UbD lesson and reflection

I enjoyed creating this lesson as I feel it is important to know what we are assessing before we ask students to perform a task. The format also allows me to focus on exactly what I expect from students and also allows students to know what performance level is expected of them as they perform.
The format is very clear, although I became a bit confused with the "Learning Activities" section and the Performance Task/Other Evidence as it was a bit repetitive.
I think the questions that would be raised with the UbD format is that some may feel it is "teaching to the test" a bit too much; I can see where very creative teachers may feel a bit stiffled. Overall, I think most educators would enjoy using this format.

UbD Lesson Plan
Title: World War I
Curriculum Area: United States History II Honors
Developed by: Alice Burnett
Grade: 11
Time Frame: (2) 60 Minute blocks

Stage I - Desired Results
Established Goals
NJSSS (12) 6.3.2, 6.3.1 - Identify and analyze major events in history.

Understandings:
Students will understand that....

• Power struggles between nations cause conflict
• In order to strive towards world peace, no one nation can dominate another nation

Essential Questions:

What causes conflict?

Why do countries go to war?

How do nations settle disputes?

Students will know...

• Causes and outcomes of World War I
• Key Vocabulary Terms

Students will be able to...

• Create World War I timeline
• Analyze a plan for world peace

Stage 2 - Assessment Evidence

Performance Tasks:

World War I Key Event Timeline: Racing through time! Students will be given a World War I timeline spanning from 1914 - 1919. In pairs, students will research information both online and using books to find and fill in the missing date or key event. (some dates, key events will already be filled in) Additionally, students can look at the pictures next to the missing date/key event for a clue to help them fill in the event. The first pair to complete the timeline will earn extra credit on the World War I test.

Other Evidence:

1. Quiz: Key Vocabulary Quiz

2. Primary Source: Read and analyze "Victory Without Defeat" Focus: what does Victory without Defeat mean and how does it relate to World Peace?

3. Journal Entry: Responses to Readings

Stage 3 - Learning Plan

Learning Activities:

• Introduce Essential Questions and outline activities and rubrics
• Complete definitions of key terms
• Racing through time: students will complete World War I timeline filling in important key events and dates in pairs
• Read and analyze "Victory without Defeat" and focus on how reading relates to world peace as an ongoing goal
• Complete response to primary source in journals
• Share and compare journal entries with classmates

What Has Changed on UTUBE

http://www.youtube.com/watch?v=5MwHyvyqApk

Hopefully, this will take you to the mash up video
Alice Burnett

What Has Changed on UTUBE

http://www.youtube.com/watch?v=5MwHyvyqApk

Hopefully, this will take you to the mash up video
Alice Burnett

Did you know

The first reaction I had to this video was it reminded me what I already knew that the US is far behind many countires in the area of education. I was born in the UK and their philosophy on education is much different: in order to go onto higher education, you need to show that you are worthy. School is much more tradtional than alternative (allowing for students to learn differently) and when students turn 16 they have to pass a test in order to be eligible for university studies.
Japan is probably the most traditional country you can find as far as education goes, their methods are old school, they go 6 days a week and learn by discipline, drilling, memorizing and reproducing the information on tests. In the district I work, we have a large population of Korean, Japanese and Chinese, and those students easily outperform the whites. That is just a fact. Why? I believe the philosophy taught at home is different, Korean parents especially encourage students that education is the only thing that is important, no exceptions. I have kids that actually have a meltdown if they score lower than a 95 on a test, and they are not white.

The next impression I got from the presentation is students have to be technologically smart to survive. Teachers have to infuse technology into their lessons in order to equip students to succeed.

The whole job scenario is just plain scary. There are so many jobs that are not secure anymore, that are becoming outdated, that are not going to be around because of the economy. So how do we prepare kids for jobs we don't know will exist when they are ready to go into the working world? I think students today should focus on professions that will always be needed such as doctors, lawyers, teachers, medical or technology.