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We will be spending time looking at different ways to interpret graphs and what goes along with interpreting graphs. After looking at graphs, we will discuss how to conduct a survey. This survey project will help students see a real-world example of what we are learning and put them in the shoes of surveymen. Students will know what it is like to analyze data they have found on their own, instead of what teachers give them in school. Students will be able to find out how bullying affects our school and afterward, brainstorm how to better our school in terms of bullying.

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Concept Map:
Students will be analyzing the map using a concept map which will help organize ideas from the map such as what the different types of hate crimes or hate groups there are. Once that is identified, the students will write other facts from the pie chart that go along with those categories. They will also make other notes concerning the amount of groups there are in this map.

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I believe I should include this because it helps students further understand hate around the country. We will be addressing the amount of hate groups in this country along with dissecting the connections between the percentage of hate crimes for each reason along with the amount of hate groups in the United States. We will be using critical thinking skills to help answer these questions. Students need to address critical thinking skills and have the opportunity to answer them while they are in the classroom as they will have to critically think in their future.

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This text does not address any standards; it is more of an analysis piece we will look at one day which helps us understand hate in a different way in the United States.

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This text shows how many hate groups are still in the United States. This gives a real life meaning to us discussing hate crimes because we often are not aware these kinds of groups are in the United States still.

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Demonstration:
Students will be given a survey I make up and we will plot two questions from it on a graph. This will help students understand what they are supposed to be doing for their survey and graph. Students will be extending and reflecting on their knowledge based on the survey and the responses to the survey. Students will be doing their own investigative work about the data in their own schools instead of just data I give them in class. This is an authentic learning project which will be helpful with understanding how graphs/charts work in the future.

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This survey will help students see how others are effected in their school by hate and bullying. Instead of merely learning about what is wrong, such as bullying and hate, we will be able to figure out a plan of how to help other students in their time of need. We can help spread the word about what we need to change as a school. Bullying and hate crimes both mess with the receiver's head. We need to find a way to stop this from happening, or at least try to prevent it at all costs.
Students will also be given their own surveys to distribute and make which will help them find the real world examples that are needed in learning. Students will work on making a chart which analyzes the similarities or differences between two topics on their surveys.

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CCSS.Math.Content.8.SP.A.1

Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

CCSS.Math.Content.8.SP.A.4

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.

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Students will make their own surveys which anonymously questions about bullying in our school. Students are instructed to distribute these surveys to other classes around the school, then come back to analyze the results. Their results will be posted around the school and will be taken into consideration when implementing a strategy for helping those who are bullied get help or raise awareness that bullying is not okay by any means.

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Backchanneling and a socratic discussion:
Students will be discussing this video and how it may relate to them or their peers in school. Students who are listening to the socratic discussion will be backchanneling their thoughts and opinions of the video as we discuss in socratic form.

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In The 57 Bus, the main boy character is messing around by bullying the other student on the bus, but others in the country and community take it as an act of hate. I think this would be a good way to segue into the next topic of discussion, bullying. Even though this does not meet a standard, it will allow a nicer segue than just switching topics completely. We will analyze the reasons for hate crimes and the reasons for bullying.

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This will not meet any standards as it is giving information and is used to switch gears from analyzing to receiving information about bullying instead of hate crimes.

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The video relates to hate crimes as it discusses reasons for bullying and other facts.

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Chart of Comparison:
In this text, we will be connecting the pie chart, The 57 Bus, and the list of facts. These all discuss hate crime statistics for certain years. Students will compare and connect the book with the pie chart while looking at this text. There will be a chart of three columns, the pie chart, the book, and the list of facts. We will put the percentages of each reason into a chart. This will help us see the similarities and differences between the different texts of information.

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The statistics in this website are set up differently than the previous websites. We will be able to compare other data we have found along with The 57 Bus's information given.

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Annotating:
In this text, we will be able to construct meaning for the standards in a different way than just looking at charts. We will have to read this text aloud because it is a complicated text. In order for students to get the most out of it as possible, they will be annotating in their own words as we read the text. The students will be interpreting meaning from the article and making graphs for this text.

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This is a different kind of mathematical text, but one we can analyze well. The words are difficult to understand since it is written for 13th grade level, but if we do the reading together, they will build understanding and ability to construct meaning from a text. Students do not read articles such as these in mathematics class, so it will be a change from the typical class and will allow them to potentially analyze future articles in this way.

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CCSS.Math.Content.8.SP.A.1

Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

CCSS.Math.Content.8.SP.A.4

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.

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This is a list of facts from previous years based on reasons for hate crimes in the past. Students will be able to compare their knowledge with the statistics of hate crimes from the FBI.

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CCSS.Math.Content.8.SP.A.1

Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

CCSS.Math.Content.8.SP.A.4

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.

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This text discusses the rise of hate crimes in the United States. It is a newspaper article and very detailed about statistics and numbers of hate crimes.

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How may we address bullying in our school?

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How may we address bullying in our school?

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This answer will be found in the last week of our unit as students send out the survey to students. We will be analyzing the surveys and looking at possible reasons for bullying to occur. Students are to think of a plan for our school to address bullying according to what we find in the survey.

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This question will be addressed when we look at the pie chart, map, list of facts, and the newspaper article. All these texts have the numbers for hate crimes and we will be analyzing the numbers from each different text and across texts. The video will be shown to see bullying in a different light as it shows celebrities who were bullied in their youth and also discusses rates at which students are bullied.

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Human Graph:
We will be analyzing the differences in percentages for each sector by making a human pie chart. In the room, we will physically make the pie chart by calculating how many people from our class would be in each sector if this were represented by our class.

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This pie chart will allow students to activate prior knowledge and have a starting point for the unit. The students will be able to analyze the content discussed in the book (The 57 Bus) and see if this type of thing happens a lot in the US. Students will be comparing and interpreting the graph in the article. This will be a good start to the unit.

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CCSS.Math.Content.8.SP.A.1

Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

CCSS.Math.Content.8.SP.A.4

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.

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This text explains more about hate crimes and how often they were committed. These percentages allow students to see the reasons for hate crimes and how these reasons stack up against each other in comparison.

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Surveying, statistics work, unbiased questioning, how to question effectively, reading surveys, grouping surveys based on responses to certain questions, how to make charts, how to analyze graphs and data effectively, trends in data, complete graphs.

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No prior knowledge needed except how to work a website.

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Students would need to know the vocabulary words, but otherwise no prior knowledge is needed because the video is introducing facts to the general public.

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How to read statistics, how to compare statistics, hate crime definition, types of offenses related to hate crimes.

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Students must know what a hate crime is in order to understand this article. Students also should know terms for different religions, sexualities, and about some of the legal court system.

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The students read The 57 Bus so they are aware of what happened with that specific case and what was going through both minds of the characters in the book. Others who have not read this would need to know the definition of a hate crime.

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This will depend on the student. Some students will make their survey more in depth and others will not. I assume the grade level for this will be between grades five through nine based on what they are supposed to be asking about.

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For this readability, I copied the frequently asked questions at the bottom into Microsoft Word which gave me a 9.1 grade level which seems more accurate. However, again, the content does not seem very difficult because they do not have to read that part of the website. Instead, they are supposed to interact with the map.

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This text is set at a 10.4 grade level on Microsoft Word, but again, this is different than what it actually is because there are a lot of numbers involved in this text and percentages which would increase the amount of syllables per sentence. This is a video students can easily understand.

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This text is set as a 13.2 grade level on Microsoft word, but that is because there are not complete sentences in the list, rather bullet points. This is a very easy text to read. This readability is not completely accurate.

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According to Microsoft Word, the readability on this text is a 13.4 grade level. I know it is above 8th grade level, but I don't know if it is that high of a grade level. However, I was planning on using this as a whole class discussion so I would be able to help with the difficult parts.

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This text is readable for students if they can read pie charts. There are not many words on this and the words are vocabulary terms which we will discuss as we are going through. Most students in eighth grade know the words on this chart already, but to make sure they are completely aware, we will go over them again.

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After looking at bullying and hate around the US, students will get to see if those are found in our own school. Students have a lot of choice in this project which will allow them to take more ownership.

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This gives data for current hate groups still in the U.S. when a lot of people think these types of groups are gone from our society. This helps to show how hate crimes are still happening and that there are others who actually believe the things we do not socially accept.

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This could be used at the beginning of the lesson so we are more familiar with stats on bullying so watching a YouTube video in math would probably be fun for most students. The video is not very long and does not have a lot of fluff so there would not be much time to zone out.

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Students are able to look at a chart instead of reading a lot of words or figuring out math problems. This helps them recall what pie graphs look like so they can be more knowledgeable for this topic.  This is a small chart which does not have a lot of different parts and relates to the book they are reading, The 57 Bus, along with the other statistics they have learned in our math class thus far.

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This is a short article at around grade level which explains how it is still going on and is trending in 2013. They get to compare this text to the book and since we are in math class, they are reading an article instead of doing math for a change.

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After reading The 57 Bus, students will be interested to see how much this happens in real life and will have a sparked interest. Students will be interested if they have a different ethnicity, gender, gender identity, race, disability, religion, or sexual orientation.

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Personal data, comparing

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Interactive map. Clicking and zooming give more information to the page. Scroll for more information. Location of towns, states, groups.

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Watching videos online, listen to facts.

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Report, bullet points, scrolling for more of the information since it is on a webpage.

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Online on technology because it is on a website, newspaper article because it is in newspaper format.

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A circle with lines dividing it with percentages in those sections, part of a statistics report.

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Circling, responding, personal data

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Clicking, scrolling, zooming in or out, statewide totals, locations of groups, click for more information, underlined words take to other pages.

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Clicking through a website video, pausing and playing the video.

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Statistics, online document, scrolling, footers, headers, different section headings mean different type of hate crime committed, tables/charts (where the information comes from).

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Understanding online documents, clicking on blue link makes another page come up, scroll to access more of the article, speaking is in quotations.

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Pie chart (graphic with percentages), must scroll to see whole pie chart.

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Circle the answer that best pertains to the individual student respondent. The line after a question means to input own answer to question.

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Symbols of different hate groups such as the swastika, Nation of Islam, Anti-LGBT, Catholicism, confederate, etc. However, all these symbols are explained if clicked upon in the interactive map.

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Pause, play, closed captioning, settings, subscribe, like, dislike, larger screen, full screen, volume, next, miniplayer.

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Bullet point

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picture of policeman walking in a crime scene, crime scene tape in picture

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Pie chart, percentages, FBI embellem

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Bullying
Statistic
Survey
Graph
Analyze

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No vocabulary terms needed to know, links explain what each term is in depth. Also, the frequently asked questions have definitions and explanations in case of confusion for any reason.

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Bullying
Percentages
Gangly
Vigilante justice

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Hate crime
Victim
Offender
Offenses
Incident
Race
Ethnicity
Ancestry
Religion
Sexual-orientation
Gender-identity
Disability
Gender
Motivated
Intimidation
Destruction
Vandalism

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Hate crime
Jews
Muslim
LGBTQ
Consecutive
Bias
Lesbian
Gay
Bisexual
Transgender
White-supremacist
Jurisdiction
Vandalizing
Offenders
Assault

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Ethnicity
Gender
Gender identity
Racial
Disability
Religious
Sexual orientation
Bias
Breakdown
Hate crime

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Depends on the student. Hopefully there is a lot of white space. No large words will probably be used.

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Very user-friendly. Colors are appropriate matches with each other in order to see properly. Figures are of states, shapes are circles defining what type of hate group is in that place.

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This video has facts on the screen while also reading the facts at a proper pace while it is on the screen in a nice voice. Does not expand on the facts. Regular YouTube channel. Description at bottom has all the facts to see in a quick fashion. Short video. To the point, no fluff. Background screen goes with the fact being said. Can be changed to have larger screen, no sound, or just read the description for quick information. No background noise. Some names are pronounced wrong for famous people (i.e. Demi Lovato).

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A lot of white space, not many words, six pages long, short bullet points, lengthy description at top for defining certain terms.

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A lot of white space, good readable font style and size, bold heading, not very long article, large picture at the top, videos and resources imbedded in the text for phrases and certain words. This text is not easy content to learn, but can be done with teacher help. However, if students used the links imbedded in the text, the text would be categorized as a level two text out of three. The vocabulary words are a lot, but this type of text is written for middle schoolers to understand. Therefore, most students should be able to figure it out on their own with a little help from the teacher. This would score an 18 out of 30 on the Qualitative Scale of Informational Texts chart. I left out three of the rows because they did not pertain to this article.

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This text is easy to read online because of the different colors of sectors and the font size is clear. However, it is difficult to see the whole thing because it does not fit all the way on the page. Therefore, readers would need to scroll to see the whole graph. The graph itself is friendly to people who have interacted with pie charts in the past. People are able to see the percentages and read the percent on the pie chart if the sector is difficult to see.

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Illinois. James K. Polk Middle School. Math 8.

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Southern Poverty Law Center. (2017). Hate Map. Retrieved from: https://www.splcenter.org/hate-map

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#Funny LoL Videos. (2017). Stop Bullying 2017: 14 most disturbing facts about bullying. Retrieved from https://www.youtube.com/watch?v=aJtHDO1stHI&feature=youtu.be

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Stop Bullying 2017 : 14 most disturbing facts about bullying

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U.S. Department of Justice Federal Bureau of Investigations. (2017). Incidents and Offenses. https://ucr.fbi.gov/hate-crime/2016/topic-pages/incidentsandoffenses

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Berman, Mark. (2017). Hate Crimes in the United States increased last year, the FBI says. The Washington Post. 13 Nov 2017. https://www.washingtonpost.com/news/post-nation/wp/2017/11/13/hate-crimes-in-the-united-states-increased-last-year-the-fbi-says/?noredirect=on&utm_term=.e269e8638de7​

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Federal Bureau of Investigations. (2014). Latest Hate Crime Statistic Report Released. https://www.fbi.gov/news/stories/latest-hate-crime-statistics-report-released.