Unit Objectives, Standards, and Assessments
ITU TASK 6: UNIT OBJECTIVES, STANDARDS & ASSESSMENTS
1. Objectives
(Articulate 3-6 major objectives for this unit. Have a minimum of one objective for each subject area, but note that one objective can be used for all subject areas. Include cognitive, affective, psychomotor, and language objectives. Make sure each objective includes the condition, action and the criteria. And note which standards are addressed by each objective, if any. And also include corresponding diagnostic, formative, and summative assessments for each objective. Remember to use backward planning - Understand by Design model.)
HISTORY OBJECTIVES:
2. Specific frameworks and standards for each discipline.
HISTORY: Unfortunately, within the 11th grade California social studies standards there are not any standards that relate directly or even tangentially to the Native Americans. So what I am going to do is use the common core standards as follows:
Key Ideas and Details
· RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
· RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
· RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure ·
RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas.
RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
A. Assessment
a. Formality: formal or informal
The assessments will be both formal and informal depending on the student activities. For example, the reflections and assessments done while I roam will be informal. While the final presentation project will be formal.
b. Purpose: diagnostic, entry level, formative and summative
The purpose of the assessments will be of a formative and summative nature depending on activity. Reflections will be formative and the final project will be summative.
c. Implementation Method: written (multiple choice, t/f, open ended essay, academic test preparation), verbal, performance …
Assessments will be implemented in a number of manners. There will be written reflections, verbal discussions, and a final presentation that will be either a poster project or a technology based project.
d. Communication of Expectations (modeling, supports, samples …)
Expectations will be communicated in a variety of manners: including verbal, written and modeling. I will model have all expectations for each lesson/day introduced at the beginning of class. For the art project I will provide samples of possible outcomes. Support for the art project expectations will be in the form of an outline detailing what is need and how to proceed.
e. Evaluation Criteria (rubrics)
I will use and distribute a rubric for the students to reference on the final art project.
f. Feedback Strategies - I will use a variety of feedback strategies. For the discussion portions I will use immediate verbal feedback. For the reflections I will use written feedback and for the art project they will receive a letter grade and comments regarding items well done and items that could have been better accomplished.
g. Student Self-Assessments
Students will self-assess their projects based on individual contributions, group contribution and quality of final product based on rubric.
1. Objectives
(Articulate 3-6 major objectives for this unit. Have a minimum of one objective for each subject area, but note that one objective can be used for all subject areas. Include cognitive, affective, psychomotor, and language objectives. Make sure each objective includes the condition, action and the criteria. And note which standards are addressed by each objective, if any. And also include corresponding diagnostic, formative, and summative assessments for each objective. Remember to use backward planning - Understand by Design model.)
HISTORY OBJECTIVES:
- After completing this unit SWBAT communicate their ideas and feelings about the treatment that Native Americans have received as demonstrated in their reflection.
- This objective covers standards: RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
- After completing the unit SWBAT identify major themes and areas of local Native American economics, culture and politics as demonstrated by the completion of a presentation project.
2. Specific frameworks and standards for each discipline.
HISTORY: Unfortunately, within the 11th grade California social studies standards there are not any standards that relate directly or even tangentially to the Native Americans. So what I am going to do is use the common core standards as follows:
Key Ideas and Details
· RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
· RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
· RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure ·
RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas.
RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
A. Assessment
a. Formality: formal or informal
The assessments will be both formal and informal depending on the student activities. For example, the reflections and assessments done while I roam will be informal. While the final presentation project will be formal.
b. Purpose: diagnostic, entry level, formative and summative
The purpose of the assessments will be of a formative and summative nature depending on activity. Reflections will be formative and the final project will be summative.
c. Implementation Method: written (multiple choice, t/f, open ended essay, academic test preparation), verbal, performance …
Assessments will be implemented in a number of manners. There will be written reflections, verbal discussions, and a final presentation that will be either a poster project or a technology based project.
d. Communication of Expectations (modeling, supports, samples …)
Expectations will be communicated in a variety of manners: including verbal, written and modeling. I will model have all expectations for each lesson/day introduced at the beginning of class. For the art project I will provide samples of possible outcomes. Support for the art project expectations will be in the form of an outline detailing what is need and how to proceed.
e. Evaluation Criteria (rubrics)
I will use and distribute a rubric for the students to reference on the final art project.
f. Feedback Strategies - I will use a variety of feedback strategies. For the discussion portions I will use immediate verbal feedback. For the reflections I will use written feedback and for the art project they will receive a letter grade and comments regarding items well done and items that could have been better accomplished.
g. Student Self-Assessments
Students will self-assess their projects based on individual contributions, group contribution and quality of final product based on rubric.