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Curriculum Framework for Equity

Big Concept: ExplorationEssential Question: How does exploration influence us? Grade Level: Third Grade

Part 1: Outcomes: What do we want them to know? List standards within subheadings.

3.1.9 Define immigration and explain how immigration enriches community.

We are a nation of immigrants; we have been heavily influenced by immigration since before the Revolutionary War

Immigration the action of coming to live permanently in a foreign country.

Immigration enriches a community by creating a more diverse culture overall. Immigration enriches community by having people from many different walks of life coexist with one another, they work together to better the community.

Work: Some people have immigrated for work purposes. They might not have work in their home country so their only choice it to immigrate to a different country in hopes of finding work.

Education: People sometimes immigrate to another country to further their education. Their home country might not have the resources available for them, so they must find somewhere else that suits their needs.

Safety: People sometimes immigrate to a different country for safety reasons. Their home country might be in a civil war where it isn’t safe for them to live anymore. They move to a different country to escape danger in search of safety.

Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a Creative Commons Attribution-Noncommercial-NoDerivatives 4.0

International License.

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http://creativecommons.org/licenses/by-nc-nd/4.0/


Famine: People can sometimes immigrate to another country because of famine. Famine is a shortage of food, and their home country might not have enough food to feed them or others. They relocate to a location where food is easier accessible.

Religious Freedom: Some people immigrate to new locations around the world for religious freedoms. In some countries, people aren’t allowed to express their religious beliefs freely. They relocate to a region where they can worship freely without consequences.

Part 2: Assessments: How do we know what students know? How will they show what they know?

Formative (Ongoing) Assessments: How do we know they are learning while they are learning? What multiple techniques can you use?

Useful, Meaningful, and Equitable are from Teemant, Upton, Popcock, Berghoff, Seybold, & Adams (2010) Aiming for Inclusive Learning Communities

Formative Assessment 1: Hand Signals Useful to me as a teacher….

Hand signals will be useful to me as a teacher because it will allow me to understand my students understanding of a specific concept, principal, or process.

Meaningful to the child…I believe that hand signals are meaningful to my children because it allows them to advocate for themselves. They are able to voice their connections, and struggles through hand gestures that allow them to get the help they need.



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Equitable to the child…I believe that hand signals are equitable because it allows students to share an unbiased and unprejudiced point of view. It allows them to use their first language to show their misconnections and connections.

Formative Assessment 2: Useful to me as a teacher…

A student conference will be useful to me as a teacher because it will allow me to meet one on one with my student. I will ask my student(s) how they feel they are doing in class and in their school work. Here they can get positive praise and as well as guided help for those who need help improving.

Meaningful to the child…Student conferences will be meaningful for the child because it lets them know that I do care about them. I care about them as a person and as a teacher, I want them all to succeed. These meetings allow for a critical conversation where the students’ needs are being addressed.

Equitable to the child…Student conferences are equitable for the child because I’d be meeting with each individual child and addressing each individual’s needs. These conferences allow me to meet each child individually to check their level of understanding. Children are more likely to admit their struggles in a one on one setting instead of in front of the whole class, these meetings will help both the teacher and the child and ensures that we’re both on the same page.

Summative Assessment: Performance-Based Assessment (PBA) What authentic product are students creating to show they understand the big idea, essential question, standards, and unit concept? (See Possible PBA & Activities handout)



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Name of PBA: Brochure for Immigration

How is PBA developmentally appropriate?

A brochure for my third graders is developmentally appropriate because it’s ideal for a 9 year old. The tri-fold piece of paper isn’t a large document and will be easier for my children to read and create. The brochure has different text sizes, allows for pictures, and has color. Students in third grade can developmentally understand and create brochures rather than a large paper.

Description of PBA: Describe what your PBA is in enough detail that other teachers can use it. Make sure it relates to the Big Concept, Essential Question and Standards you are assessing. (Single spaced ½ page)

A brochure can be used by teachers because it allows for students to all connect to immigration. In America, we are all a nation of immigrants and each child can help contribute to their brochure. In small group centers of 3-4 students, I would have students work together to create a brochure of immigration and how it influences us. There are many reasons why people immigrate. For example, one of my students could help contribute to the group by telling us why he or she immigrated. He/she immigrated for religious freedoms, their family in their native country couldn’t express their religion freely and they moved to America to express themselves freely. Another student might have came from a country where it wasn’t safe, they moved to America because of safety; his/her country was in a civil war and needed to find refuge. Another student could talk about how his family couldn’t find work so they moved to America to find work so their parents could provide for them. Another student could talk about how they moved to America because their native country was destroyed in a natural disaster. These are all valid reasons why people immigrate to a country in hopes of a fresh start and new opportunity. A brochure is developmentally appropriate because students all share their own personal stories and collaboratively work together.



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Note: Prior to PBA: Create a rubric with student input for assessment.Offer checklists, peer editing, conferences, etc. for students to self-assess their progress. (Our course does not allow time for this.)

Part 3: Path- How do we get there? What meaningful activities, centers or invitations am I planning so all students can learn the big concept, standards, and essential question?

Relationship Building: How well do you know me? How will you get to know me throughout the year? List multiple activities with a short description.

Activity 1: To build a better relationship with my students, I personally would like to visit each child’s home. I think this would be a good interaction between yourself, your student, and your student’s family. This would allow you to see where the student lives and the environment they come from.

Activity 2: Another activity I would like to in cooperate inside my classroom is a community circle. We would call it out compliment circle and every day we would meet for 15 minutes after the announcements and go around the room and say something nice to one another. Students could complement one another, this would help build relationships and boost confidence around the room.

Prior Knowledge: How do you value what I already know? How can we



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show this for all to see and refer to throughout our learning? (Refer to Part 1) As a class, create large graphic organizers or anchor charts for multiple concepts. Post in room and continually add new information.

Activity & Topic

For this activity I would have a giant anchor chart to use as reference. I would place it somewhere around the room and it will be left up for quite some time. We would focus on one word and one word only. For this activity, my topic would be immigration. I would ask the children what they think immigration is or means and give them a minute to ponder. After a few moments has passed, I will ask students to raise their hand to help me with our topic. Student’s ideas will vary and that’s okay, we want this to be as broad as possible. One student might say immigration is when you move to another state with your family. Another student could possibly make a connection about his grandparents who moved here from another country. Another student could then make a connection about his own family moving to a new school and state. Answers will vary but they should all centralize around our topic word of immigration. Allow students to turn and talk to a neighbor and think of as many different ideas about immigration as possible. By the end of this lesson, the chart should be completely filled. At this point, we would as a class try to connect as many words together as possible. All of our words will have arrows and lines connecting and twisting throughout our anchor chart, all turning back to our topic word of immigration!

Culturally Responsive Activities: What materials or resources do we use in school that represent my culture and me? What learning activities can I participate in? What products can I create that connect to my learning?



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Activity 1: Resources + Activity + Product CreatedResource: The Butter Battle by Dr. Seuss

Activity: In a small group center, students will compare and contrast how the battle between the two sides of characters is similar to battles people face in today’s society. Opposing viewpoints shouldn’t drive people apart. Once finished, students will share their charts with one another in their group.

Product: Students will create a compare and contrast chart.

Activity 2: Resources + Activity + Product Created

Resource: The Lorax by Dr. Seuss

Activity: In a small group center, students will create a drawing over the theme or message they learned from the Lorax book. After students are done, they will share their drawing with one another in their group.

Product: A drawing over their interpretation of the theme from the Lorax.

People Society Marginalizes: How can I learn about people society marginalizes? These include society’s “isms.” See above format.


Resource: Feathers and Fools by Mem Fox

Activity: In a small group center, students will write letters to the Editor of the book. They will share their likes and dislikes from the reading as well as the overall message they interpreted from the reading. Just because you



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don’t like the same as others doesn’t mean you should be afraid of them, everyone is the same and everyone should live in peace.

Product: A letter to the Editor

Filter of Oppression: Racism.


Resource: What’s happening to Grandpa by Mari Shriver

Activity: In a small group center, students will read the book What’s Happening to Grandpa? After the book is done students will write a Eulogy about Grandpa or something or someone that they have known to pass. Once completed, students will share their work with one another.

Product: Eulogy

Filter of Oppression: Ageism

Relevance: How does this learning relate to my life outside of school? What study trips, guest speakers, or activities could you do to connect school and child’s community?

Activity 1: Resource + Activity + Product Created

Resource: A guest speaker who immigrated to America

Activity: I would like to have a guest speaker come into my classroom and talk about immigration and why he/she immigrated to America. This



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particular guest speaker would be from the Caribbean islands and talk about how his home was ruined in a Hurricane. He needed to find work and take care of his family so he moved to Indianapolis to work. He or she could talk about the process and struggles of immigrating and as well the triumphs.

Product: Students will write a thank you letter to our guest speaker.

Activity 2: Resource + Activity + Product Created

Resource: International Festival

Activity: students will visit the Indianapolis State Fairgrounds on a field trip to the international festival. This festival has people from all around the world representing their countries. Students will be exposed to different cultures and can experience different foods, songs, dances, clothes and many other things from that culture. They will be able to experience how exploration and immigration influences us. Students can engage in conversation and ask why these people or their relatives have moved to America. Students will need to visit at least 7 different countries and get their passport book stamped. This passport book is just like a real passport. People who set up stands inside the building all have stamps with their countries name just like if you were to travel outside the country and get your passport stamped.

Product: A passport book.

Empowerment: How can I co-create my learning? What are multiple ways I can engage and express my learning? (Student choices offered)

Activity 1: Choice of Resources or Activities or Products Created



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Resource: Feathers and Fools by Mem Fox

Activity: In a small group center, students will write letters to the Editor of the book. They will share their likes and dislikes from the reading as well as the overall message they interpreted from the reading. Just because you don’t like the same as others doesn’t mean you should be afraid of them, everyone is the same and everyone should live in peace.

Product: A letter to the Editor OR journal entry

Filter of Oppression: Racism.

Activity 2: Choice of Resources or Activities or Products Created

Resource: What’s Happening to Grandpa by Mari Shriver

Activity: In a small group center, students will read the book What’s Happening to Grandpa? After the book is done students will write a Eulogy about Grandpa or something or someone that they have known to pass. Once completed, students will share their work with one another.

Product: Eulogy OR Collage

Filter of Oppression: Ageism

Resources: What primary sources, critical literacy books, informational texts, and websites are you going to use that relate to the big concept, essential question, unit concept, and standards?

Primary Source: Digital, visual (including the arts and photography), oral,



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written, and community resources to visit. Need 1.

Primary Resource:

Here is a picture from the Eiteljorg museum in downtown Indianapolis. This photograph shows where the Miami Indians came from.



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Critical Literacy Books: What will you use that connects to Culturally Responsive and People Society Marginalizes? Need 4 with description



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1- The Sneeches by Dr. Seuss

"Now, the Star-Belly Sneetches / had bellies with stars. / The Plain-Belly Sneetches / had none upon tars." This collection of four of Dr. Seuss's most winning stories begins with that unforgettable tale of the unfortunate Sneetches, bamboozled by one Sylvester McMonkey McBean ("the Fix-it-up Chappie"), who teaches them that pointless prejudice can be costly. https://www.amazon.com/Sneetches-Other-Stories-Dr-Seuss/dp/0394800893

2- The Lorax by Dr. Seuss

Long before saving the earth became a global concern, Dr. Seuss, speaking through his character the Lorax, warned against mindless progress and the danger it posed to the earth's natural beauty. https://www.amazon.com/Lorax-Classic-Seuss-Dr/dp/0394823370/ref=pd_lpo_sbs_74_img_0?_encoding=UTF8&psc=1&refRID=XWJKF8PZ3K8CQCNTKK62

3- A River Ran Wild by Lynne Cherry

A River Ran Wild tells a story of restoration and renewal. Learn how the modern-day descendants of the Nashua Indians and European settlers were able to combat pollution and restore the beauty of the Nashua River in Massachusetts. https://www.amazon.com/River-Ran-Wild-Environmental-History/dp/0152163727

4- The Butter Battle by Dr. Seuss

The Butter Battle Book, Dr. Seuss's classic cautionary tale, introduces readers to the important lesson of respecting differences. The Yooks and Zooks share a love of buttered bread, but animosity brews



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https://www.amazon.com/River-Ran-Wild-Environmental-History/dp/0152163727

https://www.amazon.com/River-Ran-Wild-Environmental-History/dp/0152163727

https://www.amazon.com/Lorax-Classic-Seuss-Dr/dp/0394823370/ref=pd_lpo_sbs_74_img_0?_encoding=UTF8&psc=1&refRID=XWJKF8PZ3K8CQCNTKK62



https://www.amazon.com/Sneetches-Other-Stories-Dr-Seuss/dp/0394800893

https://www.amazon.com/Sneetches-Other-Stories-Dr-Seuss/dp/0394800893



between the two groups because they prefer to enjoy the tasty treat differently.https://www.amazon.com/Butter-Battle-Book-Notable-Classic/dp/0394865804

Website: What website might students use? How? Need 1.

http://spicerweb.org/Miller/MillerHistory/NativeAmericans.aspx

Students can research early Native Americans in Indiana. They will learn more information about early exploration within the Native American community. They can learn about both the Miami Indians and Potawatomi Indians. Through their readings, they can use it to understand more about how they hunted, lived, and survived.



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http://spicerweb.org/Miller/MillerHistory/NativeAmericans.aspx

https://www.amazon.com/Butter-Battle-Book-Notable-Classic/dp/0394865804

https://www.amazon.com/Butter-Battle-Book-Notable-Classic/dp/0394865804


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