Stage 2 Assessment Evidence Other Evidence: o

Transcription

1 Established Gals: What relevant gals (e.g., cntent standards, curse r prgram bjectives, learning utcmes) will this design address? What are the big ideas? What specific understandings abut them are desired? What misunderstandings are predictable? Essential Questin(s): What prvcative questins will fster inquiry, understanding, and transfer f learning? Students will knw Students will be able t What key knwledge and skills will students acquire as a result f this unit? What shuld they eventually be able t d as a result f such knwledge and skill? Perfrmance Task(s): Thrugh what authentic perfrmance task(s) will student demnstrate the desired understandings? By what criteria will perfrmances f understanding be judged? Thrugh what ther evidence (e.g., quizzes, tests, academic prmpts, bservatins, hmewrk, jurnals) will students demnstrate achievement f the desired results? Hw will students reflect upn and selfassess their learning? What learning experiences and instructin will enable students t achieve the desired results? Hw will the design W=Help the students knw Where the unit is ging and What is expected? Help the teacher knw Where the students are cming frm (prir knwledge, interest)? H=Hk all students and Hld their interest? E=Equip students, help them Experience the key ideas, and Explre the issues? R=Prvide pprtunities t Rethink and Revise their understandings and wrk? E=Allw students t Evaluate their wrk and its implicatins? T=Be Tailred (persnalized) t the different needs, interests, and abilities f learners? O=Be Organized t maximize initial and sustained engagement as well as effective learning? Surce: Frm Understanding by Design Prfessinal Develpment Wrkbk (p. 30), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Assciatin fr Supervisin and Curriculum Develpment. Cpyright 2004 by the Assciatin fr Supervisin and Curriculum Develpment.

2 Established Gals: U.S. Encunter, Clnizatin, and Devastatin Why different Eurpean natins wanted t cntrl N. America and the Caribbean? Why enslaved Africans were brught t the clnies? Why Eurpeans wanted t settle and cntrl Nrth America and the Caribbean? Why life was different frm ne clny t anther? Students will knw Hw trade affected the ecnmy f the thirteen clnies. (2.2.2) The physical and cultural characteristics f the thirteen clnies. (3.1.2) Hw peple frm varius cultural grups have shaped the histry f the United States (4.2.2) Perfrmance Task(s): CBA Scaffld Task Fldable 2 paragraph assignment Native t Nn-native Encunter Essential Questin(s): What is ur Histry? Hw did the encunter between native & nn-native peples shape early clnizatin? Students will be able t Analyze the csts and benefits f decisins clnists made t meet their needs and wants. (2.1.1) Cnstruct and use maps t shw and analyze infrmatin abut the thirteen clnies. (3.1.1) Understand and analyze the impact f the Eurpean clnists mvement t the Americans n the land and the indigenus peples. (3.2.3) Analyze the multiple perspectives and interpretatins f histrical events in US histry. (4.3.1) Recrding Wrksheet fr CBA scaffld Surce: Frm Understanding by Design Prfessinal Develpment Wrkbk (p. 30), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Assciatin fr Supervisin and Curriculum Develpment. Cpyright 2004 by the Assciatin fr Supervisin and Curriculum Develpment.

3 Established Gals: US Independence What were the causes f the American Revlutin? Why the Declaratin f Independence is imprtant t us. Students will knw The impact f the British gvernment n the ecnmy f the thirteen clnies. (2.3.1) Hw individuals caused change in US histry (4.2.1) Analyzes the multiple causes f change and cnflict in US histry (4.3.2) Perfrmance Task(s): Essential Questin(s): Why d peple want t be free? Hw can we be heard by ur gvernment? Students will be able t Understands and creates timelines t shw hw histrical events are caused by ther imprtant events. (4.1.1) Understands hw essential questins define the significance f researching an issue r event. (5.2.1) Researches multiple perspectives t take a psitin n a public r histrical issue in a paper r presentatin. (5.4.1) Surce: Frm Understanding by Design Prfessinal Develpment Wrkbk (p. 30), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Assciatin fr Supervisin and Curriculum Develpment. Cpyright 2004 by the Assciatin fr Supervisin and Curriculum Develpment.

4 Established Gals: US Funding the Natin Where des ur demcratic system cme frm? What is the purpse f the Cnstitutin? What is the Bill f Rights? Students will knw Hw technlgy and ideas have affected the way peple live and change their values, beliefs, and attitudes. (4.2.3) The key ideals f liberty and patritism as utlined in the Declaratin f Independence, US Cnstitutin, and ther fundamental dcuments. (1.1.1) The rganizatin f the United States gvernment (1.2.1) Perfrmance Task(s): Essential Questin(s): What are ur values and principles? What values and Principles are basic t ur demcracy? Why is the Bill f Rights imprtant? Students will be able t Understand the functin f the US gvernment (1.2.2) Understand the purpse f dcuments and the cncepts used in them (5.1.1) Surce: Frm Understanding by Design Prfessinal Develpment Wrkbk (p. 30), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Assciatin fr Supervisin and Curriculum Develpment. Cpyright 2004 by the Assciatin fr Supervisin and Curriculum Develpment.

5 Established Gals: Legacy fr Us Tday What is the legacy f ur funding dcuments? Essential Questin(s): What are ur rights and respnsibilities? Students will knw That significant histrical events in the United States have implicatins fr current decisins and influence the future (4.4.1) That civic participatin invlves being infrmed abut hw public issues are related t rights and respnsibilities. (1.4.1) Perfrmance Task(s): CBA Yu Decide Students will be able t Evaluate hw a public issue is related t cnstitutinal rights and the cmmn gd. (1.1.2) Research multiple perspectives t take a psitin n a public r histrical issue in a paper r presentatin. (5.4.1) Evaluates the relevance f facts used in frming a psitin n an issue r event. (5.1.2) Engages thers in discussins that attempt t clarify and address multiple viewpints n public issues based n key ideals. (5.3.1) Prepares a list f resurces, including the title, authr, and type f surce, date published, and publisher fr each surce, and arranges the surces alphabetically. (5.4.2) Surce: Frm Understanding by Design Prfessinal Develpment Wrkbk (p. 30), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Assciatin fr Supervisin and Curriculum Develpment. Cpyright 2004 by the Assciatin fr Supervisin and Curriculum Develpment.