UBD+Page

** Understanding by Design Resources and Essential Questions  ** Make up a name for the district/school. You will use this name in the research paper. Otherwise, only general information is placed in this section. || ** Grade: 9-10  ** ** Wisconsin State Social Studies Standard B: History  ** ** Performance Standard B.12.1 **: Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches. ** Performance Standard B.12.3 **: Recall, select, and analyze significant historical periods and their relationships among them. ** Common Core State Standards Reading Standards for Informational Text 6-12  ** ** Key Ideas and Details 3: **Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ** Craft and Structure 6: **Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.  ** Stage 1: Essential Questions  ** · What should learners be able to do on their own (transfer)? · What understandings about key ideas should learners be able to articulate? · What do Content Standards imply for learning goals - i.e. what should Learners know and be able to do, given the content targeted?  · What big ideas should anchor and organize the content, framed as Essential Questions?  · What do common/predictable misunderstandings suggest what the desired understandings ought to be? WI Model Academic Standard(s) Reading are available at this site: [] WI Model Academic Standard(s) Content Area are available at this site: [] WKCE-CRT Reading Proficiency Level Descriptors and Scale Score Ranges are available at this site: [] You will find what you want under “Elements.” WKCE-CRT Content Area Proficiency Level Descriptors and Scale Score Ranges are available at this site: [] You will find what you want under “Elements.” District/School Reading Targets/Course/Objectives/Outcomes etc. ( if applicable): District/School Content Targets/Course/Objectives/Outcomes etc. ( if applicable): || ** Understanding(s)(Enduring understandings –BIG IDEA) Civil Rights Movement  ** Students will understand that...   · Civil rights is a controversial topic today and will continue to be debated in the future · Events during and steaming from the Civil Rights Movements can be perceived differently from varying viewpoints through gathering data from primary sources · The repercussions of the Civil Rights Movement are still affecting society today · The Civil Rights Movement drastically changed the political and social climate of the 1950s and 60s. · Viewpoints of past, present, and future events will vary depending on peoples beliefs, experiences, and backgrounds steaming from the Civil Rights Movement ** Essential Question(s) (Come from the BIG IDEA)  **  · What evidence of the Civil Right movement is still present in today’s society?  · What Civil Rights issues do you think will continue to be evident in the future?  · Who were the important leaders of the Civil Rights Movement and what were there viewpoints?  · How did the overall climate of the country affect the Civil Rights Movement?  · What political and social factors led to the civil rights movement? ** Students will know // and //  ** ** Transfer of Knowledge: Students will be able to do  ** Students will know… · Key leaders of the Civil Rights Movement · about events that played a significant role in the civil rights movement · Current event that steam back to the Civil Rights Movement Students will be able to… · Research and utilize primary source data · Compare and contrast differing viewpoints · Hypothesize how the Civil Rights movement will impact future events ||
 * Directions: Standards Based Curriculum Development and Instruction Design **
 *  ** Curriculum and Instruction Information  **
 *  ** Stage 1 – Desired Results: Wisconsin/District/School Specific  **
 *  ** Stage 1: Desired Results  **
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Hass, G., Anctil, E. J., & Parkay, F. W. (2006). Social forces: Present and future. In // Curriculum // // planning: A contemporary approach //(8th ed.). (pp. 51 - 120). Boston: Allyn and Bacon. Hass, G., Anctil, E. J., & Parkay, F. W. (2006). Approaches to Curriculum Development. In    // Curriculum planning: A contemporary approach //(8th ed.). (pp. 219-269). Boston: Allyn and Bacon. McTighe, J., Seif, E., & Wiggins, G.(n.d.).You can teach for meaning. In Hass, G., Anctil, E. J., & Parkay, F.W. // Curriculum planning: A contemporary approach //(8th ed.). (pp. 312 - 317). Boston: Allyn and Bacon. Hass, G., Anctil, E. J., & Parkay, F. W. (2006). Curriculum and instruction. In // Curriculum // // planning: A contemporary approach //(8th ed.). (pp. 270 - 321). Boston: Allyn and Bacon. <span style="background: #bfbfbf; margin: 0in 0in 0pt; mso-background-themecolor: background1; mso-background-themeshade: 191; text-align: center;"> **  Stage 2: Essential Questions   ** <span style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-align: justify; text-indent: -0.25in;"> · What evidence of the Civil Right movement is still present in today’s society? <span style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-align: justify; text-indent: -0.25in;"> · What Civil Rights issues do you think will continue to be evident in the future? <span style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-align: justify; text-indent: -0.25in;"> · Who were the important leaders of the Civil Rights Movement and what were there viewpoints? <span style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-align: justify; text-indent: -0.25in;"> · How did the overall climate of the country affect the Civil Rights Movement? <span style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-align: justify; text-indent: -0.25in;"> · What political and social factors led to the civil rights movement? <span style="background: #bfbfbf; margin: 0in 0in 0pt; mso-background-themecolor: background1; mso-background-themeshade: 191;">** Performance Task(s)  ** · Choose a civil right figure to participate in a panel discussion about integration in schools · Create a journal - imagine you are witnessing several key events of the Civil Right movement - describe what you see and how you feel · Create interview questions and have them approved by the teacher. Interview or create an oral history of community members on their recollections of the civil rights movement from a selected list. The end product could be differentiated in the following forms <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo9; text-indent: -0.25in;"> o Podcast <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo9; text-indent: -0.25in;"> o Video <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo9; text-indent: -0.25in;"> o Written report <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo9; text-indent: -0.25in;"> o Poetry <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo9; text-indent: -0.25in;"> o Power point The end product will be evaluated utilizing a teacher created rubric · The year is 2025 – create possible headlines, news story, radio or news broadcast, or poster that would be held at a political rally on national and local bases that indicates the civil rights issues that are still prevalent in society. <span style="background: #bfbfbf; margin: 0in 0in 0pt; mso-background-themecolor: background1; mso-background-themeshade: 191;">** Other Evidence  ** · K-W-L chart about the Civil right movement · List sort label of vocabulary words of the Civil Rights Movement · Personal beliefs inventory placing yourself on a continuum Agree - Disagree (Before and After the unit) · Compare and contrast the speeches of Malcolm X and Martin Luther King Jr. using a Venn diagram · Create a timeline of important event in the Civil Right Movement ·  ||  Hass, G., Anctil, E. J., & Parkay, F. W. (2006). Learning and learning styles. In // Curriculum // // planning: A contemporary approach //(8th ed.). (pp. 165 - 217). Boston: Allyn and Bacon. <span style="background: #bfbfbf; margin: 0in 0in 0pt; mso-background-themecolor: background1; mso-background-themeshade: 191; text-align: center;"> ** Stage 3: Essential Questions  ** · What can I do to make the work maximally engaging and effective? · If the “content” is the answer, then what were the original questions? · What content should we cover? What content needs to be “uncovered”? · When should the “basics” come first? When should they be on a “need to know” basis? · When should I teach, when should I coach, and when should I facilitate student “discovery”? · How do I know who and where the learners are? · What should I do if learners **//already//** know/ can do? What should I do if they don’t? <span style="margin: 0in 0in 0pt 45pt; mso-add-space: auto; mso-list: l8 level1 lfo7; text-indent: -0.25in;"> · In order to truly meet the standard, what should learners be able to do //independently// (transfer)? What should I be doing to make them more independent and able to transfer? <span style="background: #bfbfbf; margin: 0in 0in 0pt; mso-background-themecolor: background1; mso-background-themeshade: 191;">** Learning Activities: WHERETO  ** · This plan must be clearly aligned with the Stage 1: Desired Results. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l2 level2 lfo5; text-indent: -0.25in;"> o Established goals <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l2 level2 lfo5; text-indent: -0.25in;"> o Essential questions <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l2 level2 lfo5; text-indent: -0.25in;"> o What students will know and be able to do   · Outline the learning plan in a format of your choice, but include these teaching and learning activities <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l4 level2 lfo4; text-indent: -0.25in;"> o Materials and resources—List all. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l4 level2 lfo4; text-indent: -0.25in;"> o Timeline: Next to each step, indicate the length of time set aside for each step. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l4 level2 lfo4; text-indent: -0.25in;"> o Before, during, and after learning activities with consideration for special education, ESL and diverse learners. ||  Template adapted from the Grant Wiggins & Jay McTighe (2004) format by: Bettyann Brugger, Ed.D.     Adjunct Instructor—Graduate Reading Concordia University—Wisconsin July 2009
 * <span style="background: #bfbfbf; margin: 0in 0in 0pt; mso-background-themecolor: background1; mso-background-themeshade: 191; text-align: center;"> ** Stage 2 – Assessment Evidence  **
 * <span style="background: #bfbfbf; margin: 0in 0in 0pt; mso-background-themecolor: background1; mso-background-themeshade: 191; text-align: center;"> ** Stage 3 – Learning Plan  **