u.s. history unit plan

7/29/2019 U.S. History Unit plan

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Topic/Theme: North American Colonization

Time frame: 04/30/12 5/18/12

Class/Grade Level: 10th grade social studies

State Content Standards:

1. Understand the concept of culture.

2. Understand historical patterns, periods of time, and the relationships among these elements.

3. Understand that peoples values are shaped by their culture.

4. Understand that conflict between people or groups may arise from competition, over ideas, resources, power and/or status.

What facts and basic concepts should students know

by the end of this unit?

Settler

Native American

Prejudice

Social status

Culture

Government

Tribal meeting

Traditionalist Revisionist

Colony

Tribe

Society

Legislation

Stage1De

siredResults(Meanin

g)

What skills and/or abilities should students acquire

by the end of the unit?

1. Actively participate in collaborative activities withclassmates

2. Being great listeners in order to problem solve in both

academic and social settings.

3. Understand the purpose and rationale behind flexiblegrouping.

4. Know how to actively debate against someone withconflicting views.


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What Enduring Understandings/Big Ideas do you want students to take away from this unit?

1. Students will understand that heredity, culture, and personal experience interact in shaping human behavior.

2. Students will demonstrate the concept of culture.

3. Students will analyze how peoples' values and behavior are shaped by their culture.

4. Students will argue on behalf of both the motivations for European settlement and rationalize for Indian Resistance.

What are the Essential Questions will you use to guide the learning in this unit?

1. How does the process of human development, allow them to learn, adapt to their environment, and internalize theirculture?

2. What was the way of life of Native Americans before Europeans arrived?

3. What motivated Europeans to settle in North America?

4. Throughout the entire colonization period could conflict have been avoided?

Stage1DesiredR

esults(Continued)(M

eaning)


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Summative Assessment (Performance-based):

The primary means for acquiring an accurate depiction of student knowledge will be made evident through the students abilityto demonstrate an accurate understanding of the standards and concepts that are being instructed. Students will have theopportunity to demonstrate knowledge through a wide variety of formal and informal assessments. The performance basedassessment that will take place will be one that culminates the classes Learning center activites. Each group will be required topresent their findings to the class in a gallery walk.

Other Summative Assessments (selected-response, extended written response, personal

communication, performance-based):

Stage2EvidenceofDesiredR

esults

The primary means for acquiring an accurate depiction of student knowledge will be made evident through the students

ability to demonstrate an accurate understanding of the standards and concepts that are being instructed. Students willhave the opportunity to demonstrate knowledge through a wide variety of formal and informal assessments. The finalsummative assessment will be an extended written response based exam that will require students to assume the role ofa historian. Students will be presented with two questions that they must answer in an essay based format. Each personwill have an option to decide upon which question they want to answer.


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Pre-assessments

Class discussions- Fishbowl grouping

Provide handouts and assess performance

One-on-one discussions with students

Background knowledge on the standards and unit will be the central focus for these assessments.

Stage3L

earningPlan

Intermediate Lessons & Assessments

Ending Lessons & Assessments

Extended written response- Essay question

Performance based- class gallery walk

Students will be provided with all of the necessary resources throughout the unit to meet the standards being

instructed upon

Historical documents, presentation materials, internet sources and textbooks will all be at their disposal.

Students will be broken up into PBL groups and conduct research daily

They will complete a DBQ

Engage in a class debate based upon tribal groups and settlements

Introductory Lessons & Assessments

Assign specific roles for students within their groups

Divide groups based off of students preference

Allot time for groups to collaborate and gather information

Show class short video clips


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Unit Plan: 9th grade History 05-01-12

Rationale This lesson will allow me to gain a better understanding

of students back round knowledge of Native American

and European relations. All students will be required toparticipate as result of this discussion format .Thus

allowing me to determine how I will tailor the complexity

of my future lessons for this unit.

State Standards Understand historical patterns, periods of time, and the

relationships among these elements

Learning Objectives Students will recall and discuss their background

knowledge of early Native Americans and European

relations.

Materials Poster board

Pencils

Markers

Hook/ Anticipatory Set I will number students off 1-5 from there I will group them

according to their numbers. From there I will pose

several questions to the groups.

1. What were the core values of Indian society

during the New World era? 1600s2. What were the major Indian tribes in existence

during the 1600s

3. What were some of the reasons for colonialexpansion?


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Direct Instruction (I do) I will inform students of the format for our fishbowl

discussion. Each group will be allowed to deliberate on

each topic for 20 minutes. They will record their answers

on a poster board that I provide them. After eachgroup prepares their brief presentation they will presentthem to the class. The groups may be as creative as

they want with the presentations of their answers. I will

urge to them that there is not right or wrong answer I

simply want to observe what they know.

Guided Practice

(We do) and Checks for

Understanding

I will briefly sit in on each groups discussion to make

sure everyone is participating. But for the most part

students will be deliberating and talking amongstthemselves. My role is to maintain classroom

management and make sure all of them are on task.

Closure After groups have finished completing their posters I will

instruct them to return to their seats and make my final

announcements.

Independent Practice

(You do) and

Assessment

1. Students will be given a handout which describes

the brief history and location of the early North

American Indian tribes east of the Mississippi.

They will be instructed to read through the short

handout and return to class with an idea of whatregion they would like to research for their unit

project.


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Unit Plan: 10th grade social studies 05-02-12

Rationale Evoke student learning and motivation by differentiating

the instruction and allowing for collaborative learning totake place through the use of PBLs (problem based

learning).

State Standards Understand the concept of culture.

Learning Objectives Students will analyze how peoples' values and

behavior are shaped by their culture.

Materials Graphic organizer

Handouts on various components that make upa culture; cuisine, religion, location, government,

housing, language, clothing, music andtraditions.

Hook/ Anticipatory Set Begin by grouping students according to what tribe

they have chosen. Each student will be given a piece of

paper and be instructed to list what location or Indian

tribe they would like to research: Plains, Southwest,Pacific NW, Algonquian and the Iroquois.

Direct Instruction (I do) Students will be assigned specific areas toresearch for their respective tribe.

I will tell them as follows For the rest of the week

these are your Indian tribes, and each of you has

a specific role that is essential for your tribessuccess. You must gather as much research as


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possible on yourtribes culture. Throughout each

day you will conduct tribal meetings with other

tribes in order to learn about your fellow Native

Americans.

At the end of the week you will present your

findings to the class about a different tribe that

you interacted with during your research.

Guided Practice


Understanding

Students will be observed constantly to make sure that

they are on track when gathering their information. In

addition to that Im there to guide their research and

answer any questions that they have.

Closure PBL/Tribal groups will be dismissed and instructed to

return to their seat and wait for their next assignment.


(You do) andAssessment

Students will be instructed to go home and bring back

any additional information that they can find abouttheir tribe. They can use the internet or any piece of

literature they want.

Unit Plan: 10 grade social studies 05-03-12Rationale Give students background knowledge on Tribal

governments and legislation. This will help them when

conducting their research and creating their ownlegislations as a tribe.


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State Standards Understand that peoples values are shaped by

their culture.

Learning Objectives

Students will analyze how peoples' values andbehavior are shaped by their culture.

Materials Historical documents on Algonquin and Iroquois

Indians

Computers

Peer evaluation forms

Hook/ Anticipatory Set Ask the class if they are familiar with any nativeAmerican laws in the 16th century?

Direct Instruction (I do) I will give a brief lecture and inform students onthe history of tribal legislation.

Each tribe will also be required to look over legaldocuments and information on the computer.

Guided Practice


Understanding

PBL groups will meet and discuss the laws they

examined about their tribe.

Begin to formulate laws for their tribes.

Closure Tribes will be given a 2 minute warning to wrapup their research

As time expires the PBL groups will be orderedback to their seats.

Independent Practice 1. Students will be observed on how they interacted


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(You do) and

Assessment

with one another during research.

2. Every group member will be given a peer

evaluation to complete on each group member.


Rationale Formally assess students work over the past week

Performance based assessment

State Standards Understand the concept of culture

Learning Objectives Students will demonstrate the concept of culture.

Materials Each group will have their own materials for thegallery walk

Hook/ Anticipatory Set Instruct each tribe to report to their region of the roomfor the class gallery walk.

Direct Instruction (I do) Reiterate the structure of a gallery walk. Inform each

tribe to have at least one person stay at their station toanswer the questions that other tribes may have. These

people can rotate with other group member during thegallery walk.

Guided Practice(We do) and Checks for

Observe student interaction Inform students on time and make sure they get

to visit every tribes station.


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Understanding Students will have to fill out graphic organizers

and compare and contrast the tribes they visited

to their own tribe.

Closure Students will be given a two minute warning to

wrap up their research.

After the two minutes are up they will be ordered

back to their seats where the whole class willengage in a 10 minute open discussion about

what they learned.



Each student will be required to complete their

graphic organizers and turn them in the followingMonday. They will count for 10% of their project

grade. Each student must also complete a 1

page single spaced reflection paper about whatthey learned over the past week. (Explain the

concept of culture and its significance in greatdetail and how it applied to various Native

American tribes.)

Unit Plan:10th grade Social Studies 05-07-12Rationale Discover students background knowledge on the early

European settlers.

State Standards Understand historical patterns, periods of time,

and the relationships among these elements.


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Learning Objectives Students will understand that heredity, culture,

and personal experience interact in shaping

human behavior.

Materials Handouts on early settlers: Puritans and Pilgrims

Hook/ Anticipatory Set Students will be broken into fishbowl groups again and

be expected to examine the following question What

motivated Europeans to settle in America?

Direct Instruction (I do) After the groups have conversed I will lecture

and highlight any of the main reasons forEuropean settlement that the fishbowl groups did

not discuss.

Students will be given handouts on earlyEuropean settlements. (Ex. Plymouth, Jamestown

Massachusetts Bay Colony etc.).

Guided Practice

(We do) and Checks forUnderstanding

I will lead the discussion and facilitate the

integration of the subject matter. Provide the class with handouts.

Closure The class will be informed on its task for the week

Will be broken into different PBL groups. Each

group will be a different colonial settlement. Theywill be instructed to gather as much informationas possible for their settlement and present their

contents to the class in another class gallery walkat the end of the week.

Independent Practice(You do) and

Students should go home and gather as muchresearch and literature they can about early


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Assessment colonial settlements. Any material they find will

be beneficial for the class.


Rationale To introduce the next portion of the unit to the class.

Continue to differentiate instruction through theoverarching use of collaborative learning. However,

instruction will constantly be diversified on a daily basis

within the each PBL group.

State Standards

Understand the concept of culture.



Materials Handouts

Video Graphic organizers

Portfolios

Hook/ Anticipatory Set Videos and handouts on early settlements of theEuropeans; Students will choose a settlement to

research as a group. Each group will be comprised of 4group members.

Direct Instruction (I do) Assign Roles/Change Seats for PBL:

Divide class into settlements: each learning group

will analyze Culture; (language, arts, food, hair,


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clothing, music) government system, traditions,

religion/ spirituality/ economics.


Understanding

The class will be informed that the grading for thesettlement presentation will parallel the same criterion

for the tribal PBL groups each groups. Each member willreceive their own grade for their contribution to the

group. They should be very detailed and analytical inthe presentation of their research.

Closure Settlement groups will be ordered back to their seatsand await their next task.


Assessment

Students will be encouraged to go home andcontinue to work on their specific component to

their settlements culture. Gather as much

information as they can for their settlement.

Unit Plan: 10th grade social studies 05-09-12Rationale By allowing students more time to complete their work

before their final performance based assessment it will

allow them to demonstrate their understanding of thestandards to a very high degree. I dont want time

constraints to affect the creativity of my students. I want

to see what they are fully capable of.


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Materials Anything the students will be including in their gallery

walk. Ex. Model houses, food, recipes, clothing,

documents etc.).

Hook/ Anticipatory Set Tell students that time is of the essence and today is

their final work day to complete their work before theclass gallery walk.

Direct Instruction (I do) Students will be instructed on the criterion for grading.Each person will receive their own grade based on their

contribution to the group and the work that is presented

during the gallery walk.

Guided Practice


Monitor group member participation

Maintain classroom management

Closure Play the star spangled banner to signal that timeis coming to an end and once it is over students

must return to their seats.



Finalize any work for the class gallery walk


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Rationale Formally assess students work over the past week.

Determine the depth of each students understanding ofhow colonial culture developed and manifested itself in

the United States.


Learning Objectives Students will demonstrate the concept of culture.

Materials Graphic organizers Reflection sheet

Hook/ Anticipatory Set Assign student to their location in the classroom to set

up for the gallery walk

Direct Instruction (I do) This gallery walk will follow the same format as

the one that was conducted a week prior. Each

student will have a graphic organizer and anotebook where they will log information foreach settlement they visit. They must record

information for every component of thesettlements culture.

One group member must stay behind to answer

any questions that a person from another groupmay have. However, they will rotate with other


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group members so each person has to fill that

role.


Understanding

Student grades will be determined as follows

15% reflection paper 10% depth of the graphic organizer

25% based on their peer evaluation

50% based on the quality of the work they

produce for the gallery walk

Closure Play the national anthem and once its completestudents will return to their seats.

There will be a 10 minute discussion following the

gallery walk where students will discuss theconcept of culture during the colonial era and

how it differed among various settlements.


Assessment

Complete a 1 page single spaced reflectionpaper on how their settlement compared to the

other settlements they visited

Fill out graphic organizers

Complete peer evaluation that they were given

2 days prior


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Unit plan: 10th grade social studies 05-11-12

Rationale To have students cognitively and vocally apply all oftheir knowledge on American colonization with each

other.

State Standards Understand that conflict between people or

groups may arise from competition, over ideas,resources, power and/or status

Learning Objectives Students will argue on behalf of both the

motivations for European settlement and

rationalize for Indian Resistance.

Materials x

Hook/ Anticipatory Set Students will discuss as a whole class the

differences and similarities in the cultures of theNative Americans and European settlers.

Debate Week will be written on the board inclass

Direct Instruction (I do) The class will be divided into two groups

Moccasins- Native Americans

Buckles- colonists


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Guided Practice


Understanding

Students will discuss as a whole class the

differences and similarities in the cultures of the

Native Americans and European settlers.

Throughout the discussion I will pose variousquestions such as could conflict have beenavoided? Who was in the wrong? Why? Etc.

Closure Once time is coming to an end students will be orderedto make their final thoughts or claims regarding the

issue.



Each student must write a 1 page journal entry from the

perspective of either a settler or Native American. Itshould describe their life and their current status in

America.


Rationale Have students vocalize their beliefs based off of the

information they gathered. Allow them to effectivelyrationalize the arguments being made.

State Standards Understand that conflict between people orgroups may arise from competition, over ideas,

resources, power and/or status.


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Learning Objectives Students will argue on behalf of both the motivations for

European settlement and rationalize for Indian

Resistance.

Materials x

Hook/ Anticipatory Set Debate Day!

Direct Instruction (I do) North American Colonization Debates

Students will assemble into their groups:

Moccasins have 20 minutes to present their

debate

Buckles have 20 minutes to present their debate

Guided Practice


Understanding

Students will cast their final votes of which

debate team better supported their position

The students who are not debating will be theones who cast the votes.

Closure All of the final votes will be tallied and the

winning team will be awarded will 5 extra credit

points for the final summative assessments.



Study for the final summative assessment!


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Rationale Assess student learning over the past three weeks.

Determine the degree to which the concepts andstandards were mastered.


Understand historical patterns, periods of time,

and the relationships among these elements. Understand that peoples values are shaped by

their culture.

Understand that conflict between people orgroups may arise from competition, over ideas,

resources, power and/or status.

Learning Objectives Students will understand that heredity, culture,

and personal experience interact in shaping

human behavior.

Students will demonstrate the concept of culture.

Students will analyze how peoples' values and

behavior are shaped by their culture. Students will argue on behalf of both the

motivations for European settlement and

rationalize for Indian Resistance.

Materials Summative assessment


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Hook/ Anticipatory Set Students will take their seats and they will be briefed on

the structure of the final exam.

Direct Instruction (I do)

The class will be instructed to complete the finalexam. It will be an essay based question and

they must answer it to the best of their ability.

Guided Practice


I will answer any questions students may have baring it

doesnt interfere with the assessment.

Closure Students will turn in their exams

Independent Practice(You do) andAssessment

Enjoy your summer!


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u.s. history unit plan

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