Understanding By Design Unit Template (Revised & adapted)

Title of Unit Time, Continuity, and Change Grade Level 3rd GradeSubject Social Studies Time Frame 3/30/14- 5/15/15

Developed By

Stage 1 - Identify Desired Results

Narrative about this Unit of Study: (including the Big Idea)In this unit students will learn about important historical figures and the impact they had in their country’s history. As well as, the important traditions, holidays, music and art that influenced their cultures.Big Idea: There are many factors that impact culture throughout time. Learning Outcomes – Identified Primary StandardsWhat relevant goals will this unit address?

Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 2: World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

UnderstandingsWhat understandings about the big ideas implied in the PLOs are desired?

Essential QuestionsWhat provocative questions will foster inquiry into the content?

Students will understand that...3.8 Each community or culture has a unique history, including heroic figures, traditions, and holidays.

3.8.a People in world communities use legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next.

3.8b Arts, music, dance, and literature develop through a community’s history.

How do cultures commemorate or transmit their cultural history?How can a culture’s past influence its present?How do aspects of a culture change or remain the same over time?

Knowledge:What knowledge will student acquire as a result of this unit?

SkillsWhat skills will students acquire as a result of this unit?

Students will know... Important historical events and figures that are particular to

their communities of study Famous memorials or monuments that are symbols for their

communities of study

Students will be able to… Students will examine legends, folktales, oral histories, biographies,

and historical narratives to learn about the important individuals and events of each selected world community.

Students will explore the arts, music, dance, and literature for each selected world community.

Stage 2 – Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?

Brief Written Description of the Performance Task

Ongoing assessment- quizzes, student notes and classroom discussion.Students can complete biography report on an important historical figure PebGo-BioReport-Lesson-Plan.pdfOther EvidenceThrough what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?

Teacher Notes: Important Historical figures (IHF)The United States: Martin Luther King Jr.Teacher’s IHF: Martin Luther King Quiz.docx Student’s IHF: personal choice (pebble go)

The United Kingdom: Teacher IHF: Queen Elizabeth (Brainpop) Student’s IHF: Florence Nightingale (pebble go) http://www.pebblego.com/content/biographies/pgo_player.php (teachers/helpers/heroes) Pebblego.com login: ps105 pswd: school

http://www.p12.nysed.gov/ciai/socst/grade3/geograph.html#diffusionObjective(s)

Related to knowledge, skills or both?Listed Aim or Learning Intention of Each Lesson.

Assessment Resources

Week 1:What holidays and traditions are celebrated in the United States?

United States Traditions

United States Holidays and Traditions

-Kwanzaa-Passover-Martin Luther King Jr. Day-Fourth of July (Independence Day)-Halloween -Thanksgiving-Christmas

Thanksgiving Traditions

United Kingdom Holidays and Traditions

What holidays and traditions are celebrated in the United Kingdom?-Guy Fawkes Night (Bonfire Night)-Boxing Day-Maundy Thursday-Armistice Day (Remembrance Day)-Christmas-The Trooping of the Colors (The Queen’s Birthday)

Holidays and Traditions

Traditions in England Game

Week 2:History of Jazz and Blues (United States)

-Students will learn about jazz and blues (music from the United States).-What is Jazz music?-What is blues?-Students will listen to different types of music.

Jazz Radio

http://pbskids.org/chuck/video_jazz.html

Blues Video

Duke Ellington: http://www.pebblego.com/content/biographies/pgo_player.php

History of Folk Music (England) -Students will learn about folk music-What is folk music?-Where did folk music originate?

History of Folk Music (England).docx

http://www.england.org.za/england-music.php

Week 3: Historical Figures of the United StatesMartin Luther King Jr.

Who was Martin Luther King Jr.?What is he known for?What did he do that was important for the people and country?

Text: National Geographic KidsMartin Luther King Jr.(The book covers all sections of Martin Luther King Jr’s. life)

Martin Luther King Jr VideoStudent research: pebblego.com

Historical Figures of the United KingdomQueen Elizabeth II

Who is Queen Elizabeth II?What is she known for?What has Queen Elizabeth II and the Royal family done for the country?

http://www.brainpop.com/socialstudies/famoushistoricalfigures/queenelizabethii/

Queen Elizabeth II Quiz.docxStudent: http://www.pebblego.com/content/biographies/pgo_player.php

Universal Design for Learning

REPRESENTATIONThe ‘what’ of teaching & learning..

ACTION & EXPRESSIONThe ‘how’ of teaching & learning…

ENGAGEMENTThe ‘why’ of teaching and learning…

Visual Representation video clips enlarged text and images Brain Pop Jr Pebble go Discovery Education

Vocabulary Explicit teaching-pre-teaching

through content area texts Content word walls

Links: above in “Resources”

Collaborative learning Small group instructions Shared reading Independent Reading/writing Graphic organizers

How do I support students to understand and interact with knowledge and skills and then demonstrate what they know and understand in a range of ways?

Question and questioning Multimedia Smart board lessons Explicit teaching Modeling

Small group instructions Question and questioning techniques Modeling Research stations Smart board activities National Geographic

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)