Here are the essential questions and understandings for the UbD for Walter Dean Meyers Monster.

How can a persons decisions and actions change his/her life? How does an individuals response to causes and consequences of prejudice and injustice reveal his/her true character? How does what others think about you affect how you think about yourself? What is reality and how is it constructed? Personal and social perceptions influence self-esteem, self-worth, confidence, and position in life. Life changes, both disruptive and cooperative, aid in the path of maturation. Circumstances create your reality.

Performance Assessment: In the novel, Steven Harmon is found innocent of the crime of felony murder. Suppose, instead, that he is found guilty of the crime. Prior to assessment, you will read two case laws: one upholding the felony murder charge and the other dismissing the felony murder charge. Here is your assessment: G: R: A: S: P: S: Learning Activities 1. Real Life Crime (Hook, Evaluate, Rethink and Revise) a. Teacher will display guiding question: Is justice equal? b. Students will read 5 scenarios of crime, each a different crime, different ethnic and community background, etc. To develop a written record determining whether Steven should have originally been tried for felony murder Appeals court Judge Public and other stakeholders Steven has been found guilty of felony murder. He has appealed claiming he was wrongly charged for felony murder. The decision must be made as to whether or not he received a fair trial based on the charge of felony murder.. A successful result will clearly state the decision made using evidence from both the novel and case laws evaluated for support.

c. Students will decide if the crime is legitimate, if the defendant should be convicted or not. d. Class will discuss decisions and reasons for verdicts. e. Class will look at real news articles of parallel crimes and outcomes. Discussion will follow. f. Students will rethink personal and social biases and write reflection. 2. Researching Felony Murder (Where, Hook, Explore and Equip) a. Class will research the felony murder law of the state of Missouri. b. In pairs, students will identify the Missouri law and locate two cases in which one defendant was convicted of felony murder and where one defendant was not convicted. c. Due to the scrutiny and controversy surrounding the law, each pair will amend the law in two ways. d. Pairs will present a PowerPoint presentation introducing these amendments, reasons for change, and the consequence of change (how will these amendments change the law? Pros and cons?) e. Presentation will be graded on the comprehension of law and the ability to address social injustice. 3. Stevens World (Where, Rethink and Revise, Evaluate) a. In order to understand the environment of Stevens new world, class will watch Larry King Live Special: Interview of Convicted Felons, Life inside San Quentin Walls. b. Class will discuss issues addressed in interview ( ??) c. Students will respond to questionnaire placing students in prison walls (what would be thoughts, experiences, how would you change, how would your environment change or affect you, how would you see yourself, etc). 4. Video Plea (Explore and Equip, Evaluate, Rethink and Revise) a. Students will take on the persona of Steven. b. During the trial, plead your case via video. Are you guilty? If so, of what? If not, what circumstances put you in this position? c. Students will individually tape their pleas during class time. d. As a class, students will watch each plea and evaluate the argument and effectiveness of the persuasion of the plea using a peer response sheet. e. After viewing all video pleas, students will submit a reflection on the relationship between actions and decisions. 5. Letter to Steven (Where, Explore and Equip) a. Students will take the perspective of a juror on the Steven Harmons case. b. After the verdict has been read, jurors will write a letter to Steven defending your vote (guilty or not guilty). c. Support your decision by answering the question: Did Stevens actions and decisions determine his circumstance or is his circumstance a product of his personal and social perception?

This is the unit that I would like to focus on a performance assessment that can be conducive for English and Civics. The novel that the students will be reading is about a teenager who is on trial for murder. The issues addressed in the novel are that of coming of age, and also include, prejudice, racism, classism, justice, power, naivet, and social and personal perception. I dont know if this unit will work, but Im initiating cooperation. I dont know if you focus on the criminal justice system or when, but if you have any ideas for a cross-curricular activity or assessment, I am all ears.