ED621 UbD Unit Design Template

Candidate Name: Kim Morgan Host Teacher Name: Rob Schwartz

School: Mitkof Middle School Grade Level: 8 # of Students: 16/14
Theme of Unit: Civil Rights Content Area: Social Studies

Classroom Demographics: Describe the age, gender, ethnic, linguistic, and ability make-up of your targeted classroom
 13/14 years old
 Mixed gender (about equal)
 Mostly white (one adopted African American male), a few part native (Tlingit)
 Mostly mid-level SES (no very low SES)
 Predominantly from a small town / fishing industry culture
 Heavily Norwegian in culture and customs
 No EL's
 No Special Education students
 A few IEPs for social/emotional issues and minor learning issues (below level reading/writing)

Alaska Content Standards: (4-5 different content area standards)

History standard A: A student should understand that history is a record of human experiences that links the past to the
present and the future. 1) understand chronological frameworks for organizing historical thought and place significant
ideas, institutions, people, and events within time sequences;

Government and Citizenship standard E: A student should have the knowledge and skills necessary to participate
effectively as an informed and responsible citizen. 6) recognize the value of community service;

Science standard F: Cultural, Social, Personal Perspectives and Science - A student should understand the dynamic
relationships among scientific, cultural, social, and personal perspectives. 3) develop an understanding of the importance
of recording and validating cultural knowledge.

The Arts standard D: A student should be able to recognize beauty and meaning through the arts in the student’s life.
recognize that people connect many aspects of life through the arts;

Transfer Goal(s) - Unpacked Standards (Transferability – One transfer goal per standard above)

Students should be able to research topics of historical significance and discern what POV information comes from.
Students should recognize the historical contributions of community leaders (not just politicians).
Students should be able to analyze cultural and social perspectives, and reflect on their meaning. *
Students should know that historical fiction is a work of art, not factual reporting. *
BIG IDEA of the Unit:

Fact -vs- Fiction; where is the line drawn?

STAGE 1 – Essential Questions and Enduring Understandings (Meaning)

1
Enduring Understanding(s) : (1 per standard)
Students will understand that….
Written history is imperfect, revised and complicated.
Through activism, the average person can have impact.
It takes multiple sources and perspectives to form a
wholistic understanding.*
Historical fiction paints a more personal/emotional portrait
about a life and/or time.*
STAGE ONE:
Objectives/Learning Targets (Acquisition)
(Objectives should cover every transfer goal)
Knowledge: What students should know….
History comes from multiple POVs and bias is
inherent.
The Civil Rights movement was led by every-day
people.
Research can be conducted using historical texts,
documentaries, interviews, and other resources.*
Historical fiction strives to capture the essence of a
topic, not to report about it factually.*
Skills: What students should be able to do….
Discern what POV information is coming from.
Discuss or write about the Civil Right movement.
Express personal opinions.
Conduct research and establish verifiable facts.*
Conduct research into cultural perspectives.*
Write a reflection, a report, and a creative piece of
historical fiction.
Create a personal commentary/ art piece from the
POV of someone from the civil rights movement.*
Essential Questions to be Considered: (1 per standard)
How is history documented and biased?
How does the average person make change in our society?
What is scientific about researching perspectives?*
How do works of historical fiction offer a different
prospective from textbooks? *
STAGE TWO:
Assessment/Acceptable Evidence Of Learning
You will embed these into your lessons, as they apply
These assessments will measure the Objectives -
knowledge and skills - to the left. Identify if the
assessments are and should include Formative,
Summative, AND Performance types of evidence.
 Accessing background knowledge/prior learning
 Formative
 Summative
 Performance
 Student Self-Assessment/Reflection
_____________________________________________Students
will discuss their perceptions about African American history
and the Civil Rights movement in a class discussion at the
beginning of the unit. They will be asked to define POV, and
give examples of it's meaning. Polite listening will be all that
is required as we activate and assess prior knowledge.
(Accessing background knowledge/prior learning)
Using their Text book, United States History (Beginnings to
1877), Students will develop a timeline of key historical
events (dated), and figures (named) of the Civil Rights
movement.
(Formative)
Students will participate in a group exercise where they role play
different POVs (given to them on cards) about school related topics
(including: no running in the halls, no cell phones in class, no rough
play at recess). Cards will ask them to role play through the POV of
teachers, principals, and students.
(Performance)
Over a 4 day period, the video series Roots will be played in class.
Students will take notes on a Graphic Organizer (supplied),
including personal thoughts and insights about the events, leaders,
and movement.
(Formative)
Students will use their notes (from the Graphic Organizer and Time
Line) to perform 3 short written exercises. One will be a factual
report (summarization), one will be a creative piece of historical
fiction, and one will be a personal reflection.
(Performance)
Students will be assigned to research groups. They will use the
2
 History Channel, Research Guide to Roots, and any other
resource they wish (and site), to form a group opinion about one
video (assigned), from the series, Roots.
(Formative)

Research groups will turn in one summary report on their

assigned film. Topics to include are:
 Were the events depicted fact or fiction?
 Were the people depicted real or created?

Be specific and tell us how you reached these opinions (site

resources).
(Performance / Summative)

STAGE TWO : Culminating Performance Tasks (synthesis of Unit or parts of Unit. You will develop these more fully
in ED621C)
Ask Yourself: how can I have students incorporate the body of their learning into a multifaceted
demonstration of their understanding of the Big Idea(s) of this unit? Think about: scaffolding your
lessons leading toward the Culminating Performance Tasks.

Culminating Performance Task 1 Culminating Performance Task 2

Title of Task: Group Oral Report Title of task _____________
Sketch CPT #1 here in prep forED621 C Sketch CPT #2 here in prep for ED621C

At the end of the unit, each student will turn in a written

Research groups will present their findings orally to the
class. Each team member must participate in the research
findings, and presentation; standing with their group at
presentation time. Not all team mates must present orally.
Visuals are optional.
(Summative / Performance)
reflection on 3 characters and 3 events from the video
series, Roots. They will discuss:
 Why they chose these characters/events
 The characters POV
 Why it was important to the film
(Summative / Performance)

Attach Rubrics (ED 621C) Attach Rubrics (ED 621C)

STAGE THREE: Learning for Understanding/ Instructional Activities

Pre-Requisites: What is the prior knowledge students have to have before starting this Unit?

 American history lessons (to date)

 Note taking skills
 Reading and writing skills (to date)
 Basic computer skills (google search)

Introduction/Hook (Make a connection with students’ backgrounds using an authentic situation to start
them thinking about the Big Idea and the Theme of this Unit.)

1) I will ask the students what slavery is, how and where it took place in the United States, and if they've
ever heard of the underground railroad. We will throw out ideas in a whole class discussion, that I will
mind-map
on the whiteboard.
3
Example of a mind map technique I will use (misconceptions will be corrected after the video)

2) I will play the American History Channel video: The many myths of Slavery and the Underground
Railroads:
http://www.bing.com/videos/search?q=history+channel+many+myths+of+slaves&&view=detail&mid=F0583688585C110D18FFF0583688585C110
D18FF&FORM=VRDGAR

3) I will ask the students if any of our preconceived notions were incorrect, and we will fix them on the
mind map. We will briefly discuss where our notions came from (assumption, family members, TV, etc.)

4) I will introduce our unit on African American History and the Civil Rights movement, and tell the
students to pay attention to where information is coming from throughout our unit.

5) I will ask them if art and history have any overlap, and if so how? *
Title of Lesson
Slavery and The Civil Rights Movement

Materials for lesson

 United States History (Beginnings to 1877)
 2D graphic organizer
 Computers (one per student – in the caddy)

Objectives and Essential Questions for lesson

Study key events, and historical figures from the Civil Rights Movement. *
Understand their textbook is just one perspective about the Civil Rights movement.*

How is history documented and biased?

How does the average person make change in our society?

Content areas covered in lesson (from standards)

History, Government and Citizenship

4
Embed Assessments in Lesson activities

Lesson 1) Process/product/assessment Differentiation Strategies for the

process/product/assessment
Whole class:

Students will be asked what POV is. They will be
asked who writes textbooks, and who wrote theirs.
We will do a short (5 minute) research project as a
class to figure out who's POV our text is written
from, google searching and group sharing our
findings.
I will direct lecture about how textbooks are
written and show examples of how texts are
changed over time due to more current
information. *
Students will be given a blank Timeline (2D
graphic organizer)
Students will see an example timeline (already
filled out) on the whiteboard before we begin
reading.
I will then cover the timeline, revealing each spot on
the timeline as we reach it in our reading.
Students will be allowed to write in shorthand
notation, and will be given time at the end of the
reading period to compare their timeline to the
finished one and make any changes necessary.
Slower writers may have extra time, or take the
sample timeline home to finish.

Students will take turns reading the textbook

chapter on the Civil Rights movement. They will
stop to take notes on key historical events (dated)
and figures (named), throughout the reading.

I will check periodically for questions or comments

about the content, and we will discuss our thoughts
and impressions about the reading at the end.

I will ask, if we had done a mind map of our

knowledge on Civil Rights, before doing our
reading, would we have found any misconceptions
(ie: did anyone learn anything or change their
mind)? Do we trust this information? Why?

Title of Lesson
School Rules Point of View (POV) - Role Play

Materials for lesson

POV role cards – designed to give students a stance or "role" to play.

Objectives and Essential Questions for lesson

Take on the thinking of another person. *
Discover that bias is inherent and we all have a different POV

What is POV and how is it biased?

Content areas covered in lesson (from standards)

Science standard F: Cultural, Social, Personal Perspectives and Science - A student should understand the dynamic
relationships among scientific, cultural, social, and personal perspectives. 3) develop an understanding of the importance
5
of recording and validating cultural knowledge.
History standard A: A student should understand that history is a record of human experiences that links the past to the
present and the future. 8) know that history is a bridge to understanding groups of people and an individual’s relationship
to society; and
History standard D:A student should be able to integrate historical knowledge with historical skill to effectively
participate as a citizen and as a lifelong learner. 3) define a personal position on issues while understanding the historical
aspects of the positions and roles assumed by others;
Government and Citizenship standard E: A student should have the knowledge and skills necessary to participate
effectively as an informed and responsible citizen. 4) establish, explain, and apply criteria useful in evaluating rules and
laws;

Embed Assessments in Lesson activities

Lesson 2) Process/product/assessment Differentiation Strategies for the
process/product/assessment
Demonstration:

 I will pick 3 students to role play with me.
 We will each draw a card that gives us a
role to play (teacher, principal, parent,
student).
 I will have one student in our group draw a
card to give us a topic ("No running in the
halls").
 We will each sit for a quiet couple of
minutes and think about our POV
 Then I will start by saying something in my
POV to the group (for instance, as a
student: "This rule is stupid because it
makes me late to class").
 When we run out of "arguments" for our
POV, we'll choose a new topic and new
roles.
I will wonder the room and help shy students make
their arguments (by whispering in their ear).
I will at times take "player" cards from students and
switch them on the fly, forcing an immediate
thought shift.
I may write prompts on the board as needed.
If I see widespread struggling, I will have each team
take one POV and work collectively to form
arguments against the other teams.
If anyone has serious anxiety about this exercise,
they'll be allowed to watch and only participate in
the after discussion.

Roll Play:

 Students will be placed in small groups (3-

4) and given role cards and topic cards to
play with.
 We will spend 20 minutes roll playing in
our small groups.

Whole Class Discussion:

 We will spend 20 minutes talking about

how we got into our different roles.
 Did we change our opinions through this
exercise?
 Did we agree with a variety of POV's or just
one?
 Who was right/wrong?
 How does this relate to history?
 Are their different perspectives on historical
6
 events?
 Are all perspectives right / valuable / equal,
etc.,?

Title of Lesson
Roots — Historical fiction

Materials for lesson

Roots miniseries (www.scholastic.com/researchingroots)
Smart board
Computer

Objectives and Essential Questions for lesson

Understand that
How would one's culture change their perspective? *
How are works of historical fiction different from documentaries?
Research can be conducted using historical texts, documentaries, interviews, and other resources.
Historical fiction strives to capture the essence of a topic, not to report about it factually.

Content areas covered in lesson (from standards)

Science standard F: Cultural, Social, Personal Perspectives and Science - A student should understand the dynamic
relationships among scientific, cultural, social, and personal perspectives. 3) develop an understanding of the importance
of recording and validating cultural knowledge.
The Arts standard D: A student should be able to recognize beauty and meaning through the arts in the student’s life.
recognize that people connect many aspects of life through the arts;

Embed Assessments in Lesson activities

Lesson 3) Process/product/assessment
 Each student will create a layered Look
Book using two sheets of paper (example
below):
Differentiation Strategies for the
process/product/assessment
I will help make graphic organizers as needed (so
can kids who are done with theirs).

Roots miniseries is rated appropriate for 8th grade,

but parental sign off will be required due to violent
content. Any student not allowed to view the series,
will use History Channel, Research Guide to Roots
(www.scholastic.com/researchingroots) to read a
summary of each video. I will also supply
supplementary reading material in keeping with the
parents' wishes.

 Students will be directed to take notes on

events and historical figures (characters) on
the separate spreads as we watch Roots.
Play 1 of the 4 videos (per day).

Unlike the timeline notes from their text,

these notes should be personal thoughts,
7
 reflections, impressions, and questions from
the video series.

I will direct lecture on the difference between

documentaries and works of historical fiction,
pointing out that one is a creative/artistic
expression of a POV and the other is beholden to
factual reporting. I will direct the students to be
looking for those differences in their research. *

Title of Lesson
Researching Roots

Materials for lesson

History Channel's, Research Guide to Roots, online (www.scholastic.com/researchingroots)
Computers (1 per student)

Objectives and Essential Questions for lesson

Discern fact from fiction in history reference material. *
Understand that historical research can be conducted using documentaries, historical fiction, interviews, and other
resources, not just textbook.*
Discover that historical fiction strives to capture the essence of a topic, not to report about it factually.*

In what ways are historical reports documented and biased? *

How do we come to understand a different "cultural perspective"? *
How are works of historical fiction different from documentaries?

Content areas covered in lesson (from standards)

History, Government and Citizenship Science (cultural), Art

Embed Assessments in Lesson activities

Lesson 4) Process/product/assessment Differentiation Strategies for the
process/product/assessment
 Student will be assigned to research groups
 Each group will be assigned 1 video from,
Roots, to research and report on. Students may decide who does what within their
 They will use the History Channel, team, as long as all members agree. This allows
Research Guide to Roots string readers, researchers, or writers, to play that
(www.scholastic.com/researchingroots), and any role.
other credible resource they find (and cite),
to form a group opinion as to the truth or Students may use Homework busters after school
fiction of the film. program to have an adult assist them with their
 Research groups will turn in one summary contribution to the team report.
report on their assigned film. Topics to
include are: Were the events depicted fact Students who struggle with finding "credible
or fiction? Were the people depicted real or sources", or aren't sure what that means will be
created? What value did the fictional
characters have?
given a mini-lesson refreshing this knowledge. *
 Students must be specific and tell us how
they reached these opinions (cite resources).
 Two class periods may be used for this
lesson
8
Title of Lesson
Reporting on Roots

Materials for lesson

Look Book 3D graphic organizer

Objectives and Essential Questions for lesson

Student should be able to conduct research and form opinions..
Student should be able to work cohesively in a group setting.
Am I capable of making a stand (believing in something and voicing it out loud)? *
Could I be part of a movement (a group effort for change)? *

Content areas covered in lesson (from standards)

Government and Citizenship *

Embed Assessments in Lesson activities

Lesson 5) Process/product/assessment Differentiation Strategies for the
process/product/assessment
 Research groups will orally present their
findings from Lesson 4 to the class.
 They will make a Look Book graphic  Not all team mates must present orally.
organizer (like the one we made together in  Visuals are optional.
Lesson 3). This is for their use in organizing  Teams may customize their presentation as
their notes for presentation and will not be they wish.
turned in for assessment. *  Teams may split the presentation up
amongst their members, or elect one person
 Each team member must participate in the
to present.
research findings, and presentation;
 If called upon to defend the group position,
standing with their group at presentation
members may defend in writing, show an
time.
example, model, or show in some other way,
 Each team member must be able to defend
or in a one-on-one environment with teacher,
the groups position (showing understanding
for the POV agreed upon), if called upon to at a later time. *
do so after the presentation. *
 Students will be directed to not state their
personal positions (even if they differ with
the groups) at this time (we will do that in
culminating tasks). *
 Teams may customize their presentation as
they wish.

Closure for Unit

Written reflection

Materials for Closure

Computer (one per student)

Objectives and Essential Questions for closure

9
Students should be able to research topics of historical significance and discern what POV information comes from.
Students should recognize the historical contributions of community leaders (not just politicians).
Students should be able to analyze cultural and social perspectives, and reflect on their meaning. *
Students should know that historical fiction is a work of art, not factual reporting.

How is history documented and biased?

How does the average person make change in our society?
What is scientific about researching perspectives?*
How do works of historical fiction offer a different prospective from textbooks? *

Content areas covered in Closure (from standards)

History, Government and Citizenship standards, Science, Art

Embed Assessments in Closure activities

Closure: * Whole Section Differentiation Strategies for the

Bring it all together with reflection, assessment,
and performance. Tie the closure in with the
Essential Questions and Enduring
Understandings.
At the end of the unit, each student will turn in 3
things:
1) A one page written reflection on 3 characters or
historical figures, and 3 events, real or fictional,
from the video series, Roots and/or their text. They
will discuss:
 Why they chose these people/events
 The character/persons POV
 Why it was important to the film/movement
 Why it was important to the student (or
why it was chosen).
2) A 1/2 page reflection on their group experience
from research group and oral presentation lessons.
They will reflect on:
process/product/assessment
* Whole Section
Papers may vary in length, and may be typed or
hand written (oral delivery is acceptable instead, if
necessary due to physical limitations or learning
disabilities), so long as it is legible and based on a
personal reflection.
A student rich portfolio combining models
(pictures), poems, lyrics, or other written notes, and
oral presentation (to teacher) may substitute for
formal paper.
Students may "find" an artistic commentary, rather
than creating one.
Students may use Homework busters after school
program to have an adult assist them with any
aspects or outcomes.

 Difficulty or ease working in a group

 What it might be like to be part of a
"movement"

3) One cartoon/artistic commentary on Slavery or

the Civil Rights Movement. One frame or multiple
may be employed. Pencil sketch or color is
acceptable, text may or may not be included. This
can be from any character, historical figure, or
personal POV.*
10
UNIT REFLECTION Cultural Capital: Discuss how this Unit increases your students’
access to “Cultural Capital.” (Address the varied ways your assessment, instructional, and differentiation
strategies assess and access the background knowledge and experience of the students, how you attempt to
connect your lessons with students’ backgrounds: languages, abilities, and local culture(s), and how this Unit
creates opportunities for students to have more equal and authentic access to “mainstream” culture regarding the
content of your Unit.)

Being exposed to multiple POVs forces us to come to terms with our own cultural biases, preconceptions,
limitations, and possibilities as humans. It unveils misconceptions, and gives us a chance to recreate our internal
dialogue on issues, or to consider issues our culture has not exposed us to.

Working in group scenarios, and being challenged to form group opinions and work products, both scaffolds
and challenges those initial mind sets and knew learnings. The opportunity to express our own independent
opinion, helps us recognize where we might work with, and still differ from, other people's views.

Through viewing artful film, reading, reflecting, writing, and role play, students form a more rich understanding
of a cultural experience (not their own). It prepares students of this age for the more abstract thought necessary
as a high school student, adult, and citizen.

Attachments: Graphic Organizers and Assessment Rubrics for Lesson.

The 3D graphic organizer (Look Book) used in this unit are imbedded in the lessons. The students will
create their own Timeline (2D organizer), and those may vary. Examples like the one depicted here are in
their assigned text:

11