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Moving Stories: A MINI-UNIT EXPLORING STORIES OF MOVEMENT AND MIGRATION

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Subject Digital Literacy and Citizenship — Digital Tools and Collaboration, Technology Research Tools, English Language Arts — Speaking and Listening, Social Studies — Civics and Government, Economics, Geography, Research Skills, Social Studies
Grade Level Grades 6-12
Resource Type Activity
Standards Alignment
NGA Center/CCSSO
License

Attribution Non-commercial ShareAlike

CC (BY-NC-SA)

Description
Resources
Standards
Reviews

As humans, stories are at the fundamental to who we are—sharing them with an audience that listens validates our experiences. By creating a space in which our students’ stories can share their histories, we are telling them that they matter. Stories are also central to the experience of migration. Through stories, we transmit experiences, pass down culture, and connect with others. In this unit, we will explore the relationship between stories, identity, and migration by engaging with the stories of others and our own.

Standards

Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Draw evidence from informational texts to support analysis, reflection, and research.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Acknowledge new information expressed by others and, when warranted, modify their own views.

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