Understanding By Design Unit Template

The History of the Olympics Title of Unit ELA, History, Physical Education, Mathematics Subject Emily, Ellen, Alissa, Jason Developed By Grade 10 Grade Level 3-4 week unit Time Frame

Stage 1 Identify Desired Results

Broad Areas of Learning How are the BAL incorporated into this unit? What is the historical importance and influence of the Olympic Games? How do the Olympics affect the local economies? How have the ideas of Mathematics influence the productivity, design, and execution of the Olympics, specifically handball?

Cross curricular Competencies How will this unit promote the CCC?

Each content area can use the Olympic Games as their focal point for their instruction, activities, and assessments. The theme will be universal, but the specific activities/methods of instruction will vary according to each content area.

Learning Outcomes What relevant goals will this unit address? (must come from curriculum; include the designations e.g. IN2.1) Common Core

ELA Common Core Standards CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-LITERACY.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether

Standards

the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. History CCSS WHG ERA 7 GLOBAL CRISIS AND ACHIEVEMENT, 1900-1945 7.2.2 Inter-war Period Analyze the transformations that shaped world societies between World War I and World War II by examining the causes and consequences of the economic depression on different regions , nations, and the globe describing and explaining the rise of fascism and the spread of communism in Europe and Asia (See 7.3.1 and 7.3.2) comparing and contrasting the rise of nationalism in China, Turkey, and India (National Geography Standard 10, p. 203) WHG ERA 8 THE COLD WAR AND ITS AFTERMATH: THE 20TH CENTURY SINCE 1945 8.1 Global and Cross-temporal Expectations Analyze the global recon gurations and restructuring of political and economic relationships in the Post-World War II era. 8.1.1 Origins of the Cold War Describe the factors that contributed to the Cold War including the differences in ideologies and policies of the Soviet bloc and the West; political, economic, and military struggles in the 1940s and 1950s; and development of Communism in China. (See 7.2.3) (National Geography Standard 13, p. 210)30 8.1.2 Cold War Conicts Describe the major arenas of con ict, including the ways the Soviet Union and the United States attempted to expand power and inuence in Korea and Vietnam ideological and military competition in THREE of the following areas: Congo, Cuba, Mozambique, Angola, Nicaragua, Guatemala, Bolivia, Chile, Indonesia, and Berlin the arms and space race (National Geography Standard 13, p. 210 Math CCSS CCSS.MATH.CONTENT.HSG.SRT.D.9 (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side. CCSS.MATH.CONTENT.HSG.SRT.D.10 (+) Prove the Laws of Sines and Cosines and use them to solve problems. CCSS.MATH.CONTENT.HSG.SRT.D.11 (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces). CCSS.MATH.CONTENT.HSG.CO.B.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. CCSS.MATH.CONTENT.HSG.SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

CCSS.MATH.CONTENT.HSG.SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. CCSS.MATH.CONTENT.HSG.GMD.A.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. CCSS.MATH.CONTENT.HSG.GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. CCSS.MATH.CONTENT.HSG.GMD.B.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. CCSS.MATH.CONTENT.HSG.CO.D.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). PE CCSS Standard 2 - Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3 - Participate regularly in lifelong physical activity. Standard 5 - Exhibit responsible personal and social behavior that respects self and others in physical activity setting. Standard 6 - Value physical activity for health, enjoyment, challenge, self-expression and/or social interaction. CCSS.ELA-LITERACY.W.9-10.2.A Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Enduring Understandings What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now) What misunderstandings are predictable?

Essential Questions What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

Students will understand - the historical importance and influence of the Olympic Games - affect of the Olympics on local economies - how the ideas of mathematics have influenced the design, productivity, and execution of the Olympic Games

Content specific. ELA essential questions How have the Olympics encouraged or discouraged international communication? How and in what ways have the Olympics affected world literature? How have the controversies surrounding the Olympic games been represented in the media? History Essential Questions How have past Olympic games influenced political or social movements? What events in past Olympic games have symbolized larger themes in history? What are these themes? How have international conflicts been represented in Olympic competitions? Mathematics Essential Questions Explain how each triangle congruence property operates, when to use them, and how to apply them. Explain the meaning and proofs of both the Law of Sines and Law of Cosines. Why do these formulas work? When do you use them? Explain surface area of a sphere. Where does each component of the formula derive from? Know how to find the surface area of a sphere using the formula. Explain volume of a sphere. Where does each component of the formula derive from? Know how to find the volume of a sphere using the formula. Physical education Essential Questions How does an Olympic team measure success? What personal and social qualities are needed to communicate with team members? Why do athletes train and participate in the Olympic games? What rules, skills and strategies are used in team handball? FNMI, multicultural, cross-curricular

Related misconceptions

Knowledge: What knowledge will student acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite knowledge that students will need for this unit. Students will know... - Conflicts surrounding the Olympics - Physicality involved in participating in the Olympics - World perspectives on the Olympics - How to calculate various times/standings on a variety of Olympic

Skills What skills will students acquire as a result of this unit? List the skills and/or behaviours that students will be able to exhibit as a result of their work in this unit. These will come from the indicators.

Students will be able to ELA - Analyze and interpret various forms of print media regarding the Olympics. - Recognize the international relationships that have been created and/or destroyed as a result of the Olympics. - Evaluate the use of print media in Olympic Games coverage and analysis. History -Students will analyze and be able to identify the important information in a text -Research primary and secondary sources and decipher what valid sources are -Analyze and interpret various forms of print media regarding the Olympics

events.

Math -Calculate and discover the volume, surface area, perimeter, and area of various objects in handball. -Prove the Law of Cosines and Law of Sines. -Evaluate and explain the formulas for surface area and volume of spheres. -Understand and apply all triangle congruence properties. PE - Students will exhibit best effort, perseverance, and camaraderie. - Students will analyze and demonstrate verbal and non-verbal communication, listening, negotiating, and problem solving. - Students will demonstrate self-expression and enjoyment for activity. -Students will demonstrate understanding of rules and strategies.

Stage 2 Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below) By what criteria will performances of understanding be judged? ELA and History Final Assessment/Project In History class the students will research and find valid information to make an argument about which country should be selected by the IOC to host the next Olympic Games. Students will have to consider multiple factors in forming their argument including, but not limited to: Economics benefits and limitations of their nation of choice. Cultural factors and limitations International Relations Safety and Security After forming their argument and finding researching evidence to support their argument they will construct a historical paper in their ELA class, supported and taught by their ELA teacher. ELA-specific tasks Daily Journal Entries Group discussions Debates Final Research Paper History Specific tasks: Research find valuable sources and information Pose an argument about something related to the Olympics Group discussions

PE and Mathematics Final Assessment/Project In Physical education class teams will research rules, tactics and strategies to form a playbook for the competitive phase of the sport education model. The students will then use the plays they created in

PE to calculate distances and angles using various triangle congruence properties. PE specific tasks Individual roles entries Group discussion online and in-class Playbook Math specific tasks Determine properties, strategies, known measurements, and missing measurements to calculate each play. Group discussions. Calculations for playbook.

GRASPS Elements of the Performance Task G Goal

What should students accomplish by completing this task?

ELA & History Goals Students should demonstrate their knowledge gained throughout the unit through their work on the final assessment for ELA and History. Students will have an historical paper written by the end of the unit. It will contain a valid argument supported by valid arguments and all the information will be cited in proper format. Math & PE Goals Students should demonstrate their knowledge gained throughout the unit through their work on the final assessment for Math and PE. Students will have a playbook created by their team in PE two weeks through the unit. Students will calculate the strategies used to gain a better understanding for the final tournament. ELA & History Roles Students will be assuming an active role in this project-based unit, by making an argument, finding evidence to support that argument, and coming to a conclusion. They will demonstrate historical research an analysis by writing a paper. Math & PE Roles Students will be assuming an active role in this project-based unit, by completing their role duties to create the playbook, calculate strategy movements, and will demonstrate understanding in tournament play.

R Role
What role (perspective) will your students be taking?

A Audience
Who is the relevant audience?

Their fellow peers and teachers.

S Situation
The context or challenge provided to the student.

ELA & History Situation Students will be encouraged to think about the broader purposes and effects of the Olympic Games, by they crafting an argument about which country should serve as the next host of the Games based on research they conduct throughout the unit. This research will take form in a final research paper which will be researched and edited in their History and ELA classes. Math & PE Situation Students will be engaged in a realistic situation that will help broaden their understanding of the playbook and strategies of team handball, while also giving an authentic scenario to calculate.

P Product, Performance
What product/performance will the student create?

Theme and content will be researched in History class Composition and editing will take place in ELA Math and PE will ask the students to produce a playbook on the Olympic sport of team handball. s and strategies will be researched and compiled into a playbook in PE class. Calculations of plays will be executed in Math class. ELA & History ELA and History will ask the students to produce a research paper on the aforementioned theme. Theme and content will be researched in History class. Composition and editing will take place in ELA Paper is not simply a summary, but an argumentative paper based on evidence. Standard conventions of English written language are followed. Paper is at least 6 pages in length. MLA formatting for in-text citations and bibliography. Math and PE Rubric for final project One researched and cited offensive strategy. Strategy is applied and practiced. edited and updated playbook in PE. Student Self-Assessment How will students reflect upon or self-assess their learning?

S Standards & Criteria for Success

Create the rubric for the Performance Task

Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Debate Short answer quizzes on readings ?????

Students will keep journals in their ELA classroom. Students will participate in a debate in their ELA classroom. Students will participate in classroom discussions about text in their ELA classroom. Throughout the research process in their History classroom, they will have to write abstracts for the sources they find and turn them in on given dates before the actual paper is due. Students will be given a checklist to ensure they are staying on track with the project. Students will be assessed with warm-up and exit activities each day. Students will complete various worksheets and activities. Students will participate in classroom discussions. Students will take two quizzes throughout the unit. Students will complete playbook. Students will keep journals in their PE class. Students will complete duty role. Students will be assessed with a checklist.

Stage 2 Assessment Evidence

Stage 3 Learning Plan What teaching and learning experiences will you use to: achieve the desired results identified in Stage 1? equip students to complete the assessment tasks identified in Stage 2? Students will be grouped in their PE class into different countries (of the 14 original nations in the 1896 Olympic Games in Athens). They will be identified as their country throughout their other subjects. Team (country) points will be awarded throughout the day and across subject areas, added up to different medals. While not all students will be with their original PE group throughout their 3 other content area classes, all students will have an English, History, and Mathematics class.

Where are your students headed? Where have they been? How will you make sure the students know where they are going? What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed? Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

History: The Olympic unit will fit in well with a World History Class or American History class. To ensure my students know how it is fitting into the semester I will have been giving them Unit Organizers through out the semester and will do so for the Olympic Unit as well. All students will have some relation to the Olympics weather they have seen it on TV, play one of the sports that is represented in it, visited a country that participates in it, read about it in a sports magazine or seen advertisements with Olympic athletes in them. Students will be able to voice and explore their personal interests by what they choose to do their Performance task on. Students will help with pre-planning by voting on what topics we cover specific to the Olympics. The best learning environment will be in a regular classroom on some days and will need full access to computers on other days (for independent research) I will make sure the students are seated in a way that encourages discussion but promotes fewer distractions for the students. English:The ELA portion of this unit will focus on the media and communication aspects of the Olympic

Games. Students will hone in their critical reading skills to a variety of texts and media. Like in their History class, students will be given Unit Organizers where they will track their own progress throughout the unit. Students will participate in a wide variety of classroom activities including debate, discussion of text, critique of various media, and practice in various forms of writing. Their writing experiences will include journal writing, preparing for debates, culminating in a final research paper. The themes for the research paper will be discussed in their history class, written and edited in ELA, and researched in both. Students are responsible for tracking their own learning, as well as fostering team spirit and gaining team knowledge about their perspective country. Students will spend time in the regular classroom in a circle-style set up, so that all students are facing each other (with the exception of the debate activity). When the time comes to work on the research paper, students will move to a computer lab or have access to research materials. PE The Olympic unit will be planned in the team sports curriculum. Students will have already experienced class routines which have incorporated all the elements students will be required to manage during this sport education model. Students will be introduced to the sport education model on the first day of the unit where they will be given instructions and rubrics to all team roles. Experience in warmups, fitness routines, skill breakdown, progression, and drills have all been experienced in prior sport units. Students will be interested in the responsibility for developing their own material and the pressure of teaching their peers. Instructor will develop the teams and captains but learners will control the specific roles of each team and will assign peer

roles. Students will need access to the Internet and computer outside of class time, adaptations must be made at the beginning of the unit so students have ample amount of time to complete the assigned material before the due date. Math: After learning about similarity, triangle properties, and angle thermos, students will build on this knowledge to further their understanding of triangles and spheres. Students will have a calendar and schedule to keep up to date on assignments and their learning. The Weebly has all assignments available and each lesson mapped out. This unit will be focused, and inspired by, the game of handball. The students will do calculations of plays and calculate areas and volumes of the court and ball. Since students will have the hands-on experience of handball in their PE class, students will be more interested in the topic and have a greater understanding of the content. The classroom will be set up for collaboration; all desks be rearranged in groups of 3 or 4. Students will have the opportunity to work individually, work in pairs, work in groups, and participate in hands-on activities. Many learning styles will be presented to ensure all types of learners and increase engagement.

How will you engage students at the beginning of the unit? (motivational set)

History: I will engage students early on in the unit by first introducing some of the stories from history about Olympic athletes that beat the odds or were particularly inspiring.

Ex) watch a clip from Miracle On Ice, Jesse Owens story, or Karri Strugs sprained ankle story English: We will begin by discussing the purposes of the Olympic Games, and analyzing the opening ceremonies. Students will do a 15 minute research blitz, using their technological device (i.e. Chromebooks, iPads, etc.) to research anything they can find about the origins of the Olympic Games. We will then read an article about the Sochi Opening Ceremony to prompt our thinking for the analysis activity of the opening ceremonies. Students will work together in groups, looking up people they may not know who appear in the article, evaluating the claims made by the author of the article, and commenting on the photographs included with the article. Ex) Looking at pictures from that Olympics, various newspaper headlines. PE: Students will be motivated by the change in classroom structure. Students will report to their teams and captains will take attendance. Captains will relay any issues or concerns to the teacher but are encouraged as a team to solve the issues. On the first we will read about various Olympic teams and their journeys from training through competing for motivation. Math: The Opening ceremony will be a great way to get the students excited about the Olympics. The students will be introduced to the game of handball in PE which will get the students excited and have a clearer understanding of the math that the students will be doing.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge?

English: Students have the opportunity to explore various time periods during our study of the Olympic Games in English/Language Arts. Their participation in the research and creation of their nations displays, flags, and outfits for the schools opening ceremony will provide a sense of unity and camaraderie for the students with their teammates. Students will also be able to voice their opinions on boycotting the 1936 Olympic Games during a twoday, in-class debate in ELA. PE: The sport education model gives students an authentic experience in development of personal and social skills within a team experience. Working with the same team through the entire unit, collaborating, problem solving, and persevering together will give students the authentic Olympic like experience. Math: This unit is heavy based on discovery of different theorems and formulas. Students will explore the formula of surface area of a sphere through two hands-on, collaboration activities. Students will explore the formula for volume of a sphere aslo through a hands-on, collaboration activity. All activities will be guided through worksheets and all materials needed for the activites will be provided. Each activity will be throughly discussed through short answer questions and group discussion. Lesson Activities 15-minute research blitz: Students will research the origins of the Olympic Games Class will brainstorm whole-group possible reasons for the Olympic Games Benefits? Disadvantages? Economic impact? (Host nation and

(ELA) Lesson Title Why the Olympics? Purpose of the Olympic Games?

Lesson #

CCCs CCSS.ELALITERACY.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as

Resources Sochi Begins Winter Olympics with Grand Opening Ceremony http://espn.go.com /olympics/winter/2

Analyzing the Opening Ceremonies reflecting Culture or reinforcing a stereotype?

outside) 10-minute presentation by Teacher on Ancient Greece & Olympic Origins Sochi Winter Olympics Article on Opening Ceremony Small groups: Students will work together in small groups reading an article about the Sochi Opening Ceremony to prompt our thinking for the analysis activity of the opening ceremonies. Students will work together in groups, looking up people they may not know who appear in the article, evaluating the claims made by the author of the article, the authors purpose and intended audience, and commenting on the photographs included with the article. Groups watch each video and present their analysis. How do the opening ceremonies celebrate the culture of the host nation? Do you recognize any stereotypes? What stereotypes were/were not perpetuated? Students will present their findings to the whole group, as well as show a 3-minute clip of the Opening Ceremony with which they worked that best demonstrates the culture of the host nation.

well as inferences drawn from the text. CCSS.ELALITERACY.RI.9-10.6 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.

014/story/_/id/104 18540/sochibegins-winterolympics-grandopening-ceremony

CCSS.ELALITERACY.SL.910.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. CCSS.ELALITERACY.SL.910.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELALITERACY.RI.9-10.3 Analyze how the

China http://www.youtub e.com/watch?v=Js DY1Ha83M8 Athens http://www.youtub e.com/watch?v=h2 atZjcBqs4 Atlanta http://www.youtub e.com/watch?v=df 9RDteaKEI Moscowhttp://www .youtube.com/watc h?v=GLke9Xo9M0 o Londonhttp://www. youtube.com/watc h?v=E6NBHx80ov Y

Controversy Surrounding the Olympics 3

Teacher will give students an article about the attempted boycott of the 1936 Summer Olympics in Berlin.

 Article will be read by the teacher to the class; students will be asked quality questions during the reading to prompt their thinking. Students will be asked to research one of the following controversial Olympic Games: Sochi 2014 China 2008 Moscow 1980 Los Angeles 1984 The major questions addressed in their research are the following: 1. What about these Olympic Games made them controversial? 2. Was the controversy handled? How? 3. Was there a particular person/group of people that lead the controversy? 4. Compare this controversy to the 1936 Berlin controversy.

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. CCSS.ELALITERACY.RI.9-10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). CCSS.ELALITERACY.RI.9-10.6 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.

Media coverage of the Olympics/A picture is worth 1000 words activity

Students will use a creative method to analyze the photographic representations of the Olympic Games. Using Thinglink, students will add hyperlinks, thought bubbles, and other forms of interactive media to victory, loss, and other pictures from any Olympic Games they choose.

CCSS.ELALITERACY.W.9-10.3 Write narratives to

develop real or Students will work in pairs for this activity. Teacher will provide an example of a Thinglink interactive picture. Adding thought bubbles to victory and loss pictures from various Olympic Games -- Using Thinglink (http://www.thinglink.com/) imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Debate: Boycott of the 1936 Berlin Games (2 day lesson)

Video: Monty Python Argument Office Clip Argument v. Debate discusison Debate - Socratic Seminar Style Debate Topic: Should the United States boycott the 1936 Olympics in Berlin? Students will be assigned a side to represent (so that each side is evenly represented) Rules of Debate: Each side will give an opening statement outlining their key points without giving too much of their argument away. (3 mins) Individual members of each side will present AT LEAST 3 statements/reasons why or why not the US should boycott. Individual members of each side will respond AT LEAST twice to the statements made by other students. Statements/reasons must be evidencebased, with research cited during the debate. Each side will give a closing statement, summarizing the points made and refuted during the debate. (5 mins)

Writing Abstracts for Research Papers 6

What are abstracts? Purposes of abstracts?

CCSS.ELALITERACY.SL.910.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. CCSS.ELALITERACY.SL.910.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. CCSS.ELALITERACY.W.9-10.2

Reading abstracts. Modeling an abstract. Writing an abstract for the research paper.

Write informative/explanato ry texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

(History) Lesson Title Ancient Olympics

Lesson # 1

Lesson Activities 1. Lecture: (10-15 minutes) power point lecture giving the students some background information on the Ancient Olympics 2. Artifact Analysis: (15-20 minutes) I will show pictures of Artifacts that historians have studied to learn about the Ancient Olympics. -Students will work in groups of three to determine what the Artifact can tell them about the Ancient Olympics, each student will take notes on what they determine. 3. Analyze and Share as a class: (1015 minutes) Come back together as a class and share what students thought the artifacts told us about the Ancient Olympics 4. The Real Facts:(15 minutes) I will share what the artifacts actually show, what competitions were held, what the reward was, why the games were held etc. 5. Closure: (5minutes) Whole class discussion. How has the purpose of the Olympic Games shifted in the past 5000 years? What is the purpose of The Games today?

CCCs CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas UCLA Historical Thinking: CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Resources Pictures of Artifacts can be found on weebly youtube video: http://youtu.be/4WPHbzN fzKA

Early Modern Olympics 1896-1924

1. Lecture: (10-15 minutes) Use Prezi to provide background info on who, what

CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for

Helpful website http://www.olympic.org/at

and why the Olympics were restarted. What was going on in the world in the late 1800s/early 1900s? Industrial revolution! 2. Hypothesize: (5 minutes) Write continuously about potential ways the Industrial Revolution could relate to the start of the modern Olympic Games. 3. Trade, compare and share: (5-10 minutes) how does your partners hypothesis differ from your own hypothesis? Get with another pair and share how you and your partner differed? 4. The Real Facts: (10-15 minutes) Continue lecture and explore what parts of their hypothesis was correct/incorrect? What other Global competitions were going on at the time? Who was allowed to participate? 5. Closure: (10-15 minutes) Whole class discussion, How were the games a symbol of technological competition? Why is technological competition so important in our world?

actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

hens-1896-summerolympics Youtube video: http://youtu.be/6H78sdM 3Cx8

1936 Nazi Olympics Highlight: Jesse Owens

1. Lecture: (15 minutes) What was going on in 1936? Focus on events leading up to World War II. Why would Hitler want to hold the Olympic Games? 2. Hand out copies of 1936 Olympic Propaganda: (15-20 minutes) Get into groups of three, fill out worksheet for your piece of Propaganda, prepare to present to the class. 3. Share what you analyzed in Propaganda with the class: (10 minutes) 4. Lecture: (15 minutes) What did we learn from propaganda? Why did Hitler hold the Olympics? What was the global opinion of the Games? Listen to NPR session on the Nazi Olympics, hear clips of speeches etc. 5. Closure: (5 minutes) To be continued, small look at whats coming tomorrow. 1. Opener: (5 minutes) Write down 5 words or phrases that describe Jesse Owens. If you dont know who he is thats ok too.

CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-LITERACY.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Find propaganda on Weebly Find Pictures of Jesse Owens on Weebly Jesse Owens video: http://video.pbs.org/video /2229413590/

Propaganda Analysis worksheet on Weebly

2. Lecture/discussion: (10 minutes) What did you write down? What do we know about Jesse Owens? Who is Jesse Owens? What did he do? Tell the Jesse Owens Olympic story. 3. Investigating the paradox: (15-20 minutes) What do we know about racism in America in the 1930s? How does Jesse Owens fit into this? How was JO treated when he came home? 4. 10 minute quick write: (10 minutes) How was Jesse Owens life a paradox? Is this how national heroes deserve to be treated? 5. Closure: Discussion (5 minutes) When else have Americans treated people this way? Why did race stand so high on the social hierarchy?

1980 US boycott Summer Olympics

1. Lecture: (15-20 minutes) Overview of Cold War conflicts leading up to the boycott of the Olympic Games. Who was involved? Capitalism vs. Communism 2. Reflection: (10-15 minutes) Would you have made the choice to boycott the Olympic Games? Why or Why not? 3. Introduction to Dave Sims: (10 minutes) 1980 Olympic qualifier, swimmer, background ect. 4. What makes a good question?: (10 minutes) Explain what a good interview question is. How to word it, how to respond etc. 5. Closure: Think of a few good questions AFTER INTERVIEW FOLLOWING DAY: 6. Write a reflection on the interview: Did anything surprise you? How would you react if you were in Dave Sims position in 1980? How did it feel as an Olympic Qualifier?

CCSS.ELA-LITERACY.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-LITERACY.RH.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

What makes a good question

Cold War Conflicts in the Olympics

1. Review: (10 minutes) Discuss essential question, where I have already learned about it? 2. Lecture: (10-15 minutes) More about what the Cold War was about.

CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes

Youtube video: http://youtu.be/qYscemhn f88

3. USA vs USSR: (5-10 minutes) What do students already know, go over what they dont know yet. 4. Video: (5-10 minutes) Watch clip from Miracle on Ice, watch interviews with players and spectators 5. Reflect: (10 minutes) What did winning it really mean win the USA beat the USSR in hockey in 1980?

clear the relationships among the key details and ideas.

Historical Researching

1. Good Sources vs. Bad Sources 2. Chicago Style Citations 3. What you should be searching for

ALMOST EVERY CCSS SOCIAL STUDIES STANDARD APPLIES TO THIS PROJECT! HOORAY!

Chicago Style website http://www.chicagomanu alofstyle.org/tools_citatio nguide.html Other sources will be used by students by which sources they use is up to them

(PE) Lesson Title Preseason phase

Lesson # 1 Day 2

Lesson Activites Agenda Warm-up activity: Students will practice dribbling the official game ball while jogging around the gym. Fitness activity: Students will line up on the base line and perform exercises in succession of each other from the baseline to the mid-court and then back. lunge and twist kareoka A-skips B-skips Input and demonstration: Students will watch a video on how to play the game of team handball. www.youtube.com/watch?v=1C3MJ oC0iWM Students will be split up into random teams and begin playing the game. Applied activity:

CCCs Standard 2 - Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Resources www.elleville.k12.wi.us/bhs/physe d/studyg/teamhandball.html Introductory Youtube video: www.youtube.com/watch?v=1C3 MJoC0iWM

Students will practice playing the game of team handball. Teams will be selected at random and will play for ten minutes before switching, playing another team. Students will gain a better understanding of the basic rules and concept of team handball. Standard 5 - Exhibit responsible personal and social behavior that respects self and others in physical activity setting.

Introductory phase:Team selection Role overview

2 Day 3

Agenda Introduction: The instructor will select a teams and captains of each team. As a team, everyone will select one role from the following (Captains have already been selected by teacher): Coaches - directs skill and strategy practice, helps make decisions about lineups, turns in lineups to teachers or managers. Captains - leads warm-ups, helps solve team problems, provides general leadership for their teams. Trainer - leads fitness activity, helps with skill progression and development. Referees/Officials manages contests, makes rule decisions, teaches the rules of the sport to teammates. Scorekeepers - records scores during games, keeps track of sport specific rule violations, turns over final records to the appropriate person. Statisticians - records team and individual performance statistics, compiles game and season stats, interprets data, and turns summarized data over to the

appropriate person. Managers takes care of administrative duties, also research strategies for the playbook. Applied activity: Students will practice playing the game of team handball. Teams will play with their respective teams, but no score is kept. One referee from one team must be officiating the game. Introductory Phase: Playbook 3 Day 7 Agenda All activities and demonstrations are student lead. Each team will have a designated area in the gym where they can practice. Warm-up activity: Students lead warm-up by the coach. Fitness activity: Student lead fitness by trainer. Input and demonstration: Student lead drill by the coach. Manager implements one component of their offensive strategy. Applied activity: Students continue to play team handball with their team. Two games ten minutes each, do not keep score. Standard 2 - Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 6 - Value physical activity for health, enjoyment, challenge, selfexpression and/or social interaction. CCSS.ELA-LITERACY.W.910.2.A Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. www.youtube.com/watch?v=nSe E94HWHRI http://uarkpeac.pbworks.com/

Competitive Phase

4 Day 10

Agenda Introduction: Captains take attendance,

Standard 2 - Demonstrate understanding of movement concepts, principles,

addresses any issues that may need to be addressed and explains what is going to happen for that day. Warm-up: Captains will lead the warm-up. Fitness activity: Trainers will lead fitness activity. Input: It is day two of the competitive stage so the statistician records the data during each game during the competitive stage. The statistician will read off the data from the previous day and the team will discuss areas of weakness based on the stats. Guided practice: The coach will decide what type of drill is needed to improve the teams performance. Applied activity: 20 min Every team but one will get to play two games (10 min games each). Stats will be kept by whichever player is sitting out during the game, otherwise a player from the team that is sitting out can keep stats. Tournament 5 Day 12 Agenda Introduction: 5 min captains will take attendance and address and issues that may have come up over the course of the unit. Warm-up: 2 min Captains will lead the team through the warm-up. Group practice: 10 min Managers and as a team devise a strategy against the team you are Tournament

strategies, and tactics as they apply to the learning and performance of physical activities. Standard 6 - Value physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.

Standard 3 - Participate regularly in lifelong physical activity. Standard 6 - Value physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.

playing against. Could be a offensive play or a defensive strategy. Applied activity: 30 min The last two days will be a round robin tournament. Teams can decide if they want to continue to record stats or not.

(Math) Lesson Title Congruent Triangle Properties Practice

Lesson # 1- May 8th

Lesson Activities -Warm-up/Review-Each group will be assigned a triangle property. The students will have 5-10 minutes to discuss and create a short presentation explain their property.The groups will present. -Guided Practice- Students will work independently or in pairs on several worksheets to practice the properties. -Closure/Discussion- The class will end with a class discussion about the properties and go over answers and questions.

CCCs CCSS.MATH.CONTENT.H SG.CO.B.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. CCSS.MATH.CONTENT.H SG.SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. CCSS.MATH.CONTENT.H SG.SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. CCSS.MATH.CONTENT.H SG.SRT.D.11 (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

Resources SSS video link: https://www.youtube.com/watch?v= De_cljWdiy0 SAS video link: https://www.youtube.com/watch?v= wPFy-0qJBOY

Proving the Law of Cosines and Law of Sines

2- May 13th

-Warm-up- Four problems reviewing properties. -Discussion- Discuss warmup. -Discovery- Working in groups, students will prove the Law of Sines and the Law of Cosine. -Guided Practice- Students will complete guided worksheets to prove both laws, individually or in groups. -Discussion- End with discussion over proving both laws. -Closure- Students will fill out an exit pass on Socrative.

CCSS.MATH.CONTENT.H SG.SRT.D.9 (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side. CCSS.MATH.CONTENT.H SG.SRT.D.10 (+) Prove the Laws of Sines and Cosines and use them to solve problems. CCSS.MATH.CONTENT.H SG.SRT.D.11 (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

Guided Law of Sines Activityhttp://illuminations.nctm.org/upload edFiles/Content/Lessons/Resource s/9-12/LawSines-AS-Discover.pdf Guided Law of Cosines Activityhttp://illuminations.nctm.org/upload edFiles/Content/Lessons/Resource s/9-12/LawCosines-ASDiscover.pdf

Surface Area of Spheres Part One

3- May 16th

-Warm up- Find area and perimeter of handball court, area and circumference of a circle, and area of hexagons. -Discussion- Teacher leads discussion over warm-up questions. -Guided Practice- Guided discovery worksheet. Students will work in their table groups. Students calculate surface area of handball by calculating area of one hexagon on ball then multiplying by the number of hexagons on the ball. -Closure- Exit pass. Students will be given 1

CCSS.MATH.CONTENT.H SG.GMD.A.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. CCSS.MATH.CONTENT.H SG.GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. CCSS.MATH.CONTENT.H SG.GMD.B.4 Identify the shapes of twodimensional cross-sections of three-dimensional objects, and identify threedimensional objects generated by rotations of two-dimensional objects.

question that must be turned in by the ends of the class period on Socrative. Explain surface area of a sphere and what does it measure? Guided Oranges Activtiy https://docs.google.com/a/mail.gvs u.edu/file/d/0BKlKXmggfvOMHdBRkQtb25aRDQ/ edit

Surface Area of Spheres Part Two

4- May 19th

-Warm-up/Review- Review handball activity of the day prior. -Guided DiscoveryStudents will discover the formula for surface area of a sphere with Oranges Activity. Each group will get one orange. -Discussion- With 15-20 minutes left of class, go over the activity and have a class discussion. Closure- Exit pass. With 5 minutes left of class, Exit pass: What is the formula for surface area of a sphere and why does the formula work? -Homework- Students must find a sphere at home, measure it, and find its surface area.

CCSS.MATH.CONTENT.H SG.CO.D.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). CCSS.MATH.CONTENT.H SG.GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

Volume of Spheres

5- May 20th

Warm-up- Students will find the area of three spheres, the volume of two cylinders, and compare the formulas for the area of a circle and volume of a cylinder. -Discussion-Class discussion on warm-up problems.

CCSS.MATH.CONTENT.H SG.GMD.B.4 Identify the shapes of twodimensional cross-sections of three-dimensional objects, and identify threedimensional objects generated by rotations of two-dimensional objects. CCSS.MATH.CONTENT.H SG.CO.D.12

Guided Volume Activity https://docs.google.com/a/mail.gvs u.edu/file/d/0BKlKXmggfvOdHc5T0NqV3dTa1U/e dit Volume of Sphere video https://www.youtube.com/watch?v= aLyQddyY8ik

Guided Discovery- In groups, students will work on a guided worksheet deriving the formula of volume of a sphere. Discussion- With 20 minutes left of class, teacher will lead a class discussion discussing the results and observations of the experiment. Video-Teacher will play video showing another way to derive the formula for the volume of a sphere. -Closure- Exit pass. Students will find the volume of three spheres.

Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). CCSS.MATH.CONTENT.H SG.GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

Assess and Reflect (Stage 4)

Considerations
Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences?

Comments
While it was difficult to incorporate each content area into a specific lesson, we were able to create a cohesive unit, around which students will be immersed in the culture and spirit of the Olympics. They will demonstrate their learning in all four content areas represented in this unit through their final research paper. While it is an argumentative paper, it will also serve as a summary of their learning across the content areas. Students will be exposed to a variety of real-world situations and contexts, as well as encouraged to work collaboratively toward the larger goal of earning a Gold medal for their country.

Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

For struggling students: English: In ELA, adjustments in instructional practices will be made on an as-needed basis. Should a student fall behind, the ELA teacher will explore the cause(es) and possible solutions to the problem. Students will also be exposed to a variety of different learning environments, including individual work, partner and small group work, as well as whole group discussion. This should meet the needs of most students, allowing them their preferred space to express themselves during the unit. For students who need a challenge ELA and History: For ELA and History, students who need a challenge will be able to explore a more challenging country for their final research paper. This could perhaps mean a country seen as an underdog, or not a country immediately considered by the IOC. Specifically in the ELA classrooms, students will participate in a debate over boycotting the

1936 Olympic Games in Berlin. Students will be assigned a side to represent, creating the possibility of them representing a side with whom they might not completely agree. For Struggling students: History: In history, we have used many different instructional strategies that will apply to students with different learning styles and preferences. Students have the option of participate through written and verbal cues. Each lesson involves several forms of assessment to ensure students are on track. If one falls behind it is up to the teacher to spend special time with them. For Struggling students: Math: In math, there will many types of activities for all types of learners. Multiple types of intelligences and preferences are used in each lesson. If need more help, addition practice can be provided. The teacher will be circulating the classroom for all activities, willing to help studetns and answer questions. For Struggling students: PE: In PE, there will be a variety of learners with multiple types of intelligences. Adaptations in instruction can be provided in all lessons if the student needs help. English: Very few class periods will focus on teacher presentation; rather, the students will be at the focal point of the lessons, taking responsibility and agency for their learning through individual and group research and analysis. Various classroom activities include, but arent limited to: journal prompt writing, small group discussion, whole group debate, and partnered reading. History: Each class focuses some time on teacher instruction and some time with student led work and participation. Each day follows a routine that involves teacher led lecture, large group discussion, small group work and individual time to work. The research paper is entirely student led and they get the choice on the topic and how they want to go about researching Math: Each class period has multiple types of instructional approaches. Class are structured to use most of the following approaches: discussion, lecture, group work, individual work, and hands-on activities. PE: Students will be doing most of the instruction. Each day will have a variety of students teaching their specific duty role. Teacher centered instruction will be the approach for the first few classes where students will gain a better perspective of class routine English: In ELA, students will have access to a wide variety of materials. For their research project, they will be conducting individual research, therefore the types of resources and materials to be accessed are endless, depending on the country the student selects for their paper. Daily activities and materials will also provide students will resources which they can use as it applies to their paper. History: In History students will have access to a variety of sources everyday in class depending on what the lesson involves. In lessons we ill utilize a smart board, various ways of presenting information and a skype interview. The research project gives students total freedom as to how they want to gather their information.

Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches?

Resource Based Learning: Do the students have access to various resources on an ongoing basis?

Math: The Weebly has multiple resources and references for students to view if they need more instruction or different explanations. These resources include videos, pictures, examples, and extra practice. PE: Students have access to various resources needed to research concepts, strategies, skills, and comprehension. English: Nearly the whole focus of the Olympic Games in ELA is on cultural understanding and analysis. ELA aims to teach students to read and think critically, without turning a blind eye to cultural differences. Key aspects of this unit are for students belong to another country, analyze the cultural displays in opening ceremonies across the world, and conduct in-depth research of another country to host the next Olympic Games. Without eliminating choice or dishonoring each students identity, students will broaden their worldview through the research and classwork. History: The Olympic unit itself is based on cultural unity and celebrating various cultural differences and similarities. In History we take time to look in to various cultures, we explore when women were first allowed into the games, racism in the Nazi Olympics and Racism in America. With in each lesson students will be allowed to express thier own opinions and contribute to class discussions. Math: There are not any items throughout the math unit that may hinder a students individual culture. The unit plan welcomes all types of students and does not focus on any particular identity. The Olympic unit as a whole is designed to educate and promote students on multiple cultures, gender, and perspectives. PE: The team handball unit does not focus on promoting diverse cultures. Team handball is a international sport, where in much of the world is the number one winter sport.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

;FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each childs identity?