Amount ● Adjust Pacing of Content ● Small Group Intervention/Remediation ● Individual Intervention/Remediation

● Additional Support Materia ● Lower-Level Text ● Guided Notes ● Graphic Organizers ● Other Modifications for Special Education as indicated by the IEP ➢ Global Awareness

Century

Themes

21 ➢ Financial, Economic, Business and Entrepreneurial Literacy

st ➢ Civic Literacy ➢ Health Literacy

➢ Environmental Required 21st Century Life and Careers Standards Career Ready Practices: ● CRP1: Act as a responsible and contributing citizen and employee. ● CRP2: Apply appropriate academic and technical skills. ● CRP3: Attend to personal health and financial well-being. ● CRP4: Communicate clearly and effectively and with reason. ● CRP5: Consider the environmental, social and economic impacts of decisions. ● CRP6: Demonstrate creativity and innovation. ● CRP7: Employ valid and reliable research strategies. ● CRP8: Utilize critical thinking to make sense of problems and persevere in solving them. ● CRP9: Model integrity, ethical leadership and effective management. ● CRP10: Plan education and career paths aligned to personal goals. ● CRP11: Use technology to enhance productivity. ● CRP12: Work productively in teams while using global competence. Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019

9.1 Personal Financial Literacy - Income And Careers 9.2 Career Awareness, Exploration, And Preparation - Career Awareness Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 9.1.12.A.1 Differentiate among the types of taxes and employee benefits. 9.2.12.C.1 Review career goals and determine steps necessary for 9.1.12.A.2 Differentiate between taxable and nontaxable income. attainment. 9.1.12.A.3 Analyze the relationship between various careers and personal 9.2.12.C.2 Modify Personalized Student Learning Plans to support earning goals. declared career goals. 9.1.12.A.4 Identify a career goal and develop a plan and timetable for 9.2.12.C.3 Identify transferable career skills and design alternate achieving it, including educational/training requirements, costs, and career plans. possible debt. 9.1.12.A.5 Analyze how the economic, social, and political 9.2.12.C.4 Analyze how economic conditions and societal changes conditions of a time period can affect the labor market. influence employment trends and future education. 9.1.12.A.6 Summarize the financial risks and benefits of entrepreneurship 9.2.12.C.5 Research career opportunities in the United States and as a career choice. abroad that require knowledge of world languages and diverse 9.1.12.A.7 Analyze and critique various sources of income and available cultures. resources (e.g., financial assets, property, and transfer payments) and how 9.2.12.C.6 Investigate entrepreneurship opportunities as options for they may substitute for earned income. career planning and identify the knowledge, skills, abilities, and 9.1.12.A.8 Analyze different forms of currency and how currency is used to resources required for owning and managing a business. 9.2.12.C.7 exchange goods and services. Examine the professional, legal, and ethical responsibilities for both 9.1.12.A.9 Analyze how personal and cultural values impact spending and employers and employees in the global workplace. other financial decisions. 9.2.12.C.8 Assess the impact of litigation and court decisions on 9.1.12.A.10 Demonstrate how exemptions and deductions can reduce employment laws and practices. taxable income. 9.2.12.C.9 Analyze the correlation between personal and financial 9.1.12.A.11 Explain the relationship between government programs and behavior and employability services and taxation. 9.1.12.A.12 Explain how compulsory government programs (e.g., Social Security, Medicare) provide insurance against some loss of income and benefits to eligible recipients. 9.1.12.A.13 Analyze the impact of the collective bargaining process on benefits, income, and fair labor practice Interdisciplinary Connections Technology, Language Arts Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019

art art II Instructional Planning Guide Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should be utilized when writing individual, classroom lesson plans.

Unit 1: Propaganda & War

Understandings  Identify the power of persuasion and purpose of propaganda Enduring  Understand how propaganda/media cultivates everyday society  Determine the factual accuracy of historical films  Identify the factors that lead to war  Define when challenging the government is justifiable  Define the correlation between propaganda and support for war

 Does media have an agenda?  How does media shape our identities, society and culture?  Is film a legitimate historical source?  How is propaganda used in relation to war? Questions

Essential  Should Hollywood criticize national policy?  Does looking back promote healing, or open old wounds?

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Component/Rationale/Recommended Resources Lesson Plans: Content and Language Objectives Add Language Objectives Rationale  Language objectives are essential to support the linguistic development of students.  They should be based on the four domains in language: Speaking, Listening, Reading and Writing Recommended Resources:  Please refer to WIDA Can Do Descriptors https://www.wida.us/standards/CAN_DOs/ The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. Within each grade-level band, the descriptors are organized by Key Use (Recount, Explain, Argue and Discuss) and within each Key Use, there are example descriptors for WIDA’s six levels of language proficiency (ELP Levels 1–6).

Teaching Academic Vocabulary: Cognates Applicable vocabulary available at: Rationale  The explicit instruction of academic vocabulary, specifically cognates, is key to http://www.wagnerhigh.net/pdf/Tier_2%20AND%20Tier%203_Common% improve comprehension in English.  Cognates are words in two languages that share a similar meaning, spelling, and 20Core_Volcabulary_Terms.pdf pronunciation. While English may share very few cognates with a language like Chinese, approximately 50% of the academic vocabulary in English have a related word in Spanish. Recommended Resources  When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier II words that students will need to have a solid grasp of key terms, which they will use to understand content in multiple areas of their learning. Teachers must use visuals, semantic, and mnemonic strategies. Explicit instruction must take place, three times per week, for a period of fifteen minutes per day.  The majority of Tier III words are cognates. However, Tier III words are content specific, and therefore, they should be taught "in the moment" because they need a quick explanation with heavy context. They should be taught naturally, without a separate instructional section. Multiple links to list of cognates will be provided soon, but for now, please refer to the following link for a sample list: http://www.esdict.com/English-Spanish- Cognates.html#.Wvezm4WcGS4 Background Knowledge List necessary prerequisite knowledge Rationale Discuss misconceptions  Background knowledge is essential to become an expert in a subject. However, such back knowledge becomes useless if language or culture makes it impossible to link knowledge to a task. This section applies to all learners Recommended Resources  Concepts should be directly linked to students’ background experience. This experience can be personal, cultural or academic. Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019  Links should be explicitly made between past learning and new concepts  Key vocabulary is emphasized. New vocabulary is presented in context. The number of vocabulary items is limited.

Resources: Scaffolds, Charts Diagrams and Technology How will the instruction be differentiated for all learners?

Rationale Differentiated instruction for all learners will be provided via several of the  Students learn by using scaffolds and strategies that lower the language complexity of following possible modalities: the content they experience in the classroom, but keeping the rigor and the integrity of the material.  Students need to learn to use complex language, but to do so they need scaffolds and Achieve 3000 support. As English Learners transition through the various stages of the language Visual and Graphic organizers acquisition process, scaffolds should gradually diminish. Eventually students become Guided notes proficient and independent, and consequently, able to utilize scaffolds on their own. Collaborative Learning Strategies Recommended Resources  The NJDOE Curricular Framework offers charts, and other resources aligned to the Rubric-based Research papers New Jersey Learning Standards. http://www.state.nj.us/education/cccs/frameworks/ Primary Source analyses  At the moment, the NJDOE has not finalized the specific English Learners scaffolding PowerPoint presentations section for each unit of the New Jersey Learning Standards. However, the archives of Letter writing the Model Curriculum are still available. They offer scaffolds associated to specific Essay writing (persuasive, research) standards, as well as ELA exemplar units for English Learners. Please refer to the following sample links: Role-playing  http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.pdf In-class debate http://www.state.nj.us/education/modelcurriculum/ela/exemplars/ Film analyses Group discussion/activities Open ended responses (verbal and written) Alternative assessments Music performance Film creation Visual/Graphic presentations

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Lessons Standard/Objective Materials Instructional Strategies  SWBAT: Create their own piece of visual propaganda. Movie Menu:  Lead Discussion Battleship Potemkin (1925) – Dir. Sergei Eisenstein (NR)  Whole Group Instruction  SWBAT: Analyze & discuss various examples of Triumph of the Will (1926) – Dir. Riefenstahl (NR)  Guided Notes propaganda, including but not limited to Reefer Madness (1936) - Dir. Louis J Gasnier (PG)  Create and officiate debate commercials, speeches, editorials, etc. The Great Dictator (1940) – Dir. Charlie Chaplin (NR)  Create and monitor group Mrs. Miniver (1942) –Dir. William Wyler (NR) activities  SWBAT: Identify types of propaganda techniques in Casablanca (1942) – Dir. Michael Curtiz (PG)  Select and analyze advertising. Best Years of Our Lives (1946) – Dir. William Wyler (NR) film/media clips Paths of Glory (1957) – Dir. Stanley Kubrick (NR)  Facilitate group discussions  SWBAT: Create slogans, logos and branding to Dr. Strangelove (1964) – Dir. Stanley Kubrick (PG)  PowerPoints WarGames (1983) – Dir. John Badham (PG) promote an agenda.  Critical Thinking and Writing Red Dawn (1984) – Dir. John Milius (PG-13)  Real World Application  SWBAT: Interpret the relationship between the Rocky IV (1985) – Dir. Sylvester Stallone (PG)  Highly Effective Questioning government and the media. Top Gun (1986) – Dir. Tony Scott (PG)  Technology based learning Grave of the Fireflies (1988) – Dir. Isao Takahata (NR)

 SWBAT: Understand how different technologies Forrest Gump (1994) – Dir. Robert Zemeckis (PG-13) affected the dissemination of propaganda. Pearl Harbor (2001) – Dir. Michael Bay (PG-13) Hotel Rwanda (2004) – Dir. Terry George (PG-13)  SWBAT: Explain how explicit and implicit messages in The Day After Tomorrow (2004) – Dir. Roland Emmerich (PG-13) the media influence people’s beliefs, feeling and Why We Fight (2005) – Dir. Eugene Jarecki (PG-13) actions. Rescue Dawn (2006) – Dir. Werner Herzog (PG-13) The Boy in the Striped Pajamas (2008) – Dir. Mark Herman (PG-13)  SWBAT: Assess the strengths and weaknesses of The Greatest Movie Ever Sold (2011) – Dir. Morgan Spurlock (PG-13) different types of advertising and propaganda. Red Tails (2012) – Dir. Anthony Hemingway (PG-13) Dunkirk (2017) – Dir. Christopher Nolan (PG-13)  SWBAT: Research current propaganda campaigns and explain their purpose. Resources: Parlapiano, Alicia, and Jasmine C. Lee. "The Propaganda Tools Used By Russians To Influence The 2016 Election". New York Times, 2019,  SWBAT: Write a reaction to a review of a film. https://www.nytimes.com/interactive/2018/02/16/us/politics/russia-

propaganda-election-  SWBAT: Question critically the position or viewpoint 2016.htmlhttps://www.nytimes.com/interactive/2018/02/16/us/politics/ru of a(n) director/author/artist. ssia-propaganda-election-2016.html. Accessed 18 July 2019.  SWBAT: Evaluate the impact of a director’s decisions

regarding tone, dialogue choice, style, content, and

point of view, and produce an interpretation of

overall effectiveness. Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Library of Congress  SWBAT: Discuss the merits of using propaganda “On the Home front-America During World War II” during times of war. http://www.loc.gov/teachers/classroommaterials/themes/warpeace/index .html.  SWBAT: Analyze several examples of Nazi propaganda to determine how it communicates Ourdocuments.gov powerful messages about who should be included in Manhattan Project Notebook (1945) and who should be excluded from German society. http://ourdocuments.gov/doc.php?doc=77

 SWBAT: Analyze different wars to determine the use Portland State University Website and effectiveness of propaganda. “Debate on Dropping the Atomic Bomb” http://www.upa.pdx.edu/IMS/currentprojects/TAHv3/Content/PDFs/Debat  SWBAT: Compare the accuracy of media and text to e_Dropping_ determine the facts of an event. Canva – Examples of Propaganda:  SWBAT: Support, modify, or refute a position in small https://www.canva.com/learn/examples-of-propaganda/ or large-group discussions. IMDB – In-Depth Movie Info: https://www.imdb.com/  SWBAT: Debate the usage of Nuclear weapons. Metacritic – Movie Reviews: https://www.metacritic.com/movie  SWBAT: Create a proposal for a modern version of Dr. Strangelove dealing with a contemporary issue. Rotten Tomatoes – Movie Reviews: https://www.rottentomatoes.com/critics/  SWBAT: Critique a film. YouTube: https://www.youtube.com/

Additional Materials Include: Various media/audio clips Handouts/graphs/vocabulary Summative Assessments Exemplar Lessons

Unit 1 Test: Propaganda & War 30-Second Propaganda ‘Commercials’

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019

art art II Instructional Planning Guide

Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should be utilized when writing individual, classroom lesson plans.

Unit 2: Civil Rights & Immigration

Understandings  Identify how and who is affected by civil rights Enduring  Determine key points in the civil rights movement  Understand the current state of civil rights in America  Define the contributions of immigration  Compare and contrast the risks/rewards of immigration to America

 Understand where families of students are from, including their culture and heritage

 What were some key events in the civil rights movement?

Questions Essential  Why did people risk their lives to participate in the civil rights movement?  What are the biggest civil rights issues still being fought for in current America?  Why do people immigrate to America?

 What hardships do immigrants face?  Should America be a ‘melting pot’ or a ‘mixing bowl’?

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Component/Rationale/Recommended Resources Lesson Plans: Content and Language Objectives Add Language Objectives Rationale  Language objectives are essential to support the linguistic development of students.  They should be based on the four domains in language: Speaking, Listening, Reading and Writing Recommended Resources:  Please refer to WIDA Can Do Descriptors https://www.wida.us/standards/CAN_DOs/ The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. Within each grade- level band, the descriptors are organized by Key Use (Recount, Explain, Argue and Discuss) and within each Key Use, there are example descriptors for WIDA’s six levels of language proficiency (ELP Levels 1–6).

Teaching Academic Vocabulary: Cognates Applicable vocabulary available at: Rationale  The explicit instruction of academic vocabulary, specifically cognates, is key to http://www.wagnerhigh.net/pdf/Tier_2%20AND%20Tier%203_Common improve comprehension in English.  Cognates are words in two languages that share a similar meaning, spelling, and %20Core_Volcabulary_Terms.pdf pronunciation. While English may share very few cognates with a language like Chinese, approximately 50% of the academic vocabulary in English have a related word in Spanish. Recommended Resources  When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier II words that students will need to have a solid grasp of key terms, which they will use to understand content in multiple areas of their learning. Teachers must use visuals, semantic, and mnemonic strategies. Explicit instruction must take place, three times per week, for a period of fifteen minutes per day.  The majority of Tier III words are cognates. However, Tier III words are content specific, and therefore, they should be taught "in the moment" because they need a quick explanation with heavy context. They should be taught naturally, without a separate instructional section. Multiple links to list of cognates will be provided soon, but for now, please refer to the following link for a sample list: http://www.esdict.com/English-Spanish- Cognates.html#.Wvezm4WcGS4 Background Knowledge List necessary prerequisite knowledge Rationale Discuss misconceptions  Background knowledge is essential to become an expert in a subject. However, such back knowledge becomes useless if language or culture makes it impossible to link knowledge to a task. This section applies to all learners Recommended Resources  Concepts should be directly linked to students’ background experience. This experience can be personal, cultural or academic. Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019  Links should be explicitly made between past learning and new concepts  Key vocabulary is emphasized. New vocabulary is presented in context. The number of vocabulary items is limited.

Resources: Scaffolds, Charts Diagrams and Technology How will the instruction be differentiated for all learners?

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Lessons Standard/Objective Materials Instructional Strategies  SWBAT: Assess how the civil rights movement Movie Menu:  Lead Discussion changed the United States. To Kill a Mockingbird (1962) – Dir. Robert Mulligan (NR)  Whole Group Instruction 9 to 5 (1980) – Dir. Bruce Gilbert (PG)  Guided Notes  SWBAT: Recognize that, in addition to movement Gandhi (1982) – Dir. Richard Attenborough (PG)  Create and officiate debate leaders, everyday people participated in the The Color Purple (1985) - Dir. Steven Spielberg (PG-13)  Create and monitor group freedom struggle. An American Tail (1986) – Dir. Don Bluth (G) activities Malcom X (1992) – Dir. Spike Lee (PG-13)  Select and analyze film/media Philadelphia (1993) – Dir. Jonathan Demme (PG-13)  SWBAT: Understand the philosophy of nonviolence clips Too Wong Foo (1995) –Dir. Beeban Kidron (PG-13) in relation to civil rights.  Facilitate group discussions In America (2002) – Dir. Jim Sheridan (PG-13)  PowerPoints  The Terminal (2004) – Dir. Steven Spielberg (PG-13) SWBAT: Locate key events of the civil rights  Critical Thinking and Writing movement on a timeline. The Other Side of Immigration (2005) – Dir. Roy Germano (NR)  Real World Application A Better Life (2011) – Dir. Chris Weitz (PG-13)  Highly Effective Questioning  SWBAT: Recognize patterns and generalize about The Butler (2013) – Dir. Lee Daniels (PG-13)  Technology based learning violence against minorities and civil rights activists. Selma (2014) – Dir. Ava DuVernay (PG-13)

Hidden Figures (2016) – Dir. Theodore Melfi (PG)  SWBAT: Evaluate the successes of the mid-20th- century struggle for minorities equality. Television Series: 30 Days (Episode 201) – Immigration (NR)  SWBAT: Evaluate the effectiveness of the women’s Inside Man (S1 E03) – Immigration (NR) rights movement by analyzing film. Resources:  SWBAT: Evaluate the effectiveness of Gilderlehrnman.org environmental movements (e.g., creation of EPA) “The Big Bang: The Birth of Rock and Roll” and their influence on public attitudes and http://www.gilderlehrman.org/history-by-era/art-music-and- environmental protection laws (e.g., Clean Water film/resources/big-bang-birth-rock-and-roll (Website that has a lesson plan Act, Clean Air Act). about the significance of rock n roll and suggested listening for the classroom)  SWBAT:Write an argument that analyzes the effectiveness of New Jersey’s government in The Trentonian eliminating segregation and discrimination. “1943: School Spirit”

NPS.Org

“Jim Crow Laws”

http://www.nps.gov/malu/learn/education/jim_crow_laws.htm

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019  SWBAT: Use technology, including the Internet, to Gilderleherman.org produce, publish, and update individual or shared “The Civil Rights Movement Major Events and Legacies” writing products to show the extent to which http://www.gilderlehrman.org/history-by-era/civil-rights- suburban living and television supported movement/essays/civil-rights-movement-major-events-and-legacies conformity and stereotyping during a given time period. Southern Poverty Law Center “Mighty Times: The Legacy of Rosa Parks”  SWBAT: Analyze the origins and outcomes of the “America’s Civil Rights Movement: A Time for Justice” youth counter culture movement including the Beat Movement, rock and roll music, and abstract North Carolina History Project art. “Greensboro Sit-In http://www.northcarolinahistory.org/encyclopedia/299/entry/  SWBAT: Use multiple credible sources to determine the factors (e.g., employment, University of Pennsylvania Website interstate highway, GI Bill, urban decay) that led to “Letter from a Birmingham Jail” excerpts migration from American cities to suburbs in the http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html 1950s and 1960s, and describe how this movement impacted cities. Southern Poverty Law Center “Mighty Times: The Children’s March” Documentary  SWBAT: Compare and contrast immigration experiences from Ellis Island and present day. Malcom X.org “The Black Revolution” excerpts  SWBAT: Define the current state of immigration in “After the Bombing: Speech at Ford Auditorium” America. http://www.malcolm-x.org/speeches.htm EdExchage.org  SWBAT: Interview an immigrant to understand their experience. “The ballot or the Bullet” excerpts http://www.edchange.org/multicultural/speeches/malcolm_x_ballot.html  SWBAT: Compare and contrast immigration policies of varying countries. http://www.capitalcentury.com/1943.html : This article provides a  SWBAT: Explain the importance of immigration to summary of the Hedgepeth-Williams NJ Supreme Court Case - The State of America New Jersey: Department of Law and Public Safety Website “New Jersey  SWBAT: Compare and contrast the risks/rewards of Against Discrimination: April 16 1945-2005” immigration to America. “Division on Civil Rights Director’s Report” http://www.nj.gov/oag/dcr/report.html  SWBAT: Interpret data presented in time lines and

create time lines based off their families history.

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019  SWBAT: Write a reaction to a review of a film. New York Times Website “Text to Text: ‘A Raisin in the Sun’ and ‘Discrimination in Housing Against  SWBAT: Critique a film. Nonwhites Persists Quietly’” http://learning.blogs.nytimes.com/2014/03/13/text-to-text-a-raisin-in-the- sun-and-discrimination-in-

New York Times Website “Excerpt from the ‘Feminine Mystique’” http://www.nytimes.com/2006/02/05/national/05friedanbox.html?_r=0

UC San Diego Library Website “Farm Worker Movement Documentation Project”

Southern Poverty Law Center “Viva La Causa”

Washington Post Website “The Great Society at 50” http://www.washingtonpost.com/ Department of State Website https://history.state.gov/milestones/

Freedman, Russell. Immigrant Kids. New York, NY: Scholastic Inc., 1980. Immigration: Their Stories. “Stories of the Present.” http://library.thinkquest.org/20619/Present.html

My Immigration Story.com. “The Stories of U.S. Immigrants in Their Own Words.” http://www.myimmigrationstory.com

Statue of Liberty National Monument. “Some Were Destined for Fame.” http://www.americanparknetwork.com/parkinfo/sl/history/famous.html

The Statue of Liberty-Ellis Island Foundation, Inc., Immigrant Experience. “The Peopling of America.” http://www.ellisisland.org/immexp/wseix_4_3.asp

The Statue of Liberty-Ellis Island Foundation, Inc., Immigrant Experience. “Family Histories.” http://www.ellisisland.org/immexp/wseix_2_3.asp

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Thompson, Gare. Voices from America’s Past, Our New Life in America. Washington D.C.: National Geographic Society, 2002.

IMDB – In-Depth Movie Info: https://www.imdb.com/

Metacritic – Movie Reviews: https://www.metacritic.com/movie

Rotten Tomatoes – Movie Reviews: https://www.rottentomatoes.com/critics/

YouTube: https://www.youtube.com/

Additional Materials Include: Various media/audio clips Handouts/graphs/vocabulary

Summative Assessments Exemplar Lessons

Unit 2 Test: Civil Rights & Immigration First generation immigrant interview & essay

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019

art art II Instructional Planning Guide

Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should be utilized when writing individual, classroom lesson plans.

Unit 3: Crime, Criminal Justice & Social Economics

Understandings  Understand that criminal justice is a complex integration of structures and processes that must operate independently and Enduring cooperatively to ensure the overall stability of society while protecting the safety of its members, their rights and property on a day-to-day basis  Identify how Criminal justice exists at the formal (by the book) and informal (justice in action) levels  Define areas where the criminal justice system of America is flawed  Understand the impacts of economics on school, communities, families and the individual

 What key events have helped shape the criminal justice system of America?

Questions Essential  What factors have contributed to certain geographic areas suffering from crime and poverty?  How does economics affect schools, communities, families and the individual?

Teaching Academic Vocabulary: Cognates Applicable vocabulary available at: Rationale  The explicit instruction of academic vocabulary, specifically cognates, is key to improve http://www.wagnerhigh.net/pdf/Tier_2%20AND%20Tier%203_Comm comprehension in English.  Cognates are words in two languages that share a similar meaning, spelling, and on%20Core_Volcabulary_Terms.pdf pronunciation. While English may share very few cognates with a language like Chinese, approximately 50% of the academic vocabulary in English have a related word in Spanish. Recommended Resources  When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier II words that students will need to have a solid grasp of key terms, which they will use to understand content in multiple areas of their learning. Teachers must use visuals, semantic, and mnemonic strategies. Explicit instruction must take place, three times per week, for a period of fifteen minutes per day.  The majority of Tier III words are cognates. However, Tier III words are content specific, and therefore, they should be taught "in the moment" because they need a quick explanation with heavy context. They should be taught naturally, without a separate instructional section. Multiple links to list of cognates will be provided soon, but for now, please refer to the following link for a sample list: http://www.esdict.com/English-Spanish-Cognates.html#.Wvezm4WcGS4 Background Knowledge List necessary prerequisite knowledge Rationale Discuss misconceptions  Background knowledge is essential to become an expert in a subject. However, such back knowledge becomes useless if language or culture makes it impossible to link knowledge to a task. This section applies to all learners Recommended Resources  Concepts should be directly linked to students’ background experience. This experience can be personal, cultural or academic.  Links should be explicitly made between past learning and new concepts  Key vocabulary is emphasized. New vocabulary is presented in context. The number of vocabulary items is limited. Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Resources: Scaffolds, Charts Diagrams and Technology How will the instruction be differentiated for all learners?

Rationale Differentiated instruction for all learners will be provided via several of the  Students learn by using scaffolds and strategies that lower the language complexity of the following possible modalities: content they experience in the classroom, but keeping the rigor and the integrity of the material.  Students need to learn to use complex language, but to do so they need scaffolds and Achieve 3000 support. As English Learners transition through the various stages of the language Visual and Graphic organizers acquisition process, scaffolds should gradually diminish. Eventually students become Guided notes proficient and independent, and consequently, able to utilize scaffolds on their own. Collaborative Learning Strategies Recommended Resources  The NJDOE Curricular Framework offers charts, and other resources aligned to the New Rubric-based Research papers Jersey Learning Standards. http://www.state.nj.us/education/cccs/frameworks/ Primary Source analyses  At the moment, the NJDOE has not finalized the specific English Learners scaffolding PowerPoint presentations section for each unit of the New Jersey Learning Standards. However, the archives of the Letter writing Model Curriculum are still available. They offer scaffolds associated to specific standards, Essay writing (persuasive, research) as well as ELA exemplar units for English Learners. Please refer to the following sample links: Role-playing  http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.pdf In-class debate http://www.state.nj.us/education/modelcurriculum/ela/exemplars/ Film analyses Group discussion/activities Open ended responses (verbal and written) Alternative assessments Music performance Film creation Visual/Graphic presentations

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Lessons Standard/Objective Materials Instructional Strategies  SWBAT: Summarize the philosophies and concepts Movie Menu:  Lead Discussion influencing the development and implementation of Double Indemnity (1944) – Dir. Billy Wilder (NR)  Whole Group Instruction policing through US history Blackboard Jungle (1955) – Dir. Richard Brooks (NR)  Guided Notes 12 Angry Men (1957) – Dir. Sidney Lumet (NR)  SWBAT: Discuss and summarize Supreme Court  Create and officiate debate Soylent Green (1979) – Richard Fleisher (PG) cases dictating use of force and the effect on law  Create and monitor group The Outsiders (1983) – Dir. Francis Ford Coppola (PG) enforcement decision activities Back to the Future (1985) – Dir. Robert Zemeckis (PG)  Select and analyze Stand and Deliver (1988) – Dir. Ramón Menéndez (PG)  SWBAT: Demonstrate understanding of the role of film/media clips A Civil Action (1988) – Dir. Steven Zaillian (PG-13) persuasive writing as it relates to criminal justice by  Facilitate group discussions Only the Strong (1993) – Dir. Sheldon Lettich (PG-13) demonstrating the ability to address arguments and  PowerPoints the ability to use word choice that extends beyond The Fugitive (1993) – Dir. Andrew Davis (PG-13)  Critical Thinking and Writing the ordinary Hoop Dreams (1994) – Dir. Steve James (PG-13)  Rush Hour (1998) – Dir. Brett Ratner (PG-13) Real World Application  SWBAT: Research a community problem and provide Love & Basketball (2000) – Dir. Gina Prince-Bythewood (PG-13)  Highly Effective Questioning a written response to address the method of John Q (2002) - Nick Cassavetes (PG-13)  Technology based learning community policing Minority Report (2002) – Dir. Steven Spielberg (PG-13)  SWBAT: Research an issue that was viewed Batman Begins (2005) - Dir. Christopher Nolan (PG-13) differently by the government and public and Gridiron Gang (2006) – Dir. Phil Joanou (PG-13) provide the differences 16 Blocks (2006) – Dir. Richard Donner (PG-13) ATL (2006) – Dir. Chris Robinson (PG-13)  SWBAT: Identify what defines hate crimes The Blind Side (2009) – Dir. John Lee Hannock (PG-13)  SWBAT: Address the current state of the juvenile The Kid with a Bike (2011) – Dir. - Jean-Pierre Dardenne (PG-13) justice system in America Jack Reacher (2012) – Dir. Christopher McQuarrie (PG-13) RoboCop (2014) – Dir. José Padilha (PG-13)  SWBAT: Determine the need for the Patriot Act post Marshall (2017) – Dir. Reginald Hudlin (PG-13) 9/11  SWBAT: Explain why individuals join gangs and the Television Series: affects it has on them Law and Order: Special Victims Unit (1999) (TV-14) NCIS (2003) (TV-14)  SWBAT: Understand and create a cycle of violence Making a Murderer (2005) (TV-14) visual The Weight of the Nation (2012) (TV-PG)  SWBAT: Compare and contrast what factors have lead certain geographies areas to prosper while Resources: some suffer from poverty and crime U.S. History.org “Suburban Growth” Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019  SWBAT: Define the difference between equality and http://www.ushistory.org/us/53b.asp (Website that has several primary equity in relation to the opportunity to succeed source pictures of 1950’s suburbia and links to other primary and secondary source documents)  SWBAT: Articulate the relationship between ‘nature’

and ‘nurture’ Washington Post Website  SWBAT: Describe the evolution of the family unit in “The Great Society at 50” America http://www.washingtonpost.com/

 SWBAT: Define the connection between poverty and PoliceOne Analysis: 12 Supreme Court cases affecting cops: obesity https://www.policeone.com/legal/articles/1964272-PoliceOne-Analysis-12-  SWBAT: Explain how economics affect schools, Supreme-Court-cases-affecting-cops/ families, and communities Hate Crime:  SWBAT: Write a reaction to a review of a film https://www.nij.gov/topics/crime/hate-crime/pages/welcome.aspx  SWBAT: Critique a film Juvenile Justice in the U.S. - Facts for Policymakers: http://www.nccp.org/publications/pub_1038.html

IMDB – In-Depth Movie Info: https://www.imdb.com/

Metacritic – Movie Reviews: https://www.metacritic.com/movie

Rotten Tomatoes – Movie Reviews: https://www.rottentomatoes.com/critics/

YouTube: https://www.youtube.com/

Additional Materials Include: Various media/audio clips Handouts/graphs/vocabulary

Summative Assessments Exemplar Lessons

Unit 3 Test: Crime, Criminal Justice & Social Economics Mock Trial

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019

art art II Instructional Planning Guide

Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should be utilized when writing individual, classroom lesson plans.

Unit 4: Technology & Modern Social Commentary

Understandings  Knowing the rights of an individual in regards to the internet Enduring  Understanding how digital technology is rapidly changing society  Forecasting how past and current trends will shape the future

Essential Questions  How has digital technology changed society thus far?  Which technology industries will grow and why?  What is the current state of America?

Teaching Academic Vocabulary: Cognates Applicable vocabulary available at: Rationale  The explicit instruction of academic vocabulary, specifically cognates, is key to improve http://www.wagnerhigh.net/pdf/Tier_2%20AND%20Tier%203_Commo comprehension in English.  Cognates are words in two languages that share a similar meaning, spelling, and n%20Core_Volcabulary_Terms.pdf pronunciation. While English may share very few cognates with a language like Chinese, approximately 50% of the academic vocabulary in English have a related word in Spanish. Recommended Resources  When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier II words that students will need to have a solid grasp of key terms, which they will use to understand content in multiple areas of their learning. Teachers must use visuals, semantic, and mnemonic strategies. Explicit instruction must take place, three times per week, for a period of fifteen minutes per day.  The majority of Tier III words are cognates. However, Tier III words are content specific, and therefore, they should be taught "in the moment" because they need a quick explanation with heavy context. They should be taught naturally, without a separate instructional section. Multiple links to list of cognates will be provided soon, but for now, please refer to the following link for a sample list: http://www.esdict.com/English-Spanish-Cognates.html#.Wvezm4WcGS4 Background Knowledge List necessary prerequisite knowledge Rationale Discuss misconceptions  Background knowledge is essential to become an expert in a subject. However, such back knowledge becomes useless if language or culture makes it impossible to link knowledge to a task. This section applies to all learners Recommended Resources  Concepts should be directly linked to students’ background experience. This experience can be personal, cultural or academic.  Links should be explicitly made between past learning and new concepts  Key vocabulary is emphasized. New vocabulary is presented in context. The number of vocabulary items is limited. Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Resources: Scaffolds, Charts Diagrams and Technology How will the instruction be differentiated for all learners?

Rationale Differentiated instruction for all learners will be provided via several of the  Students learn by using scaffolds and strategies that lower the language complexity of the following possible modalities: content they experience in the classroom, but keeping the rigor and the integrity of the material.  Students need to learn to use complex language, but to do so they need scaffolds and Achieve 3000 support. As English Learners transition through the various stages of the language Visual and Graphic organizers acquisition process, scaffolds should gradually diminish. Eventually students become Guided notes proficient and independent, and consequently, able to utilize scaffolds on their own. Collaborative Learning Strategies Recommended Resources  The NJDOE Curricular Framework offers charts, and other resources aligned to the New Rubric-based Research papers Jersey Learning Standards. http://www.state.nj.us/education/cccs/frameworks/ Primary Source analyses  At the moment, the NJDOE has not finalized the specific English Learners scaffolding PowerPoint presentations section for each unit of the New Jersey Learning Standards. However, the archives of the Letter writing Model Curriculum are still available. They offer scaffolds associated to specific standards, Essay writing (persuasive, research) as well as ELA exemplar units for English Learners. Please refer to the following sample links: Role-playing  http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.pdf In-class debate http://www.state.nj.us/education/modelcurriculum/ela/exemplars/ Film analyses Group discussion/activities Open ended responses (verbal and written) Alternative assessments Music performance Film creation Visual/Graphic presentations

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Lessons Standard/Objective Materials Instructional Strategies  SWBAT: Compare and contrast the internet rights of Movie Menu:  Lead Discussion different countries 2001: A Space Odyssey (1968) – Dir. Stanley Kubrick (G)  Whole Group Instruction Willy Wonka & the Chocolate Factory (1971) - Dir. Mel Stuart (G)  SWBAT: Provide examples of how smart phones  Guided Notes Logan’s Run (1976) – Dir. Michael Anderson (PG) changed society  Create and officiate debate Sixteen Candles (1984) – Dir. John Hughes (PG)  Create and monitor group  SWBAT: Explain how social media has affected the Gattaca (1997) – Dir. Andrew Niccol (PG-13) activities dissemination of information The Truman Show (1998) – Dir. Peter Weir (PG)  Select and analyze film/media 10 Things I Hate About You (1999) – Dir. Gil Junger (PG-13)  SWBAT: Explain the function of freedom of speech in clips I, Robot (2004) – Dir. Alex Proyas (PG-13) in America, worldwide and the internet/social media  Facilitate group discussions War of the Worlds (2005) – Steven Spielberg (PG-13)  PowerPoints An Inconvenient Truth (2006) – Dir. Davis Guggenheim (PG)  SWBAT: Evaluate the impact of significant individuals  Critical Thinking and Writing and their roles in the development of social media I Am Legend (2007) – Dir. Francis Lawrence (PG-13)  Real World Application WALL-E (2008) – Dir. Andrew Stanton (G)  SWBAT: Explore and define the role of robotics in  Highly Effective Questioning The Dark Knight (2008) – Dir. Christopher Nolan (PG-13) society today  Technology based learning Avatar (2009) – Dir. James Cameron (PG-13)

 SWBAT: Explore and define the role of virtual reality Inception (2010) – Dir. Christopher Nolan (PG-13) in society today The Social Network (2010) – Dir. David Fincher (PG-13) The Hunger Games (2013) – Dir. Gary Ross (PG-13)  SWBAT: Explore and define the role of gene Interstellar (2014) – Dir. Christopher Nolan (PG-13) manipulation in society today Concussion (2015) – Dir. Peter Landesman (PG-13)  SWBAT: Explain the need for space exploration Ready Player One (2018) – Dir. Steven Spielberg (PG-13)

 SWBAT: Investigate factors that would lead to a Resources: dystopian future and provide solutions to prevent Internet rights are civil rights: this http://www.msnbc.com/msnbc/internet-rights-are-civil-rights  SWBAT: Define ‘pop culture’ and the impact it has on society today How Smartphones Revolutionized Society in Less than a Decade: https://www.govtech.com/products/How-Smartphones-Revolutionized-  SWBAT: Discover new technologies and articulate Society-in-Less-than-a-Decade.html their role in society today  SWBAT: Defend the future success or failure of ‘E- Sports’ Can You Get Paid to Tweet, Even if You’re Not a Celebrity?: https://www.thepennyhoarder.com/make-money/side-gigs/can-you-get-  SWBAT: Compare the similarities and differences paid-to-tweet/ between a novel and the film adaptation Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019  SWBAT: Describe how modern medicine has affected Facebook finally deletes millions of embarrassing pictures from its servers sports after years of keeping them against users' wishes: https://www.dailymail.co.uk/news/article-2193805/Facebook-updates-  SWBAT: Defend or oppose major issues in America deleted-photos-gone-forever.html today

 SWBAT: Forecast major issues that future The True Impact of C.T.E.: generations will face http://www.teenink.com/nonfiction/sports/article/881297/The-True- Impact-of-CTE/  SWBAT: Write a reaction to a review of a film  SWBAT: Critique a film NASA – Why We Explore: https://www.nasa.gov/exploration/whyweexplore/why_we_explore_main. html#.XTHR4ndFy00

The 5 Factors Defining the Future of Esports: https://newzoo.com/insights/articles/the-5-factors-defining-the-future-of- esports/

HUMAN GENETIC MODIFICATION: https://www.geneticsandsociety.org/topics/human-genetic-modification

Bill would give Ind. schools broad authority over off-campus activity, speech: https://splc.org/2012/02/bill-would-give-ind-schools-broad-authority-over- off-campus-activity-speech/

IMDB – In-Depth Movie Info: https://www.imdb.com/

Metacritic – Movie Reviews: https://www.metacritic.com/movie Rotten Tomatoes – Movie Reviews: https://www.rottentomatoes.com/critics/

YouTube: https://www.youtube.com/

Additional Materials Include: Various media/audio clips Handouts/graphs/vocabulary

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Summative Assessments Exemplar Lessons

Unit 4 Test: Technology & Modern Social Commentary Current Event Presentation

Bridgeton Public School District Grade Level: 10th-12th Content: History Through Film & Media Date: August 2019 Lesson Plans

PART III Part III consists of the lesson plans developed by the classroom teacher. When developing lesson plans, teachers are to consider the unique needs of learners within their classroom. Lesson plans should consist of instructional strategies that are engaging, include high order thinking, promote student discussion, and provide support for all students. The recommended template for lesson planning is the Gradual Release of Responsibility. http://www.acpsk12.org/pl/coachs-cuts/gradual-release-model/ Lesson Plans must be uploaded to Genesis.