ITU
TASK 1: THEME FOR INTERDISCIPLINARY THEMATIC UNIT
The
Native American Representation of the Luiseno Indians of Pechanga
ITU
TASK 2: COVER SHEET
ITU
TASK 3: CONTEXT INFORMATION
1.
Community
a.
Geographic Location
Great
Oak High School is located in South West Riverside County in the city
of Temecula where is serves the students in the Southern most region
of the city north of the Pechanga Indian reservation. Great Oak is
the newest high school
b.
Where students live in relation to campus
Students
that attend Great Oak come from the immediate surrounding area,
including the Pechanga Indian reservation.
c.
Political Climate of Community
The
political climate of this region is that of conservative Republican.
It is found in District 48 with voter registration levels being 28%
democrat and 55% republican.
2.
School
a.
School Mission & Teaching Philosophy
The
staff of Great Oak High School is united in our mission to provide a
safe supportive environment were all students, within the framework
of a challenging and varied curriculum relevant to the expectations
of the 21st century,
can become critical thinkers, problem solvers, effective
collaborators, clear communicators, and productive citizens. The
school mission and teaching philosophy revolves around SPIRIT. SPIRIT
stands for Scholarship, Passion, Integrity, Reflection, Involvement,
and Teamwork.
b.
School Personnel Information
Administration
Joe
Ballaweg-Principal
Tim
Dignan-Assistant Principal
Reggie
Ingram-Assistant Principal
Judy
Stapleton-Assistant Principal
Teacher
Experience
Average
Years Teaching-11 years
State
Average- 13 years
Average
Years in District- 5 years
State
Average- 11 years
c.Reputation
of School
TVUSD's
Great Oak High School is the first campus in Southwest County to
offer its students the rigorous International Baccalaureate (IB)
academic program, a globally recognized set of courses for
high-level, college-bound students. Great Oak is among a handful of
schools in Riverside County and about 70 campuses statewide with the
program, which offers students the two-year IB diploma program. High
Expectations typify the climate at Great Oak High School. There is no
“D’ grade at the high school level in the Temecula Valley Unified
School District, and 70% is required by the Governing Board to pass a
course. Many programs exist to support academic success including
Advanced Placement course, AVID, Math and Reading Workshops, after
school tutoring, ELD/SDAIE classes, Special Education classes, class
size reduction in freshmen English and algebra classes, and geometry
courses, offered at two speeds, and Digital High School technology. A
wide variety of campus clubs and activities further promotes a
positive campus climate. While all of these programs are in place
there are those in the community that feel that if you are "not
on an Ivy League" track you will be left behind and that the
support services are not at the level they should be for students
that are performing below the majority of the population.
The
campus also includes athletic fields for baseball, softball, and
soccer, outdoor basketball and volleyball courts, sand volleyball
courts and a stadium with a synthetic turf football/soccer field and
rubberized track. A swim complex was completed in 2005.
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d.
Campus Architecture
The
physical plant of GOHS is designed to provide a variety of
opportunities for students. GOHS houses 124 classrooms for
instruction. Each classroom contains a computer workstation and LCD
projector for presentation purposes, but many are specialized to meet
the requirements of the curriculum. The specialized classrooms
include: 6 open-use computer labs; 2 business computer labs; 14
science labs; a library; a foods and nutrition kitchen; ROTC with
office and wardrobe rooms; 3 art rooms (1 ceramics); a computer
repair classroom; TV Video production studio; a print shop; drafting
room; construction technology; gymnasium (includes dance room,
wrestling room, and weight room); and the performing arts complex
(includes band room, choir room, and drama).
e.
Participation of Community in School Activities
Some
of the community activities are a close involvement with the PTSA,
the GAP (Graduation After Party), Great Oak High School Community
Garden, Great Oak Academic Leadership Society, Yougurt Island
Fundraiser, Rubio's Fundraiser, Pat and Oscars Fundraiser, Pizza
Factory Fundraiser, and the Texas Hold 'em Fundraiser. They also
accept donations from local businesses and community members.
3.
Student Population Information
a.
Numbers of students served at school
Grade
9 = 870
Grade
10 = 874
Grade
11 = 775
Grade
12 = 740
Total
= 3296
Total
Enrollment 3,296
b.
Demographic information
Group
|
%
of Total Enrollment
|
Group
|
%
of Total Enrollment
|
Black
or African American
|
5
|
White
|
53
|
American
Indian or Alaska Native
|
2
|
Two
or More Races
|
0
|
Asian
|
5.01
|
Filipino
|
7
|
| Socioeconomically Disadvantaged |
9
|
Hispanic
or Latino
|
25
|
English
Learners
|
3
|
Native
Hawaiian/Pacific Islander |
0.39
|
| Students
with Disabilities |
10
|
c.
Information about 5 individual students who need differentiation and
generally
describe how these students represent the diversity of the
school.
1.
Miguel:11th grader. English Language Learner. EA Level. RFEP.
- Identity: Mexican-American. Lower middle class. Speaks Spanish at home. Parents speak Spanish and struggle with English.
- Development Needs
- Readiness – Struggles with her English writing and grammar skills. If she reads slowly and re-reads material she understands the material. She comprehends books after discussions and participates after another student states an opinion.
- Interest – Enjoys soccer and socializing. Very family oriented.
- Learning Profile – Miguel works well in pairs. He tends to shy off during group work and works better when he can focus on one other person. Miguel needs extra time to work on his assignments to do his best work. Miguel is also a very visual learner and works well if he can use a graphic organizer.
- Differentiation Strategies
- Content/Readiness: Allow more time for reading. Ensure class discussions about reading to help aide Miguel in comprehending the material.
- Process/Readiness & Affect: Provide graphic organizers to allow Miguel to visualize what he is learning.
- Process & Learning Environment/Learning Profile: Allow Miguel to work in pairs. Ensure that I write directions and give Miguel paper copies of things to look at. Provide graphic organizers and encourage him to create his own if it is not a part of the assignment.
- Product/Interest & Learning Profile: Provide visual instructions through lists. Allow Miguel to create images with his assignments.
2.
Elena: Early Intermediate Level ELL
- Identity: 10th grade, Mexican American, first language is Spanish, upper middle class, Mother & Father are educated professionals, large extended family, visits grandparents in
- Mexico in summer, shy, & works well in small groups.
- Developmental Needs
- Readiness – can read and write at early intermediate level, needs assistance with reading, writing & speaking specifically - vocabulary, tenses, & pronunciation.
- Interests – Reading, Ballet Folklorico dancing, Mexican Heritage
- Learning Profile – kinesthetic & linguistic multiple intelligences, likes working in small groups
- Differentiation Strategies
- Content/Readiness: Provide material in Spanish because of her Spanish literacy skills.
- Process/Readiness & Profile: Work in small groups with Spanish/English bilingual Ss.
- Product/Readiness: Allow Elena to use vocabulary sheet to complete assignment.
3.
Dwayne:11th grader with Specific Learning Disability
- Identity: African-American, Lower middle class, English Only Speaker, single family home. Lives with mother and siblings.
- Readiness – Speaks only English. Struggles with his literacy skills (decoding and forming complete, complex sentences while writing) Started receiving bad grades and going to summer school in 4th grade.
- Interests – Basketball, football, sports, school sports teams, socializing with his friends.
- Learning Profile – Dwayne is an extremely kinesthetic learner, he also enjoys group work but does not want to be in charge of the group.
- Differentiation Strategies
- Content/Readiness: Give adequate time to allow Dwayne to read and comprehend the material. Allow extra time to complete assignments, especially reading and writing assignments.
- Process/Interest: Allow Dwayne to work in groups. Try to incorporate basketball/sports into his assignments which helps motivate him.
- Product/Readiness: Continue to motivate Dwayne to do his work (specific request made by him) Allow for revisions after I give feedback and speak directly with Dwayne about his work.
4.
Alex:10th grader with a Specific Learning Disability
- Identity: White, Middle Class, English Only Speaker, no information about family provided on
- task stream, but he takes medication daily for asthma and uses inhaler.
- Developmental Needs
- Readiness - Struggles with literacy skills (acquisition of sound/symbol relationships, word identification, & decoding, demonstrated in reading & writing). He reads at the 7th grade level.
- Interests – no information is provided about Alex’s interests except that he does not readily join in whole-class conversations or contribute to group learning situations. He tends to sit alone and break and lunch.
- Learning Profile – Little information is provided about his learning preferences except that he self-isolates.
- Differentiation Strategies
- Content/Readiness: Provide vocabulary sheet with images and word definitions.
- Process/Interest & Profile: Provide supports for a group activity – such as specific roles for each member & group with Ss. that Alex has had success working with in the past.
- Product/Readiness: Verbally assess through class to confirm understanding.
5.
Daniel: 11th grade student who suffered a serious motocross
injury.
- Identity: White, English Only, Middle Class. Suffers from seizures (very rarely) Suffered serious motocross accident.
- Readiness – Daniel can read at grade level and when given adequate time , can produce well constructed work. Because of his accident, Daniel now has issues trying to articulate what he is trying to say though he has the answers in his head.
- Interests – Very interested in motocross despite his injury. Very social.
- Learning Profile – Daniel is a very kinesthetic and visual learner.
- Differentiation Strategies
- Content/Interest: Allows his reading to be motocross related.
- Process/Profile: Ensure that Daniel has adequate time to absorb the material. Give Daniel time to process before he responds to a question. Ensure Daniel knows that I expect an answer from him but call on other students first so Daniel can complete his thought.
- Process/Interests: Allow for assignments written about motocross. Daniel also enjoys talking about his accident; allow him time to do so. (This helps him work through it)
- Product/Readiness: Allow Daniel to revise his work if he chooses to get a better grade. Daniel will many times, rush through his assignments without getting his full thoughts out, thus writing incomplete thoughts.
ITU
TASK 4: UNIT RATIONALE
- Rationale
This
unit is essential for our student's learning because it focuses on
literacy, critical thinking, making connections between subjects,
articulating historical perspectives, researching, cataloging, and
uploading cultural and historical documents, and making connections
between their school identity and their community. This unit relates
to adolescents because it focuses on adolescent experiences and
perspectives specifically during the pen pal writing activity. It
creates a bond between the GOHS student and the Pechanga
Chammakilawish School by developing a dialogue that furthers cultural
understanding. The unit will also involve a lot of technology
specifically the creation of blog, a research based website where
immunizations and diseases that have been carried from Europe to the
Americas will be kept, and students will use Skype to communicate
with their Pen Pal during the class period. This unit is perfect for
social justice and equity because many students at Great Oak High
School are unfamiliar and unaware of the cultural and historical
influences of the Pechanga Luiseno Indians even though the school is
located down the street from the Reservation. These Native Americans
are underrepresented in the Temecula community and are rarely
acknowledged for their success outside of the casino's endeavors.
This unit also focuses on equity and community by bridging the gap
between the middle school/elementary school students at Pechanga
Chammakilawish and the older high school students at Great Oak High
School. Because the Reservation does not have it's own high school,
many of the students transfer to Great Oak High school. By
establishing an environment of welcoming and friendliness early on,
we establish a more equitable environment with the influx of these
Native American students.
Members
of the team currently live in the Temecula area and most of us spent
most of our lives in this area never knowing or understanding the
culture of the Pechanga Indians. This unit is perfect for our
personal philosophy because we believe that a culturally aware united
community creates a safe and equitable environment for learning.
- Enduring Understandings
- Students will understand how local Native American tribes have contributed to the culture, history and economies of the area.
Students will understand that local Native American tribes still contribute to the development of the U.S.
Students will understand that minority ethnic groups play a vital role in American culture. - Study, learn, and analyze the importance of language in reference to the "Temecula Massacre." Was it a massacre or a heroic stance?
- Argue and articulate their stances by participating in a tribal council mock trial
- What are the impacts, either positive or negative, of tribal casinos on the surrounding communities?
- What defines a Native American?
- How important is language when describing a historical event? What is the difference between a "massacre" and a "heroic stance"?
- What is the importance of resurrecting “dead” American Indian languages for historical or linguistic purposes?
- Many Native Americans were forced to attend schools that removed them from their families for long periods of time often returning unable to communicate with their own families. How would language isolation affect the family unit? How would language isolation affect a person’s self esteem of perception of themselves? How does language isolation affect Native Americans today?
- How are Native Americans portrayed in the media? How does their representation effect public perceptions of Native Americans? In what ways do these representations progress Native American values and ideals? In what ways do these representations further Native American stereotypes?
- Based on the injustices endured by the Native Americans what, if any, reparations should the government provide the Native Americans with? Why?
- Why is it important that we as a country value minority cultures?
- Does the inclusion of minority cultures in American society make us a stronger country?
Biology:
- How has historical events during colonization affected the Native American view of diseases and immunization?
ITU
TASK 5: UNIT OVERVIEW OF ACTIVITIES
a.
Student-Centered Activities- Students will be
creating posters to represent the immunizations and spread of
diseases, the History and English classes will participate in a mock
trial activity, students will be analyzing and annotating works of
literature, students will be learning about the language of the
Luiseno Pechanga Indians, students will write letters to their Pen
Pals on the reservation, students will use Skype and Googledocs
drawing to collaborate with their Pen Pals while creating fliers for
the potluck event, and lastly, students will participate in a
community potluck.
b.
Major Teaching Strategies- The majority of the instruction
will be both direct and student centered. The first day will be a lot
of direct instruction with the aid of graphic organizers. The first
day will involve all of the classes A variety of teachings strategies
will be used including direct instruction during the first front
loading day while also using team teaching to teach all the students
the purpose of the unit and how all of the classes individual
projects will come together for the final potluck project. The mock
trial project will also involve the History and English teachers
coming together in a cooperative co-teaching technique while allowing
the students to take hold of the activity making it more student
centered and student driven.
c.
Manner in which students are organized in these
activities- Students are separated into heterogeneous groups
based on their grade level. Pen Pal partners will be matched up
according to student likes and dislikes as a means of establishing a
connection before introducing the more intimate interview questions.
Students will also be working individually in the library while they
compile research for their biology poster projects.
d.
Specific Resources- Students will be expected to use
the library at Great Oak High School, Nexis database, Skype,
Googledocs drawing, their Pen Pals, their history teacher, the
Temecula Library, and the elder tribalmen of the Pechanga
Reservation.
e.
Description of how Technology will be integrated in the ITU- Because
students will be expected to use software programs like Skype,
Googledocs drawing, students will be able to practice using this
technology in one of GOHS many computer labs. Students will spend one
day using each program while also compiling research for their
Immunization poster project. Students will be taught how to use this
technology by their teacher and the computer lab specialist during
their English and/or History class. The theme of the ITU is the
Native American Representation of the Luiseno Indians of Pechanga.
Students
will use the internet to research information about the history of
the spread of disease throughout the Native American population.
Students will relate the information about Native American culture
and the rapid spread of disease during American Colonization while
learning more about different types of disease and their mode of
transmission as well as how to help prevent the spread of disease.
The
purpose of Skype is to create and establish a face-to-face mode of
communication between the Pen Pals. The interviews will then be
presented in the unit's final assignment, a Pen Pal Potluck where
members of the school board, Temecula and Pechanga community,
students from both school sites, and teachers, will present the
information the students have compiled, specifically their posters
and interviews.
f.
Art Component-The
Biology students will be creating posters using different mediums.
The poster will depict modes of disease transmission and methods used
to control the spread these diseases. The posters will be displayed
at the Pen Pal potluck at the end of the Unit.
Students
will be required to create digital posters and fliers that will be
printed and posted all over the campus and community. Students will
also create digital copies of the fliers in order to send e-vites to
friends, upload the fliers to Facebook, upload to the GOHS website,
and tweet about the event.
g.
Social Justice and Equity addressed in content, process &
product- Students
will learn about Native American history and how their culture was
influenced by the wide spread epidemics during American Colonization
and their representation in historical documents. The students will
learn more about the Native American susceptibility to European
disease and how their cultural rituals and beliefs effected and were
affected by the spread of the European diseases. The students will
also learn about the language of the Pechanga Indians and the
Temecula Massacre. By learning the history of the Pechanga Indians
and how they related to Native Americans, students will be more aware
and sensitive to the history and culture of the Native Americans. By
becoming more knowledgeable about the Native American culture and
history, students will be able to share their knowledge with others
and create a more knowledgeable and socially just community.
h.
Service Learning Component- The
final potluck is the biggest example of service learning in this ITU
because it involves students going out and inviting members of the
Temecula and Pechanga community to come to the Potluck event where
students will educate the public on the historical and cultural
influences of history, biology, and language, on the Temecula
community and the Pechanga Indians.
ITU
TASK 6: UNIT OBJECTIVES, STANDARDS & ASSESSMENTS
Please see assignments tab on the home page or click here.
ITU
TASK 7: UNIT CALENDAR & LESSONS
Please see unit calendar or lesson plans.
ITU
TASK 8: TECHNOLOGY APPLICATIONS
a.
Learning About Technology
Because
students will be expected to use software programs like Skype,
Googledocs drawing, students will be able to practice using this
technology in one of GOHS many computer labs. Students will spend one
day using each program while also compiling research for their
Immunization poster project. Students will be taught how to use this
technology by their teacher and the computer lab specialist during
their English and/or History class. The theme of the ITU is the
Native American Representation of the Luiseno Indians of Pechanga.
Students
will be directed to different URL sites to learn about bacteria and
viruses using interactive websites. Students will be taken to the
computer room during one class period during their biology class and
will be shown how to find and interact with these website learning
tools. The purpose of Skype is to create and
establish a face-to-face mode of communication between the Pen Pals.
The interviews will then be presented in the unit's final assignment,
a Pen Pal Potluck where members of the school board, Temecula and
Pechanga community, students from both school sites, and teachers,
will present the information the students have compiled specifically
their posters and their interviews.
b.
Application of Technology
Because
students will be expected to use software programs like Skype,
Googledocs drawing, students will be able to practice using this
technology in one of GOHS many computer labs. Students will spend one
day using each program while also compiling research for their
Immunization poster project. Students will be taught how to use this
technology by their teacher and the computer lab specialist during
their English and/or History class. The theme of the ITU is the
Native American Representation of the Luiseno Indians of Pechanga.
Students
will use the internet to research information about the history of
the spread of disease throughout the Native American population.
Students will relate the information about Native American culture
and the rapid spread of disease during American Colonization while
learning more about different types of disease and their mode of
transmission as well as how to help prevent the spread of disease.
The
purpose of Skype is to create and establish a face-to-face mode of
communication between the Pen Pals. The interviews will then be
presented in the unit's final assignment, a Pen Pal Potluck where
members of the school board, Temecula and Pechanga community,
students from both school sites, and teachers, will present the
information the students have compiled, specifically their posters
and interviews.
ITU
TASK 9: ART COMPONENT
The
Biology students will be creating posters using different mediums.
The poster will depict modes of disease transmission and methods used
to control the spread these diseases. The posters will be displayed
at the Pen Pal potluck at the end of the Unit. Students
will be required to create digital posters and fliers that will be
printed and posted all over the campus and community. Students will
also create digital copies of the fliers in order to send e-vites to
friends, upload the fliers to Facebook, upload to the GOHS website,
and tweet about the event.
ITU
TASK 10: SOCIAL JUSTICE & EQUITY
Students
will learn about Native American history and how their culture was
influenced by the wide spread epidemics during American Colonization
and their representation in historical documents. The students will
learn more about the Native American susceptibility to European
disease and how their cultural rituals and beliefs effected and were
affected by the spread of the European diseases. The students will
also learn about the language of the Pechanga Indians and the
Temecula Massacre. By learning the history of the Pechanga Indians
and how they related to Native Americans, students will be more aware
and sensitive to the history and culture of the Native Americans. By
becoming more knowledgeable about the Native American culture and
history, students will be able to share their knowledge with others
and create a more knowledgeable and socially just community.
ITU
TASK 11: SERVICE LEARNING
The
final potluck is the biggest example of service learning in this ITU
because it involves students going out and inviting members of the
Temecula and Pechanga community to come to the Potluck event where
students will educate the public on the historical and cultural
influences of history, biology, and language, on the Temecula
community and the Pechanga Indians. The people that are essential for
organizing this service are the students and their teachers who will
be required to invite students of GOHS to the event as well as
Temecula councilmen, Pechanga tribalmen especially the Elders,
students of other local high schools, and other residents of the
Temecula community. The only place that is required to accomplish
this potluck event is the GOHS Performing Arts Center (PAC) which is
already frequently used for community events. The things that are
essential for organizing this service are mostly technology. The key
components that are addressed in this service learning activity are
discrimination and ignorance. By
learning the history of the Pechanga Indians and how they related to
Native Americans, students will be more aware and sensitive to the
history and culture of the Native Americans. By becoming more
knowledgeable about the Native American culture and history, students
will be able to share their knowledge with others and create a more
knowledgeable and socially just community.
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