8/13/2019 UBD Rights of Accused Lesson

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Understanding by Design Template

Stage 1 - Desired Outcome

Established Goals: G

What relevant goals (e.g. content standards, course or program objective, learning outcomes) willthis design address?

CCSS.ELA-Literacy.RH.11-12.2Determine the central ideas or information of a primary orsecondary source; proide an accurate summary that ma!es clear the relationships amon" the !eydetails and ideas.

#llinois Standard$ %.A.&Analy'e (ays in (hich federalism protects indiidual ri"hts and promotesthe common "ood and ho( at times has made it possi)le for states to protect and deny ri"hts forcertain "roups.

Understandings: U Essential Questions: Q

Students will understand

that What provocative uestions will !oster inuiry,

understanding, and trans!er o! learning?- Asks for students to identify amendments isually!through e"am#les! and created scenario or sentence- Asks students to summari$e cases in o%n %ords- Asks students to gie reasoning for decision! but ifthey agree or disagree %ith the reason- Asks them to align case %ith s#ecific amendment

What are the big

ideas?- &he Amendmentsaddressing rights of theaccused '(th! )th! *th+- ,ourt cases reinforcingthese rights! ho% rulingshae changed! and %hy

What speci!ic understandings about

them are desired?

- Student to reali$e human ine.uities thatmake these rights im#ortant to u#hold- /f they agree %ith alignment of decision

What misunderstandings are

predictable?- &he understanding of #recedence- ,om#lication in understanding the order in%hich cases are a##ealed

Students will know . . . 0 Students will be able to S

What "ey "nowledge and s"ills will students acuire as a result o!

this unit?

-Students %ill kno% the amendments #ertaining to the rights of theaccused-Students %ill be able to reason court decisions based on theserights-Students %ill thinking critically about their #ersonal alignment %ithdecisions! giing reasoning

What should they eventually be able to do as a result o! such "nowledge and s"ill?

-Students should be able to kno% these rights and %hen they are being challenged in cases theysee in the media! or are #ersonally inoled in

http://www.corestandards.org/ELA-Literacy/RH/11-12/2/http://www.corestandards.org/ELA-Literacy/RH/11-12/2/

8/13/2019 UBD Rights of Accused Lesson

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Stage - Assessment Eidence

2erformance &asks: & Other Eidence: OE

Through what authentic per!ormance

tas"s will students demonstrate thedesired understandings?

-&hey %ill fill out the #ersonalunderstanding sheets about the three

amendments-&hey %ill also fill out tables based on courtcases! listening to other grou#s#resentation

# Through what other evidence (e.g. ui$$es, tests,academic prompts, observations, homewor", journals)will students demonstrate achievement o! the desiredresults?- Obserations and #artici#ations

%y what criteria will per!ormances o!

understanding be judged?-,riteria %ill reole around student#artici#ation and com#letion of %orksheets3Only the fact based sections of the tablebased court cases sheet %ill be graded

&ow will students re!lect upon on sel!'assess

their learning?-&hey %ill reflect u#on it %ith their agreement ordisagreement in the decisions! then also their o%nreflection as a##licable to themseles %henintroducing to#ic

Stage 4 5 6earning 2lan6earning Actiities: 6eelesson planbelow*