Template B.

1
The UbD Template, Version 2.0 2011 by Grant Wiggins and Jay McTighe

Name: Eric Harris Cadre: 30

Unit Topic: Our Shared History Subject(s): World History Grade(s): 9-12 Time Frame: 2 Weeks

Stage 1: Desired Results

Established Goals Transfer

What content standards and
program - or mission - related
goal(s) will this unit address?
ISTE Standards
3b
Students evaluate the
accuracy, perspective,
credibility and relevance
of information, media,
data or other resources.
Global Collaborator
7a
Students use digital tools
to connect with learners
from a variety of
backgrounds and cultures,
engaging with them in
ways that broaden mutual
understanding and
learning.
In their lives, students will still be able to independently use their learning to
T1: Investigate individuals and events from different time periods based on the big ideas of world history.
T2 Find connections based on research with the lives of individuals living during specific turning points in history to
people living in the contemporary 21st century and develop logical arguments based on specific claims and
counterclaims of individuals.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that... Students will keep considering...
Educated people understand that there What motivates human beings in their thoughts and actions?
are varying points of view in the world
due to different cultural backgrounds. What w ould be considered a major turning point in history? Can you
identify them?
Major turning points of recorded
history have altered our lives today.

CA State Standards
10.1-12.6
Common Core Acquisition
Standards Students will know... Students will be skilled at...

*Basic understanding of world history from

Ancient times to the 21st century.
Performing research using databases through the library and internet.
* Understanding of the Big Ideas in World
Differentiating between primary and secondary sources, and then critical
History.
Moral and ethical principles analyze them.
Struggle for rights
Using and reading physical, political, and special purpose maps.
New technologies
Competition among nations Interpreting data from graphs and tables from DBQs and library
Devastations of war
databases..
Human rights
Cold war conflicts Recognizing and understanding connections and relationships in history.
Nationalism

*Knowledge of the major turning points in

world history.
Neolithic Revolution
Greek Democracy
Fall of the Roman Empire
The Crusades
The Renaissance
The Protestant Reformation
Age of Exploration (Columbian
Exchange)
Political Revolutions 1700s-1918
The Industrial Revolution
World War 2
The Cold War
Age of Terrorism
 Stage 2: Evidence

Cod Evaluative
e Criteria

Are What criteria will be PERFORMANCE TASK(S):

all used in each Students will show that they really understand by evidence of
desire assessment?
d
result - Historically Open-ended questions gathered via template will be compiled to for a Socratic Seminar. A Socratic Seminar will be
s accurate performed to allow students to back up claims with researched evidence based on open-ended questions.
being
appro
priatel -Clear evidence Write a 1 page diary entry representing a person living during a specific time period. In your diary you express your
y gathered thoughts on the social, political, and economic life during the specific turning researched.
asses
sed? -Informative and Create a photo essay using powerpoint, IMovie, or other approved software. The photographs, pictures, and paintings
detailed need to be in sequence showing the social, political, economic, and cultural lives of the people living during major turning
points in history.

Historical research paper using a thesis that is created based on a DBQ, photo analysis, database research, and
Socratic Seminar. The paper must provide evidence from multiple sources that back up their thesis statement.

OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by

Formative standard based concept assessment.

Evidence backed claims during Socratic seminar.
Interpret and analyze photographs, pictures, political cartoons, and paintings.
Analyze Special purpose maps showing the changes occurring during turning points.
Read and interpret Document Based Questions (DBQs)
Analyze primary and secondary sources.
Exit tickets.
Research paper.
 Stage 3: Learning Plan

Cod PRE-ASSESSMENT
e What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?

Inside out graphic organizer. On the inside of a large box they list everything that they would like to learn about a particular subject. On the outside of
the box the students will write down everything they already know.

KWL chart will assess the students the students prior knowledge.

Exit tickets using google forms in which the teacher will be able to use as data for what students understand and still need assistance with.
 LEARNING EVENTS PROGRESS MONITORING
Student success at transfer, meaning, and acquisition depends upon How will you monitor students progress toward acquisition, meaning, and transfer, during
lesson events?
M Document Based Questions
Use exit tickets through google forms and create a spreadsheet to analyse student
1. Distribute the Big Ideas in world history outline. Answer progress.
the question, According to the Big Idea Chart, what
constitutes a major turning point in world history? Independent formal and informal observations.

2. Distribute the Major Turning Points list and description. One on one communication with the students via face to face, padlet wall, and blog
Students will have to match the turning points with the big posting on the GLP website.
ideas outline. Answer the question, What constitutes
this list of events as major turning points based on the Big Quizzes through google forms.
Ideas outline? Students as a whole group will then have
the choice to select a major turning point in world history
to be their focus. This will be an organized discussion
and vote by the students. What are potential rough spots and student misunderstandings?

3. Distribute DBQ and document question based on a
turning point in history. Present students with evidence
based primary and secondary sources. Students must
distinguish between the two next to the source. Students
will then create a spider web graph to back up document
question. Students will then create a thesis statement
based on the DBQ question. They will share with their
collaborative peer their thought out thesis.
4. Complete a research analysis sheet based on the turning
point chosen by the class. Students will enter the Gale
World History library database. Their research analysis
sheet will have students gather more evidence to back up
the DBQ essential question.
Students could have difficulty with the structure of a historical based thesis
statement. Since students are conditioned to write English class based thesis
statements, this must be taught. In addition, students must taught the structure of a
historical based research paper.
The students must have some knowledge of how a Socratic Seminar is completed.
The class must scaffold the seminar. First, teacher lead informal discussion. Next,
formal split class teacher guided open-ended questions lead by students. Lastly,
students create open-ended questions and lead their own Socratic Seminar with no
teacher involvement.

5. Distribute photos, paintings, and political cartoon analysis How will students get the feedback they need?
packet and analysis questions. Students must distinguish
between the points of view of each media. Each media Feedback will be provided through discussion forums on padlet.
piece will be used as evidence for their thesis statement.
Feedback through google forms and spreadsheets.
6. Distribute Socratic Seminar template. Students will
create open-ended questions based on their research One on one feedback through independent in-class meetings.
and analysis
.
7. Lead a Socratic Seminar. Students will share and
discuss the open-ended questions written in the template.
 There will be an inner circle and outer circle. Students in
the inner circle will debate the questions and the outer
circle will take notes and gather evidence.

8. Students will write a diary entry based on a point of view

of someone living during the turning point in history they
researched.

9. Students will write a historical research paper providing

evidence that backs up their thesis statement. The
students must provide a citation page.

10. Final Presentation. Photo essay using powerpoint or

google slides. The photo essay must be based on their
research paper. The students will present their photo
essay to the class.

11. Current event comparison sheet. Students will compare

the turning point researched to a contemporary 21st
century event. In groups of 4 students will share out their
findings and comparison sheet. Peer evaluation sheet
will be filled out by group members.

12. Formal multiple choice, true and false, and constructed

response concept assessment