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
4 comments:
Alice-
I like your objectives, but I see some disconnect between the objectives and the assessment. If you want students to understand the cause of conflict, they how about how them assume roles as mediators between say, Germany and France to negotiate what to do with Alsace-Lorraine, for example? This has them understand the content AND concepts.
I like your activity, I think that it is a really good one.One suggestion that I have is that you come up with a way to connect the understandings that you listed to the activity that you made.
I see your point, although when students read the primary source, the reading has to do with conflict, and then how do we resolve conflict in peace treaties without creating resentment which would lead to further conflict
WW2, which is what ended up happening with Hitler. It is an honors level class and I guess you have to see the reading to understand the connections.
I like using a "fill in the blank" for outlines in science as well. In my opinion it helps keep them more focused than just writing notes, and it highlights the most important information.
Post a Comment