HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name : MrsRutkowski Subject : Social Studies Proposed Dates: February 2016 Grade Level (s) 7th

Building : WHEMS

Unit Plan

Unit Title: Age of Absolutism and Revolution A four week unit that explores six sources related to individual rights, focusing on the views of absolute monarchs, and the views of Enlightenment thinkers. The Bill of Rights of the U.S. Constitution will also be studied from a modern rights issue. Fi-nally, we will explore how both groups introduce democracy, self-determination and freedom into the “New World”.

Essential Question: How Much Power Should a Government Have?

Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)CC.1.2.8.B Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text. CC.1.5.8.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly.CC.8.6.6-8.E. Use technology, including the Internet, to produce and publish writing and present the rela-tionships between information and ideas clearly and efficiently. CC.1.2.8.A Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. 7.1.8.B: Explain and locate places and regions as defined by physical and human features.8.4.8.A: Compare the role groups and individuals played in the social, political, cultural, and economic develop-ment throughout world history.8.1.8.B: Compare and contrast a historical event, using multiple points of view from primary and secondary sources.8.4.8.C: Illustrate how continuity and change have impacted world history, Belief systems and religions, Commerce and industry , Technology, Politics and government, Physical and human geography and Social organizations

Summative Unit Assessment : Summative Assessment Objective: Assessment Method (check one)Students Will-__x__ Rubric ___ Checklist ____ Unit Test ____ Group __x__ Student Self-Assessment ____ Other (explain)

DAILY PLAN

Day Objective (s) DOK LEVEL Activities / Teaching Strategies

Grouping

Materials / Resources Assessment of Objective (s)

1

Students will describe how the ideas of the En-lightenment would lead to revolutions in America and Europe.

Identify the characteris-tics of absolute monar-chy, including the con-cept of divine right.

Explain how Spanish power grew under Charles V an Philip II.

Understand how France built a centralized monar-chy after the wars of reli-gion.

Evaluate Louis XIV as an absolute monarch.

Describe how the arts flourished in Spain and France.

1,23,4

Introduction to Age of Absolutism and Revolution. Students will work on their notebook introduction page.

Introduce Academic vocabulary:• Stamp Act• Popular Sovereignty• No Taxation Without• Representation• Treaty• Federal Republic• Bourgeoisie• Deficit Spending• Reign of Terror• Suffrage• Nationalism• Guillotine• Peninsular• Mestizos• Mulattoes• Creoles• Radicals• Capital Enterprise• Entrepreneur• Labor Union• Socialism • Means of Production• Communism• Social Democracy

WI

• Textbook • Various Maps (Physical

and Political)• Graphic organizers• Student created foldable• Projector/overhead• Blank Timeline• Internet access• Teaching transparency • www.historychannel. -

com

Formative-thumbs up/down-ticket out the door-think-pair-share-quick write-Choral Response-PDN-KWL-Graphic Organizer-Whiteboards-Doodle it-Jig Saw

Summative--Vocabulary Quizzes-Map Quizzes-Project/Presentation -Student Portfolio-Written Essays

2/3 and

4

Students will describe how the ideas of the En-lightenment would lead to revolutions in America and Europe.

Identify the characteris-tics of absolute monar-chy, including the con-cept of divine right.

Explain how Spanish power grew under Charles V an Philip II.

Understand how France built a centralized monar-chy after the wars of reli-gion.

Evaluate Louis XIV as an absolute monarch.

Describe how the arts flourished in Spain and France.

1,2,3 Document Based Question -What Rights Should Everyone Have?

Computer Access:Document A: from “Edict of Fontainebleau”Document B: from The LeviathanDocument C: from Two Treatises of GovernmentDocument D: from “Proposals for a New Law Code”Document F: Political Cartoon on Domestic Spying

Students will access the above documents and after analyzing them, complete a biz on each.

I • Textbook• computer access • Various Maps (Physi-

cal and Political)• Graphic organizers• Teaching transparen-

cies• colored pencils

See above

5/6

Students will describe how the ideas of the En-lightenment would lead to revolutions in America and Europe.

1,23,4

After the DBQ analysis, students will compose an essay using all of the evi-dence and viewpoints and draw their own conclusions. They will write an es-say on the following question: What rights should everyone have?

W, I

• Textbook • Various Maps (Physi-

cal and Political)• Graphic organizers• colored pencils

See above

7/8and

9

Students will describe how the ideas of the En-lightenment would lead to revolutions in America and Europe.

1,2,34

Notes-Text 1/2: Ruling with Absolute PowerVocabulary:Absolute Monarchy, Absolute Monarchy France, Absolute Monarchy Spain, Absolutism, Revolutions, Renais-sance, Reformation, Religious Wars, Na-tion-States, Absolute Monarchies, Mili-

w,I

• Textbook • Various Maps (Physi-

cal and Political)• Graphic organizers• colored pencils

See above

taries, Spain, France, Age of Absolutism, Hapsburgs, Bourbons, Divine Right, Jacques Bossuet, Political Systems, Quotes

10

Students will describe how the ideas of the En-lightenment would lead to revolutions in America and Europe.

1,2,3,4

Notes, text 4: Spain and the Hapsburg Empire

• Textbook • Various Maps (Physi-

cal and Political)• Graphic organizers• colored pencils

See above

11/12

Identify the characteris-tics of absolute monar-chy, including the con-cept of divine right.

Explain how Spanish power grew under Charles V an Philip II.

Understand how France built a centralized monar-chy after the wars of reli-gion.

Evaluate Louis XIV as an absolute monarch.

Describe how the arts flourished in Spain and France.

1,2,3 Text 5: Philip II Becomes an Absolute Monarch

Text 4: Arts and Literature of Spain’s Golden Century

• Textbook • Various Maps (Physi-

cal and Political)• Graphic organizers• colored pencils

See above

13

Understand how France built a centralized monar-chy after the wars of reli-gion.

Evaluate Louis XIV as an absolute monarch.

Describe how the arts flourished in Spain and France

1,2,34

Text 5: Royal Power Expands in FranceText 6: Louis XIV, an Absolute Monarch

w,g • Textbook

• Various Maps (Physi-cal and Political)

• Graphic organizers• colored pencils

See above

14

Understand how France built a centralized monar-chy after the wars of reli-gion.

Evaluate Louis XIV as an absolute monarch.

Describe how the arts flourished in Spain and France

1,2,3,4

Text 7: The Royal Palace at Versailles w,g

• Textbook• Various Maps (Physi-

cal and Political)• Graphic organizers• colored pencils

see above

15-20

Understand how France built a centralized monar-chy after the wars of reli-gion.

Evaluate Louis XIV as an absolute monarch.

Describe how the arts flourished in Spain and France

1,2,3,4

CYOA (Test Grade) i • Textbook• Various Maps (Physi-

cal and Political)• Graphic organizers• colored pencils

see above

Example for Teachers

DAILY PLAN

Objective (s) DOK LEVEL Activities / Teaching Strategies

Grouping

Materials / Resources Assessment of Objective (s)

Every performance or learning ob-jective contains at least three parts:Observable Action (task), At Least One Measurable Criterion (standard), andConditions of performance.

Ex.Students will list three characteris-tics that make the family medicine physiciandistinctive from other specialists in the health care system

1234

ActivitiesWhat was used during instruction to address skills and knowledge (ex. Labs, research projects, interviews, pre-sentations)

Teaching StrategiesInstructional strategies determine the approach a teacher may take to achieve learning objectives.

W

S

I

Materials; ResourcesTextbooks, manipulatives, supplies, tools, or other pertinent supplemen-tal materials that aid or enhance learning expectations and instruc-tion.

Formative is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional objectives/out-comes.

Summative are cumulative evaluations used to mea-sure student growth after instruction and are generally given at the end of a course/unit in order to determine whether long term learning goals have been met.

Student Self - Assessment-

DOK Level 1 - Recall - measure, recall, calculate, define, list, identifyDOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize.DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct. DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts

GroupingW – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or topic tests.S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consist of 2-4 students and provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding. It allows students more of the teacher's at-tention and gives them a chance to ask specific questions they may have about what they learned. Teachers often use small group instruction to provide struggling students with intervention as well.

I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of instruc-tion, the method of learning employed and the content to be learned. Often this is accomplished within the context of a larger group through the use of high-quality instructional materials and reduced lecture time. Individualized instruction is not the same as one-to-one instruction; it is simply varying the process to meet the needs of each individual learner in the group.

DIRECTIONS FOR BUILDING TEACHERS

OBJECTIVE(S)

Objectives are like road maps for both teachers and your students: they help you to focus your instruction on a goal and they help your students understand why they are learning the day's material. Objectives also allow you to decide how you will assess student learning, as they require students to demonstrate what they have learned in some way.

The Three Parts of an ObjectiveEvery performance or learning objective contains at least three parts:

1. Observable Action (task)- This describes the observable performance or behavior. An action means a verb must be in the statement, for example “type a letter” or “lift a load.” Each objective covers one behavior, hence, normally only one verb should be present. If there are more than one behaviors or the behaviors are complicated, then the objective should be broken down into one or more enabling learning objectives that supports the main terminal learning objective.

2. At Least One Measurable Criterion (standard)- This states the level of acceptable performance of the task in terms of quantity, quality, time lim-itations, etc. This will answer any question such as “How many?” “How fast?” or “How well?” For example, “At least 5 will be produced”, “Within 10 minutes”, and “Without error.” There can be more than one measurable criterion. Do not fall into the trap of putting in a time constraint because you think there should be a time limit or you cannot easily find another measurable criterion — use a time limit only if required under normal working standards.

3. Conditions of performance - Describes the actual conditions under which the task will occur or be observed. Also, it identifies the tools, procedures, materials, aids, or facilities to be used in performing the task. This is best expressed with a prepositional phase such as “without reference to a manual” or “by checking a chart.”

DEPTH OF KNOWLEDGE (DOK)

What is the DOK and Why Do We Need It? The Depth-of-knowledge (DOK) was created by Norman Webb from the Wisconsin Center for Education Research.

The Depth of Knowledge is the degree of depth or complexity of knowledge standards and assessments require; this criterion is met if the assessment is as de-manding cognitively as the expectations standards are set for students.

Completely aligned standards and assessments requires an assessment system designed to measure in some way the full range of cognitive complexity within each specified content standard. Norman Webb identified four levels for assessing the DOK of content standards and assessment items. The DOK levels are Recall (Level 1), Skill or Concept (Level 2), Strategic Thinking (Level 3) and Extended Thinking (Level 4). Of course to accurately evaluate the DOK level, each level needs to be defined and examples given of types of student behaviors.

DOK implies the interaction of how deeply a student needs to understand the content with different ways of responding and inter-acting with the content.

DOK Level 1 - Recall - measure, recall, calculate, define, list, identify.

• This category involves basic tasks that require students to recall information and/or reproduce knowledge/skills. This may involve simple procedures or working with facts or terms. Students do not need to figure out this level of DOK they either know the answer or they don't.

DOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize.

• This DOK level requires students to compare and contrast, describe or explain, or convert information. It may involve going beyond describing, to explain-ing how or why. At this level students may need to infer, estimate, or organize.

DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct.

• At this level students are required to use higher order thinking processes. They may be asked to solve real-world problems, predict outcomes, or analyze something. Students may need to access knowledge from multiple subject areas to reach a solution.

DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts.

• Higher ordered thinking skills are essential at this level of DOK. Students must employ strategic thinking to solve problems at this level. Students will need to conduct, and synthesize as well as manage at level 4.

ACTIVITIES/TEACHING STRATEGIES

Activities: exploratory or reinforcing experiences that help students attain learning expectations.

Teaching Strategies: all approaches that a teacher may take to actively engage students in learning. These strategies drive a teacher's instruction as they work to meet specific learning objectives. Effective instructional strategies meet all learning styles and development needs of the learners.

Types:

Direct Instruction - is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or devel-oping step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction.

Examples - Structured Overview, Lecture, Explicit Teaching, Drill & Practice, Compare & Contrast, Didactic Questions, Demonstrations, Guided & Shared - reading, listening, viewing, thinking

Indirect Instruction - indirect instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems.

In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry.

Examples - Problem Solving, Case Studies, Reading for Meaning, Inquiry, Reflective Discussion, Writing to Inform, Concept Formation, Concept Mapping, Concept Attainment, Cloze Procedure

Interactive Instruction - relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of ob-servation, listening, interpersonal, and intervention skills and abilities by both teacher and students.

Examples - Debates, Role Playing, Panels, Brainstorming, Peer Partner Learning, Discussion, Laboratory Groups, Think-Pair-Share, Cooperative Learning, Jigsaw, Problem Solving, Structured Controversy, Tutorial Groups, Interviewing, Conferencing

Experiential Instruction - is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary:

• experiencing (an activity occurs);

• sharing or publishing (reactions and observations are shared);• analyzing or processing (patterns and dynamics are determined);

• inferring or generalizing (principles are derived); and,• applying (plans are made to use learning in new situations).

Examples - Field Trips, Narratives, Conducting Experiments, Simulations, Games, Storytelling, Focused Imaging, Field Obser-vations, Role-playing, Model Building, Surveys

Independent Study - refers to the range of instructional methods which are purposefully provided to foster the development of individual stu-dent initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher.

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Examples – Essays, Computer Assisted Instruction, Journals, Learning Logs, Reports, Learning Activity Packages, Correspon-dence Lessons, Learning Contracts, Homework, Research Projects, Assigned Questions, Learning Centers

GROUPIING

W – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or topic tests.

S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consists of 2-4 students and provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding. It allows students more of the teacher's at-tention and gives them a chance to ask specific questions they may have about what they learned. Teachers often use small group instruction to provide struggling students with intervention as well.

I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of instruction, the method of learning employed and the content to be learned. Often this is accomplished within the context of a larger group through the use of high-quality in-structional materials and reduced lecture time. Individualized instruction is not the same as one-to-one instruction; it is simply varying the process to meet the needs of each individual learner in the group.

MATERIALS/RESOURCES

Materials: are the physical items used to support the presentation of and interaction with the curriculum content.

Resources: textbooks, manipulatives, supplies, tools, or other pertinent supplemental items that aid or enhance learning expectations and instruction.

ASSESSMENT OF OBJECTIVE(S)

Formative - is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve stu-dents’ achievement of intended instructional objective(s)/outcome(s).

Examples: Observations, Questioning, Discussion, Exit/Admit Slips, Learning/Response Logs, Graphic Organizers, Peer/Self Assessments, Practice Pre-sentations, Visual Representations, Kinesthetic Assessments, Individual Whiteboards, Laundry Day, Four Corners, Constructive Quizzes, Think Pair Share, Ap-pointment Clock, As I See It

Summative - A summative assessment is a more formal method of testing student knowledge about a previously learned concept or unit of study. This type of evaluation is also commonly given at the end of the quarter, during the middle of the year and as a final, cumulative exam. Summative assessments give the in-structor an idea of how much content the students have retained and may use the results to determine effective learning and teaching techniques for the class.

Examples: End of unit tests or projects, standardized assessments, portfolios.

Formative SummativeRelation to Instruction

Occurs during instruction Occurs after instruction

Frequency Occurs on an ongoing basis (daily) Occurs at a particular point in time to determine what students know

Relation to grading

Not graded – information is used as feedback to students and teachers, mastery is not expected when students are first introduced to a concept

Graded

Students role Active engagement – self assessment Passive engagement in design and monitoring

Requirements for use

Clearly defined learning targets that students understand Clearly defined criteria for success that students understand Use of descriptive versus evaluative feedback

Well designed assessment blue print that outlines the learning targets Well designed test items using best practices

Examples Better thought of as a process rather than a thing. Examples include observations, interviews, evidence from work samples, paper and pencil tasks

State assessments, interim assessments, end of unit assessments, common assessments

Purpose Designed to provide information needed to adjust teaching and learning while they are still oc-curring

Designed to provide information about the amount of learning that has occurred at a particular point Since summative assessments occur afterinstruction every few weeks, months, or once a year, they to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific

Everyday Connection Getting your driver’s license. “A good analogy for this is the road test that is required to receive a driver's license. What if, before getting your driver's license, you received a grade every time you sat behind the wheel to practice driving? What if your final grade for the driving test was the average of all of the grades you received while practicing? Because of the initial low grades you received during the process of learning to drive, your final grade would not accurately reflect your ability to drive a car. In the beginning of learning to drive, how confident or motivated to learn would you feel? Would any of the grades you received provide you with guidance on what you needed to do next to im-prove your driving skills? Your final driving test, or summative assessment, would be the accountability measure that establishes whether or not you have the driving skills necessary for a driver's license—not a reflection of all the driv-ing practice that leads to it.

Student Self-Assessment: Involving students in the assessment and evaluation process is an essential part of balanced assessment. When students become partners in the learning process, they gain a better sense of themselves as readers, writers, and thinkers. As students reflect on what they have learned and on how they learn, they develop the tools to become more effective learners.

Students need to examine their work and think about what they do well and in which areas they still need help. To guide students in understanding the process of self-evaluation, you may want to have them complete a Self-Reflection/Self-Assessment sheet of your own (teacher developed).

Once students have reflected on their learning, they are ready to set new goals for themselves. As they work toward these goals, they should be encouraged to re-flect on their learning journey at regular intervals. You might have students record their observations during these periods of self-reflection to help reaffirm their goals and motivate them to move toward meeting each goal. With practice, students who self-assess become more conscious learners, able to apply knowledge of their learning needs and styles to new areas of study. As students become more active participants in the assessment process, they will begin to evaluate their strengths and attitudes, analyze their progress in a particu-lar area, and set goals for future learning.

Examples: writing conferences, discussion (whole-class, small-group, or individual), reflection logs, weekly self-evaluations, self-assessment checklists and inventories, teacher-student interviews