11th Grade
Project
3 weeks
Santa's Societal Secret: Good or Grinch?
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Purpose
The purpose of this learning experience is to engage 11th-grade students in a critical examination of the Santa myth through a synthesis of diverse perspectives and evidence. By exploring cultural, ethical, psychological, and socio-economic dimensions, students will develop their analytical and argumentative skills. This project-based approach fosters self-directed learning and critical thinking, encouraging students to reflect on their own beliefs while considering broader societal implications. Through interactive activities such as daily bell ringers, debates to explore multiple perspectives, media analysis, and creative exhibitions, students will deepen their understanding of complex societal narratives and enhance their academic mindset.
Learning goals
Students will develop the ability to construct well-reasoned arguments by synthesizing information from multiple sources, while honing their skills in analyzing and countering opposing viewpoints through structured debates. They will enhance their critical thinking by examining the cultural, ethical, and psychological dimensions of the Santa myth, and apply academic citation conventions to support their claims. Through reflective journaling, media analysis, and daily bell ringers and exit tickets, students will deepen their understanding of how societal narratives are shaped and perpetuated. Additionally, they will cultivate self-directed learning and an academic mindset by engaging in peer feedback and self-reflection to refine their perspectives and arguments.
Standards
- [Kentucky] RI.11-12.1 - Cite relevant and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- [Kentucky] RI.11-12.2 - Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.
- [Kentucky] RI.11-12.6 - Determine an author's point of view, perspective and purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text.
- [Kentucky] L.11-12.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening.
- [Kentucky] C.11-12.1 - Compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- [Kentucky] C.11-12.4 - Use digital resources to create, publish and update individual or shared products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. Use a variety of formats to cite sources.
- [Kentucky] C.11-12.5 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- [Kentucky] C.11-12.6 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Competencies
- Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
- Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
- Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Products
Each day, students will begin with a bell ringer activity to prompt initial thoughts and end with an exit ticket to reflect on their learning. Throughout the unit, they will maintain reflective journals connecting personal beliefs about the Santa myth to societal implications. Students will engage in a structured debate, crafting arguments and counterarguments using evidence from their sources to explore different perspectives. They will also produce media analysis reports, examining portrayals of Santa across cultures. For the exhibition, students will design visual representations, such as infographics or posters, to display in the 'Santa Myth Gallery Walk,' accompanied by concise written summaries of their arguments. These products will culminate in a comprehensive synthesis essay that integrates their research, analysis, and reflections.
Launch
Begin the unit with a 'Santa Myth Media Analysis' session where students explore diverse media portrayals of Santa Claus. Facilitate a brief debate where students present initial perspectives on whether these portrayals are beneficial or harmful to society. Incorporate daily bell ringers to prompt reflection on personal beliefs and exit tickets to capture evolving thoughts, ensuring continuous engagement and perspective-taking throughout the unit.
Exhibition
Students will curate a 'Santa Myth Gallery Walk' where they showcase visual representations of their arguments, such as infographics or posters. Each display will include a concise written summary that encapsulates their stance on the Santa myth, supported by evidence from their research. The gallery will be open to peers, family, and community members, fostering an engaging environment for discussion and reflection on the societal implications of the Santa myth. To incorporate diverse perspectives, students will also participate in a debate during the exhibition, presenting arguments for and against the Santa myth. Daily bell ringers and exit tickets will be used to prompt reflection and ensure ongoing engagement throughout the project.
Plan
| Week 1 |
Day 1
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Day 2
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Day 3
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Day 4
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Day 5
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| Activities |
Santa Myth Media Analysis Launch - Introduce the project by examining various media portrayals of Santa Claus. Facilitate a brief debate where students present initial perspectives on whether these portrayals are beneficial or harmful to society (50 min)
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Analyzing Rhetorical Strategies - Students analyze different rhetorical strategies used in Santa portrayals across cultures and time periods, identifying their effectiveness in shaping public perception (30 min)
Initial Reflection Journaling - Write a reflective journal entry on personal beliefs about the Santa myth, connecting these reflections to societal implications (20 min)
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Research Skills Workshop - Conduct a session on advanced search techniques and effective use of digital resources to gather authoritative sources on the Santa myth (30 min)
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Bell Ringer: Quick Reflection - Reflect on evolving thoughts about the Santa myth based on new source insights (5 min)
Debate Preparation - Group students to prepare arguments for and against the Santa myth using evidence from the sources. Focus on developing a strong central claim and counterarguments (45 min)
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Structured Debate - Facilitate a debate session where students articulate their arguments and counterarguments, demonstrating their ability to analyze opposing views effectively (30 min)
Exit Ticket: Debate Reflection - Write a short reflection on what new perspectives were gained during the debate and how it influenced their stance on the Santa myth (20 min)
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| Deliverables |
1. Completion of media analysis reports on Santa portrayals.
2. Reflective journal entries connecting personal beliefs to societal implications. 3. Participation in the debate with crafted arguments and counterarguments. 4. Bell ringer responses and exit ticket reflections compiled in student journals. |
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| Preparation |
1. Gather diverse media portrayals of Santa Claus for analysis.
2. Prepare debate materials and assign roles for students. 3. Provide reflective journaling prompts and guidelines. 4. Ensure access to digital resources for media analysis. 5. Create bell ringer and exit ticket prompts for each day. |
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| Week 2 |
Day 6
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Day 7
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Day 8
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Day 9
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Day 10
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| Activities |
Bell Ringer: Perspective Reflection - Reflect on personal opinions about different viewpoints from last week's debate (5 min)
Source Evaluation Workshop - Teach students to evaluate the credibility and relevance of sources, focusing on strengths and limitations for supporting arguments (30 min)
Exit Ticket: Source Insight - Write a brief note on how evaluating sources influences your understanding of the Santa myth (15 min)
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Bell Ringer: Source Reflection - Reflect on how a credible source can impact your argument regarding the Santa myth (5 min)
Collaborative Research - In small groups, research additional sources on the Santa myth, aiming to support diverse perspectives (35 min)
Exit Ticket: Research Reflection - Note one new piece of evidence found and its potential impact on your argument (10 min)
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Bell Ringer: Argument Building - Quick write on how new evidence can strengthen your argument (5 min)
Drafting Session - Begin drafting synthesis essays, integrating at least three sources and crafting strong, evidence-based arguments (35 min)
Peer Review Preparation - Briefly outline a peer review strategy for giving constructive feedback on draft essays (10 min)
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Bell Ringer: Peer Review Mindset - Reflect on the importance of constructive feedback and its role in refining arguments (5 min)
Peer Review Workshop - Exchange drafts with peers, providing feedback on clarity, evidence integration, and counterarguments (30 min)
Exit Ticket: Review Reflection - Reflect on how peer feedback will be integrated into your next draft (15 min)
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Bell Ringer: Revision Goals - Identify one aspect of your essay to improve based on peer feedback (5 min)
Essay Revision - Incorporate peer feedback to refine arguments, strengthen evidence, and develop counterarguments (35 min)
Exit Ticket: Revision Reflection - Write a brief reflection on the most significant change in your essay and its expected impact on your argument (10 min)
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| Deliverables |
1. A reflective journal entry connecting personal beliefs to societal implications of the Santa myth.
2. Participation in a structured debate, demonstrating the ability to argue both for and against the Santa myth using evidence. 3. A media analysis report examining portrayals of Santa across cultures, identifying rhetorical strategies and their societal impact. 4. Visual representations of arguments about the Santa myth for the 'Santa Myth Gallery Walk', with accompanying written summaries. 5. Daily completion of bell ringers and exit tickets to capture evolving perspectives and reflections. 6. A draft synthesis essay outline, incorporating evidence and analysis from the week's activities. |
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| Preparation |
1. Prepare a selection of diverse texts and articles on the Santa myth, highlighting cultural/religious identity, ethics, psychology, equity/economics, and tradition vs. modern secularism.
2. Set up a digital platform for students to access resources and collaborate on their research projects. 3. Gather materials for creating visual representations (e.g., poster board, markers, digital design tools). 4. Organize and schedule a classroom debate, including roles for students and guidelines for structuring their arguments. 5. Create daily bell ringer prompts and exit tickets to facilitate reflection and track student progress. 6. Ensure access to digital devices for students to conduct media analysis and work on their projects. 7. Arrange the classroom for a media analysis workshop and set up stations for different cultural portrayals of Santa. |
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| Week 3 |
Day 11
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Day 12
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Day 13
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Day 14
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Day 15
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| Activities |
Final Debate Preparation - Organize students into teams to refine their arguments and counterarguments for the upcoming debate, focusing on integrating textual evidence and addressing opposing views effectively (30 min)
Bell Ringer: Reflective Prompt - Consider how your stance on the Santa myth has evolved and what factors have influenced this change (5 min)
Exit Ticket: Debate Strategy - Write a brief note on your debate strategy and how you plan to counter opposing arguments (15 min)
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Final Debate - Conduct a formal debate session where students present their arguments for and against the Santa myth, demonstrating their ability to analyze and counter opposing viewpoints (35 min)
Bell Ringer: Confidence Boost - Share one strength your team brings to the debate and how it can be leveraged (5 min)
Exit Ticket: Reflection on Perspectives - Write about the most compelling argument you heard today and how it has influenced your understanding of the Santa myth (10 min)
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Synthesis Essay Workshop - Guide students through the structure of a synthesis essay, focusing on developing a strong central claim and integrating evidence from multiple sources (30 min)
Bell Ringer: Identify Key Sources - List at least three sources you plan to use in your essay and briefly explain why they are relevant (5 min)
Exit Ticket: Draft Thesis Statement - Write a draft thesis statement for your synthesis essay (15 min)
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Peer Review and Feedback Session - Students exchange essay drafts and provide constructive feedback on structure, clarity, and evidence integration, using a guided rubric (30 min)
Bell Ringer: Reflection on Feedback - Reflect on one piece of feedback you received that will help improve your essay (5 min)
Exit Ticket: Revision Plan - Outline your plan for revising your essay based on peer feedback (15 min)
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Santa Myth Gallery Walk - Display students’ visual representations of their arguments, such as infographics or posters, and invite peers and family to explore and engage with the content (30 min)
Bell Ringer: Exhibition Goals - Set a personal goal for what you hope to achieve or learn during the gallery walk (5 min)
Exit Ticket: Exhibition Reflection - Reflect on the feedback received and insights gained from the gallery walk, noting any shifts in your perspective on the Santa myth (15 min)
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| Deliverables |
1. Reflective journals with entries connecting personal beliefs to societal implications of the Santa myth.
2. Peer feedback notes from the reflective journaling session. 3. Debate notes and prepared arguments/counterarguments using evidence from research. 4. Completed synthesis essays that integrate research, analysis, and reflections on the Santa myth. 5. Visual representations (infographics or posters) and concise written summaries for the Santa Myth Gallery Walk. |
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| Preparation |
1. Gather diverse media portrayals of Santa from various cultures and time periods for the media analysis workshop.
2. Prepare reflective journal prompts that connect personal beliefs to societal implications for the journaling session. 3. Organize debate materials, including a list of sources and evidence for students to use in their arguments. 4. Set up the classroom for the structured debate, including assigning teams and preparing a debate format. 5. Arrange the classroom for the Santa Myth Gallery Walk, ensuring space for displays and visitor interactions. |
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