FRIT 7430: UbD Stage 3 Assignment

Garrece Walker Kristin Lassiter Ashley Friend Sabrina Robertson FRIT 7430: Instructional Design Stage 3, Understanding by Design Summer 2011

FRIT 7430: UbD Stage 3 Assignment Title of Unit Standards:

SS8H6- The student will analyze the impact of the Civil War and Reconstruction on Georgia. SS8E1- The student will give examples of the kinds of goods and services produced in Georgia in different historical periods. SS8E2- The student will explain the benefits of free trade.

A Family Squabble

Grade Level

Eighth Grade

Understandings: Students will understand that: States rights issues, linked to regional economies, were a chief cause of the Civil War. No battles took place in Georgia during the first two years of the war but high prices and severe shortages of food and goods made life difficult for Georgians. The availability of men and material was a major factor in the outcome of the war. The North was more economically advanced through their ability to develop industries, while maintaining its agriculture.
Conflicts occur naturally in every area of social interaction and thus lead to a choice of compromise between the groups, which can result in both positive and negative effects. Discovery and technology impact the growth and development of society with positive and negative results.

Related Misconceptions: The Civil War was fought to end slavery and it ended because of the loss of the war. Sherman burned Atlanta be mean and cruel to the Confederate army. Once slavery was abolished, landowners treated African Americans fairly.

Essential Questions: Overarching Questions: Overarching Questions:

What is the impact of the Civil War and Reconstruction on Georgia? What are examples of goods and services produced in Georgia during the Civil War and Reconstruction? What are the benefits of free trade? Why is it important to understand the history of the Civil War? How does personal interest lead to conflict among nations?

Topical Questions:
What was the event that began the Civil War? What was the importance of the Battle of Chickamauga? What was the importance of the Atlanta Campaign? What was the importance of Shermans March to the Sea? What was the importance of the Battle of Antietam? How did the Emancipation Proclamation affect the African American population of the

FRIT 7430: UbD Stage 3 Assignment How can compromise have both positive and negative results?

country? How did the Battle of Gettysburg affect the outcome of the war? What were the economic differences between the North and South during this time period? What were the advantages and disadvantages of the North and South? What was the structure of the southern class?

Stage 3: Plan Learning Experiences

Week 1 Type week 1 activities here (use page 26 of the UbD text as an example)
1. Use a pre-test to assess students' knowledge about events leading up to the Civil War and key events of the Civil War. (Pre-test) W 2. Pose question what causes war? Students will given various pictures (with word descriptions at the bottom) depicting possible causes of the Civil War. They will group the pictures, based on their prior knowledge of the topic, and complete a graphic organizer listing their hypothesis on why the war began. With a partner, they will research their hypothesis on the internet and locate evidence to support their hypothesis. Information found will be added to graphic organizer. Teacher observes possible misconceptions that may need to be corrected. (Technology)H,E,T, O 3. Introduce students to the Standard and Essential Questions for the unit. W 4. Introduce performance tasks that will be completed before the unit comes to a close (Five Days and Civil War Newspaper). W 5. Key vocabulary terms are introduced 6. A lesson on the differences between the economy of the North and South is presented to the class. Charts and graphs are displayed on the active board to provide support for visual learners. The lifestyles between the people of the North and South will be compared. Class notes are taken or either provided to students who need this accommodation. There will be a class discussion on why these differences may cause controversy. (technology, differentiated learning)E, T 7. Students will be given a hand-out displaying the rules from a Northern factory in 1867 and a Southern plantation in 1853. They will also be given a graphic organizer where they will compare and contrast the factory and plantation. The student will then use what they have learned to write a short reflection on who has the greater responsibilities, a worker from the North, or a slave in the South? E 8. The students will work either in pairs or alone to research inventions from the Civil War time period. The inventions can be items used either in Northern factories or on farms in the South. They will create a short power point displaying their findings and give an oral presentation. A rubric will be provided to guide their project. (technology, differentiated learning) E, T 9. A lesson will be presented on new laws and court decisions that were made during the precivil war era. Students will analyze the results of each and the effects it had on the upcoming

FRIT 7430: UbD Stage 3 Assignment

war. Students will complete a hand-out titled "What would you do?", which allows them to choose what decisions they would make in the previously discussed cases. Topics discussed: Missouri Compromise, Fugitive Slave Law, Compromise of 1850, Kansas/Nebraska Act, Dred Scott Decision E,R

Week 2 Type week 2 activities here (use page 26 of the UbD text as an example) 1. Students will be asked Was Reconstruction effective in Georgia? H 2. The teacher will introduce the Essential Questions and discuss the performance tasks. W 3. Using the Promethean board, the teacher will display a Pop pretest for students to complete to determine what they do and do not know about Reconstruction in Georgia? E2 4. Students develop notes as key vocabulary terms are introduced in notes class discussions, learning activities, and performance tasks. Students read and discuss relevant selections from the Social Studies textbook to support the learning activities and tasks. E, T 5. Students will have a chance to work alone or in groups to develop an evaluation chart, on poster, answering the following questions: What were the positive and negative effects of the plans for Reconstruction? Were the plans successful? E, T 6. Students will research the life of a Georgia leader for African-American right during the Reconstruction era. They will find images, diaries, memoirs, biographies, news articles, and other resources that tell the story of that persons life. They will use presentation software to share information with the class as classmates and teacher give feedback. E, T, R 7. Students will write letters in which they imagine that the following people would write about Reconstruction: a. a member of the old Southern upper class b. a newly freed African American, c. a white Northern carpetbagger. Students will exchange letter with members of their group for peer assessment and revisions. E, R 8. Students will make a diagram to organize their notes on the following and discuss them in their group: Identify a decision made by Georgia in the period of Reconstruction. What were the reasons for the decision? What were the results? R, E

FRIT 7430: UbD Stage 3 Assignment Week 3 Type week 3 activities here (use page 26 of the UbD text as an example)

SS8H6- The student will analyze the impact of the Civil War and Reconstruction on Georgia. 1. Open week 3 with an entry question (Why is the study of history important and how does it affect the way we see the world today?) which will lead to the lesson focus on the Reconstruction on Georgia. H 2. Continue with an overview of weeks 1 and 2 by conducting an impromptu Q & A session that allows students to create and answer self-made questions relevant to the unit. The teacher will start the review discussion by asking a question and the student who provides the answer must then create a relevant question for another student to answer. W 3. Transition to Essential Questions and read the standards that focus on the Reconstruction on Georgia. W, O 4. Present important vocabulary terms and dates. Pass out class work that allows students to fill in the vocabulary terms, important events and dates. Interactive whiteboards can be used for this activity to encourage student engagement through a visual and kinesthetic connection. E, O 5. Complete textbook readings and allow students to read and discuss information aloud as called on by the teacher. E, O (EQ- What are the benefits of free trade? What are examples of goods and services produced in Georgia during the Civil War and Reconstruction?) 6. Teacher will sing or play a recording of the spiritual This Little Light of Mine and ask students to write a journal on how the song relates to the Civil Rights Era. H, T, R 7. Technology- Allow students to research information using student computers. Provide students with a questionnaire to complete as they research information on the Reconstruction on Georgia at http://www.pbs.org/wnet/jimcrow/stories_events_reconstruct.html. The questionnaire should give students an opportunity to describe factual information that will be read aloud. E, R, T (EQ- What is the impact of the Civil War and Reconstruction on Georgia?) 8. Present students with a study guide to prepare for the test and allow students to complete the study guide in class so that the teacher can address any questions before the test. O, R

Notes to the Instructor Use this area, if needed, to explain to the instructor how your planned activities above satisfy specific elements of the scoring rubric.

FRIT 7430: UbD Stage 3 Assignment

Stage 3 Scoring Rubric

(0 Points) 1. Does not clearly communicate WHERETO for learning activities Fails to provide a pretest for learners. 2. Alignment is not demonstrated between instructional strategies, standards, and understandings of the unit. There is evidence of alignment between some of the instructional strategies, standards, and understandings of the unit. (2-3 Points) Codes some learning activities with WHERETO (4-5 Points) Clearly codes each activity with WHERETO Includes a pretest to check for prerequisite skills and knowledge. Alignment is clearly demonstrated between instructional strategies, standards, and understandings of the unit. Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy. 3. Instruction has one global starting point for all learners. No evidence of an attempt at differentiation 4. Fails to provide opportunities for students to RETHINK ideas, REFLECT, and to REVISE work. 5. (0 Points) Does not indicate the use of technology in a meaningful way 6. (0 Points) Utilizes Gardners strategy to provide different Entry Points. Evidence of an attempt at differentiation exists Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work. (1 Points) Includes the use of technology Utilizes Gardners strategy to provide different Entry Points to meet the needs of all types of intelligences. Clear plan for differentiation Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work. (3 Points) Includes the use of technology in a meaningful way. Off the shelf resources are properly referenced (2 Points)
Your Score

(1 Points)

FRIT 7430: UbD Stage 3 Assignment Assignment is not Assignment somewhat organized organized Assignment Instructions not followed Several errors in grammar and form, which distracted the reader Most assignment instructions followed A few errors in grammar and form which distracted the reader

Assignment is organized Assignment Instructions followed No errors in grammar or form that distracted the reader.

Your Total Score

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