What students know: understanding of angles, lines, line segments.


Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Introduction to Flatland
Read Part 1 Section 1 in class
Review reading strategies and the difference between Flatland as compared to “traditional” novel.

Assignment: Read Section 2, 3, 4
Write a page reflection on what was read

Lesson 1
Lesson: Regular vs. irregular polygons

Assignment: Read section 5 and 6
Tech lesson: How to use a blog/website for class to submit assignments and start discussions.

Worksheet: Polygons
Lesson:
History: Women and Classes
Lesson:
Similarity of figures

Read: 7, 8, 9
Draw what your house would look like in flatland. Also draw yourself and your family. What shape would you be? How do you feel about the hierarchy of shapes, including women as lines?Prepare to show this in class. Make it first blog post.
Lesson: Seeing in 2D

Read: 10, 11, 12
POW: Viewing shapes in Flatland.

Watch video: How Much Does the Internet Weigh?
Quick write and discuss: What is the Internet, how has it changed the way people think/act?
Dimensions: 1st, 2nd, 3rd, is there a 4th?

Read: 13,14,15

1 page essay about traveling through somewhere unknown, (internet, time, dimensions, space, etc.)
Week 2
Lesson on time travel,
Simon Rich essay: Where are all the time travellers?, introduce ethics of time travel or dimension travel.
Synetics Discussion on: What is time travel?

Read: 16,17

Lesson 6
Internet ethics: Computer lab
Discuss piracy, blogging, pros and cons.

Read: 18,19
Think about what you will share in your service learning section. Write down ideas and bring to class.
Read: 20,21,22

Quick write and discuss: Imagine travelling to the future. What is it like? What can you do to get humanity to an “ideal” future?
Assignment: Prepare for Service Learning in groups.

Reflecting on the importance of every life. Can you calculate the importance of one person and the influence they have over a lifetime?
Service Learning Class

Art:
Arguably, everything is art. Students will be writing and working throughout this unit creating a variety of products. One of the outputs that is seen as “traditional” art is come from day while the students are working on Flatland. Students will be interacting with geometry, and will be required to make a creative sketch that puts the students in the world of Flatland. Since the story takes place in an alternate reality, students will have to use details from the story, and their knowledge of geometry, to draw the setting and house that they would live in if they were part of Flatland.

Technology:
There were three destinations we labeled as “intangible” for this unit. The first two were Flatland and time travel. The third, and most concrete, is the Internet. It is an amazing network of information and computers. So in this unit, students will be working with the Internet to reveal more perspective on this technology.
The Internet is the focus of our service learning project and day 4 of the unit. On this day, we will ask students to think about how much the Internet weighs so they can think about it in a more tangible way. This is based around the fact that information based through circuits and and wires carries a charge, and their for it’s microscopic weight can be measured. The full breakdown of this theory can be seen in this video, which we will likely show students.
Students will also be asked to discuss how the Internet has changed people, considering how people use forums, search engines, video games, social networking, and cell phones. We will be using the Internet and computers to present this information, but we wanted students to think about on a deeper level that they may not have considered when it comes to technology in the 21st century. Students today are the first generation to not know life without the Internet, and therefore we want them to think critically about as the lines between technology and humanity become blurred.

Service Learning:
At the end of this unit, students will design a workshop/seminar they could present to their parents/guardians on how to use computers and the Internet. The Internet is an invaluable resource, but some are left out because they lack access or knowledge on how to use it. Students will be responsible for creating this workshop, which could be implemented on a weekend and then reflected on during future classes. Topics the workshop should cover include: what the Internet is, how to use it, Internet etiquette, file sharing, copyright, and alternative low-cost options for those who currently lack access.

Social Justice:
Our social justice component, which covers woman’s rights and ethics, will be rolled out over the two weeks. During the first week, which focuses primarily on Flatland, the students will address the gender issues in the novel. Flatland was written with satirical elements. Male characters are presented as shapes, while females are merely lines. In small and large discussions, as well as journal writing, students will share their thoughts on this notion that only men have “dimension” and woman lack “depth.” Following these discussions, students will prepose ways to geometrically represent woman so that they are unique and valued. During the second week, time travel will be used to pose ethical questions. One day 6 students will discuss the ethics and responsibilities of a time traveler. This will lead into future discussion and writing that is more applicable to the student. They will describe the future they want to see in their lifetime, and come up with a plan on how to get there. For example, students would discuss and write on what they could do to promote global stability or LGTBQ rights. They will have to think deep about the consequences of every action and begin to understand that the everything life has significance and purpose.

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