Moore Materials

This unit gives students an immersive, in-depth, and hands-on opportunity to apply the "real-world" learning they crave in the classroom. This is an ELA-centric unit that has cross-curricular math elements as well. Students can explore the issues of low-, mid-, and high-SES profiles with the capability of delving into the complications of disparity of wealth, privilege, and restrictions to social mobility. The profiles students will role-play are based off of real people and case studies, and

All scenarios: Students are put in the position of being falsely accused of something, and have to use a balance of logos, ethos, and especially pathos to rebuild credibility with their audience. An independent or collaborative exercise in considering audience, purpose, and writing argument.

Students are put in the position of being falsely accused of something, and have to use a balance of logos, ethos, and especially pathos to rebuild credibility with their audience. An independent or collaborative exercise in considering audience, purpose, and writing argument.

Students are put in the position of being falsely accused of something, and have to use a balance of logos, ethos, and especially pathos to rebuild credibility with their audience. An independent or collaborative exercise in considering audience, purpose, and writing argument.

Students are put in the position of being falsely accused of something, and have to use a balance of logos, ethos, and especially pathos to rebuild credibility with their audience. An independent or collaborative exercise in considering audience, purpose, and writing argument.

Students are put in the position of being falsely accused of something, and have to use a balance of logos, ethos, and especially pathos to rebuild credibility with their audience. An independent or collaborative exercise in considering audience, purpose, and writing argument.

Students are put in the position of being falsely accused of something, and have to use a balance of logos, ethos, and especially pathos to rebuild credibility with their audience. An independent or collaborative exercise in considering audience, purpose, and writing argument.

Students are put in the position of being falsely accused of something, and have to use a balance of logos, ethos, and especially pathos to rebuild credibility with their audience. An independent or collaborative exercise in considering audience, purpose, and writing argument.

Students are put in the position of being falsely accused of something, and have to use a balance of logos, ethos, and especially pathos to rebuild credibility with their audience. An independent or collaborative exercise in considering audience, purpose, and writing argument.

After students open their profile folders to determine what kind of financial setback they have encountered, and ask the teacher for their 5- and 10-year APR% based on their profile's credit score, they may use this worksheet to determine the interest rate for each loan.

On Day 1 of the Socioeconomic Simulation, tell students that "Time Magazine" is doing a "cover-coloring" contest that will have a prize. (You can either suspend student's belief temporarily and try to sell this as a real contest, or ask students to imagine this contest is happening.) Once students are excited about the contest, let them know that the amount of crayons they get to use is determined by a number they choose from a basket. (I recommend having one "15", one "10", a few "3" or "4"s, a

Since students will be using Google Keep for Days 2-5 of the Socioeconomic Simulation, they may use this organizer for reminders of the journal entry questions, how to organize their posts, etc.

At the beginning of the year, when determining discussion norms, use this framework to start discussion!

At the beginning of the year, when determining discussion norms, use this framework to start discussion!