Introduction to Organized Crime Unit
Unit S.M.A.R.T. Goal:
At the end of this unit students have stated they will understand how structured criminal organizations originated, remain in power, how they are affiliated, strategies they implement, and how dangerous each is. Additionally, students have stated they will have developed the following skills: reading, analysis, observation, and identification. Success will be measured by four specific student developed goal oriented objectives they have designed to measure success culminating in a student developed summative project at the end of this unit.
Downloadable PDF -> Student SMART Goal Input – Organized Crime
*Unit S.M.A.R.T. Goal written with this downloadable guide -> SmartGoals Template for Educators
Students will be able to recall, list, and describe common mafia slang terms utilized in the 1920s through 1950s. They will then be able to employ these terms in a fictional story in order to demonstrate understanding as well as experiment with using these slang terms correctly. This is the last day of these objectives.
*Lesson objective written with this downloadable guide -> Writing Learning Objectives Guide
WHST 11-12.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Warm Up –
To begin today’s class we are going to jump back in time musically and look at a song that became popular in the late 1920s known as “Mack the Knife” by Bobbi Darin. For a link to the lyrics click HERE and for a link to the audio click HERE. While you look over the lyrics and listen to the music answer the questions below on the back of the printed lyrics sheet that you found on your desk.
Downloadable PDF -> Bobby Darin – Mack the Knife Lyrics
Song Analysis Questions:
- Where and when was the song written? By whom?
- What was the purpose of the song?
- What is the mood of the music?
- Is there a message the song is trying to convey? If so, what? To whom?
- Are there any words or phrases that need specific interpretation? If so, identify and define them.
- Name one song you can think of, that from the lyrics, seems like a modern version of this song?
Task #2 –
Today we will be finishing up the activities in the downloadable PDF below that we began yesterday. These activities will include: vocabulary introduction, film clip analysis, and organized crime structural analysis.
Task #3 –
Take a look at the photo below of a mafia style hit in 1930 and use the downloadable photo analysis guide to examine this photo in detail.
Downloadable .doc File -> Photo Analysis Questions
Downloadable PDF File -> Photo Analysis Questions
Ticket Out the Door –
Using the chart below state where you think we were operating today for the most part. What stage (1-4) do you think we achieved?
Examples of Student Reasoning:
“It is D.O.K. 4 because we had to figure out how to put our vocabulary words into a story as a group” – Alondra P.
“3- We had to give the definitions of mob terms and interpret them into a story” – Tianna H.
“I believe level 2 because we were classifying definitions of older mafia terms and making stories out of them” – Karen S.
D.O.K. 1 –
“We reviewed our vocabulary and observed a photo plus decoded a song. Basic work.” – Emily A.
You will developing your own story tonight individually utilizing the vocabulary you have learned so far in this unit, one academic paragraph in length. There is an example below of a vocabulary story. It was written by a criminal behavior student from Fall 2014 below.
Downloadable Example PDF -> Fluffian Mafia by Arturo M