This unit investigates human skin pigmentation diversity in Brooklyn's populations as a window into evolutionary adaptation and genetics. Students explore how varying levels of melanin evolved in response to UV radiation exposure across different geographic regions, examining DNA structure, gene expression, inheritance patterns, and natural selection processes that shaped this remarkable example of human adaptation. In this interdisciplinary unit, students investigate why different populations have developed varying levels of skin pigmentation and how these adaptations relate to vitamin D synthesis, UV radiation protection, and geographic ancestry. Brooklyn's diverse population provides a living laboratory to examine how evolutionary pressures shaped human traits over generations. Students build understanding of DNA structure and function, gene expression pathways, inheritance patterns through meiosis, and how natural selection drives population-level adaptations. They explore the biochemical relationship between melanin, UV radiation, and vitamin D synthesis while considering the historical migrations that brought diverse populations together in Brooklyn. Through investigations, genetic modeling, and community engagement, students address the essential question: What’s the story behind the diversity of skin pigmentation in human populations? They develop skills in DNA analysis, scientific modeling, and evidence-based reasoning as they uncover the complex interplay between genetics, environment, human evolution, and society. By the unit's end, students will produce a portfolio demonstrating their understanding of both molecular genetics and evolutionary processes. Their learning culminates in art projects that promote scientific literacy about human diversity, demonstrating biological understanding along with the cultural significance and lived experience it represents.

What should “liberty and justice for all” mean now? Students will learn about lgbtq, disability, and civil rights. We will explore the new Ethnic Studies course they will take in high school.

Students will write an essay explaining why people have migrated within the United States and create a map to show migration trends over time. The class will analyze major migration movements together.

For their first project of the year, students will answer the essential question "who was this country made for?" through whole class, group, and independent research into American colonization, revolution, and our Constitutional democracy. Students will demonstrate this knowledge in a Socratic Seminar.

I need a list of comprehensive alternative assessments that teachers can use to assess student understanding for high school sorted by level of cognitive complexity according to Bloom's taxonomy.

Group analysis of "Stopping by woods on a snowy evening" by Robert Frost

In this project, students will….learn about how the United States grew over time, what communities they excluded, and how they messaged their expansion and exclusion. Students will write Propaganda speech that will be read over radio. Students will learn cle ar propaganda strategies, effective and polished speech writing. This work will be exhibited at the school wide exhibition night.

create a project to Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.