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Unit Template_1_ (2)

Page history last edited by Catherine Thomsen 9 years, 9 months ago

Understanding By Design Unit Template



Title of Unit

 Understanding Human Conflict    

Grade Level


Subject Area (s)

     Colorado History

Time Frame

 9 weeks (4th quarter)


  Catherine Thomsen    

Desired Results (Stage 1)

Essential Content (Subject Area) Standards and Benchmarks/Indicators

     Colorado History

Standard 1 Concept and skills 1 : Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado


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

 Creativity and Innovation Communication and Collaboration Research and Information Fluency


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


Essential Questions

(connected to overarching and supporting understandings)

Overarching Understanding (“Big Idea”)

Human conflict can create different outcomes, positive or negative, for the human rights of various races and/or cultures.


How were the human rights of the Native Americans affected by conflicts with those who settled the west?


What are the perspectives of different groups involved in a conflict?


What are the issues that cause conflict to arise?


How can understanding the causes of conflict help to prevent future conflict?


What are some of the intended and unintended consequences of conflict related to human rights and social justice?



Supporting Understandings

-Cause-and-effect relationships in the interactions among people and cultures

 -How major political and cultural groups have affected the development of a region.

 -Students will understand how human rights are affected by conflict


Students will know…

  • The history of the indigenous people of Colorado.

  • The history of those who settled Colorado.

  • The common themes of conflict (political and social).

  • The events that led to conflict between the settlers and the indigenous people of Colorado.

  • The issues of resources that fuel conflict





Students will be able to…

  • Create a timeline about the settlement of Colorado.

  • Create a timeline representing the history of the indigenous people of Colorado

  • Identify the elements that led to the conflict between the Native Americans and the settlers 

  • Locate pertinent information in non-fiction text

  • Identify and classify common themes in conflict

  • Compare and contrast conflicts in various regions (past and present)

  • Create a Venn Diagram to compare and contrast conflict

  • Debate the issues of conflict from different perspectives




Explain the cause-and-effect relationships in the interactions among people and cultures in Colorado.


Identify and describe how major political and cultural groups have affected the development of the region.


Compare and contrast conflicts between races and cultures in different countries









Assessment Evidence (Stage 2)


Assessment of Overarching Understanding/Big Idea


Assessment Criteria (students will be able to… student application of Six Facets of Understanding)

Explanation, Interpretation, Perspective, Empathy, Self-Knowledge


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

Students will submit a portfolio of timelines, Venn Diagrams, summary of comparisons of conflict to synthesize their understanding of conflict and its affect on human rights. Portfolio will be assessed with a student and teacher created rubric


Assessment Strategy (performance task description)


    Use technology to create a project that compares and contrasts conflicts that occured in Colorado and another region of the world that affected human rights.


     Student is researcher, analyzer, connector




     Analyze and discuss common events, themes and timelines of conflict between Colorado and another region in the country


     Research conflict in Colorado history and how it affected the human rights of people involved. Then research a conflict that occured in another region of the country. Compare and contrast those conflicts to explore common themes and events.


     Consider negative as well as positive implications of their own thinking or behavior, or others thinking or behavior

Evidence of development of supporting understandings, knowledge and skills

(identify assessment criteria, strategies and tools for each)


Strategy: Students will create a timeline of the events that led to the conflict between the Native Americans and the western settlers during the Sand Creek Masacre

Tools:      Student created rubric


Strategy:  Students will research a conflict that affected human rights in another region of the country.

Tools:       Check list of important details


Strategy:  Students will create a timeline of the events that led to another world conflict they researched

Tools        Student created rubric


Strategy:   Students will compare and contrast the two conflicts, identifying common themes and events. This may be presented in a variety of ways

Tools          Student created rubric


Strategy:   Students will debate points of view and perspectives about a conflict they researched.

Tools         Student created conflict












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)





Learning Experiences (Stage 3)

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



Stage 3    Building background

·         Students will read about the Sand Creek Massacre in both the Colorado History book and online.

·          Students will read about other conflicts with Native Americans: Colorado War, Sioux War, Dakota War and the Black Hills War (Internet)




B. Student Exploration of Essential Questions


·         Students will research two different conflicts

·         Students will compare and contrast 2 different conflicts using appropriate software (Venn Diagram)

·         Students will create a Glogster Poster to present research on one of the conflicts

·         Students will create a timeline to outline events of one of the conflicts

·         Students will create a videotaped “news release” about one of the conflicts

·         Students will create interview questions and videotape an interview with a leader of one of the conflicts. This interview will be imbedded into the Glogster report

·         Students will  work in groups and detail the Sand Creek Massacre in a Photostory













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?



O'dea's DEP Page  

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

ISBN # 0-87120-313-8 (ppk)

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