References
Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn, brain, mind, experience, and school. Washington, D.C.: National Academies Press.
Freire, P., & Macedo, D. P. (1987). Literacy : reading the word & the world. South Hadley, Mass.: Bergin & Garvey Publishers.
Napoli, D.J, (2012). Mama Miti. New York, NY: Simon and Schuster.
National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington DC: The National Academies Press.
Style, E. (1996) "Curriculum as Window and Mirror". The Social Science Record. Fall 1996. p. 35-42.
Freire, P., & Macedo, D. P. (1987). Literacy : reading the word & the world. South Hadley, Mass.: Bergin & Garvey Publishers.
Napoli, D.J, (2012). Mama Miti. New York, NY: Simon and Schuster.
National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington DC: The National Academies Press.
Style, E. (1996) "Curriculum as Window and Mirror". The Social Science Record. Fall 1996. p. 35-42.
Appendices
The process that I went through for planning and designing this unit started with what I thought the students would need to be covering to meet my classroom mentors expectations of what content students would have by the end of the year and then moved into what I found inspiring that could fit within those content areas. I had recently been totally taken in by learning about Wangari Maathai and the Greenbelt Movement in Kenya and saw this as a great opportunity to share my excitement for learning with my students. I also made some of my decisions moving forward based on what I knew the students had just covered so that it made sense to flow logically into the new unit and not feel totally disjointed and disconnected.