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Unit Title: Columbian ExchangeGrade level: 9-12 World Histor!ength o" unit: # Wee$s

%tage 1 & 'esired (esults

)eaning

Enduring Understandings*Generali+ations:

Cultures and civilizations develop along uniquelines in diferent parts o the world.

When civilizations collide, their culture, disease

and economics transer to each other causinggood as well as bad results or all parties.

Essential ,uestions:

When civilizations interact are there winners and arethere losers? How so?

Why do civilizations advance diferently than others in

certain parts o the world?

How do maor e!plorations rom history efect theworld we see today?

no.ledge / %$ills 0cuisition

!earning Goals:Understand the role o" culture and cultural diusion on the develo3ment and maintenance o"societies4%%49&124H4#Understand the role o" individuals and grou3s .ithin a societ as 3romoters o" change or thestatus uo4%%49&124H45Understand the eect o" economic needs and .ants on individual and grou3 decisions4%%49&124H46Understand the role o" innovation on the develo3ment and interaction o" societies4%%49&124H47

"a#en rom $owa Common Core

7/24/2019 Colombian Exchange Unit Part 1 and 2

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Students will know

Columbian Exchange

%mall 3ox

Christo3her Columbus

)onte+uma

0ra.a$ 3eo3les Hernan Cortes

)esoamerican culture 80+tec

%3anish culture and brie" histor o"

berian ;eninsula

%iege o" Tenochtitlan

Cultural diusion

Economic sstems o"

7/24/2019 Colombian Exchange Unit Part 1 and 2

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;re-assessment

Will you use ormal or inormal pre&assessment methods in this unit?inormal

$ so, what types o pre&assessment methods+strategies with you use?

$ will use admit slips to connect to prior #nowledge and to determine what content students already #now.-lso, $ will engage in student discussion to assess quality o #nowledge and s#ills possessed such ascomparing and contrasting.

What will you do i a student(s) has demonstrated mastery o the #nowledge or s#ills you plan to teach?

$ will provide more in depth options or that student and allow them to demonstrate these s#ills andcontent mastery in the /nal essay as well as in the *rezi presentations.

@ormative 0ssessment:

How will you assess student learning along the way?

"hrough quic# writes, e!it slips and alphabo! quiz assessments. -lso inormally by being present indiscussions.

How will you use your ormative assessments to help scafold student learning o #ey concepts and s#ills?"hrough these e!it slips and other diagnostic tools $ will be able to see i learning is ta#ing place at

appropriate levels. "he only alphabo! quiz that is graded is the /nal one. "he others are to inorm them on theprocess and to assess what they #now so $ can adust accordingly.

How will you integrate perormance assessment into this unit?

"here will be one or two short essay questions on the alphabo! assessments where they will be as#edanalytical questions about topics in the unit and they must use #ey vocabulary to demonstrate that#nowledge. However, these will all tie into the quic# writes and e!it slips done earlier in the wee#.

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%ummative 0ssessment:

How will you summativelyassess student learning in this unit (end&o&unit test, essay, interview,perormance assessment)?$ will use a long essay as the main assessment as well as a quiz the wee# beore the test. "he 0uiz willmostly be multiple choice but will have a couple short answer questions and ocused on the use ovocabulary. -lso, the students will /ll in a *rezi $ have made and will present what they ound to the class.

"his will be a summary o the entire unit essentially. What #nowledge or s#ills will you target in this summative assessment?

How will you integrate perormance assessment into this unit?"he students will create their own original long essay and must use at least one primary source that we

used in class. 1ther sources must be cited. -lso, students will be ma#ing a *rezi out o a s#eleton orm theywill be given by me. "his mind map can contain sources, acts and notes that they will have gatheredthroughout the unit. "hey will then give a presentation over what they have ound. "his will be mostly gradedon efort and accuracy o #nowledge presented. "he main ocus o this unit is the essay where the mainessential questions as well as standards will be assessed.

%tage # & !earning ;lan

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2se these questions to help guide the creation o your pacing calendar (learning plan).

How many days will your unit last?

How will you sequence+organize learning your unit in an iterative+incremental way?

What opening activity will you use to 3hoo#4 or engage student learning in this unit?

How will you ensure students #now where the learning is headed in this unit?

How will you introduce students to your 5nduring 2nderstandings and 5ssential 0uestions? -t whatpoints will you have your students re&consider these understandings+questions?

How will you sequence+organize your assessments in an iterative+incremental way?

How will you oster critical thin#ing and problem solving in this unit? %el&re6ection? Curiosity andimagination? Collaboration? $nnovation+Creativity? -daptive thin#ing? -ccessing and analyzinginormation? 1ral and written communication?

What active instructional strategies+learning activities might you use to engage students in learning (7ouneed to use at least 8 diferent types o instructional strategies)?

How will you diferentiate or individual student needs in this unit? What diferentiated instructional

strategies will you use (e.g., student choice, 6e!ible grouping, igsaw, choice boards+menus, tieredassignments, anchor activities, etc.)?

How will you use technology to support and acilitate student learning in this unit?