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Behavior Back Mapping
Critical Back Mapping
Community Back Mapping
Classical Back Mapping
Behavior Back Mapping
| 9th |
10th |
11th |
12th |
Pay attention
Ask questions and paraphrase
Know how to share air time
Think before speaking |
Actively listen
Articulate feelings / ideas appropriately
Empathize |
Give and take feedback
Know how to listen, reflect, participate, and compromise in groups |
Be able to work effectively and collaboratively with others (know when to lead, follow; be teachable) |
Positive body image
Identify personal strengths and weaknesses |
Self – confidence / awareness
Sensitive to impact and intent of words and actions |
Self – respect
Appropriate verbal / non-verbal communication
Healthy responsible choices |
Have an active love for self, culture, identity. |
Positive image of self
Receptive to new ideas |
Internalize, recognize similarities and differences between self and others
Ask questions before acting |
Curiosity of various opinions and ideas |
Have respect for / of difference. |
| Identify triggers (verbal and non verbal) of self and others |
Self – assess behavior and language |
Identify and distinguish strategies to maintain positive behaviors
Mediate conversations |
Practice conflict resolution for self and others.
- know how to self-assess and change
- communicate to express feelings appropriately
- identify triggers
- implement strategies to maintain positive behaviors (control
- negative ones)
|
Appropriate communication skills (conflict vocabulary)
Eye contact, "I" statements, tone, body language, code switching |
Be aware of and sensitive to disparities between people and their needs
Able to prioritize needs, wants, main ideas |
Identify key elements of situations / circumstances
Articulate main ideas and supporting arguments |
Be able to advocate for self and others |
Distinguish between appropriate and inappropriate behavior
Understand consequences of appropriate and inappropriate behavior |
Distinguish between different settings and their audiences |
Understand need for code switching |
Know and be able to use socially appropriate behavior in a variety of settings
- "code-switch" with ease and confidence
|
| Evaluate personal values, fears, and insecurities |
Think and question personal beliefs and societal norms
Justify actions in terms of personal values |
Recognize and challenge their own prejudices and societal stereotypes
Actively engage in new experiences and seek out change |
Be open / able to live/work in different setting / environment / community |
Differentiate between work time and free time
Utilize the school and community library
Choose and read a variety of texts |
Make connections, visualize, and use imagination while reading |
Make time to read for pleasure |
Read for pleasure |
Listen to others
Understand consequences of actions |
Identify a problem, develop a plan of action, and consider possible outcomes and their effects |
With truth and transparency, be willing to challenge a system or operation while considering the best interest of others |
Practice compassion, integrity, and peaceful resistance. |
Negotiate boundaries
Understand self in relation to others |
Recognize reciprocal and mutual nature of relationships (give and take) |
Recognize the value of relationships |
Engage in worthy relationships. |
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Critical Back Mapping
| 9th |
10th |
10th |
12th |
| Identify and describe an institution and their roles in society |
Identify and explain the important institutions in Chicago and how they affect the student's lives |
Identify and explain the important institutions in the United States and how they affect the student's lives |
Understand mechanisms of power
- name source of power in situations
- name victims in situations
|
| Students will understand the elements of action-based research |
Students will be able to identify community problems and weigh potential solutions |
Students will be able to choose one problem in their community, research to find real solutions, and implement their solutions
Students will record the progress of their project |
Be critical researchers: willing to embark on making changes, innately socially conscious (becomes a part of who they are, how they view the world)—thinkers, planners, doers
- take an active role in facilitating change to meet the needs of their home, neighbors, community, etc.
- be aware of, question, compare, discover injustices, question or think of solutions, research possibilities and implements plans for change
|
| Students will comprehend and interpret written text and visual media |
Students will understand concepts of purpose, audience, and technique |
Students will be able to summarize, analyze, interpret, and compare text and visual media |
Effectively deconstruct written text and visual media images for purpose, target audience, and technique (critical of social literacy) |
| Self awareness; knowing one's own abilities, needs, wants, what matters to oneself regarding education / work / society (self-respect, self-assessment skills, meta-cognition) |
Being aware of available opportunities in education / work / society (entails utilizing community resources) |
Set standards and goals for education / work / society (goal setting) |
Be reflective of education / work / society and expect / want more |
Differentiating fact from opinion
Using evidence to back up an argument
Understanding the difference between hard and soft evidence |
Understanding and applying rhetoric of argument (repetition, ethos, logos, pathos, and generalization) |
Deconstructing rhetorical devices with multiple genres (tv, ads, print, etc) |
Understand and use the mechanisms of argumentation. |
| Utilize note-taking and reading strategies in multiple classroom settings |
Use academic skills to discuss and investigate thematic content across disciplines |
Create and display interdisciplinary projects |
Be able to integrate and evaluate ideas across disciplines. |
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Community Back Mapping
| 9th |
10th |
10th |
12th |
| Locate and know the function/purpose of the resources available within the school and how to best utilize their services |
Locate and know the function/purpose of resources available within the community and how to best utilize their services |
Know and understand the functions, purpose, and accessibility of resources within the school and the community and how best to use their services
Be able to direct students, parents, and community members concerning the resources available in their community (both in and out of school) |
Have fluency in use of available institutions and resources
- political structures
- help/aid organizations public health facilities/environment/housing
- financial institutions
- religious
- academic
- cultural
- recreational
- commercial
|
Know the characteristics of an effective leader
Get to know your community and it's history
Know how to identify problems / areas of concern |
Self identify as a leader
Work to form relationships/partnerships with people outside of immediate culture
Identify community needs/concerns
Learn the component of a service learning project |
Work to form coalitions between you and other community leaders working to represent the array of cultures in the community
Develop a plan to implement a specific service learning project and identify those involved |
Be contributing members of their communities.
- independently plan and implement a service project involving a community issue
- be community leaders
- form valuable relationships with a variety of community members
- be involved in, facilitate, create cross-cultural coalitions, programs, relationships (understand boundary lines; participation in voting process)
- recognize the impact that their decisions have on their community
- take an active role in maintaining and beautifying the community
|
Interview community members
Read historical texts critically
Identify roles of power (oppressor/victim) |
Create neighborhood maps
Demonstrate knowledge of boundary lines, blocks, ward, key players |
Plan and implement a service project involving a community |
Know the historical context of the community of Greater Lawndale and its struggle |
| Create discussion and projects around the idea of bilingualism and biculturalism |
Begin to learn life-vocabulary in Spanish, or if a native speaker, improve written and grammatical skills
Orally present a creative piece in both Spanish and English |
Demonstrate proficiency in intermediate Spanish grammar, vocabulary, and conversation |
Speak both English and Spanish |
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Classical Back Mapping
| 9th |
10th |
10th |
12th |
Students will be able to recognize personal abilities and challenges
Students will be able to identify their personal interests |
Students will be able to assess and reflect on preferred learning strategies |
Students will be able to self-advocate to maximize their learning potential |
Students will be able to identify their personal learning style and create/implement strategies that maximize their learning (meta-cognition)
- students will be able to draw connections between content areas (strategy)
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| Students will develop comprehension and inference skills while reading |
Students will have an understanding of different forms of writing and visual media |
Students will be able to summarize, analyze, interpret, and compare text and visual media |
Be able to read and evaluate any written text and visual media |
Identify main genres of literature
Know different forms of text (media, art, print, etc) |
Use a variety of reading strategies for different types of texts |
Increase knowledge of reading strategies for non-linear and non-narrative texts |
Set a purpose for reading |
Practice time management on test days
Learn different strategies for multiple choice, essay, and short answer exams |
Know how to deal with test anxiety
Scan reading passages and pick out main ideas |
Scan long passages effectively
Use a variety of reading strategies for graphs, charts, and word problems |
Fulfill their potential on tests |
Talk to college students and graduates about what it's like/ about
- Assess what they want to do when they "grow up" Know how to balance check books and the basic
workings of banks |
Shadow university student
- Take career inventory tests / have an internship Understand how interests work and know how to budget.
- Open a banking account |
Prepare for ACT/SAT exams (register for/ prep classes)
- Investigate other schools and/ or work options/ trainings
- Visit locations Have basic knowledge of different investment options (e.g. stock, bonds, etc.) - Know the advantages and disadvantages of credit
cards. |
Graduate with a viable post-secondary plan
Know and continue to develop social literacy.
- understand credit, credit reports and the importance of saving and investing and participate in such
|
Vocabulary building, basic grammar, spelling and
outline of papers
Understand what is and isn't plagiarism |
Know different parts of research paper; know how and where to research and be able to identify
writing purposes |
Know and use effective diction, punctuation, and format for papers for different purposes |
Know and use effective diction, punctuation, and format for papers for a variety of audiences (academic and more)
-- research paper, documentation in MLS format, parenthetical citations |
Begin to read the newspaper about current events
Understand major current U.S. international interests |
Understand the causality relationship in historical events and how they are interrelated |
Have critical knowledge of the different mechanisms functioning in the world (e.g. politics, religion, environment, etc.) |
Be literate and knowledgeable about the world and their relation or positioning in it |
Understand the structure of the ACT and SAT
Begin to develop test skills |
Rigorously prepare for the ACT and SAT by taking a prep course and improving "test" vocabulary |
Continuously work on improving "language of power" vocabulary
Practice a job interview |
Have a knowledge base that allows them to be competitive and have options / choices (college, work, etc.) |
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