LESSONS

World War II

History

Social Studies

The Prohuman Grade 6 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 1, Lesson 2, “Learning Optimism from Literature,” students will learn examples of optimism from a contemporary work of young adult literature, The Night Diary by Veera Hiranandani. Students will develop their critical thinking and writing skills by answering questions about the text. Additionally, students will advance their academic dialogue skills by discussing the book with classmates. SUGGESTED TIME: 1 class period to introduce the book; 1 class period to discuss the book The Night Diary by Veera Hiranandani is a total of 258 pages. It is written in a diary format, and it is not divided into chapters. The suggested reading assignment is approximately 15 pages per day for either in-class silent reading or homework. With this schedule, students will complete the book in 17 in-class reading sessions or 17 homework sessions. Students should complete the short-answer questions on the worksheet as they read the book. Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a contemporary work of young adult literature Identify and analyze the book’s genre, point of view, characters, setting, and plot Identify and analyze the book’s central ideas Write answers to questions about the book, demonstrating understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the book REQUIRED MATERIALS: Video: India and Pakistan: What was partition? by Al Jazeera English (~3 min) Book: The Night Diary by Veera Hiranandani. Prohuman Grade 6 Unit 1 Worksheet 2: Learning Optimism from Literature ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.A 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. CCSS.ELA-Literacy.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character A6 List and explain the reasons why people sometimes do not care or help others Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A4 Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond) Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Tell the students that just three years after Anne Frank’s last diary entry, in 1947, there was a major historical event in India: the Partition of India into two independent states, India and Pakistan. The book we will be reading, The Night Diary by Veera Hiranandani, is a work of fiction. Like the diary of Anne Frank, the novel is structured in a diary format. It is important to understand the historical context of this book. Play the video India and Pakistan: What was partition? By Al Jazeera English (~3 min) Step 2: Have students complete the book, either through multiple in-class silent reading sessions or as homework. Students should complete the short-answer questions on the worksheet as they read the book. Step 3: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 6 UNIT 1 WORKSHEET 2: LEARNING OPTIMISM FROM LITERATURE Vocabulary Hindu: A follower of Hinduism, the world’s oldest known organized religion still being practiced today. Hinduism is a religion with a very diverse philosophy based on several deity figures and texts—the Vedas, the Upanishads, the Mahabharata, and the Ramayana. There are over one billion Hindus living in the world today, with the majority of Hindus living in India. Muslim: A follower of the religion Islam. Islam began in the seventh century by the prophet Muhammad. Muslims follow the teachings of a text called the Quran. There are approximately 1.6 billion Muslims living in the world today with the majority living in the Middle East, North Africa, Central Asia, and South Asia. Optimism: I have hope and believe my actions will help things turn out well. Partition of India: The division of British India into the independent countries of India and Pakistan according to the Indian Independence Act passed by the British Parliament on July 18, 1947. Set to take effect on August 15, the rapid partition led to a population transfer of unprecedented magnitude, accompanied by devastating communal violence, as some 15,000,000 Hindus, Sikhs, and Muslims rushed to cross the hastily demarcated borders before the partition would be complete. Estimates of the number of people who died during the partition range from 200,000 to 2,000,000. (Source: Encyclopaedia Britannica) Sikh: A follower of Sikhism, which originated in the Punjab region of India in the fifteenth century based on the teachings of Guru Nanak. The majority of Sikhs live in Punjab, India, but reside all over the world. There are twenty-six million Sikhs in the world today. QUESTIONS TO ANSWER WHILE READING The Night Diary by Veera Hiranandani: There are six main characters in this novel. Who are each of them and how do they each show optimism in their own way? What motivates Nisha to write to her Mama? What are the main religions in India? What was the religion of Nisha’s mother and father? Why were Nisha’s parents brave in marrying? Why does Papa say it is good that India will be free? On page 32, we learn about the tensions between Hindu students and Muslim students at Amil’s school. Nisha says, “Everything is different now, even though it’s exactly the same. I can see it all around us, but I don’t know what to call it. It’s like a new sound I can hear in the air.” What are some key moments in the characters’ everyday lives when tensions between Muslims and Hindus grow and become dangerous? Who were the following people and what was their position on the division of India after independence: Mohammed Ali Jinnah, Jawaharlal Nehru, and Mahatma Gandhi? What does being a doctor teach Papa about people? What did Papa say happens when you separate people into groups? A Muslim family saves Amil’s life by accepting the family into the shelter and providing them with space. Papa says, “We need shelter. My son will die if he doesn’t get warm” (p. 149). How does this scene celebrate humanity in a time of conflict? How is this moment a turning point for Nisha and her family? On page 171, when Nisha is attacked, what does Papa tell the man? Whose words does he quote? How did you feel about his response? What does Nisha’s friendship with Hafa show? What is a principle about optimism you learned from this book that you would like to live by?

Social Studies

Civics

History

The Prohuman Grade 6 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 1, Lesson 3, “Writing a Narrative About Optimism: Crafting Three Diary Entries,” students will draw inspiration from the two diaries they read earlier in this unit: The Diary of A Young Girl by Anne Frank and The Night Diary by Veera Hiranandani. Students will compose three entries in narrative format that include the day’s happenings in their own lives, a newsworthy event or issue from that day, and their thoughts on those events—both personal and political. Students will consider how they can be optimistic about the personal and political events they share, along with considering how they can improve their self-awareness and self-management skills. SUGGESTED TIME: 30 minutes per diary entry, assigned either as 3 in-class writings or as 3 separate homework assignments RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Establish a context and introduce a narrator and/or characters. Organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description. Use a variety of transition words, phrases, and clauses. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Provide a conclusion that follows from the experiences or events. REQUIRED MATERIALS: Prohuman Grade 6 Unit 1 Worksheet 3: Writing a Narrative About Optimism: Crafting Three Diary Entries ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.6.3.A Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. CCSS.ELA-Literacy.W.6.3.B Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.6.3.C Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. CCSS.ELA-Literacy.W.6.3.D Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. CCSS.ELA-Literacy.W.6.3.E Provide a conclusion that follows from the narrated experiences or events. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Self-Awareness A1 Describe how different thoughts, situations, and behaviors affect your feelings and emotions Self-Awareness A2 Recognize your “stress moments” and why you feel anxious in these situations Self-Awareness A3 Recognize the different physical cues that emerge during your reaction to negative emotions and stress (e.g., voice volume, tonal quality, shallow/rapid breathing, crossed arms, facial distortions, sweating) Self-Awareness A4 Describe the techniques you use to challenge or refute your negative thoughts and feelings Self-Awareness A5 Recognize the times when you exaggerate the severity or consequences of mistakes, embarrassing moments, failures, rejections and other negative events (e.g., “I can never face them again.” “Everyone thinks I’m stupid.”) Self-Awareness A6 List and explain the different external supports you have used when feeling stressed or anxious (e.g., family, friends, teachers, neighbors) Self-Awareness A7 Recognize situations that impair your judgment, make you unhappy, or lead you to engage in self-defeating, unhealthy, unethical or illegal conduct Self-Management A1 Explain one technique you use to stay confident in stressful or challenging situations (e.g. positive self-talk) Self-Management A3 Explain how you practice “self-care” (e.g., meditation, listening to music, hobby) Self-Management A4 Explain a time when you overcame a negative thought and developed a “growth mindset” LESSON PROCEDURE Have students write 3 diary entries, either as 3 in-class writings or as homework assignments, spending at least 30 minutes per entry. Have students select three days in which something noteworthy happened, either personally, politically, or ideally both. Tell students that these diary entries will be shared with three other students for peer review, and also with the teacher. GRADE 6 UNIT 1 WORKSHEET 3: WRITING A NARRATIVE ABOUT OPTIMISM: CRAFTING THREE DIARY ENTRIES Instructions: You will be writing three diary entries. Identify three days this month in which there was a noteworthy personal event, a political event, or both. Spend at least 30 minutes writing each entry. Your diary entries will be shared with 3 classmates for peer review and with the teacher. Step 1: Before you begin each diary entry identify: A story from your own life on that day that you would like to share. Something that happened in the news that day or recently, and your feelings and reflections about this event. In your diary entries, do one or more of the following: Describe how different thoughts, situations, and behaviors affect your feelings and emotions Recognize your “stress moments” and why you feel anxious in these situations Recognize the different physical cues that emerge during your reaction to negative emotions and stress (e.g., voice volume, tonal quality, shallow/rapid breathing, crossed arms, facial distortions, sweating) Describe the techniques you use to challenge or refute your negative thoughts and feelings Recognize the times when you exaggerate the severity or consequences of mistakes, embarrassing moments, failures, rejections and other negative events (e.g., “I can never face them again.” “Everyone thinks I’m stupid.”) List and explain the different external supports you have used when feeling stressed or anxious (e.g., family, friends, teachers, neighbors) Recognize situations that impair your judgment, make you unhappy, or lead you to engage in self-defeating, unhealthy, unethical or illegal conduct Explain one technique you use to stay confident in stressful or challenging situations (e.g. positive self-talk) Explain how you practice “self-care” (e.g., meditation, listening to music, hobby) Explain a time when you overcame a negative thought and developed a growth mindset: the understanding that we can develop our abilities and intelligence. A growth mindset leads to a focus on learning, increased effort, and a willingness to learn from mistakes. Each diary entry should: Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and introducing a narrator and/or characters. Organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Provide a conclusion that follows from the narrated experiences or events.

The Prohuman Grade 6 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 1, Lesson 4, “Peer Review of Diary Entries About Optimism,” students will participate in a peer review of 3 classmates’ diary entries. Students will write a one-page peer review letter for each student in their group and participate in respectful discussions where they share the successful aspects of their classmates’ writing and provide constructive feedback for revision. SUGGESTED TIME: 1 class period for students to read their peer review group’s writings and write a peer review letter for each classmate (letters they don’t complete in class can be finished as homework); 1 class period for peer review workshops RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read classmate’s writing and write a one-page peer review letter to develop assessment and constructive feedback skills Engage in collaborative discussions with peers, following guidelines for collegial discussions Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing REQUIRED MATERIALS: Video: No One Writes Alone: Peer Review in the Classroom - A Guide for Students by MIT Comparative Media Studies/Writing (~6 min) Prohuman Grade 6 Unit 1 Worksheet 4: Peer Review of Diary Entries About Optimism ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character B2 Practice and receive feedback on the ability to be an “active listener” Intellectual Character B4 Compare and contrast perspectives and defend a position Self-Awareness A1 Describe how different thoughts, situations, and behaviors affect your feelings and emotions Self-Awareness A2 Recognize your “stress moments” and why you feel anxious in these situations Self-Awareness A3 Recognize the different physical cues that emerge during your reaction to negative emotions and stress (e.g., voice volume, tonal quality, shallow/rapid breathing, crossed arms, facial distortions, sweating) Self-Awareness A4 Describe the techniques you use to challenge or refute your negative thoughts and feelings Self-Awareness A5 Recognize the times when you exaggerate the severity or consequences of mistakes, embarrassing moments, failures, rejections and other negative events (e.g., “I can never face them again.” “Everyone thinks I’m stupid.”) Self-Awareness A6 List and explain the different external supports you have used when feeling stressed or anxious (e.g., family, friends, teachers, neighbors) Self-Awareness A7 Recognize situations that impair your judgment, make you unhappy, or lead you to engage in self-defeating, unhealthy, unethical or illegal conduct Self-Management A1 Explain one technique you use to stay confident in stressful or challenging situations (e.g. positive self-talk) Self-Management A3 Explain how you practice “self-care” (e.g., meditation, listening to music, hobby) Self-Management A4 Explain a time when you overcame a negative thought and developed a “growth mindset” Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Interpersonal/ Relationship Skills A1 Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Explain that peer review is the process of sharing one's writing with and receiving feedback from fellow students. Peer review helps you to become a better reader, writer, and collaborator. The peer review process will also help you to develop your evaluation skills. Play video: No One Writes Alone: Peer Review in the Classroom - A Guide for Students by MIT Comparative Media Studies/Writing (~6 min) Step 2: Break students into peer review groups of four. Each student will make and give copies of their essay to the three other students in their group. Each student will be responsible for reading their classmates’ writing and writing a one-page peer review letter, for each classmate, in advance of the peer review workshop. Peer review guidelines are on the worksheet. Step 3: Spend one class period on peer review. Each student’s writing should have 15 minutes of discussion in the peer review groups. Step 4: Students should read all their letters and revise their writing. Students should submit the first draft, all peer review letters, and the second draft to the teacher for feedback. Step 5: Students should read teacher feedback, complete a final revision, and submit the revision—along with all previous drafts and peer review letters—to the teacher for a final grade. GRADE 6 UNIT 1 WORKSHEET 4: PEER REVIEW OF DIARY ENTRIES ABOUT OPTIMISM PEER REVIEW LETTER GUIDELINES: Write a one-page letter for each member of your group. Provide feedback as though you were speaking to the writer or presenter directly. Be kind! In the first paragraph, explain what you see as the writer’s goals for the piece. In the second paragraph, explain what you think the writer did well. In the third paragraph, explain what you think the writer can improve.