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Title of Unit |
Colorado History |
Grade Level |
4th Grade |
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Subject Area (s) |
Social Studies |
Time Frame |
September 2010-May 2011 |
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Teachers |
Hunter, Lavender, Matzdorff, Schilling |
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Desired Results (Stage 1) |
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Essential Content (Subject Area) Standards and Benchmarks/Indicators |
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Standard: 1.1 - Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado. Standard 1.2 - The historical eras, individuals, groups, ideas and themes in Colorado history and their relationships to key events in the United States. Standard 2.2 Connections within and across human and physical systems are developed. |
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National Education Technology Standards (Choose 2-3 to focus on) |
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Critical Thinking, Problem-Solving and Decision-Making Digital Citizenship Tech Operations and Concepts
Creativity and innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and process using technology. Students:
Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
Research and Information Fluency – Students apply digital tools to gather, evaluate, and use information. Students:
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Understandings |
Essential Questions (connected to overarching and supporting understandings) |
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Overarching Understanding (“Big Idea”) |
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Students will understand how diverse groups have influenced the development of an area. |
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Supporting Understandings |
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Knowledge Students will know the culture and conflicts (groups and resources) of… |
Skills Students will be able to… |
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Assessment Evidence (Stage 2) |
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Assessment of Overarching Understanding/Big Idea
Assessment Criteria (students will be able to… student application of Six Facets of Understanding)Through a photo story, students will be able to:
Assessment Tool (describe type of assessment tool to be used here - post completed tool with unit)
Assessment Strategy (performance task description) |
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Goal |
Your goal is to create a photo story to demonstrate your understanding of influences of diverse culture groups. |
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Role |
Your job is to collaborate, research, and apply time management and organizational skills. |
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Audience |
Your target audience is your peers and a panel of 4th grade teachers. |
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Situation |
You will work in a small group where you will create and present a photo story. |
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Product/Performance |
You will create a photo story in able to show how the cultures of diverse groups have influenced the development of an area. |
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Standards |
Your photo story will be assessed using a student friendly rubric. |
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Evidence of development of supporting understandings, knowledge and skills(identify assessment criteria, strategies and tools for each) |
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The student will be able to explain the characteristics of a culture. Strategy: The teacher will give direct instruction on the characteristics of a culture. Then the students will apply what they learned about cultures and explain their family’s culture. Tool: Students will create a KWL.
The student will understand what makes groups diverse. Strategy: The students will compare and contrast the different cultures that exist within our classrooms. Tool: In partners, students will create a venn diagram comparing their choice of 2 of the cultures represented in our class.
The student will understand how circumstances affect culture. Strategy: The students will collaborate and work in groups to research past circumstances and their effects on culture. Each teacher will divide their kids into 6 heterogeneous groups (American Indians of Colorado, Explorers of Colorado, Fur Trappers and Traders, Spanish Americans, Gold Miners, and Prehistoric People Colorado, and Famous People of Colorado). The students will create a photo story of their assigned culture group to share with the rest of the class. Tool: We will use a student friendly rubric to assess each group’s photo story.
Students will understand how people influence culture. Strategy: Guest speakers will come and share their cultural experiences with the students demonstrating how people influence culture. Tool: Students will show their understanding by writing a thank you letter to the guest speakers.
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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)
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Learning Experiences (Stage 3) |
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Consider the questions in the boxes below as you design learning experiences that support student achievement of desired results and exploration of unit essential questions.
Building Background/Connecting to Students’ Current Understandings, Knowledge and Skills
1.) Students will participate in Colorado History field trips (Capital/Colorado Museum of History and Fort Collins Rendezvous) to make connections to what they learned in the classroom. This will enable them to reflect and rethink what they have learned. 2.) Students will learn the Colorado standards using the Rendezvous books as well as other resources (united streaming,etc.).
B. Student Exploration of Essential Questions
1.) Students will listen to guest speakers that will talk about contributions to the development of Colorado’s culture (Iron Thumb). Iron Thumb.wmv
2.) Students will look at a variety of non-fiction resources (books, Library of Congress website, united streaming videos, google earth, historical mapping sites) to study all of the pieces that contributed to Colorado’s culture.
3.) Students will create a model of a prehistoric home of their choice reflecting the culture of the Prehistoric People of Colorado. mesa verde tipi
4.) Students will create a movie demonstrating their knowledge of the geography of Colorado. Video 4.MP4
5.) Students will create a Photo Story demonstrating their understanding of their assigned group of People of Colorado. Gold rush photo story.wmv Spanish Americans of Colorado.wmv Photo Story of Colorado History Rubric.doc
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Use “Where To…” as a tool to assess the quality and scope of unit learning experiences. |
Students will review and reflect on previous knowledge on their assigned group of people.
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We will have clear objectives, the learning process defined, established expectations, and self/peer evaluations.
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Students will self-evaluate their level of understanding for their assigned group, and will conduct research to further their understanding.
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We will show the students a Photo Story sample to intrigue them while demonstrating expectations for the finished product. |
The students will be in assigned groups of 2-3 students. This will allow all students to actively participate in the creation of the Photo Story.
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Students will study Colorado History throughout the year. They will go on field trips, have guest speakers, and utilize internet resources. |
Students will plan their Photo Story in their assigned groups before they create it. |
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From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)