Human Systems/Communities and The Breadwinner by Deborah Ellis

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Human Systems/Communitiesand The Breadwinner by
Deborah Ellis

• Caitlyn Brill
• Paula Borinsky
• Marie Quingert
• Cheri Burdette

http//www.kwintessential.co.uk/resources/global-e
tiquette/afghanistan.html
http//www.metmuseum.org
http//travel.nationalgeographic.com/places/countr
ies/country_afghanistan.html
http//anthromuseum.missouri.edu/minigalleries/afg
hantextiles/afghantextiles.shtml
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Content Standards

• Intermediate
• Reading Students will use a variety of
  strategies to understand literary text and
  reflect connections to text.
• Writing Students will use the writing process
  to create a persuasive essay.
• Social Studies Students will demonstrate an
  understanding of communities and human systems.
• Students will understand the interactions
  between citizens and their government.
• Math Students will understand different money
  systems.
• Art Students will demonstrate the ability to
  use principles and elements of design.

3
Brain Target 1

• Students and teachers read the book, The
  Breadwinner, making connections to events in the
  story to their own everyday lives.
• Students make a personal connection to the main
  character, Parvana, through visualization
  activities, such as simulations which excludes
  girls from the classroom and learning.
• Remove all rules from the classroom but require a
  group assignment to be completed in order to
  leave.
• View Afghan artifacts from the National Museum in
  Afghanistan (www.metmuseum.org or
  www.nationalgeographic.org).
• Students will design their own rubrics to
  evaluate their communities and community
  projects.
• Listen to Afghan music (www.smithsonianfolkways.or
  g).
• Students will play charades to assist with
  learning vocabulary from the story.
• Connect students to the importance of rules/laws.
  Discuss how they felt in a chaotic situation.
• Allow students to evaluate their own cognitive
  and social learning on a KWL chart.
• Celebration of student work.

4
Brain Target 2

• Afghani music playing in the background as
  children enter the room.
• Displays of Afghan artwork and childrens created
  work.
• Display of maps of regions involved in book.
• Display graphic organizer (timeline) of recent
  historic events in Afghani government.
• Desks arranged in cooperative learning groups
  that simulate living quarters.
• Reading area set up for class reading activities
  that simulates living quarters of Parvanas home.
  
• Materials organized to be easily accessible.

5
Brain Target 3
6
BT 3 Continued

• Learning Goals
• Social Studies
• Students will demonstrate the processes of
  building a community and be able to create an
  ideal community.
• Students will be able to argue the importance of
  a structured government for the success/failure
  of a community.
• Students will investigate the concept of trade in
  order to understand economics.

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BT 3 Continued

• Introductory Big Picture Activity/Assessment of
  Prior Knowledge
• Activities
• Students will review the concept map and discuss
  what they know about each topic in a
  think-pair-share.
• Students will brainstorm types of communities and
  create a working definition to use throughout
  unit.
• Students will use map skills to identify location
  of the Middle Eastern region.
• Students will play a telephone game in order
  to simulate communication challenges.

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Brain Target 4

• Learning Goals
• Students will acquire background knowledge on how
  geography can impact the development of a
  community and be able to relate that information
  to what they know about the geography in
  Afghanistan and the United States.
• Students will learn how communication plays a
  large role in a community by analyzing
  hieroglyphics, Roman numerals, and other early
  forms of communication and be able to create a
  communication system for language, numeracy, and
  money.
• Students will develop a government system by
  weighing the pros and cons of different systems
  and be able to design a set of laws for their own
  community.

http//www.kwintessential.co.uk/resources/global-e
tiquette/afghanistan.html
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Brain Target 4

• Activities
• Students will research modern
• forms of government.
• Students will compare the use of
  hieroglyphics/Roman numerals in communication in
  ancient societies.
• Students will create an outline of government
  charter, laws, and judicial systems.
• Students will transcribe a letter in
  hieroglyphics.

10
Brain Target 5

• Learning Goals
• Students will be able to identify the parts
  needed to establish a community and will be able
  to design all elements of an effective community.
• Students will test their community for its
  ability to respond to stress and conflict.

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Brain Target 5

• Activities
• In small groups students will use previously
  created outline to create their own communities
  aligned to a rubric.
• The teacher will distribute scenario cards to
  test conflict resolution.
• Students will design an artifact such as a
  community seal, flag, and/or song to represent
  community identity.
• Students will create a persuasive article to
  influence others to join their community using
  previously written communication systems.

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Brain Target 6

• KWL chart
• Opinion papers
• Reflection paper on how well
• community succeeded
• Develop traits of each role
• Record ongoing history of community using
  language system key
• Create a map of geography territory
• using rubric