Download Understanding By Design Unit Template

Understanding By Design Unit Template
(Revised & adapted)
Title of Unit
Subject
Developed By
Unit 5 – Civil War/Slavery
Grade Level
Grade 4
Social Studies
Time Frame
5/26/2014 – 6/25/2014
Agnes Balla, Cybi Ip and the 4th grade teachers
Stage 1 - Identify Desired Results
Narrative about this Unit of Study: (including the Big Idea)
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
4.5 IN SEARCH OF FREEDOM AND A CALL FOR CHANGE: Different groups of people did not have equal rights and freedoms. People
worked to bring about change. The struggle for rights and freedoms was one factor in the division of the United States that resulted in
the Civil War. (Standards: 1, 5; Themes: ID, TCC, SOC, CIV)
4.5a Some Africans and Africans Americans were enslaved peoples in New York State. African Americans and others worked to fight against
slavery and for change.
4.5b Women have not always had the same rights as men in the United States and New York State. They sought to expand their rights and
bring about change. Grades K-8 Page 56
4.5c The United States became divided over several issues including slavery resulting in the Civil War. New York State supported the Union
and played an important role in this war.
Understandings
What understandings about the big ideas implied in the PLOs are desired?
Essential Questions
What provocative questions will foster inquiry into the content?
Students will understand that...
Knowledge:
What knowledge will student acquire as a result of this unit?
Skills
What skills will students acquire as a result of this unit?
Students will know...
Students will be able to…
 Students will examine what rights were denied to Africans and
African Americans during the 1800s.
 Students will investigate people that took action to abolish
slavery, including Samuel Cornish, Fredrick Douglass, Sojourner
Truth, and Harriet Tubman.
 Students will examine the rights denied to women during the
1800s.
 Students will investigate people who took action to bring about
change such as Amelia Bloomer, Elizabeth Cady Stanton,
Lucretia Mott, Susan B. Anthony, and Elizabeth Blackwell.
Students will explore what happened at the convention of
women in Seneca Falls.
 Students will explore how New York State supported the Union
during the Civil War providing soldiers, equipment, and food.
 Students will research a local community’s contribution to the
Civil War effort using resources such as war memorials, a local
library, reenactments, historical associations, and museum
artifacts.
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
Rubric for Assessment:
Other Evidence
Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate
achievement of the desired results?
Objective(s)
Related to knowledge, skills or both?
Analyze the differences between the
North and South, and how enslave
people fought against slavery.
Listed Aim or Learning Intention
of Each Lesson.
Guiding Questions

What differences existed
between ordinary Americans
living in the North and those
living in the South in the years
before the Civil War?
Assessment
Resources
http://edsitement.neh.gov/lessonplan/factory-vs-plantation-north-andsouth
http://edsitement.neh.gov/lessonplan/debate-against-slavery
http://www.civilwar.org/education/teac
hers/curriculum/civil-war-


What important issues are
reflected in the differences
between life in the North and
the South? What kinds of
changes were taking place in
the United States at the time?
What differences existed
between ordinary Americans
living in the North and those
living in the South in the years
before the Civil War?

What important issues are
reflected in the differences
between life in the North and
the South?

What kinds of changes were
taking place in the United
States at the time?
curriculum/elementary/disunion/
See server for all lesson plan resources
Identify the difficulties faced by free
African Americans.
Identify leading abolitionists and
describe their fight against slavery.
Describe the underground Railroad.
Explain how the movement for
women’s rights began.
Discuss the compromises over slavery
that temporarily prevented the
South’s secession.
Analyze the reasons that the
Southern States seceded.
Underground Railroad Complete
lesson
http://www.scholastic.com/teachers/l
esson-plan/teacher-activity-guideunderground-railroad
Underground Railroad Complete lesson
http://www.scholastic.com/teachers/les
son-plan/teacher-activity-guideunderground-railroad
Describe how the Civil War began.
Compare and contrast the strengths
of each side.
Explain how technology changed the
way wars were fought.
Analyze the effect of the
Emancipation Proclamation on both
North and South.
Describe how women on both sides
supported the war effort.
Evaluate the effects of the war in the
North and South.
Describe Scheman’s march.
Describe Lee’s surrender at
Appomattox.
Universal Design for Learning
REPRESENTATION
The ‘what’ of teaching & learning..
ACTION & EXPRESSION
The ‘how’ of teaching & learning…
ENGAGEMENT
The ‘why’ of teaching and learning…
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)