Ubd Template 2018.docx

Understanding by Design Template 2.0 (Grant Wiggins & Jay McTighe) Stage 1 Desired Results ESTABLISHED GOALS What content standards and program- or mission-related goal(s) will this unit address? What habits of mind and cross-disciplinary goal(s) – for example, 21st century skills, core competencies – will this unit address? These look great. 6.15 On a historical map locate the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt. Identify the locations of ancient Upper and Lower Egypt and explain what the terms mean. On a modern map, identify the modern countries of Egypt and the Sudan. (G, H) 6.16 Investigate the kinds of evidence used by archaeologists and historians to draw conclusions about the social and economic characteristics of Ancient Nubia (the Kingdom of Kush) and their relationship to the social and economic characteristics of Ancient Egypt. (C, E, G, H, P)

Transfer What kinds of long-term, independent accomplishments are desired (which rote learning alone does not accomplish)? Scientists, Mathematicians, Readers, Writers, Historians, Artists… You want to begin each transfer goal with the expert, so they would begin, “Historians (or geographers?) … T1 Historians synthesize multiple sources of information.

You are almost there. Transfer goals need to be broad and pretty simple. You have several in this one, so my suggestion is to look at your standards and see which ones most closely connect. I see something like, “Historians synthesize multiple sources of information” as the most closely connected here. You can use that one if you like. This is too narrow for a transfer goal. Why do you need to be able to use a map? T2 Historians investigate different kinds of evidence and their relationship to the social and economic characteristics of a country. If you just delete the highlighted portion, you’ll have it! :) T3s. Historians analyze the relationship between geographical and the soci-economic characteristics of countries. I separated this one because it is different from the one above. This one is broader but needs to be reworded for clarity. Something like, “Historians analyze the relationship between geographical and the soci-economic characteristics of countries.”

UNDERSTANDINGS

Meaning ESSENTIAL QUESTIONS

What specifically do you want students to understand? What inferences should they make?

What thought-provoking questions will foster inquiry, meaning, and transfer?

Students will understand that…

Students will keep considering…

U1 Learning about the importance of places and locations in the world will help them understand the impact of their modern dayto-day places and locations they encounter.“How will this impact student lives?”

Q1 Why is it important to know the relationship between geography and culture?

Q3 Yes! These are excellent!

U2 How to use evidence used by archaeologists and historians to draw conclusions about the social and economic characteristics of a culture and county U3

SCHEMA (Knowledge)

Q2 Why do we use evidence to study the past?

Acquisition THINKING & DOING (Skills)

What facts and basic concepts should students know and be able to recall?

What discrete skills and processes should students be able to use?

Students will know…

Students will be skilled at…

K1 Facts about the geographical areas such as identifying the locations of Upper and Lower

S1 Interpreting various texts and mediums (e.g. historical documents and maps)

Egypt as well as identify the modern countries such as Egypt and Sudan. K2 Know how to use evidence to draw conclusions about social and economics characteristics of Ancient Nubia in relation to Ancient Egypt. Delete highlighted portion so you are positioning this as a concept rather than a skill

S2 Comparing and contrasting the similarities and differences of social and economic characteristics of ancient and modern countries S3 Probably something about synthesizing here, right?

K3 probably something about the difference btw reliable and unreliable sources?

Stage 2 - Evidence Evaluative Criteria What criteria will be used in each assessment to evaluate attainment of desired results? - Historically accurate - Detailed - Revealing and Informative - Clear oral presentation Regardless of the format of the assessment, what qualities are most important?

Assessment Evidence PERFORMANCE TASK(S): How will students demonstrate their understanding (meaning-making and transfer) through complex performance? I will ask my students to write an individual two-page report do historians write 2 page reports? What might be similar but maybe more authentic or connected to real life? on identifying the locations of ancient Nubia and ancient Egypt with naming social and economic characteristics as well as identifying the locations on a map of ancient Nubia and the modern counties of Egypt and Sudan. Could you write this in the GRASPS format, labeling each section? Goal - Your task is Role - You have been asked to Audience - The targer audience is Situation - The challenge involves Product, Performance, and Purpose - You need to develop Students will show that they really understand by evidence of… By being divided in groups to perform an oral presentation.

OTHER EVIDENCE: What other evidence will you collect to determine whether Stage 1 goals were achieved? How will they self-assess? How will you use peer review? Students will show that they have achieved Stage 1 goals by… -

Ongoing quizzes assessing facts about the geography and history of ancient Nubia and other modern countries as well as making assessments of them thinking like historians and archaeologists learning to compare social and economic characteristics of ancient Nubia and its relationship to ancient Egypt. You’ll need a little more here, exit tickets? Quick writes? Some peer review for your performance task? --

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction The key to the transfer and meaning goals is… The aim is… Pre-Assessment What pre-assessment will you use to check student’s prior knowledge, skill levels, and potential misconceptions? Pre-assessment of knowledge, skills, understandings, and attitudes using… - Use KWL to glean students’ previous academic knowledge about ancient Nubia and Ancient Egypt as well as their knowledge of maps and geography of those areas. - Have students reflect and set individual learning and language development goals for the unit. - Provide journal prompts to encourage connections with a personal perspective of what they think their experience would be during that time period and in that culture

Learning Events ● Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan? ● What is the goal of each learning event (acquisition, meaning, or transfer)? ● Does the learning plan represent principles of learning and best practices? ● Is there tight alignment with Stage 1 and 2? ● Is the plan likely to be engaging and effective for all students? ● How will you differentiate?

Student success at transfer, meaning, and acquisition depends upon… Meaning:

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In this lesson, we look at the arts and achievements of Ancient Egypt to understand why these achievements are significant to understanding Ancient Egyptian civilization as well as make connections to our own civilization. In this lesson, we take a closer look at the Nile River and role in the development of ancient Egyptian civilization. We also examine a primary source Egyptian prayer dedicated to the Nile River. In this lesson, we explore several primary and secondary texts concerning life in Ancient Egypt. We will gather evidence from these sources to represent each of the categories of GRAPES As an introductory lesson for our unit on Ancient Egypt we will spend some time setting up our notebook cover page and essential and guiding questions for the unit. We'll also take a general look at the long history of the ancient Egyptian civilization by setting up a timeline in our notebooks. Review the Textbook “History Alive! The Ancient World “.

Transfer:

Acquisition: Monitor and Adjust ● How will you monitor students’ progress toward acquisition, meaning, and transfer during lesson events? ● What are potential rough spots and student misunderstandings? ● How will students get the feedback they need? ● Having completed my own performance task, what reflective insights do I need to incorporate into my instruction? ● Given my specific learning group, what adjustments might need to be made along the way?