Backwards Unit Design

Using the UbD Model

2010-2011 School Year

Subject Grade Level: Textbook: Todays Date:

American History 8th Grade The American Republic for Christian Schools August 12, 2010

Unit Title: Colonization Number of Teaching Days in the Unit: Start Date: 08/23/2010 Designed by: Thalia Murray

39 days End Date:

10/15/2010

Brief Summary of the Unit:

This unit highlights the 1400s and 1500s, when European nations were competing against one another to claim new lands that would bring them wealth. By having colonies in regions that were rich with natural resources, nations could guarantee a consistent supply of raw materials for their exports. Colonies also provided companies with an arena for investment. The English looked for such investments in the Americas. However, once England controlled land overseas, many people began moving to the colonies for social and political rather than economic reasons. Most colonies were led by a governor appointed by Britain and a two-part legislature. Many colonists believed that they did not have a say in the government which led them to desire for self-rule. Americans outlined their objections in the Declaration of Independence. The declaration led to the American Revolution.

STAGE I
Identify Desired Results Big Idea:
The colonies influenced values and beliefs many Americans cherish today such as economic opportunity, religious freedom, and representative government.

Unit Goals: 1. Students will analyze and explain the reasons for European exploration and colonization. 2. Students will analyze and explain the political, economic, and social reasons for establishment of the 13 colonies. 3. Students will analyze and explain the plantation system and the growth of the slave trade. 4. Students will analyze how physical characteristics of the environment influenced population distribution, settlement patterns and economic activities in the colonies. 5. Students will analyze the causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War.

Desired Understandings: Learners will understand that: 1. What factors in Europe led to the Age of Exploration 2. The impact the Age of Exploration had of Native Americans as well as the geography and environment of North America. 3. The colonies were established for varied reasons. 4. The colonies developed separate and distinct cultures. 5. The colonies influenced the foundation of representative government in the Americas. 6. The colonial regions developed separate and distinct economic systems. 7. The causes of the American Revolution
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Essential Questions: 1. Explain why Europeans colonized the New World. 2. Describe the economic, political, and cultural differences between the New England, Middle and Southern colonies. 3. Identify early forms of self-government.

Key Knowledge and Skills of the Unit: Students will know. 1. Reasons for the founding of the 13 colonies 2. The impact the colonies had on American Indians as well as the geography and environment of North America. 3. The impact of the Mayflower Compact, the Fundamental Orders of Connecticut and the House of Burgess 4. The development of the plantation system and the growth of the slave trade 5. The causes of the American Revolution. Students will be able to..
1. Locate the 13 colonies on a map.

2. Locate Native American groups on a map. 3. Identify reasons why the Virginia Company established the first colony in the New World 4. Identify reasons Pilgrims and Puritans migrated to the New World 5. Identify reasons why indentured servants came to the New World 6. Compare the political, economic, and social differences of the regions 7. Identify the influence of significant founding documents 8. Compare and contrast different economic systems of the three colonial regions 9. Trace the origins of slavery in colonial America

Stage II
Evidence
What evidence will you require that demonstrates students have an understanding of your goals, enduring understandings and essential questions?

PERFORMANCE TASK

Make sure you do the following:

Step 1: Complete the Performance task Blueprint Step 2: Complete a G.R.A.S.P.S. worksheet Step 3: Write the performance task in paragraph style using the GRASPS worksheet as your guiding tool. Step 4: Attach everything you will give your students for the performance taskall paperwork including the rubric. Step 5: Check and double check to make sure that your performance task is designed to measure your unit goals and objectives.

OTHER EVIDENCE
Quizzes, tests, prompts, observations, dialogues, work samples: 1. My American Timeline worksheet 2. A Letter Home essay 3. The Trial of Ann Hutchinson reenactment 4. You are Accused essay 5. Primary Sources Exanimations and evaluations

STUDENT SELF-ASSESSMENT AND REFLECTION

Students should be given the opportunity to self-assess and/or reflect upon what they learned from the unit. Their words will help you assess whether the goals of the unit were met by giving you the opportunity to see how they describe their own learning.

Performance Task Blueprint

Identify below the understanding(s) and goal(s) that will be assessed through this task? 1. 2. 3.

Complete a GRASPS for this performance task and attach it.

Write the GRASPS in paragraph form below as the student will see it.

Attach a completed version of the entire performance task as the student will receive it. Attach all paperwork, visuals
written instructions, rubrics etc Attach what you will be handing out to the students at the start of the performance task.

G.R.A.S.P.S. MODEL
(for a Performance Task)
Goal:
Your task is to:

Role:
Your job is to (or) you have been asked to:

Audience:
Your target audience is (or) you need to convince:

Situation:
The context you find yourself in is:

Product Performance and Purpose:

You will create a (or) You need to develop a..in order that:

Standards and Criteria for Success:

Your work will be judged by (or) Your product must meet the following standards

Stage III
Learning Experiences
Write a full description of each activity (not evidencesjust learning activities) o Consider the W.H.E.R.E.T.O. elements o Learning Tasks must relate to overall goals for the unit

Use the calendar created for you and put each activity on the calendar attach it to a hardcopy of this unit.

W.H.E.R.E.T.O.
Use this model when planning your learning activities.

Where are we going? Why? What is expected?

How will we How will we

Hook and Hold student interest?

Equip students for expected performances? Rethink and Revise?

How will we help students How will students selfHow will we

Evaluate and reflect on their learning?

Tailor learning to varied needs, interests, styles? (DI) Organize and sequence the learning?
(calendar)

How will we

Description of Learning Activities and Instruction

Date: W.H.E.R.E.T.O consideration:

Activity Name: Activity Description:

Date:

W.H.E.R.E.T.O consideration:

Activity Name: Activity Description:

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Activity Name: Activity Description:

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Activity Name: Activity Description:

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Activity Name: Activity Description:

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Activity Name: Activity Description:

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Date:

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Activity Name: Activity Description:

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Date:

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Activity Name: Activity Description:

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Activity Name: Activity Description:

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Unit Self-Assessment
This self assessment, along with work samples and assessment samples must be put in your binder at the end of the unit.
Subject: Grade Level: Textbook: Todays Date: Unit Title: Number of Teaching Days in the Unit: Start Date: Designed by:

End Date:

Highlights of this Unit:

Problems that arose during this Unit:

Changes I will make to this unit in the future:

Rate on a scale of 1-5 (5 being Excellent and 1 being Poor) _____ Students demonstrated a good understanding of the overall unit goals _____ Most students achieved the desired outcomes _____ My activities linked well to my overall goals and objectives 13

_____ I made adjustments along the way when I saw the students were struggling ______ I did plan and implement at least 1 differentiated strategy into this unit

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