Relocating!!!

Hello anyone who is listening!

I have decided to move my Creative Cranium to the Calgary Science School's Connect! blog in the spirit of increased collaboration!

As a member of the CSS learning community, and given my new research project focusing on the power of collaboration to transform teaching and learning; I know that moving to Connect! will increase my audience and my chances of becoming engaged in meaningful collaboration.

So, change the dial to Connect! and follow me on Twitter to stay in the know.

This is one Creative - Collaborative - Cranium saying "See you soon!"

:)

Ivy!

The Craziness In My Brain...

For starters, I want to say thank you to anyone who cares enough to read the musings of a teacher with a need to think-out-loud.  It means a lot to not just be talking alone in the dark!

Along that note - I LOVE MY JOB! I have ben having a great time, developing great teaching and learning experiences, and growing with every minute.  While it is extremely overwhelming at times, I feel like I am submerged in a culture where I am free to explore new ideas and really live my passion - education on the edge.  On the edge of what? Everything! The freedom to take risks in an effort to provide engaging and authentic education rocks!  

That being said, I am struggling with trying to know how to deliver the CONTENT, while still keeping with the framework for exemplary teaching and learning.  Today my teaching partner and I combined our classes (for a grand total of 50 students), and in the library they experienced a (brace yourself) LECTURE. It was not your typical lecture, there were videos and a dramatization challenge, but I walked away feeling like I did not support the students well enough before jumping into the Charter of Rights & Freedoms and it's relation to the Indian Act...  I decided to jump into it so that they will be prepared to consider such things next week when we are in Bamfield BC - but am wondering if it was the right choice, and if I will be able to backpedal a bit to make sure that we don't superficially cover something so important.  

But - Bamfield! On Sunday we (4 teachers, 6 parents, 2 administrators, and 94 students) are going to the Bamfield Marine Science Center for a week long field trip!  We will be doing all kinds of science during the day (for the Science 9 Biodiversity unit), and diving into some Humanities in the evening.  I am excited to challenge the kids to let themselves be inspired by their beautiful surroundings and amazing experiences.  Stay posted for pics and more!

I have so much more to say - other online platforms that have found their way into my classroom, upcoming projects, there's too much!  (Posting more regularly may solve this dilemma!)

Thanks again, talk to you soon.

:)

Google +, Penzu, Issuu and More

Hello!  Well, with school in full swing I am so excited about the things that are going to be happening in the grade 9 humanities classrooms at CSS!  My teaching partner and I are totally on the same wavelength, and have too many ideas to fit into one school year (as you may have seen in older posts...).

This week and next we will be introducing 3 web services to the kids.

1. Google +: the next thing in social networking sites.  Students will be using Google+ to share their journal entries, Free Reading Challenge novel reviews, current event 'Sparks', Googledocs, and more.  This site will be the main hub for all things humanities 9 this year.

2. Penzu: an online journal.  Students will be able to write privately, and only share what they want to.  Their entries will be everything from novel responses, current event responses, thoughts on topics in health and service learning, and more.  The fact that they do not have to share everything is what has drawn us to this service.

3. Issuu: an online publication service.  Students are able to publish their work in an interactive, online format that is available to anyone.  This will really allow students to share their work with more people than just their classmates, and enable them to truly respond to each others work.

That's it for now! Stay posted for more details on how these services work out in class!

ttyl  :)

Innovation & Collaboration

Well, with day two over, and the students coming in the morning, I am as ready as I am ever going to be :)
After spending two days with my team and really beginning to understand what collaboration is at CSS, I am more encouraged than ever.  The flexibility that is required is a challenge, but planning time and having grade level teams means that you are never going to be floundering by yourself.  I have completely enjoyed meeting everyone that I will have the extreme privilege to work with, and know that we are going to have an amazing year!

But, with the kids coming tomorrow I am understandably nervous!  I want to focus on my excitement and passion for what CSS is doing, but think I am still a little in shock that I even have this job, or moved to Calgary!  So, with less than 12 hours to go until 600 students descend on CSS and the year officially begins, I need to realize my new reality and focus!

I cannot wait to begin sharing more of the teaching and learning that is going on in my classroom, and less of my personal thoughts!  Please bear with me, if you are listening :)

ttyl

More Planning Brain Waves

I know that I have taught both English and Social 9 before, but I feel like this year is going to present an unlimited number of opportunities to really engage students in authentic learning.  After our staff retreat today, I truly feel like I am in the right place and am going to have a great (but also greatly challenging) year! 

Here are some more ideas that I have rolling around in my brain...

Dragon's Den Performance Task
-I did this project with my 9s last year, to culminate our unit on consumerism and marketing.  I am so excited that my teaching partners are interested in doing this once more, and cannot wait to see how we can jazz it up!  Some thoughts we have had include: trying to get a real dragon (or some other expert) to come in and assist in judging the student's pitches; having multiple people on the panel evaluting pitches; giving students free reign to decide what they are going to bring into the den, and how they are going to try and get the dragons to invest.  I think that in order to tie this somehow to the CBL "Making Sustainable Food Choices" project, I would like to challenge the students by declaring this a 'eco-friendly' edition of Dragon's Den - I cannot wait to see what they think could improve our world.

The Alice Project
-I stumbled across this project while exploring various edu-blogs, and would LOVE to adapt it to use with my 9s.  I am thinking about using Nancy Farmer's "House of the Scorpion" for a full class novel study, and think that it shows definite potential for this kind of 'higher level' novel exploration.  Check it out, and thank you to the creator!

Lessons That Change Writers
-This book by Nancy Atwell (one of my favourite ELA teacher researchers), she explores a variety of lessons designed to (obviously) change how our students are writing.  I am really looking forward to continuing the focus that CSS is carrying over from last year on student writing, and think that this book is an awesome starting point to engage students in meaningful writing.  Stay posted for more on this wavelength!

Planning Extravaganza

In my last post I mentioned the freight train that I saw coming towards me with the impending first day...  I am pleased to report however, that this school is structured to support teachers!  We all have curriculum partners who teach the same thing as us, and planning is completely collaborative.  The time that teachers are given to work together during most school days is so different from my 40 minute prep period I spent solo last year.  After feeling like an island, I am so excited to feel like a province, one of many!

So, what have we been up to?  I must admit that we have had so many ideas it is time to get them out and sifted through...  Enjoy :)

Identity Poetry Anthology
-Students will be exploring the idea of identity over 3 weeks, and demonstrating their understandings in a poetry anthology!  Lessons include my "My Name" activity, available here. 
-This will cover (or UNcover, as I have been informed is the preferred lingo!) primarily English Language Arts outcomes, some will come from Social Studies as students consider their national and political identities. 

Your Story is My Story (SS9 SLOs: 9.1.6, 9.1.7, 9.1.8+)
-Knowledge of the Charter of Rights and Freedoms, and the collective rights that groups have in Canada will enable students to assess, critically, legislative attempts to address emerging issues of immigration.  
-Part One: students will divide into two groups (immigrants, and government officials) and hold a mock-immigration hearing.  Students will research their roles and all of the neccesary requirements for both sides of the process.  Groups will need to determine what considerations each of the involved parties must take in account during the immigration process - from a variety of perspectives.
-Part Two: "Canada: Your Story is My Story" Students will have the opportunity to interview actual recent immigrants to Canada in order to gain a real world understanding of the immigration process.  Check out more details on this project at the Calgary Science School.

Free Reading Reviews & Recommendations
-In order to encourage free reading amongst our students, while holding them accountable, we have decided to establish a Reading wiki where students can share their novel reviews as they complete their free reading selections.  Students are expected to read 5 novels, and write 5 reviews, in the first trimester.  At the end of this time students can choose their best review to be submitted for marks.  In order to provide students with an audience and maintain the tradition of collaborative learning communities, students will be expected to choose from their peers references and reviews.  I would love to have students also be expected to comment on a couple of reviews.

Journals
-Classic, but with a twist!  These Digital Journals (platform to be determined) will give students a place to engage in creative writing, reflect on their learning, sketch, write various forms, talk to the texts that they are reading, record video or audio entries, share videos and more, and - more!  Rubrics are in the works.

Challenge Based Learning Project: Making Sustainable Food Choices
-How can we change the world through what and how we consume?  Check out some details from the last CBL at the Calgary Science School.

That's it for this post for now.  Stay tuned :)

Freight Train is Coming!!!

Well, after sending out over 70 applications I am so pleased to have found a new school community! I will be working at the Calgary Science School, and could not be more excited.

Now more than ever, I am determined to design authentic and engaging learning activities that will really challenge my gifted and highly motivated students. With classes beginning on the 17th of August, I am in full-steam-ahead planning mode!

I feel extremely fortunate to be heading into a school with a 1:1 student: laptop ratio, and know that this will open up countless doors in my classroom. So, as I plan and discover, please keep an eye on Creative Craniums! This blog will soon be shared with students, parents and colleagues alike - so I must keep it up!!!

Let's see how it goes, and wish me luck as the freight train of a first day quickly approaches!

ttyl :)

The Hunger Games Trilogy

Last night I finished reading The Hunger Games Trilogy, and I need to share how great it is!

My students have been telling me all year to read the three books, and while it was slow going (what teacher has time to read books for pleasure?), they have made it onto my favourites list! 

I think that all three of the books privdde countless teaching opportunities, I definitely think that they contain mature content.  I have heard of some teachers using the first book in their grade 9 Englsih courses, and I cannot imagine how that would be okay...

But, if you want to talk about issues surrounding government control, revolution, rebellion, hegemony, persecution, social injustice, love, friendship, breaking the law, consequentialism, and more - then these books could take you there!

While I have not used them explicitly in my teaching practice yet, they do have a place in my classroom library - though I do monitor who takes them home.

If you have not read them yet, you NEED to!!!!  To Suzanne Collins: thanks for creating such a fantastic collection!

:)

Crazy Cool Classrooms.....

Since it has been a very unsuccesful blogging year for me, I thought it was about time for me to share what I have been up to during this extremely busy first year of teaching...  As I said once before, my assignment was to teach Social Studies, English Language Arts, Art, Drama and Leadership, from grades 9-12.  I had one grade 9 class of 14 students, and one grade 10-11 split with 9 students.  All of my grade 12 students were outreach students, and so I helped them through their distance learning modules.  What a crazy adventure!  The students have made my year, and I could not love them any more than I do.  So, with the background in place, here are some highlights from our year together.

1.  Social 20 Differentiated French Revolution Project
In order to learn about the birth of nationalism, my students completed a differentiated French Rev performance task project.  It was differentiated in that they were able to choose the form that their product would take.  To introduce the Revoluton we watched the History Channel's French Rev documentary (available for free on YouTube in 9 parts).  While the documentary is gory, it perfectly covers all of the main events of the Rev in a memorable and entertaining way.  The choices that the students had to choose from were:
a. Powerpoint: the old standby, one group chose this route and quickly wished that they had been more brave in their product selection...  I think they got bored!
b. Story Vine: a creative way to retell a story using symbols to represent main events, one  student compelted this task and did a fantastic job - the heads of Barbie and Ken to represent
Marie and Louie were my fav!  (Check out the link for a PDF from Marlene McKay all about Story Vines.)
c. Film Version: three students chose to complete this task, and the result was a 27 minute long
video rendition of the event.  It was epic!  The Bastille made of mats from the gym, and then
bombed with dodgeballs definitely took the cake!  Also, using balloons to represent the heads of
those who went to the guillotine (which was our paper cutter) made for great entertainment. 
While it did take them almost 2 weeks to complete this project, it was well worth the time
invested.  The students said that this was their favourite school project ever - and I doubt that
they will ever forget the Rev!

2. Art 10/20 Challenge: The Tallest Towers
Our first art period was spent completing this challenge! (I have to give credit to my superintendent for giving me this idea!)  It helped to break the ice with the students, made for some great photo ops, and helped me to get to know them in a fun and exciting way.  I split the students into two groups, and issued a challenge: build the tallest tower, using only scrap paper, masking tape, and staples - and they only had 5 minutes.  It was crazy!  The winning group's tower was over 8 feet tall!  It did make a mess, and there was a lot of yelling during the whole process, but it sure was a blast!

3. English Language Arts Journalling Assignment: "My Island"
My grade nine students were a quiet bunch at the start of the year...  They had no idea what to think of me, and I am sure that they are still convinced that I am 90% nuts!  But, I wanted to have them open up their imaginations and create something that could be all theirs.  This task also lent itself to other writing assignments throughout the term, and even an art project.  I had the kids turn to a blank page in their journals, and wlked them through the task in a voice like a therapist would use when taking you on a visualization journey.  I asked them things like: "Imagine your had your very own island - what shape would it be?" and "When you walk about your island, what kind of landscapes do you encouter?",  and so on...  By the end of the journey, their islands had distinct geographic features, unique seasons, creatures, human populations, and more.  It was incredible how engaged they were througout the whole task. 
Later in the term, they revisited their islands when they made them the settings of a graphic novel project (soon to be mentioned!).  It was TOO COOL!

4. Social 10: Learning About Cultural Exchange

Ta Moko Being Exchanged

When we talked about cultural exchange in my social 10 class, the textbook referred to the Maori art of Ta Moko as an example.  A sacred cultural practice of tattooing, Ta Moko has been exchanged between cultures and can today be seen on oridinary people (and even runway models) as well as on the Maori.  I decided to extend this part of the unit, because my students seemed very interested in the practice (and what teenager doesn't want to watch a video of a man being tattooed traditionally - with the bone toothed comb and stick)?  So, they took some notes on cultural exchnge, watched a video on Ta Moko (including people being tattooed with Ta Moko designs in both the traditional and modern ways), and then designed their own Ta Moko tattoos armed with explanations of the meanings behind different patterns.  It was so cool to see them actually appropriating cultural traditions in the classroom - and they LOVED it!   

Brian Jungen

However, I still felt like they could have a stronger understanding of cultural exchange, and this is where Brian Jungen's art came into play.  If you are not familiar with his unique belnd of Nike basketball shoes and traditional west coast Haida art, google him to find out more!  We viewed a ton of his work, and the kids brainstormed ways that they could blend traditional and new art forms to create something new.  It was fun and memorable, and they ALL used Jungen as an example of cultural exchange on their exams.  FUN!!!  Below is one example of Jungen's work...  It helped that all of my boys are basketball fanatics and really liked seeing high tops turned into something crazy like this. 

Wow, that is one LOOONG post, and we are still in the first month of school!  Watch for more info on what has kept me so busy, and my students so engaged, during the 2010-2011 school year.

:)




Oh My, Will I Ever Get This Right???

One thing that I have learned this year is that regular projects, things that require daily attention (like this blog) are very very hard for me to keep up...  That being said, I am not willing to give up yet!  I think that the few posts from my first year of teaching will communicate the main thing that I have learned this year so far: teaching is BUSY!!!  And, I take on too much... Drama, Speed Stacking Club, Student Council, AISI and ATA!!!  Bah!!!  This will definitely not happen next year and hopefully I will be able to keep up with my blog.

For now, let's hope that it is not another 5 months before I think to write again.

I don't think anyone is listening, but if you are, I'll (hopefully) talk to you later!

A Very Very Bad Blogger

So, September has come and gone, and with it my wonderful excuse for not keeping up with my blogging... It is december now, the school year is almost half over, and I am feeling seriously guilty for not keeping up with my blog - the one way to catalogue my firs year of teaching (besides hacking my dear husbands ear off every night)!

So, now that I have my fabulous new iPad (which is an indespensible tool for teachers!) there are no more excuses. This is my early attempt at a New Years Resolution: to blog about all of the trials and triumphs that take place in format of my eyes, multiple times, each and every day.

Today: I watched my grade nines set up the school christmas tree, and wrap each other in lights before realizing that they had just re-tangled all of the lights that had taken us a half hour to untangle... They always amaze me with their optimism! Where I was frustrated, they just laughed and started over again... I am pretty sure that the majority of their excitement cam frm the fact that the more time sent on the tree, the less time there would be for English, but in any case, it was a nice way to start the day!

Now I am marking distance learning English 20-1 modules, and let me tell you, it is one incredible student who can complete these modules and find success in them... I never, ever could! The questions are vague, repetitive, and lonesome. I wish that my students could all have normal lives and come to class everyday and not have to worry about working to help ith the family... I keep reminding myself that "teenager" is a new idea, and they are not actually that hard done by.

Well, thAts it for now, stay posted (if you are patient enough), for some thoughts on teaching English at the high school level, in a combined grade setting... Should be fun (if it ever stops giving me nightmares...)

ttfn :) Ivy

Oh September...

Everyone keeps telling me that it gets easier, that September is survival month and I will be okay!  Thankfully, tomorrow is October the 1st, and I seem to have survived in one piece!

I wanted to share some of the latest happenings from around my classroom, let y'all know what we have been up to!

In English Language Arts 9 we have just completed our graphic novel unit and I could not be happier with the kids work.  They are really putting their hearts into this stuff!  I have just bought the third book in the Amulet series (Kazu Kibuishi), and am thrilled to see the kids passing it around the room - so they can all read it one at a time!  Last week I came into the room after lunch, to what was supposed to be art, and they were all silently reading - in ART!!!  I am extremely proud of them and their love of literature!  We are now moving into our poetry unit, which is built around the book "Immersed in Verse" by Allan Wolf (2006).  The kids are really enjoying it and I cannot wait for next week when they begin writing their own stuff!

It truly is proving to be a challenge teaching Social Studies 10 and 20 combined - but I am learning new tricks and methods and know it will be ok!  I have mainly been switching back and forth between the two groups, getting one working and then meeting with the others.  It definitely takes more time and I wish that I had longer with them - but at least it is a small class!  My Social 20 group has just finished their French Revolution projects (highly differentiated - so I am expecting a lot of different products!), and I cannot wait to view the almost 45 minute video that one group has made.  So Exciting! 

Art is SO FUN!  Today we started pen and ink and the kids were really excited to start something new.  None of them had even seen a calligraphy pen before - let alone the old school version with the quill and jar of ink!  I am really looking forward to seeing what they create.  My Art 9 class is completing a Pointilism project - and while they are complaining of going blind staring at tiny dots, their work is looking fantastic and I cannot wait to show it off.

I love my life. I love my work. I love my world. Life is great and I am truly blessed.

A Long Hiatus...

Welcome Back to Me!  It has been almost a month since my last post - and we are already 2 weeks into the school year!  Things are going wonderfully, I have a wonderful bunch of kids and a fantastic staff to work with. 

I am in the middle of my "Welcome to the Graphic World" unit, and have just discovered the website "Comics in Education" created by a teacher/cartoonist for his Masters thesis.  Check it out!  I have found that comics and graphic novels have greatly increased my student motivation to read - they actually go for the comics all the time, even at lunch and during breaks! 

Other interesting things that we are up to include: (Social 20) Dramatize the French Revolution in some way in a differentiated project looking at the development of nationalism; (Social 10) Media Madness & Globalization investigation (including a web quest and blog collaboration).  In Art 10/20 we are going to be starting an "Abstract from Nature" project using charcoal and chalk. 

I also found out on Friday that I will be teaching Leadership 9 this semester - but am not sure of what to do!  Any reader suggestions? 

I am also the teacher representative for our Student Council - and am looking for ideas here too!  We have our kick-off bash on Monday :)

Have fun in class! 

And The Countdown Is On...

Well, how the summer has flown by - suddenly I start work in only 11 days!!!  I have been planning up a storm, and feel that my first 6 weeks are pretty much good-to-go.  I have the skeleton for the rest of semester one, but still have not done anything for semester two... Oh my!!! 

I hope that everything will go well, and I feel very encouraged by the confidence that my principal, family and friends have in me - now if only I could find that same confidence!

I will be maintaining this blog throughout the school year - please watch for links to student blogs and other exciting teaching and learning experiences.

Here goes nothing!!!

Social Studies 10 & 20 Combined Planning Resource

I created this document to help me plan out how to teach all of the content in social studies 10 & 20, in a combined classroom.  Using the textbooks, "Perspectives on Globalization" and "Perspectives on Nationalism" from Oxford Canada I pulled common themes from the chapters to help unify the class - even if we are looking at different information there will be common themes that we can discuss.

I do not plan on using all of the information in each chapter, but will pull out information from the chapters in order to meet the specific learner outcomes.  Learner outcomes have been taken directly from the Alberta Social Studies Program of Studies, and are highlighted in grey throughout the table.

(Although, I do plan on using the textbook as our primary source since it is my first year!  I am not ready to reinvent the wheel quite yet... But watch for some exciting teaching and learning activities!)

Social 10 20 Scope and Sequence _ Fall 2010

ELA 9 Unit #1: ImAGiNe!!!

I decided to try something new in planning and executing my first unit for English Language Arts 9.  Rather than use multiple presentations, I created ONE Prezi to guide us through the entire unit.  I love that you can integrate links, images, handouts and more!  Also, it is one way to illustrate the artistry of communication... You can find the Prezi online at this link: ImAGiNe!!!

Please check out my other Prezi presentations and remember, feedback is always welcomed!

Enlish Language Arts 9: Units 1, 2 & 3

Well, after much brainstorming, reading and hard work, I have laid out my first 9 weeks of ELA 9... In just 2 days!!!  The following is an outline of the plan thus far...

Unit One: Imagine!
*Week One: Share Who You Are, Imagine Who You Could Be...
-Build Community, get outside!
-My Name & Me (Using "The House On Mango Street")
-My Stuff & Me (Show & Tell, Build Community)
-My Media & Me (Class Blog Contributions, in pairs)
*Week Two: Imagine You Had a VERY Different Life...
-Intro To "The Graphic World" (this is a graphic novels unit)
-Exploring "The Graphic World": Go Get Lost! (variety of texts)
-Find Your Way Home Again: Responding to "The Graphic World"
-Create Your Piece of "The Graphic World" (writer's workshop)
*Week Three: Imagine-in-Verse (poetry time)
-So, Say You're a Poet, And... ("Immersed in Verse", Alan Wolf 2009, Ch. 1)
-What Would You Need? ("Immersed", Wolf 2009, Ch. 2)
-What Would You Write About? ("Immersed, Wolf 2009, Ch. 3,4 + Various other inspirational media)
-Become a Poet Already! (writers workshop, 2 periods)
*Week Four: Imagine the Fantastic! (film studies)
-Genre Study Intro: My Fav, Fantasy! (Alice in Wonderland, Shrek, Avatar, Chronicles of Narnia, Golden Compass, Fantasia, Zathura, Hogfather)
-Fantastic Film: (not sure.... The Last Unicorn? The Hobbit? The Dark Crystal? Howl's Moving Castle?
-Responding to the Film (2 periods) (differentiated projects, provide choices!)
-FIELD TRIP!! To see "Legend of the Guardians: The Owls of Ga'Hoole"
-In class film response and unit exam

Unit Two: Surviving, Living and Disturbing the Universe (novels & film)
*Week One/Two: Surviving Amidst Injustice; "To Kill a Mockingbird"
-(6 classes + exam)
*Week Two/Three: Living; "Tribes"
-(4 classes + exam)
*Week Three: Daring to Disturb the Universe; "9"
-(4 classes, including portfolio introduction)

Keep posted for more!!

Social 10 & 20 Combined... Oh My!!

It is beginning to sink in just how difficult it is going to be to cover all of the content from both of the social studies Program of Studies - 10 and 20 - in the amount of time you would usually have for one!  So, I think that I am going to have to be creative, innovative, and well prepared!  Thus, I have given in to my inner-blogger and created TWO new blogs!  Check 'em out! Social 10 @ ATL & Social 20 @ ATL

On the menu for this term?  Podcast lectures; Voicethread discussions;, Blogrolls and comments; Webquests; Wiki-creation; Geography Studies; Video-conferencing; and More!!!

Keep Posted!

P.S. Just as a side note, both the Social 10 and 20 classes will be using the Oxford Canada 'Perspectives On' textbook series.

Hot Off the Press: Art 10-20-30 Planning Resource!!!

Just for your planning pleasure, the following is a chart of the Art 10-20-30 Program of Studies (Alberta Education, 1986).  It has been transformed into student friendly "I Can" statements, and they are arranged side-by-side to help with planning for multi-grade instruction. 

More fantastic art resources to come!!

Art 10 20 30 I Can Statement Chart

Social Studies 10 & 20 Unit Brainstorming...

So, I will be teaching Social 10 and 20 combined and need to get a grasp of the situation!  The following is just some brainstorming, sharing what has been tumbling around in my brain lately...

• AVATAR Unit (not sure if this would be better for Social or English, or perhaps both?)
• Generals Die In Bed by Yale Harrison (Social 20)
• A Long Way Gone by Ishmael Beah (Social 10)
• Fair Trade (Social 10)
• MAUS I & II by Art Spiegelman (again, I think that these 2 novels will be used in both English and Social - meaning that I will re-introduce them in the second semester, when English 10 and 20 will be taught together as well)
• Critical Inquiry Project: "Who wrote this history anyways?" (Social 10 & 20)
• "The Ultimate Warrior": Nationalism and collective (imagined) national identities (Social 20, could also use for Social 10 by examining the spread of information and new technologies that break down geographic and linguistic barriers and provide us with new information about the people of our world - AKA "How does media affect diversity?")
• The Business of Mind Control: Propaganda, Advertising and Stuff That Wants Inside Your Brain (Social 10 and 20)
• The Global Water Crisis (Social 10 and 20)

I think that's it for now!!!  Keep your eyes open for unit plans, lesson plans and more soon to come!!