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Bethke DEP Page

Page history last edited by Carol Peterson 9 years, 11 months ago

Celebrations :  We have a lesson for next year.....YES!

Challenges :  Do we make a rubric for each project or one universal rubric

Next Steps:  Make rubrics for the projects. 

 


 


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Bethke Unit - Google Docs.mht

http://tinyurl.com/examplesDEP1 

Understanding By Design Unit Template

 

 

Title of Unit:  The American Revolution

 

Grade Level:  Fourth Grade    

 

Subject Area (s) Core

 

Time Frame:

 

Teachers:  Sarah Bruhn and Jay Gallagher

 

Desired Results (Stage 1)

Essential Content (Subject Area) Standards

History Standard 1:  Organize and sequence events to understand the concepts of chronology and cause and effect in the history of the United States.

Economics Standard 2:  The relationship between choice and opportunity cost.

Technology Standard :  Design and develop digital-age learning experiences and assessments.

 

 

National Education Technology Standards (Choose 2-3 to focus on)

     XX Creativity and Innovation          Communication and Collaboration           XX Research and Information Fluency

 

      XX Critical Thinking, Problem-Solving and Decision-Making     Digital Citizenship         Tech Operations and Concepts

Understandings

Essential Questions

(connected to overarching and supporting understandings)

Overarching Understanding (“Big Idea”)

 

 

Students will understand how a foundation of government is shaped through conflict. 

What causes people to break away and want to become an independent nation?

 

What significant ideas and values are at the heart of the American Revolution?

 

How is the French and Indian War connected to the American Revolution?

 

What would it be like to walk in the colonist's shoes?

 

 How does conflict aid in creating a new system of government?

 

 

Supporting Understandings

Students will understand the impact of the Brittish Acts.

Students will understand the impact of the French and Indian War.

Students will understand the purpose of the Colonist rebellion.

Students will understand how leadership was developed for both sides during the Revolutionary War.

 

 

Knowledge

Students will know…

Skills

Students will be able to…

*why the outcome of the French and Indian War was important.

 

*how Paul Revere is like a news reporter?

 

*how the minutemen influenced the outcome of the battle at Concord and Lexington? 

 

*how the colonists reacted to the new laws enforced on them

 

*the purpose of the Declaration of Independence

 

 

 Read and intepret time lines

 

 Analyze the impact of the individual battles

 

Create inquiry projects on the lives of colonists and torries

 

 

 

 

 

 

Assessment Evidence (Stage 2)

 

Assessment of Overarching Understanding/Big Idea

 

Assessment Criteria

 

*Students will be able to conduct a debate using their perspective of a real life conflict using knowledge gained from a past conflict (explain/ perspective)

 

*Students will be able to relate their understanding of a past conflict to a current conflict (interpret)     

 

*Students will be able to reinact real life situations based on a conflict. (Application)

  

Assessment Tool (describe type of assessment tool to be used here - post completed tool with unit)

*Rubric

 

Assessment Strategy (performance task description)

Goal

Students will utilize 21st Century technology to interpret knowledge from the Revolutionary War and apply it to their lives today. 

Role

Students will research/collaborate/present

Audience

Peers 

Situation

Students will work collaboratively to gain knowledge that they will use to form and defend an opinion of the Revolutionary War. 

Product/Performance

*Students will create a multimedia presentation (Photo Story) to enhance their viewpoints to be used as support in their debate. 

 

*Students will create either a commercial or documentary using Flip Video or similar technology to apply past scenarios to 21st Century communications.

Standards

See Assessment Criteria above 

Evidence of development of supporting understandings, knowledge and skills

(identify assessment criteria, strategies and tools for each)

 

 

 

Students will gain understanding of the events leading up to the American Revolution (immigration, French and Indian War, Proclamation, Stamp Act, Quartering and Sugar Act, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts, Taxation without Representation, Continental Congress, Declaration of Independence).

 

 

Strategy:  Students will engage in a guided discussion with the teacher to establish knowledge associated with the essential questions and supporting events.   Student will create a product and an assessment on their topic.  Individual students from each group will branch off and use their product to teach a small group about their specific event.  They will then have an activity to ensure learning is mastered.

 

 

 

Tools:  Students will create a product of their choice, ie.  powerpoint, smart notebook, flip video play, inspiration timeline.  Students complete activities associated with each of the twelve events that further their understanding of:  1. The event, 2. Points of View involved, and 3. the resulting outcomes of the event.

 

 

 

 

 

 

 

 

 

 

 

 

 

Evidence of student application of selected National Educational Technology Standards during the course of the unit? (Note: assessment of the NETS standards should be integrated with assessment of unit understandings, knowledge and skills and embedded within unit learning activities)

 

 

Students will begin by working collaboratively to create a product of one of the twelve significant events leading up to the American Revolution.   

Students will create a multimedia presentation (Photo Story) to enhance their viewpoints to be used as support in their debate. 

 Students will create either a commercial or documentary using Flip Video or similar technology to apply past scenarios to 21st Century communications.

 

 

Learning Experiences (Stage 3)

Consider the questions in the boxes below as you design learning experiences that support student achievement of desired results.

 

 

 

A.    Building Background/Connecting to Students’ Current Understandings, Knowledge and Skills

·         Brainstorm with students reasons people move today.  Do they know someone that has moved?  What caused this move to take place?  Compare these reasons to reasons for moving to America.

·         Brainstorm the challenge of moving today as compared to moving to America from a different country.

·         Talk with students about loyalties that they have formed in their life thus far.

 

 

 

 

 

 

     B.  Student Exploration of Essential Questions

 

 

  1. Immigration to America:  Reasons, types of people, and goals
  • Students will explain the reasons why people move. 
  • What caused people to move to America?

Strategy:  Students will engage in a guided discussion with the teacher to develop understanding associated with immigration.

Tools:  Checklist:  Can students identify two details for immigrating and two examples to support each detail?

  1. French and Indian War

       Loyalty:  What are your expectations of loyalty from someone who is loyal to you?

    • What is loyalty?
    • What are the different types of loyalty? Family, friends, country
    • How is loyalty maintained in a relationship?

Strategy:  Students will engage in a guided discussion with the teacher to develop understanding associated with loyalty.

Tools:  Lock book to understand the goals and outcomes based on colonists v England

       3.  Proclamation of 1763:

                   What causes conflict to arise within a relationship that appears to be mutually positive?

Strategy:  Students will engage in a guided discussion with the teacher to develop understanding associated with loyalty.

Tools:  Teacher/student simulation of not being able to go to the coat rack after the tardy bell.

     4.  Unfair Taxes:

                What causes conflict to arise within a relationship that appears to be mutually positive?

                  How are the colonist loyalties broken by England?

                   How do conflict resolution strategies impact outcomes?

          

 Strategy:  Students will engage in a guided discussion with the teacher to develop understanding associated with how to pay for the French and Indian War.

Tools:  Development of Taxation Flip book to enhance understanding of cause/effect relationships.  Students begin to understand taxation through assuming the view of a colonists and the teachers will be England.  Students are given jobs and wages; then taxed according to popular items used in the classroom.

     5.  Boston Massacre:

              Causes of Conflict:

·         What is conflict? 

·         What are types of conflicts:  within a family, school, community, state, country, world?

·         Perspectives  within conflicts

Strategy:  Students will engage in a guided discussion with the teacher to develop understanding of conflict and perspectives.

Tools:  Timeline of events that lead up Boston Massacre.

       6.  Colonists Frustrations: 

             How are the colonist loyalties broken by England?

                   How do conflict resolution strategies impact outcomes?

Strategy:  Students will engage in a guided discussion with the teacher to develop understanding of conflict and perspectives.  Connections to be made to increased taxation, Search and Seizure, Quartering Act, Stamp Act, Committee of Correspondance

Tools: Timeline of events that lead up Boston Massacre.

     7.  Tea Act:

                   What are your expectations of loyalty from someone who is loyal to you?

                   How are the colonist loyalties broken by England?            

                    How do conflict resolution strategies impact outcomes?

Strategy:  Students will engage in a guided discussion with the teacher to develop understanding of conflict and perspectives.  Connections to be made to increased taxation through the Tea Act

        8.  Boston Tea Party:

                   What are your expectations of loyalty from someone who is loyal to you?

                   How are the colonist loyalties broken by England?            

                    How do conflict resolution strategies impact outcomes?

Strategy:  Students will engage in a guided discussion with the teacher to develop understanding of conflict and perspectives.  Connections to be made to increased taxation through the Tea Act and repercussions

Tools:  Cause and effect flip book associated with the events of the Boston Tea Party

      9.  Intolerable Acts:

                    How do conflict resolution strategies impact outcomes?

                    How does strong leadership advance a civilization struggling to thrive?

Strategy:  Students will engage in a guided discussion with the teacher to develop understanding of conflict and perspectives.  Connections to be made to cause and effect relationships   

       10.  First Continental Congress:

                    How do conflict resolution strategies impact outcomes?

                    How does strong leadership advance a civilization struggling to thrive?

                    What are the different types of loyalty?

Strategy:  Students will engage in a guided discussion with the teacher to develop understanding of conflict and perspectives.  Connections to be made to cause and effect relationships and to how a group of people unite to make a change.

      11.  Paul Revere’s Ride to Lexington and Concord:   

                    How do conflict resolution strategies impact outcomes?

                    How does strong leadership advance a civilization struggling to thrive?

                    What are the different types of loyalty?  

 

      Strategy:  Students will engage in a guided discussion with the teacher to develop understanding of conflict and perspectives.  Connections to be made to cause and effect relationships and to how a group of people unite to make a change.

    Tools:  Understanding Revere’s ride book.

       12.  Second Continental Congress:

                    How do conflict resolution strategies impact outcomes?

                    How does strong leadership advance a civilization struggling to thrive?

                    What are the different types of loyalty?

Strategy:  Students will engage in a guided discussion with the teacher to develop understanding of conflict and perspectives.  Connections to be made to cause and effect relationships and to how a group of people unite to make a change.

         13.  Battle of Bunker Hill: 

                   How does strong leadership advance a civilization struggling to thrive?

   Strategy:  Students will engage in a guided discussion with the teacher to develop understanding of conflict and perspectives.  Connections to be made to cause and effect relationships and to how a group of people unite to make a change.

         14.  Declaration of Independence:

                    How does strong leadership advance a civilization struggling to thrive?

                     How do conflict resolution strategies impact outcomes?

                    What are the different types of loyalty?

 

 

   Strategy:  Students will engage in a guided discussion with the teacher to develop understanding of conflict and perspectives.  Connections to be made to cause and effect relationships and to how a group of people unite to make a change.

 

 

 
   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                      

Use “Where To…” as a tool to assess the quality and scope of unit learning experiences.

How will you cause students to reflect and rethink?  How will you guide them in rehearsing, revising, and refining their work?

 

 

Where are your students headed?  Where have they been?  How will you make sure the students know where they are going?

 

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

 

 

How will you hook students at the beginning of the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

 

 

What events will help students experience and explore the big idea and questions in the unit?  How will you equip them with needed skills and knowledge?

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

 

 

 

From:  Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

   ISBN # 0-87120-313-8 (ppk)

 

 

Comments (3)

kellyf@psdschools.org said

at 9:48 pm on Feb 3, 2010

Hey Bethke!! Your unit sounds awesome. Would love to know more about the inquiry journals (using technology??) and what your "digital age learning experiences and assessments" look like!! With Jay on your team, I am sure it will be great! Hoping Eyestone will be able to use some of your creative ideas!

joyd@... said

at 4:03 pm on Feb 4, 2010

We love the debate for your assessment! It incorporates various standards and gets students actively involved!
Great job so far!
Linton Team

Jill Brennan said

at 1:29 pm on Feb 8, 2010

I love your big idea, your essential quesitons, and the whole DEBATE for assessment! This looks like an excellent start. - Lopez

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