HUMAN MIGRATION AROUND THE WORLD

MOSAIC RESOURCES

 •• Enrique’s Journey • • Personal Migration Story •• The Cup 

Main Migration Sources: Enrique’s Journey  • Personal Migration Story (from family member interview)   • The Cup (Tibetan Monks)

 

Global Performance outcomes

• Investigate the World:
 I can identify issues / experiences connected to fear and survival/resilience

• 
Recognize Perspectives:
I can make a connection to the author’s personal experiences/ perspectives

I can express a general personal perspective on  a situation, event, or issue ,  providing at least one reason for that perspective

   • Communicate Ideas: 
I can develop an informative project that helps my audience compare and contrast different cultural experiences of migration
I can create a symbol communicates the different cultural experiences of migrants around the world

I

PLEASE NOTE:
The “Display Board”  for 2019-2020 will now be  completed  on  your Google Classroom  template. More info soon! 

 

MIGRATION PROJECT Topic Labels (please note: some labels will be changed before final draft is available)

Enrique’s Journey       Family Migration   The Cup (Tibet)  
Setting Image/Drawing

 

MAP of Journey Setting Image/Drawing MAP of Journey Setting Image/Drawing MAP of Journey
Main Character qualities Drawing / Picture of
character
Main Character qualities Drawing / Picture of
character
Main Character qualities Drawing / Picture of
character
Picture / drawing of something important to the main character I relate to the main
character because:
Picture / drawing of something important to the main character I relate to the main
character because:
Picture / drawing of something important to the main character I relate to the main
character because:
Problem / Resolution

 

Artwork from culture Problem / Resolution Artwork from culture Problem / Resolution Artwork from culture
A meaningful event Significant Vocabulary
Word with Definition
& “why” explanation
A meaningful event Significant Vocabulary
Word with Definition
& “why” explanation
A meaningful event Significant Vocabulary
Word with Definition
& “why” explanation
Investigate the World

 

Recognizing Perspectives Investigate the World Recognizing Perspectives Investigate the World Recognizing Perspectives
Significant Quote

 

My Choice Significant Quote My Choice Significant Quote My Choice
Push Factors

Pull Factors

Relevant Symbol & why Push Factors

Pull Factors

Relevant Symbol & why Push Factors

Pull Factors

Relevant Symbol & why
  Communicate Ideas
  Claim:
Evidence Communicate Ideas
  Claim:
Evidence  Communicate Ideas
  Claim:
Evidence
What surprised me…

 

I’d like to know more
about …
What surprised me… I’d like to know more
about…
What surprised me… I’d like to know more
about…
Grading: See Rubric below for detailed explanations
2 GRADES!
~
0-100 points for content & creativity- (details, plus what you sayand howyou say it)
~ 0-100 points for neatness, design, spelling, capitalization, grammar

MIGRATION BOARD RUBRIC

6thGrade Migration Unit Rubric 2020

GPO’s RUBRIC       A ~ Advanced              B ~ Proficient C ~ Developing D ~ Emerging
INVESTIGATE
THE WORLD
Analyze Evidence
Summarizes details from the text &  uses them to analyze clear and inferred themes/central ideas.  Summarizes details from the
text and identifies clear
and inferred main ideas.
Restates details from the text
that are relevant to the main
idea; identifies main idea but understanding is primarily
literal.
Restates details from the
text that have little relevance
to the main idea.
RECOGNIZING
PERSPECTIVES
Determines an author’s point of view on a global topic/ issue, and explains how it is conveyed (shown) in a
 text; distinguishes the author’s perspective from another perspective.
Compares multiple accounts of the
same global event or topic; notes important similarities and differences
in the points of view represented.
Compares multiple accounts ofhe same global event or topic;
notes surface-level similarities differences in the accounts.
Summarizes one account of a
global event or topic; recognizes
that there are other accounts..
COMMUNICATE
     IDEAS
 
Introduces a general claim.
Supports claim with reasons & relevant evidence from sources.
Expresses a specific opinion on
topics or texts. Supports point of view with reasons, facts, and details.
Expresses a general opinion on topics or texts. Supports point of view with reasons, facts and details. Expresses a general opinion
on topics or texts. Supports
point of view with reasons.
COMMUNICATE
     IDEAS
Communicates with few
distracting errors in grammar,
usage, or mechanics. Accurately provides basic bibliographical
information for all sources.
Communicates with minor
errors in standard English
conventions that have a slight
impact on readability. Includes
a complete list of sources..
Communicates with a pattern
of minor errors in standard English conventions that have
a slight impact on readability.
Includes a list of sources.
Communicates with significant
errors in standard English
conventions that interfere
with readability. Does not
include a list of sources.
COMMUNICATE
     IDEAS
60 tiles are carefully completed with responsive answers and captions.
• The project is legible, neat, and professional looking. Capitalization and spelling near perfect.
At least 50 tiles are carefully completed with responsive answers and captions.
• The project is mostly legible,  neat, and  professional looking. Capitalization and  spelling correct most of the time.
At least 42 tiles are carefully completed with responsive answers and captions. 
• The project is somewhat legible,  neat, and  professional looking. Capitalization and spelling correct some of the time.
At least 36 tiles are carefully completed with responsive answers and captions.
• The project is not legible, neat, or professional looking. Capitalization and spelling incorrect most of the time.

COMMON CORE  STATE STANDARDS ADDRESSED:

– CCSS.ELA-Literacy.RL.6.3Describe 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.W.6.2bDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
– CCSS.ELA-Literacy.W.6.9aApply grade 6 Reading standardsto literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
– CCSS.ELA-Literacy.RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 CCSS.ELA-Literacy.RL.6.2Determine 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.RI.6.7Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue

– California History Standard 6.1.1. Describe the hunter-gatherer societies, including the development of tools and the use of fire.  (brings to light the prehistory of humans and introduces the interaction between human culture and the natural environment. 
– California History Standard6.1.2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.