How Can Understanding by Design be Incorporated

into the High School Social Studies Curriculum?

 Rationale
Understanding by design is a method of planning which requires
teachers to become masters of not only their grade level curriculum
but that of the grades above and below as well. Through this
understanding teachers are able to see the scope of Social Studies as a
whole, as well as the skills, processes and outcomes which are
emphasized throughout a student’s school career. Planning by design is
not only a way for teachers to approach the curriculum in a more
focused and comprehensive manner, but also create meaningful
structure to student learning.
 Description
The focus of Understanding by Design is “backwards planning”, which is
done by beginning with the Social Studies’ outcomes instead of
activities, textbooks, and resources. When backwards planning, a
teacher should begin by looking for overlap between their grade level
and the one above them. This overlap represents areas of importance
in which there is continuity from year to year.

Identify Key Determine proper time use Plan learning experiences

Curricular Areas and acceptable evidence. and instruction.
 Example: Long Range Planning
Planning by Design is most easily incorporated
into long range planning. This is done by
identifying areas of overlap between grade
level curriculums. For example, Outcome 1.9
of the socials 20-1 curriculum, is a building
block for outcome 1.8 of the 30-1 curriculum.
The ideas detailed in Outcome 3.8, specifically
collective conscious, is the building block of
collectivism which is the focus of 30.1.8. This
highlights an area of importance which should
be focused on during a student’s 20-1
education. Due to this importance a teacher
should plan to spend extra time on these
topics, which is done in the long range
planning phase.
20.1.9 - analyze nationalism as an identity, internalized feeling and/or
collective consciousness shared by a people (French Revolution and
Napoleonic era, Canadian nationalism, Québecois nationalism,
American nationalism, First Nations and Métis nationalism, Inuit
perspectives)
30.1.8 - analyze collectivism as a foundation of ideology (principles of
collectivism: collective responsibility, collective interest, cooperation,
economic equality, adherence to collective norms, public property)
20.3.8 - analyze impacts of the pursuit of internationalism in
addressing contemporary global issues (conflict, poverty, debt, disease,
environment, human rights)
30.4.8 - evaluate the extent to which ideology should shape responses
to contemporary issues.
 Breakdown of UBD in Long-Range Planning:
Key Points in the Curriculum
Social Studies 10-2: Related Issue 3
3.6 - examine the political and economic
challenges and opportunities of globalization
(trade liberalization, foreign investment,
economic growth, outsourcing, knowledge
economy)
3.7 - explore multiple perspectives on
relationships among people, the land and
globalization (spirituality, stewardship,
sustainability, resource development)
3.8 - analyze the impact of actions and
policies associated with globalization on the
environment (land and resource use, resource
development agreements, environmental
legislation)
Social Studies 20-2: Related Issue 3
3.4 - examine the motives of nation and state
involvement or noninvolvement in international
affairs (economic stability, self-determination,
peace, security, humanitarianism)
3.6 - examine how internationalism can be
promoted by foreign policy (multilateralism,
supranationalism, peacekeeping, foreign aid,
international law and agreements)
3.8 - examine impacts of the pursuit of
internationalism in addressing contemporary global
issues (conflict, poverty, debt, disease, environment,
human rights)
 Breakdown of UBD in Long-Range Planning:
Monthly and Semester Planning
In following Backwards Planning, the next step
after identifying over-lapping curricular outcomes
is incorporating those outcomes into your long-
range planning.

Following the example of Grade 10-2 Social

Studies we identified outcomes 3.6, 3.7, and 3.8 as
the outcomes which overlap with Social Studies
20-2. In transferring this to my long-range
planning, I have assigned much more time to
these outcomes. From November 19th-30th we will
be covering these “key” outcomes. In highlighting
the importance of these topics I have also planned
for my major project to occur during this time
period and focus on outcomes 3.6, 3.7, and 3.8.
 Breakdown of UBD in Projects/Assignments
Creating Major Projects
CATEGORY Excelling Achieving Developing Beginning
Incorporating Understanding by Design into the creation of
Step 1 and 2: Student Student Student partially Student
your major projects and assignments is the key step. This is the Analyze the comprehensively considerably ans answers most of superficially
point when your Backwards Planning takes shape in the consequences of answers all wers all questions the questions in answers the
economic questions in step step 1 and 2, step 1 and 2, required
classroom. The goal of creating assignments is ensuring that the globalization. 1 and 2, relating making some making some questions, or fails
(outcome 3.6, 3.7 economic connections connections to make relevant
emphasis and the hands on practice that students require is and 3.9) globalization to between between connections.
focused on the outcomes which overlap with the future grade. 8 marks its consequences economic economic
and challenges. globalization and globalization and
This ensures that students get the most practice and the most in- its consequences its consequences
depth knowledge with outcomes that will be repeated. and challenges. and challenges.

Step 3: Analyze the Student makes Student makes Student makes Student makes
benefits of insightful logical simplistic flawed
An example of this emphasis in a project can be seen in the economic connections connections connections connections
marking rubric of my Related Issue 3 project. In creating this globalization of between between between between
your resource. imperialism and imperialism and imperialism and imperialism and
project I have focused all of the content questions around (outcome 3.6, 3.7, its responses. its responses. its effects. its effect, or fails
outcomes 3.6, 3.7, and 3.8 which are my over lapping outcomes. 3.8 and 3.9)
5 marks
Identifying
motives and
Identifying some
motives or events
Identifying some
motives or events
to identify
relevant events or
As well as, a focus on skill based outcomes which are constant events which which address which addressed motives.
addressed imperialism. imperialism.
throughout High School Social Studies, such as source selection imperialism.
and analysis. Throughout November I have dedicated 45 minutes Apply the research Student selects Student selects Student uses one Student uses no
per class over 10 classes to these outcomes and this project, process, and information from information from or very few sources and does
analyze ideas and a variety of few sources and sources and does not make relevant
which is a major section when compared to the other outcomes information from sources and makes relevant not make relevant connections to
in Related Issue 3. multiple
S.1 & S.7
makes relevant
connections to
connections to
globalization.
connections to
globalization.
globalization.

2 marks globalization.
 IDENTIFICATION OF THE EXPLANATION OF THE
SCOR
RELATIONSHIP(S) RELATIONSHIP(S) THAT EXIST
E
THAT EXIST AMONG ALL 3 SOURCES AMONG ALL 3 SOURCES

Example: Assessment and Testing Pf

E accurately and perceptively identified

clearly and capably identified

thorough and comprehensive

appropriate and purposeful

S generally and adequately identified straightforward and conventional

Incorporating Understanding by Design and superficial, illogical, and of questionable
L confusing, over-generalized, and redundant
Backwards Planning into projects and assessment accuracy

focuses on the skill requirements of the curriculum. An P minimal tangential and scant

example of this is the incorporation of an adapted Z Zero is assigned to a response that fails to meet the minimum requirements of Poor.
INTERPRETATION & LINKS TO THE PRINCIPLES
Diploma rubric into reading and writing assessments at SCO
SOURCE
EXPLANATION OF SOURCES OF NATIONALISM
the grade 11 and 12 level. This focuses on the idea of RE 1 2 3 TO IDENTIFY NATIONAL
PERSPECTIVE(S)
Backwards Planning by preparing students for Diploma
style expectations becoming comfortable with the E sophisticated, insightful, and precise
accurate, perceptive, and
comprehensively developed
format, preparation, and areas of assessment. By doing
this students will be prepared for a high stakes Diploma Pf sound, specific, and adept
consistent, logical, and capably
exam before writing the test. developed

adequate, straightforward, and relevant and developed in a

S
conventional generalized fashion

incomplete, superficial, and

L confused, vague, and simplistic
imprecise

disjointed, irrelevant, and

minimal, inaccurate and simply copied demonstrate little or no
P
from the source understanding of the assigned
task
Zero is assigned to a response that fails to meet the minimum requirements
of Poor.
Z
 Breakdown of UBD in Testing
Test Creation and Preparation
When creating a test in the framework of UBD it is important
to remember that throughout a unit, instruction and
assignments have emphasized key outcomes. Due to this, a
teacher must reflect these key outcomes on their assessments
to create an assessment which is valid based on the outcomes
taught.
For example, when referring back to the Social Studies 10-2
Related Issue 3 plan, it is clear that outcome 3.6-3.8 will be
more heavily represented throughout instruction. As a
reflection of this in the assessments for this unit, these same Example Source Analysis:
outcomes will be represented more than the other outcomes. “The environment is where we all meet; where we all
This representation can take many forms, such as the have a mutual interest; it is the one thing all of us
incorporation of a written response problem which focuses on
these outcomes, while the other outcomes are represented by share.” - Lady Bird Johnson.
multiple choice. Another possibility is the incorporation of a This quote was used as a source analysis question
source analysis or essay question which uses outcomes 3.6-3.8 relating to outcomes 3.6 – 3.8. Emphasizing the
as a foundation for a student’s response.
importance of these outcomes on the assessment.
 Inclusion and Backwards Planning
Inclusivity and Backwards Planning become related in
the creation of classroom activities and lessons. In order
to properly structure and accommodate for different
learning needs, it is necessary to incorporate the
accommodation strategies into your lessons ahead of
time.
Proper planning ensures that a student is not
excluded, integrated, or segregated in the classroom,
instead being included into proper classroom activities.
Inclusion does not have to be a grand project or
classroom shift to accommodate for diverse students.
Many accommodations can be incorporated into an
everyday routine, such as teaching to diverse learners
utilizing visuals, auditory and kinesthetic methods, or
providing multiple avenues for the completion of
projects/assignments based on a student’s strengths
and weaknesses. However, these accommodations are
pre-meditated ideas and strategies which must be
incorporated in a teacher’s planning beforehand.
 Conclusion
In conclusion, Understanding by Design is a
foundational concept which scaffolds a student’s
learning experience between grade levels and content
matter. This scaffolding provides students with avenues
to succeed based on their learning in previous grades
and subjects, which transcends the narrow scope of a
single grade level.
Although Understanding by Design is a simplistic
concept, it has numerous applications throughout
teaching and planning. Particularly in the areas of long-
range planning, creation of projects, summative
reporting, and summative testing.
However, in order to successfully apply Understanding
by Design, a teacher must begin with the end in mind
and have a firm understanding of not only their own
subject content, but the content of future and previous
grade levels.