Cfe 1 - Geography

Curriculum Framework for Equity
Big Concept: Relationship

Essential Question: “How do relationships impact us?”
Grade Level: 5th Grade
Part 1: Outcomes: What do we want children to know & understand? List

standard. Unpack standard into “child-friendly” terms and concepts. Create at
least 4 statements to describe concepts. Under each statement use bullet
points and give many examples of each concept. This is the gist of what
children will be learning in your classroom.
Geography Standard 5.3.11
“Describe adaptation and how Native American Indians and Colonists adapted to
variations in the physical environment.”
Native Americans Colonists
 How did they travel?  How did they travel?

o By foot and by water o Wagons/carts pulled by
with the use of canoes horses and oxen
 How/What did they eat?  How/What did they eat?
o Hunted and fished o Pigs, cows, chickens,
o Grew crops of maize, beef, butter, cheese,
tobacco, beans, and eggs, deer, and wild fowl
squash o They did a lot of farming
 What did they wear? in order to survive
o Animal products such as  What did they wear?
tanned skins o Long dresses for woman
 Where did they live? and bonnets. Men wore
o In clay/mud homes long sleeve shirts and
pants. All were made
mostly from cotton
 Where did they live?
o They lived in wooden
homes built on land they
privately owned.
Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a Creative Commons
Attribution-NonCommercial-NoDerivatives 4.0 International License.
Part 2: Assessments: How do we know what students know? How will they
show what they know?
Formative (Ongoing) Assessments: How do we know children 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: 3-2-1

 Useful to me as a teacher….
o A three two one a useful end of content assessment in which will
show things that interested students, what information they
gathered, and what questions they still have regarding a topic. This
can shape future topics, to see ways that students learn and what
interests them. Students feedback is greatly important to learning,
and students will get more from their learning when it is geared
towards them.
 Meaningful to the child…

o Students can express their excitement about their learning. By
students being able to address things that they learned and things
that interested them, this shows that they were truly engaged. If a
student could not think of anything to fill out for the interest section,
it likely did not appeal to them, and the teacher can take that
information for the next time they teach that topic and future
lessons.
 Equitable to the child…

o This form of assessment allows students to share questions that
they still have to further their knowledge or something that they did
not understand in our lessons. This is discrete as the teacher is the
only one reading them. Therefore, a teacher could address these
questions in class, without singling out a student who may be
embarrassed about their confusion.
Formative Assessment 2: Philosophical Chairs

 Useful to me as a teacher…
o Philosophical chairs allow students to see how students think and
feel as well as who they are as people. The teacher can see some
biases that students have and some discrepancies they need to go
through. The teacher can alter lessons to make sure to go over
these ideas to help shape students minds.
 Meaningful to the child…

o Philosophical chairs allow students to share their ideas without
singly doing so. For example: Maybe they are unsure of something
that we are discussing, they can express that by moving to the
coordinating side of the room. By doing so students that are afraid
or nervous to share their opinions can do so.
 Equitable to the child…

o Students can see the perspectives of others through philosophical
chairs. Others may have ideas that did not occur to them, and they
may become interested in discussing and learning about these
different perspectives later on. Philosophical chairs is also a non-
verbal activity for the first part, and is therefore inclusive for all
students of all abilities.
Summative Assessment: Performance-Based Assessment (PBA) What

authentic product are students creating to show they understand the big idea,
essential question, and standards? (See Possible PBA & Activities handout)
Name of PBA: Creating a Tool
How is PBA developmentally appropriate?
Creating a tool that helps with adapting to a new environment is developmentally

appropriate, because it places them in the shoes of someone adapting to a new
environment. They will need to think about the struggles of adaptation, and what
is needed to make it more comfortable.
Description of PBA: Describe what your PBA is in enough detail that others can
understand. This PBA directly ties back to your Part 1- the concepts with
examples you elaborated upon. Be sure to give possible examples of what
students may showcase here. (single spaced ½ page)
Students will be taking the side of a Native American being forced to move to
new land, or of a colonist packing up their lives and moving to new land.
Students will need to think about struggles that they may face such as how will
they get around, how will they get food, what will they wear, and where will they
live. This invention will not be able to use technology, as technology was not
available at the time, but it does not have to be exactly realistic. For example:
When gathering food, for colonists or native americans, they can only carry so
much in their arms. Therefore, students may choose to create a pulley system,
that starts at their home, and ends at a common area where food may be
gathered. There may be a large basket attached to the pulley and can be pushed
in the air back and forth. Not only is this less strenuous, but more food would be
able to be moved at a time saving them time. This may not exactly be realistic,
because it is relying that there is a basket, heavy rope, and a wheel sort of
device available when trying to create this tool. However, these objects have
been invented at the time, and therefore can be used. The only requirements for
this assignment the only criteria that will be required, is that it must be used for to
at least one of the four main aspects of adaptation such as food, shelter, clothing,
and travel. Students would present their tools in a big class presentation, where
they would need to pitch their ideas to families and other classes.
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: SHARE JAR: Students conduct share jar every morning where they
can share something personal about themselves that they did, that they are
excited for, something sad that happened, etc. They then can have two students
ask questions based on their share. The teacher has the option to discuss as
well on top of the two questions.
Activity 2: LUNCH BUNCH: Students have the option to eat lunch with their
teacher as a reward or for their birthday. They can then spend their lunch talking
to the teacher, allowing them to get to know you.
Prior Knowledge: How do you value what I already know? How can we 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. Describe how you would do
this.
Activity & Topic
 “Adaptation”
o As a class we would create a web about what we know about
adaptation
o We then would think about these topics and think about how
adaptation affected the native Americans and colonists.
 For example: If a student said “moving to a new place” I
could facilitate questions such as “how can moving to a new
place be hard for colonists,” and “how did moving affect the
native americans.”
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?
Activity 1: Resources + Activity + Product Created
Resources: “A River Ran Wild,” By Lynne Cherry

Activity: Students will read this book in groups (will be broken up into four
total) and discuss different things that the Native American’s had to adapt to as
their environment was forcefully changes. Each small group will be given a
different main focus. The four main focuses will be travel, food, clothing, and
shelter.
Product Created: Students in their groups will create a timeline of the
changes that they found. There will be no dates required but they will need to be
in order of progression.
Resources: “Rain School” By: James Rumford (we will do an interactive

read aloud of the story rain school)
Activity: Students will think about how the Native Americans and
Colonists had to adapt to weather. For example, in the snow it would be very
cold, so for Native Americans in a Teepee there would be a lack of insolation.
Students will be asked to create a list of weather barriers that Native Americans
may face and research how they learned to combat those barriers.
Product Created: Students will create a diorama of how they chose to
combat this barrier. For example: If students were trying to combat the cold for
Native Americans living in Teepees with animal fur, they would make a diorama
of a fur coat or fur blanket to show to the class. This fur may not be authentic, but
students would need to describe the fur they would use and where they would
get it from.
People Society Marginalizes: How can I learn about people society

marginalizes? These include society’s “isms.” See above format.
POVERTY
Resources: “Changing Places.” (We will do an interactive read aloud of
the book before starting the main activity. Students will be asked to keep the
ideas in mind as they continue to go throughout the activity).
Activity: Students will be doing stations based on ways of living. In the
first station students will watch the video “A night in a homeless shelter.”
Students will be asked to write down one thing that the family had to adapt to
when they moved into the shelter. The second station is an instructional
conversation where we will look that lays out some reasons for homelessness.
We will then discuss some things in life that would change based on these
factors and how we would have to adapt if we, say lose our job or bills are too
high. The last station will watch another video, which includes a virtual tour of a
homeless shelter. Students will describe what is missing from these homes that
they have in their homes, such as technology.
Product Created: Students will create an empathy chart based on a
character from Changing Places. The goal of the map is to try creating a
reasonable goal for adapting to their new environment. Students will be given a
template for this.
DISCRIMINATION
Resources: “Friends from the Other Side.” By Escrito por Gloria Anzaldua
Activity: Students will get in their Lit Circle groups and discuss how the
main character likely felt being made fun at their new school in America. The
teacher will then walk around and pose, how do you think the Native American’s
felt as they were pushed away by the Colonists? Students will then discuss the
discrimination faced by the Native Americans.
Product Created: Students will create a chart that shows on one side
what the colonists did when the moved to American, as far as how they treated
Native Americans and their homes, and on the other side a more peaceful
approach they could have taken.
Relevance: How does this learning relate to my life outside of school? What
study trips, guest speakers, or activities could you plan to connect school and
child’s community?
Activity 1: Resource + Activity + Product Created
Resources: Indiana State Museum First Nations Exhibit

Activity: Student will get with a partner and discuss some of the
traditions that they experienced in the First Nations Exhibit. For example,
Students could discuss the cooking show where they create grape dumplings.
Product Created: Each Student will be asked to pick one tradition that
they enjoyed seeing in the Exhibit and write about what they saw and how it
made them feel. What they write will be put on its own slide and will be presented
as a class PowerPoint
Activity 2: Resource + Activity + Product Created
Resources: The Elitejorg Museum of Indianapolis

Activity: Students will be asked, the use of camera provided by the
teacher, to photograph sources of food, shelter, clothing and form of travel that
they witness in the museum. When we return to the classroom students will get
into small groups and discuss what they saw.
Product Created: We will hang our pictures around the classroom in the
four corners of the room, and divide them based on what category they fit in.
Students will then be creating a summary of what life was like for Native
Americans on the surface level, where did they live, what did they where, what
did they eat, how did they travel.
Empowerment: How can I co-create my learning? What are multiple ways I can
engage and express my learning? UDL practices & student choices offered.
Activity 1: Choice of Resources or Activities or Products Created
Product Created: Students in their groups will create a timeline of the changes
that they found.
 Students will have the option to write their timeline and describe the
progression or they can draw out the progress. This is important to allow
students to express themselves in a way that is most equitable for them
Activity 2: Choice of Resources or Activities or Products Created

Product Created: Students will create a diorama of how they chose to combat
this barrier.
 Students have the option to make a diorama or paint a mural. This is
useful for students to use the artist medium that is more suitable for them.
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 concepts, and standards?
Primary Source: Digital, visual (including the arts and photography), oral,
written, and community resources to visit. Need 1.
 https://www.youtube.com/watch?v=Vkn6t3hbh9A
o “A night in a homeless shelter.”
Critical Literacy Books: What will you use that connects to Culturally
Responsive and People Society Marginalizes? Need 4 with descriptions.
 A River Ran Wild By Lynne Cherry

o “From the author of the beloved classic The Great Kapok Tree, 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.”
o https://www.amazon.com/River-Ran-Wild-Environmental-
History/dp/0152163727/ref=sr_1_1?ie=UTF8&qid=1550344333&
sr=8-1&keywords=a+river+ran+wild+by+lynne+cherry
 Rain School By James Rumford
o “It is the first day of school in Chad, Africa. Children are filling the
road.
"Will they give us a notebook?" Thomas asks.
"Will they give us a pencil?"
"Will I learn to read?"
But when he and the other children arrive at the schoolyard, they
find no classroom, no desks. Just a teacher. "We will build our
school," she says. "This is our first lesson."
James Rumford, who lived in Chad as a Peace Corps volunteer,
fills these pages with vibrant ink-and-pastel colors of Africa and the
spare words of a poet to show how important learning is in a
country where only a few children are able to go to school.”
o https://www.amazon.com/Rain-School-James-
Rumford/dp/0547243073/ref=sr_1_1?ie=UTF8&qid=1550344444
&sr=8-1&keywords=rain+school+by+james+rumford
 Changing Places: A Kids View of Shelter Living
o “The voices of eight homeless children, ages 6-13, are captured
here with stunning illustrations that give you a poignant look at
shelter life. Changing Places acquaints children with the issues of
homelessness and poverty. It shows, too, how similar children are
in their wants, needs, likes and dislikes, no matter what the
circumstances.”
10
o https://www.amazon.com/Changing-Places-Kids-Shelter-
Living/dp/0876591616/ref=sr_1_2?ie=UTF8&qid=1550344584&s
r=8-2&keywords=changing+places+homelessness
 Friends From the Other Side By Gloria Anzaldua
o "Did you come from the other side? You know, from Mexico?" So
begins the friendship between Prietita and Joaquín, the young boy
who, with his mother, has crossed the Rio Grande River to Texas in
search of a new life. Prietita, a brave young Mexican American girl,
defends Joaquín from the neighborhood kids who taunt him with
shouts of "mojado" or "wetback." But what can she do to protect
Joaquín and his mother from the Border Patrol as the van cruises
slowly up the street toward their hiding place? Writer Gloria
Anzaldúa is a major Mexican American literary voice. Illustrator
Consuelo Méndez is a noted Latin American artist. Both grew up in
South Texas. In this, their first collaboration, they have captured not
only the hardship of daily life on the border, but also the beauty of
the landscape and the dignity and generosity of spirit that the
Mexican Americans and the Mexican immigrants share.”
o https://www.amazon.com/Friends-Other-Side-Amigos-
otro/dp/0892391308/ref=sr_1_1?ie=UTF8&qid=1550344674&sr=
8-
1&keywords=friends+from+the+other+side%2Famigos+del+otr
o+lado
Website: What website might students use? How might they use it? Need 1.
 https://unionstationhs.org/about/virtual-tour/
o We will be taking a virtual tour of the services offered by Union
Station
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Cfe 1 - Geography

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Curriculum Framework for Equity

Big Concept: Relationship

Part 1: Outcomes: What do we want children to know & understand? List

Geography Standard 5.3.11

Native Americans Colonists

 How did they travel?  How did they travel?

Formative (Ongoing) Assessments: How do we know children are learning

Formative Assessment 1: 3-2-1

 Meaningful to the child…

 Equitable to the child…

Formative Assessment 2: Philosophical Chairs

 Meaningful to the child…

 Equitable to the child…

Summative Assessment: Performance-Based Assessment (PBA) What

Name of PBA: Creating a Tool

How is PBA developmentally appropriate?

Creating a tool that helps with adapting to a new environment is developmentally

Part 3: Path- How do we get there? What meaningful activities, centers or

Activity & Topic

Culturally Responsive Activities: What materials or resources do we use in

Activity 1: Resources + Activity + Product Created

Resources: “A River Ran Wild,” By Lynne Cherry

Activity 2: Resources + Activity + Product Created

Resources: “Rain School” By: James Rumford (we will do an interactive

People Society Marginalizes: How can I learn about people society

Activity 1: Resources + Activity + Product Created

Activity 2: Resources + Activity + Product Created

Activity 1: Resource + Activity + Product Created

Resources: Indiana State Museum First Nations Exhibit

Activity 2: Resource + Activity + Product Created

Resources: The Elitejorg Museum of Indianapolis

Activity 1: Choice of Resources or Activities or Products Created

Activity 2: Choice of Resources or Activities or Products Created

Resources: What primary sources, critical literacy books, informational texts,

 A River Ran Wild By Lynne Cherry

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