LESSONS

Fiction

Great Depression

UNIT 3: GRATITUDE LESSON 1: LEARNING GRATITUDE FROM LITERATURE SUMMARY: The Prohuman Grade 7 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 3, Lesson 1, “Learning Gratitude from Literature,” students will learn examples of gratitude and other character strengths from a classic work of young adult literature, Roll of Thunder, Hear My Cry by Mildred Taylor. Students will develop their critical thinking and writing skills by answering questions about the text. Additionally, students will develop their academic dialogue skills by discussing the book with classmates. SUGGESTED TIME: 1 class period to introduce the text; 1 class period to discuss the text; if desired, additional class periods can be devoted to in-class silent reading of the text Roll of Thunder, Hear My Cry by Mildred Taylor is 276 pages, divided into 12 chapters. The suggested reading assignment is 1 chapter daily for either in-class silent reading or homework. With this schedule, students will complete the book in 12 in-class reading sessions or 12 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 classic 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: Book: Roll of Thunder, Hear My Cry by Mildred Taylor Video: Film trailer for Roll of Thunder, Hear My Cry (1978) (~2 min) Prohuman Grade 7 Unit 3 Worksheet 1: Learning Gratitude from Literature VOCABULARY Jim Crow: A term for laws that tried to keep African Americans separate from whites in the southern United States. These laws required whites and blacks to attend separate schools and to sit in different areas on public transportation. Blacks and whites had to use different drinking fountains, waiting rooms, housing, and shops. Jim Crow laws were in place from the late 1870s until the civil rights movement began in the 1950s. Mortgage: An agreement between a person and a lender that gives the lender the right to take the person’s property if they don't repay the money they borrowed plus interest. Segregation: Black people and white people were kept apart in many parts of the South. This policy was called segregation. To segregate means to keep apart. Black people and white people could not use the same restrooms, water fountains, or playgrounds. Segregation was ended by the Civil Rights Act of 1964. ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.10 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.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.1.A Come to discussions prepared, having read or researched material under study; 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.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1.C 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. CCSS.ELA-Literacy.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.7.1 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 A2 Understand and explain why it’s important to do the right thing, even when no one is looking Moral Character A5 Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support Moral Character A6 List and explain the reasons why people sometimes do not care or help others 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: Explain that the book we will be reading, Roll of Thunder, Hear My Cry by Mildred Taylor, is a classic work of literature. Explain that it was made into a film in 1978 and there is a film trailer. Play the video: Film trailer for Roll of Thunder, Hear My Cry (1978) (~2 min). Ask students what they wonder about the book after viewing the film trailer. Step 2: Have students complete the book, Roll of Thunder, Hear My Cry by Mildred Taylor, 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. Have students discuss their answers with a small group, then bring the students back together for a large group discussion. EXTENSION ACTIVITY Play the film Roll of Thunder, Hear My Cry (1978) - Full movie (1 hour, 35 minutes). Ask students about the differences between the book and the film. Why do they think the writers of the film script made the choices they made? Ask students if the book or the film made a greater impact on them and to explain their reasons. GRADE 7 UNIT 3 WORKSHEET 1: LEARNING GRATITUDE FROM LITERATURE Vocabulary Jim Crow - A term for laws that tried to keep African Americans separate from whites in the southern United States. These laws required whites and blacks to attend separate schools and to sit in different areas on public transportation. Blacks and whites had to use different drinking fountains, waiting rooms, housing, and shops. Jim Crow laws were in place from the late 1870s until the civil rights movement began in the 1950s. Mortgage - An agreement between a person and a lender that gives the lender the right to take the person’s property if they don't repay the money they borrowed plus interest. Segregation - Black people and white people were kept apart in many parts of the South. This policy was called segregation. To segregate means to keep apart. Black people and white people could not use the same restrooms, water fountains, or playgrounds. Segregation was ended by the Civil Rights Act of 1964. QUESTIONS TO ANSWER WHILE READING Roll of Thunder, Hear My Cry by Mildred Taylor: In Chapter 1, what do we learn about the setting of this novel, what happened to the Berry family, and how African Americans are being treated? What do we learn about the Logan family’s land? In Chapter 6, Mama tells Cassie, “We have no choice of what color we’re born or who our parents are or whether we’re rich or poor. What we do have is some choice over what we make of our lives once we’re here.” What do you think she means by this? In Chapter 7, what painful history does Mr. Morrison tell? In Chapter 7, what is Uncle Hammer’s advice to Stacey? Why is this advice important? In Chapter 7, why does Mr. Jamison agree to help by putting up credit for the African American families to shop in Vicksburg? What would be the problem for Harlan Granger if people went to Vicksburg to do their shopping? How does Mr. Granger threaten the Logans? In Chapter 8, what does Papa advise Cassie about forgiveness? In Chapter 8, Papa tells Cassie, “There are things you can’t back down on, things you gotta take a stand on. But it’s up to you to decide what them things are.” What things do you think Cassie must take a stand on? Why? In Chapter 8, what was wrong with the history books, and what did Mama help her students understand? In Chapter 9, how does Papa show gratitude for the land, and what is the lesson he takes from the fig tree? In Chapter 10, how do Cassie and her brothers show gratitude in spite of the racism they and their family experience? In Chapter 11, what do we learn about what T.J. and the Avery brothers did? How does a white mob respond? In Chapter 12, Stacey says, “The fire come up, and Mr. Morrison come and got me and them men come down here to fight the fire and didn’t nobody have to fight nobody.” What does Cassie realize that Papa had to do to stop the mob from hanging T.J.? What is a principle about gratitude that you learned from this book, and how can you show gratitude for the good things in your life?

Social Studies

History

Nonfiction

Post-WWII

UNIT 3: GRATITUDE LESSON 2: LEARNING GRATITUDE FROM A NONFICTION TEXT SUMMARY: The Prohuman Grade 7 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 3, Lesson 2, “Learning Gratitude from a Nonfiction Text,” students will learn about new research on the benefits of gratitude. Students will develop their reading comprehension skills by reading a nonfiction text and answering questions about the text. Additionally, students will develop their academic dialogue skills by discussing the book with classmates. SUGGESTED TIME: 1 class period to introduce the text; 1 class period to discuss the text; if desired, additional class periods can be devoted to in-class silent reading of the text Have students complete the following article either for in class silent reading or for homework: “How Gratitude Changes You and Your Brain” by Joshua Browne and Joel Wong. Greater Good Magazine. Published June 6, 2017. Students should answer the worksheet questions as they read the article. Allow at least 50 min of class time to have a class discussion of the article. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text and demonstrate understanding of the central ideas Determine the author’s purpose in the text Compose sentences that demonstrate comprehension of the word gratitude Write answers to questions about the article, demonstrating an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the article REQUIRED MATERIALS: Article: “How Gratitude Changes You and Your Brain” by Joshua Browne and Joel Wong. Greater Good Magazine. Published June 6, 2017. Video: Hack Your Happiness: How learning gratitude is changing an Illinois middle school by Good Morning America (~5 min) Prohuman Grade 7 Unit 3 Worksheet 2: Learning Gratitude from a Nonfiction Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character A7 List and explain the reasons why people sometimes do not express their appreciation and gratitude Moral Character B5 Provide an example of a time when you expressed your gratitude to someone beyond your family and friends 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 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 we will be reading an article that discusses recent research on gratitude. Ask students how they define gratitude. Explain that we will watch a video about how gratitude changed an Illinois middle school. Play the video: Hack Your Happiness: How learning gratitude is changing an Illinois middle school by Good Morning America (~5 min) Step 2: Have students read this article for either silent in class reading or for homework: “How Gratitude Changes You and Your Brain” by Joshua Browne and Joel Wong. Greater Good Magazine. Published June 6, 2017. Have students answer the worksheet questions as they read the article. Step 3: Facilitate a whole-class discussion of the worksheet questions. GRADE 7 UNIT 3 WORKSHEET 2: LEARNING GRATITUDE FROM A NONFICTION TEXT QUESTIONS TO ANSWER WHILE READING THE ARTICLE “How Gratitude Changes You and Your Brain” by Joshua Browne and Joel Wong. Greater Good Magazine. Published June 6, 2017. List and explain 2 reasons why some people do not express gratitude. In the second paragraph of the article, what does the author say that many studies have found? What is the problem the authors discuss in the third paragraph of the article? In the research study the authors conducted, how many people did they recruit? Who were most of the participants? What issue did most of the participants in the study struggle with? What did the researchers assign each of the three groups to do? In paragraphs 6 and 7 of the article, what did the researchers find? What is the first of the four insights? What did the researchers find about the percentage of positive and negative emotion words? What is the second of the four insights? What did the researchers find out about not sending the letters? What is the third of the four insights? Why do the researchers think what they call the “positive snowball effect” may have occurred in their study? What is the final insight shared by the researchers? What does the finding from the fMRI scanner suggest? Provide an example of a time when you expressed your gratitude to someone beyond your family and friends. Students can be assigned to read the book either in-class as a series of silent reading sessions or for homework The suggested reading assignments for the book, Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang, are: Assignment 1: Note to the Reader, Note on Pronunciation, Foreword, Prologue, The Liberation Army Dancer Assignment 2: Destroy the Four Olds!, Writing Da-zi-bao Assignment 3: The Red Successors, Graduation Assignment 4: The Sound of Drums and Gongs, The Propaganda Wall Assignment 5: A Search in Passing, Fate Assignment 6: Junior High School at Last, Locked Up Assignment 7: An Educable Child, Half-City Jiangs Assignment 8: The Class Education Exhibition, The Rice Harvest Assignment 9: The Incriminating Letter, Sweeping, Epilogue Have students answer the worksheet questions as they read the book. Allow at least 50 min of class time to have a class discussion of the worksheet questions. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text and demonstrate understanding of the central ideas Understand the difference between the genres memoir and autobiography Determine the author’s purposes in the text Understand how the author portrays examples of courage Write answers to questions about the book, demonstrating an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the book REQUIRED MATERIALS: Nonfiction text: Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang. Video: This photo triggered China's Cultural Revolution by Vox (~6 min) Prohuman Grade 7 Unit 5 Worksheet 2: Learning Courage from a Nonfiction Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). CCSS.ELA-Literacy.RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.1.A Come to discussions prepared, having read or researched material under study; 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.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1.C 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. CCSS.ELA-Literacy.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.7.1 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 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 Interpersonal/ Relationship Skills A1 Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others 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 we will be reading a memoir, a first-person text that records a writer’s reaction to important events in their life. Explain that memoirs are different from autobiographies in several ways: Autobiographies usually encompass the author’s entire life, while memoirs cover specific moments from the author’s life. Autobiographies usually follow a more straightforward path that usually starts with the writer’s childhood and continues through to the different stages of life. Memoirs don’t always follow a linear path and can shift back and forth in time. Autobiographies are usually written later in life, when the author looks back and portrays experiences. A memoir can be written at any point in life. Step 2: Explain that the memoir we will be reading, Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang, is about the author’s experiences of the Chinese Cultural Revolution, which took place from 1966-76. To understand the historical context of this event, we will watch a video: This photo triggered China's Cultural Revolution by Vox (~6 min) Step 3: Have students read the book, Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang, either as a series of in-class silent reading assignments or for homework. Have students answer the worksheet questions while reading the book. Step 4: Reserve an entire class period to facilitate a whole-class discussion of the worksheet questions. EXTENSION ACTIVITY Show the students the documentary film “Morning Sun,” or have them watch it at home for extra credit Morning Sun presents a history of the Great Proletarian Cultural Revolution (c.1964-1976). It provides a multi-perspective view of a tumultuous period as seen through the eyes—and reflected in the hearts and minds—of members of the high-school generation that was born around the time of the founding of the People’s Republic of China in 1949, and that came of age in the 1960s. Short excerpt from the film: Morning Sun - opening excerpt (~8 min) Full length film (available as of 1/27/25): Morning Sun - documentary film by Long Bow Group Films (Running time 1 hour, 57 minutes) For extra credit, students should write a two-page essay response to the following prompt: You have read and viewed two cultural artifacts about the Chinese Cultural Revolution: a memoir, Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang, and a documentary film, “Morning Sun.” Which of these do you think more effectively showed the impact of this historical event? Write a 2-page essay in which you explain your position and support it with three reasons, citing specific examples from either the book or the film. GRADE 7 UNIT 5 WORKSHEET 2: LEARNING COURAGE FROM A NONFICTION TEXT Vocabulary Black - In the context of the Cultural Revolution, the term black meant opposed to the Communist Party. Communism was symbolized by the color red. Black, seen as the opposite of red, was used to symbolize oppponents of Communism and became a negative in general. Black whelp - An insulting term for a child of a family belonging to any one of the “Five Black Categories:” landlords, rich peasants, counterrevolutionaries, criminals, and rightists. Bourgeois - A member of the middle class. In socialist countries, this term was used in a negative manner to describe a person who enjoyed avluxurious capitalist lifestyle. Cultural Revolution - The social and political upheaval that overtook China from 1966 to 1976. The Cultural Revolution was launchced by Chairman Mao, supposedly to rid the county of anti-Communist influences. During this time many innocent people were ruthlessly persecuted. Long afterward it was revealed that Chairman Mao unleashed this chaos in order to protect his own political position. Communist Party - China’s ruling political party, led by Chairman Mao Zedong from 1949-76. Da-zi-bao - A form of propaganda in the shape of a large handwritten poster presenting an important issue. During the Cultural Revolution, da-zi-bao were used to attack and humilate people. Four Olds - Old ideas, old culture, old customs, old habits. According to the propaganda, these remnants of the old society interfered with the creation of a modern, socialist society. Ideology - A system of beliefs. Communist theory held that in order to change social conditions, people needed to change their patterns of thought. Someone with “bad” ideology was dragging society backward. The Cultural Revolution focused on changing “old thinking.” Red Book - The common name for a pocket-sized edition of Selected Quotations from the Writings of Chairman Mao. During the Cultural Revolution, it was quoted frequently in schools, workplaces, and political meetings. Red Guards - During the Cultural Revolution, a very popular, semiformal organization of high school and college students who were Chairman Mao’s loyal supporters. Rightist - A member of a conservative party who disagreed with or opposed the Communist party. QUESTIONS TO ANSWER WHILE READING THE BOOK Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang: In the chapter “The Liberation Army Dancer,” how does the author describe her family’s living conditions compared to many of her classmates? In the chapter, “Destroy the Four Olds!” what were the four olds and why were those who participated in the Cultural Revolution trying to destroy the four olds? In the chapter, “Destroy the Four Olds!” why does the author feel that the battle with the four olds was even harder than a physical battle? What was the purpose of the da-zi-baos? How were Ji-Li and her friend An Yi humiliated by da-zi-baos? What is Ji-Li’s challenge in joining the Red Successors? What does Ji-Li’s family do to her grandmother’s dowry—the trunks and ancestral clothing? Why do they burn these items from their family history and their family photographs? Who are three people who were publicly humiliated? What was the purpose of public humiliation in the Cultural Revolution? What is Ji-Li’s father accused of? How do her parents show courage in the face of this accusation? What does Teacher Zhange mean when he tells Ji-Li that she is an “educable child”? How is Ji-Li’s family humiliated by the article published in The Worker’s Revolt? What are the two choices the Communist leaders present Ji-Li with? How does Ji-Li show courage? What does the author conclude about what happened during the Chinese Cultural Revolution? What observations did the author make about America in the 1980s? Do you think America is still as free as it was in the 1980s? Why or why not? In an interview, the author of this book said that one of her main reasons for writing the book is so “you have the courage to do your own thinking, use your own heart and make right decisions. When we put someone in power we have the responsibility of making sure they don’t abuse that power.” If you saw a leader coming into power that you saw was causing them to mistreat others, how could you show courage to help others? EXTRA CREDIT OPPORTUNITY The documentary film “Morning Sun” presents a history of the Great Proletarian Cultural Revolution (c.1964-1976). It provides a multi-perspective view of a tumultuous period as seen through the eyes—and reflected in the hearts and minds—of members of the high-school generation that was born around the time of the founding of the People’s Republic of China in 1949, and that came of age in the 1960s. Short excerpt from the film: Morning Sun - opening excerpt (~8 min) Full length film (available as of 1/27/25): Morning Sun - documentary film by Long Bow Group Films (Running time 1 hour, 57 minutes) For extra credit, students can write a two page essay response to the following prompt: You have read and viewed two cultural artifacts about the Chinese Cultural Revolution: a memoir, Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang, and a documentary film, “Morning Sun.” Which of these do you think more effectively showed the impact of this historical event? Write a 2-page essay in which you explain your position and support it with three reasons, citing specific examples from either the book or the film.

STEM

UNIT 3: GRATITUDE LESSON 3: WRITING A GRATITUDE LETTER SUMMARY: The Prohuman Grade 7 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 3, Lesson 3, “Writing a Gratitude Letter,” students will write a letter expressing their gratitude to someone—such as a family member, friend, teacher, or coach—who has helped them. Research compiled by the Greater Good Science Center at the University of California-Berkeley has found that people who wrote gratitude letters reported significantly better mental health four weeks and 12 weeks after their writing exercise ended. SUGGESTED TIME: 30 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of the word gratitude Write a gratitude letter to someone expressing appreciation for that person and what they have done REQUIRED MATERIALS: Prohuman Grade 7 Unit 3 Worksheet 3: Writing a Gratitude Letter ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit 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 Explain that students will write a gratitude letter either in class or as part of a homework assignment. Research from many sources compiled by the Greater Good Science Center at the University of California-Berkeley indicates that feeling gratitude can improve your health and happiness; expressing gratitude also strengthens relationships. Explain that students will share their letters with three classmates for peer review. After peer review and revising the letters, students should give their letters to the person they thanked. To write the letter, follow the guidelines on the worksheet. GRADE 7 UNIT 3 WORKSHEET 3: WRITING A GRATITUDE LETTER Think of someone who did something for you for which you are extremely grateful but to whom you never expressed your gratitude. This could be a relative, friend, teacher, or colleague. Try to pick someone who is still alive and could meet you face-to-face in the next week. Write a letter to one of these people as though you are addressing this person directly (“Dear ______”). Describe in specific terms what this person did, why you are grateful to this person, and how this person’s behavior affected your life. Try to be as concrete as possible. Describe what you are doing in your life now and how you often remember their efforts. If possible, deliver the letter to the person. To learn more about the benefits of writing a gratitude letter, see research compiled by the Greater Good Science Center at the University of California-Berkeley.

UNIT 3: GRATITUDE LESSON 4: PEER REVIEW OF GRATITUDE LETTERS SUMMARY: The Prohuman Grade 7 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 3, Lesson 4, “Peer Review of Gratitude Letters,” students will participate in a peer review of 3 classmates’ letters. 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 classmates’ writings and write a one-page peer review letter to develop assessment and constructive feedback skills Engage in collaborative discussions with peers With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing REQUIRED MATERIALS: Video: How to Give Good Feedback About Writing by CTL at UofA (~4 min) Prohuman Grade 7 Unit 3 Worksheet 4: Peer Review of Gratitude Letters ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.1.A Come to discussions prepared, having read or researched material under study; 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.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1.C 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. CCSS.ELA-Literacy.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views. CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.7.5 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, focusing on how well purpose and audience have been addressed. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character A4 Understand what it means to be an “active listener” (e.g., intellectual humility) Intellectual Character B2 Practice and receive feedback on the ability to be an “active listener” 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 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: How to Give Good Feedback About Writing by CTL at UofA (~4 min) Step 2: Break students into peer review groups of four. Each student will make/give copies of their writing 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 peer review 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 7 UNIT 3 WORKSHEET 4: PEER REVIEW OF GRATITUDE LETTERS Write a one-page peer review letter for each member of your group. Provide feedback as though you were speaking to the writer 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.