La Cosa Nostra (Italian Mafia)
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 prove they gained the ability to intelligently discuss an article by Dr. James Finckenauer’s concerning La Cosa Nostra for the National Institute of Justice. Students will finish appraising the information that was presented to them yesterday followed by finishing organizing the data into a easy-to-read poster that will be peer-reviewed on today.
*Lesson objective written with this downloadable guide -> Writing Learning Objectives Guide
RH 11-12.5 – Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole
Chalk Talk up on the white board. When you walk in today you will see “La Cosa Nostra” written in the center of the board. By yourself write one fact that relates to this organization up on the board.
Task #1 –
You will begin today back in your groups of four with your posters. I will be going back through the instructions for the assignment due to the fact that there may have been some confusion.
Task #2 (student vote) –
After I clarify the instructions we will have a class vote to see if you need a few more minutes to finish up your posters or rectify an error with the way you set up your information.
Task #3 –
Once your groups are ready we will then due a peer review of your work. The posters will stay where they are in the center of your grouped desks. Your group will receive sticky notes and will transition in a clockwise motion (facing the front of the room) around the groups with four minutes at each poster. While you are at the poster your job is to see how they laid out the information and what information they chose to present. When you are ready each member of the team will leave either a compliment, question, or constructive criticism around the poster.
Task #4 –
When groups return to their own poster look over the sticky notes that were left behind. Sort them into three piles. One for each of the following: compliment, question, criticism.
Task #5 –
Each member of the team will take a stack of sticky notes and on a piece of paper address the questions, the criticisms, and with the compliments use them to identify what you did best in the poster.
Task #6 –
Now we will have each group do a quick share out of their results.
Ticket Out the Door –
“What level of Webb’s do you think we primarily worked at today and why?”
D.O.K. 4 –
“DOK 4 because even though the primary source was boring it was a good test. We all enjoyed it and had to make posters from the source. It was also hands on and all participated” – Selene P.
“We had to go around and compliment/criticize people’s information posters” – Tanya B.
“We gave people ideas for their posters for next time” – Jasmine B.
“Had to read and find out information to put on a poster, had to read people’s posters to evaluate information” – Arriana G.
D.O.K. 2 –
“Today we did mostly work on more of level 2. We had to compare data and made a lot of observations when we went around the class to look at other people’s posters.” – Kassandra G.
D.O. K. 1 –
“Added more information to the posters and went around to look at other people’s posters to help them fix them and do better next time” – Yesenia R.