Social Studies Unit Structure Section 1 Unit Title Grade Level Rationale / Abstract A) Essential question to be explored B) How and why the unit will be used? C) Why is the unit significant/relev ant? D) How does the unit meet state and national standards Focus questions for the Unit (4 maximum). The Spanish American War 7 th Grade A) How did the United States emerge as a world power at the turn of the 20 th century? B) This sub-unit will be used to begin the War Unit portion of the curriculum. It will be used to introduce the concept of war and explain to students how the foreign policy of the United States in Latin America during the 19 th century resulted in America s emergence as a world power. C) This unit is significant because the students will learn how the Spanish American War thrust the United States onto the world stage, setting up its involvement in future wars around the world during the 20 th century. D) This unit meets the Virginia Standards of Learning USII.1 a, and c. It also will cover USII.5 a and b. The unit meets the NCSS Standards Theme II: Time, Continuity, and Change. What is the concept of war? Why is the Spanish American War significant?
What contributions did Teddy Roosevelt make during his presidency to promote the emergence of the United States as a world power? Section 2 Unit Goals (larger learnings from the focus questions and vice versa) a) What will students understand as a result of this unit (Wiggins and McTighe levels of understanding). Students will describe the concept of war as a prolonged armed conflict between two or more nations Students will demonstrate the impact of the Spanish American War on the United States in terms of its influence in world affairs and the effect it had on United States foreign policy in the 20 th century Students will interpret Teddy Roosevelt s actions as an attempt to demonstrate America s power and influence around the globe Key concepts w/ definitions (min- 6) War a prolonged armed conflict between two or more nations Isolationism non-involvement in other nation s affairs Collective Security allying with other nations to influence global affairs Internationalism intervening in the affairs of other nations for the sake of national security or national interests
Imperialism expanding your territory/influence around the world for self-interest Monroe Doctrine U.S. foreign policy stating that America would not tolerate European intervention in Latin America Manifest Destiny the belief that it was America s duty/god-given right to expand their territory and control the North American continent from the Atlantic to the Pacific Spanish American War war between Spain and the United States for the independence of Cuba U.S.S. Maine U.S. navy ship that exploded in Havana Harbor, escalating the tension between Spain and the United States Yellow Journalism exaggerated news reports during the Spanish American War to garner support for America s involvement Roosevelt Corollary addition to the Monroe Doctrine stating that the United States had the right to intervene in Latin America to prevent European intervention and to promote stability in the region Great White Fleet nickname for the U.S. Navy that sailed around the world to
promote peace and demonstrate American military strength Section 3- Connecting Instruction /UBD (input your UBD template) Stage 1 Desired Results Established Goals: G Students will describe the concept of war as a prolonged armed conflict between two or more nations Students will demonstrate the impact of the Spanish American War on the United States in terms of its influence in world affairs and the effect it had on United States foreign policy in the 20th century Understandings: (begin with SOL curriculum frameworks) Students will understand that The United States emerged as a world power as a result of victory over Spain in the Spanish American War. Economic interests and public opinion often influence United States involvement in international affairs. U Essential Questions: Q (Curriculum framework-but your own slant) What were the causes of the Spanish American War? What were the outcomes of the Spanish American War?
Students will know (begin with SOL curriculum frameworks) Reasons for the Spanish American War Protection of American business interests in Cuba American support of Cuban rebels to gain independence from Spain Rising tensions between Spain and the United States as a result of the sinking of the USS Maine in Havana Harbor Exaggerated news reports of events (yellow journalism) Results of the Spanish American War The United States emerged as a world power. Cuba gained independence from Spain. The United States gained possession of the Philippines, Guam, and Puerto Rico. K Students will be able to S (D) (begin with SOL curriculum frameworks) Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Sequence events in United States history. (USII.1c) Stage 2 Assessment Evidence Performance Tasks: T Other Evidence: OE Concept Mastery Cube Activity Think, Pair, Share Graphic Organizer Class discussion Writing Prompt Sketch to Know Label Statement Frame Routine Foreign Policy Spectrum Stage 3 Learning Plan Learning Activities: What sequence of teaching and learning will equip students to engage with, develop and demonstrate the desired understandings? List the key teaching and learning activities in sequence. Can you identify/code each entry with the appropriate initials of the WHERETO: Think, Pair, Share (H, R, T Day 1) Concept Mastery (W, E, R, O Day 1) Cube Activity (E, R, E-2 Day 1) Foreign Policy Spectrum (W, H, R, O Day 2) Graphic Organizer (E, T Day 2) Class discussion (W, R, E-2, T Day 2) L
Frame Routine (W, E, T, O Day 3) Writing Prompt (H, E, R, E-2 Day 3) Sketch to Know (R, T Day 4) Label Statement (W, E Day 4) Use this space to lay out your chronology of instructional activities- as best you can- after you have completed the WHERETO worksheet below also think about the order (which day/ lesson) you will do these activities. UBD Template continued Stage 1 Desired Results Established Goals: G Students will interpret Teddy Roosevelt s actions as an attempt to demonstrate America s power and influence around the globe Understandings: (begin with SOL curriculum frameworks) Students will understand that Roosevelt expanded the Monroe Doctrine as a way to prevent European involvement in the affairs of Latin American countries. U Essential Questions: Q (Curriculum framework-but your own slant) What were the foreign policies of Theodore Roosevelt? What impact did Theodore Roosevelt have United States foreign policy? Students will know (begin with SOL curriculum frameworks) The Roosevelt Corollary to the Monroe Doctrine asserted the United States right to interfere in the economic matters of other nations in the Americas claimed the United States right to exercise international police power advocated Big Stick Diplomacy. K Students will be able to S (D) (begin with SOL curriculum frameworks) Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States. (USII.1a) Sequence events in United States history. (USII.1c) Stage 2 Assessment Evidence Performance Tasks: T Other Evidence: OE Foreign Policy Spectrum Class Discussion Video Response Worksheet
Stage 3 Learning Plan Learning Activities: What sequence of teaching and learning will equip students to engage with, develop and demonstrate the desired understandings? List the key teaching and learning activities in sequence. Can you identify/code each entry with the appropriate initials of the WHERETO: Foreign Policy Spectrum (W, H, R, O Day 5) Class discussion (W, R, E-2, T Day 5) Video Response Worksheet (W, T Day 5) L WHERETO W = Where is the unit or lesson headed, and why? H = Hook the students interest and hold it. E = Experience learning activities that foster attainment of the performance objectives. R = Reflect, rethink, revise. E = Evaluate progress through self-assessment. T = Tailor instruction to meet student needs. O = Organize instruction to optimize understanding. What sequence of teaching and learning will equip students to engage with, develop and demonstrate the desired understandings? Use the following page to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO as best you can. (Also think about how you will order these strategies to support your chronology of instruction) 1. Think, Pair, Share (H, R, T Day 1) 2. Concept Mastery (W, E, R, O Day 1) 3. Cube Activity (E, R, E-2 Day 1) 4. Foreign Policy Spectrum (W, H, R, O Day 2) 5. Graphic Organizer (E, T Day 2) 6. Class discussion (W, R, E-2, T Day 2) 7. Frame Routine (W, E, T, O Day 3) 8. Writing Prompt (H, E, R, E-2 Day 3) 9. Sketch to Know (R, T Day 4) 10. Frame Routine (W, E, T, O Day 4) 11. Label Statement (W, E Day 4) 12. Foreign Policy Spectrum (W, H, R, O Day 5) 13. Class discussion (W, R, E-2, T Day 5) 14. Video Response Worksheet (W, T Day 5)
Alignment: The logic of Backward Design (What do the desired results imply?) Stage 1 Stage 2 Stage 3 If the desired results is For learners to Understand that U The United States emerged as a world power as a result of victory over Spain in the Spanish American War. Economic interests and public opinion often influence United States involvement in international affairs. Then, you need evidence of the students ability to Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Then, the learning activities need to Hook students into thinking about war in a meaningful way, being able to describe it, define it, and analyze it. Help students understand what foreign policy is and the different types there are. L Roosevelt expanded the Monroe Doctrine as a way to prevent European involvement in the affairs of Latin American countries. And thoughtfully consider the questions Q What were the causes of the Spanish American War? What were the outcomes of the Spanish American War? What were the foreign policies of Theodore Roosevelt? What impact did Theodore Roosevelt have United States foreign policy? Then, the tasks to be assessed need to include some things like T Concept Mastery Cube Activity Think, Pair, Share Graphic Organizer Class Discussion Writing Prompt Sketch to Know Label Statement Frame Routine Foreign Policy Spectrum Video Response Worksheet OE Inform students about the impact historical events have on the future like the Monroe Doctrine and Manifest Destiny. Inform students on how to make connections between past and present events. Teach students how to analyze images and primary and secondary source documents. Teach students how to sequence events in American history. Provide activities that promote inquiry, critical thinking, discussion, and analysis.
Section 4- Resources Resources (link to specific activity) Concept mastery Obj 1 & 2 Lesson 1 Cube Activity Closing Lesson 1 (Includes Cube and Guide sheet) Foreign Policy Spectrum Just Do It and Closing Lesson 2, and Obj 1 Lesson 5 Preview Activity Just Do It Lesson 2 Graphic Organizer Monroe Doctrine and Manifest Destiny, Obj 2 Lesson 2 Web based resources http://www.theonion.com/articles/new-warenables-mankind-to-resolve-disagreements,7023/ - Just Do It Lesson 1 http://www.youtube.com/watch?v=kinjwf5--je Lesson 2 http://www.ourdocuments.gov/doc.php?flash=tru e&doc=23&page=transcript Lesson 2 http://www.youtube.com/watch?v=zkdifsxeb5y Lesson 5 Anticipation Guide Just Do It Lesson 3 Frame Routine Obj 1 Lesson 3 Writing Prompt Obj 2 Lesson 3 CAR chart Closing Lesson 4 Picto-word Just Do It Lesson 4 Sketch to Know Obj 1 Lesson 4 Label Statement Obj 2 Lesson 4 Response sheet Obj 3 Lesson 5 PowerPoint Lesson 1, 2, 4, & 5 Political Cartoon Just Do It Lesson 5
Section 5- Lesson planning WAR! What is it good for? /USII.1a Lesson 1. Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs What is war? Obj 1 = Students will be able to describe war Obj 2 = Students will be able to define the concept of war Assessment of Objective(s) e.g. Obj 1= Obj 2= (you do not need to formally assess all objectives individually can do them as a group if appropriate) Brief explanation of scope of lesson (explanation of tasks, and assessments) How are you trying to motivate students in your opener? What is your closure? Obj 1 & 2 = concept mastery Students will be introduced to the concept of war. They will complete a concept mastery on the topic in order to describe it. They will read a satirical account about war from The Onion to get them thinking. As a closure we will do a cube activity for war, and come up with a definition for it on the concept mastery.
Section 5- Lesson planning Lesson 2. Title /Standards Foreign Policy The Monroe Doctrine and Manifest Destiny/USII.5a Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs What was the foreign policy of the United States during the 19 th century after 1823? Obj 1 = Students will be able to identify and define four different types of foreign policy Obj 2 = Students will be able to explain the significance of the Monroe Doctrine and Manifest Destiny Obj 3 = Students will be able to apply the information from objectives #1 and #2 to place the United States on a foreign policy spectrum Assessment of Objective(s) e.g. Obj 1= Obj 2= (you do not need to formally assess all objectives individually can do them as a group if appropriate) Brief explanation of scope of lesson (explanation of tasks, and assessments) Obj 1 = Class discussion/foreign Policy Spectrum sheet Obj 2 = Graphic organizer Obj 3 = Foreign Policy Spectrum sheet The students will be introduced to four different types of foreign policy, the Monroe Doctrine, and Manifest Destiny. They will complete a graphic organizer for the Monroe Doctrine (including Manifest Destiny) and the Foreign Policy Spectrum sheet will help the students define each term and allow them to speculate where they think the United States belonged during this time period.
How are you trying to motivate students in your opener? What is your closure? Students will be given a scenario and asked to choose how they would respond. The closure will be the students applying what they have learned to place the United States where they think it fit on the Foreign Policy Spectrum during the 19 th century. Section 5- Lesson planning Lesson 3. Title /Standards The Splendid Little War Pt. 1/USII.5a & USII.1c Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs What were the causes of the Spanish American war? Obj 1 = Students will be able to explain the reasons for United States involvement in the Spanish American War Obj 2 = Students will be able to describe the impact of yellow journalism on the American public Obj 3 = Students will be able to identify key people, places, and events Assessment of Objective(s) e.g. Obj 1= Obj 2= (you do not need to formally assess all objectives individually can do them as a group if appropriate) Obj 1 & 3 = Frame Routine Obj 2 = Writing assignment
Brief explanation of scope of lesson (explanation of tasks, and assessments) How are you trying to motivate students in your opener? What is your closure? This first part of the lesson touches on the beginning of the war, American involvement, and key people, places, and events. The frame routine will be used for the students to organize the important information, and the writing assignment will help them understand what yellow journalism is and why it was effective. Students will complete the anticipation guide as a hook to get them motivated in the beginning. The closure will be a loop activity. Section 5- Lesson planning Lesson 4. Title /Standards The Splendid Little War Pt. 2/USII.5a & USII.1c Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs Assessment of Objective(s) e.g. Obj 1= Obj 2= (you do not need to formally assess all objectives individually can do them as a group if appropriate) What were the outcomes of the Spanish American War? Obj 1 = Students will be able to identify the results of the Spanish American War Obj 2 = Students will be able to differentiate between imperialist and anti-imperialist sentiments Obj 1 = Sketch to Know chart, Frame Routine Obj 2 = Label the Statement chart
Brief explanation of scope of lesson (explanation of tasks, and assessments) How are you trying to motivate students in your opener? What is your closure? The second part of this two part lesson will discuss the outcomes of the Spanish American War for Spain, the United States, Cuba, and the Philippines. The students will draw a picture correlating with each major outcome of the war to promote recall. Labeling a chart will allow the student to analyze each statement and use their critical thinking skills to decide whether they think it is imperialist in nature, or anti-imperialist. In the opening, students will be shown a picto-word and answer the questions associated with it. As the closing, they will complete a CAR chart (cause, action, result). Section 5- Lesson planning Lesson 5. Title /Standards Teddy Roosevelt s foreign policy/usii.5b & USII.1a and c Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs What impact did Teddy Roosevelt have on United States foreign policy? Obj 1 = Students will be able to explain the significance of the Roosevelt Corollary Obj 2 = Students will be able to describe the term, Big Stick Diplomacy Obj 3 = Students will be able to identify the purpose of the Great White Fleet Assessment of Objective(s) e.g. Obj 1= Obj 2= (you do not need to formally assess all objectives Obj 1 = Bringing back foreign policy spectrum Obj 2 = Group/class discussion
individually can do them as a group if appropriate) Brief explanation of scope of lesson (explanation of tasks, and assessments) How are you trying to motivate students in your opener? What is your closure? Obj 3 = Video response sheet This lesson will discuss Teddy Roosevelt s impact on United States foreign policy in the aftermath of the Spanish American War into the early 20 th century. Students will read a passage from TR s annual message to Congress in 1904 and write a response. They will also mark where his speech stands on the foreign policy spectrum. We will hold a class discussion on TR s Big Stick Diplomacy. Finally, students will watch a video on the Great White Fleet and respond to questions on a worksheet To motivate the students they will be shown a political cartoon and be asked to analyze it and write a response. In closing the students will complete a 3-2-1 exit slip.
Title: WAR! What is it good for? Grade and Subject: 7 th grade/u.s. History 1865-Present Time Allotted: 42 minutes SOL #: USII.1a NCSS Theme: II. Time, Continuity, and Change What is the guiding question for this lesson? Must be presented in the lesson to students How will student understanding be assessed? -include assessments What is war? Think, Pair, Share Concept mastery Cube activity Key Concepts (no definition necessary): War Satire Irony SWBAT (as many as required by lesson): #1 Students will be able to describe war #2 Students will be able to define the concept of war Materials (List and attach primary sources and additional materials-ppt and question frames /concept maps/ Frames etc.): Concept Mastery Article from The Onion PowerPoint Cube of War Cubing Guide sheet American Wars chart Just Do It (hook): Students will be given a newspaper from the satirical newspaper, The Onion (material A1). They will be asked to read it individually. After they are finished we will do a Think, Pair, Share so the students can discuss in small groups. We will then come back together and discuss what they talked about as a class.
Obj # Description of Lesson Procedure Check for Evidence of Understanding Just Do It (see above for procedure, Think, Pair, Share material A1) Transition: Hand out list of American wars (material A2) and concept mastery (material A3) to students Obj 1 & 2 The students will be introduced to the War Unit portion of the curriculum. Concept mastery in small groups A short PowerPoint (material A4) will be shown as students look over America s wars. Students will then be instructed to complete the concept mastery (except for the definition) Transition: Retrieve the cube (material A5) and hand out Cube guide sheet (material A6) Closure (How does this come back to the guiding question): Students will use the Cube guide sheet (material A6) to help them with the closing activity. Students will volunteer to roll a cube (material A5) with different words on it such as Describe, Analyze, and Argue. They will use these words and their guide sheet to talk about war. As a class, we will finish the concept mastery by coming up with a definition for the concept of war. Modifications/Differentiation): Instruction will include reading an article. Whole class discussion and Think, Pair, Share activity will allow time for discussion and work in small and large groups. A short PowerPoint will be provided for visual learners. The concept mastery also provides a visual and allows for more group collaboration. Students will be provided with handouts. Cube activity provides students with a test of various skills.
Material A1 New 'War' Enables Mankind To Resolve Disagreements December 15, 2009 ISSUE 45 51 Cultures across the globe now universally understand that only a violent, decisive war can determine for certain who is on the right side of a given issue. With the groundbreaking development of "war" more than 7,000 years ago, mankind acquired a new tool that for the first time ever made it possible to definitively resolve conflicts of any kind. "The concept of two groups charging at each other from opposite sides of a field until one group is too wounded or dead to continue fighting completely revolutionized the way in which humans settled disagreements," said Kip Levin, a military historian. "Without war, early nomadic tribes would not have been able to decide who got the last of dwindling resources, there would be no pope in Rome, and the United States would never have found a way to intervene in Vietnam and Iraq." Added Levin, "It's hard to imagine what life was like before people had war to tell them who was right and who was wrong." Many historians believe the breakthrough mediation strategy originated in the Fertile Crescent shortly after the dawn of civilization, spreading rapidly to become an immensely popular conflict-resolution method across the globe. Since that time, war has solved hundreds of problems, from waterway access to border disputes to the entirety of Polish history. War has also been employed on occasion to resolve disagreements over peace and to ensure that the world remained a harmonious place untroubled by fear, hatred, or the threat of violence. According to Levin, because of its near- perfect rate of success in the modern civilized world, war will likely remain in popular use for the foreseeable future.
"We've come a long way from hashing out our differences around a fire," Levin said. "With the longrange nuclear missile technology we possess today, I wouldn't be surprised if, in a few short years, war solves the problems of mankind once and for all." Material A2 WAR DATES COUNTRIES INVOLVED PRESIDENT(S) IN OFFICE Spanish American War 1898 United States, Spain, Cuba, Philippines William McKinley World War I 1914-1918 World War II 1939-1945 Cold War 1945-1991 Korean War 1950-1953 Vietnam War 1954-1975 Allies: Great Britain, France, Russia, United States Central Powers: Germany, Austria-Hungary, Ottoman Empire Axis: Germany, Japan, Italy Allies: Great Britain, United States, Soviet Union Soviet Union United States North Korea South Korea United States North Vietnam South Vietnam United States Woodrow Wilson Franklin D. Roosevelt Harry S. Truman Harry S. Truman, Dwight D. Eisenhower, John F. Kennedy, Lyndon B. Johnson, Richard Nixon, Gerald Ford, Jimmy Carter, Ronald Reagan, George H. W. Bush Harry S. Truman Dwight D. Eisenhower Dwight D. Eisenhower John F. Kennedy Lyndon B. Johnson Richard Nixon Gerald Ford
Persian Gulf War 1990-1991 War on Terrorism 2001- Iraq War 2003- Iraq Kuwait United States Afghanistan United States Iraq United States George H. W. Bush George W. Bush Barack Obama George W. Bush Barack Obama Material A3 Material A4
Material A5 Material A6 Cubing Question Sheet W A R Think about war. Use the prompts below to jot down as many things that come to mind for each of the six viewpoints on the cubing sheet. Don t dwell just write. You should spend no longer than one minute per box. Describe it: Look at it closely o Describe what you see when you think of war. o What color is war? o What shape is war? o What size is war? Is it big? Is it small? Compare it: Think about war o What is it similar to? Is there anything you can think of that is similar to war? o What is it different from? What is the complete opposite of war? What is like a war but different in some way? Associate it: When you think about war o What does it make you think of? o What comes into your mind? o Let your mind go, see what associations you have for it. It can be things that are similar, things that are different, think about the places, the people and the time periods. Analyze it: Still thinking about war o Tell me how war is made (You don t have to know exactly but maybe just in general) o How would you make a war? o What is the recipe for war?
Apply it: If you have a war o What can you do with it? o How can it be used? If you had a war how would YOU use it? Argue For or Against it: Finally, I know it s tough but o Are you for war? (explain) o Are you against war? (explain)
Title: Foreign Policy The Monroe Doctrine & Manifest Destiny Grade and Subject: 7 th grade/u.s. History 1865-Present Time Allotted: 42 minutes SOL #: USII.5a NCSS Theme: II. Time, Continuity, and Change What is the guiding question for this lesson? Must be presented in the lesson to students How will student understanding be assessed? -include assessments What was the foreign policy of the United States during the 19 th century after 1823? Foreign Policy Spectrum Graphic organizer Class discussion Key Concepts (no definition necessary): Foreign policy Isolationism Collective security Internationalism Imperialism Monroe Doctrine Manifest Destiny SWBAT (as many as required by lesson): #1 Students will be able to identify and define four different types of foreign policy #2 Students will be able to explain the significance of the Monroe Doctrine and Manifest Destiny #3 Students will be able to apply the information from objectives #1 and #2 to place the United States on a foreign policy spectrum Materials (List and attach primary sources and additional materials-ppt and question frames /concept maps/ Frames etc.): PowerPoint Preview Activity sheet Foreign Policy Spectrum Transcript of Monroe Doctrine Video Graphic organizer
Just Do It (hook): Students will be given a fictitious scenario including four choices regarding how they would respond (material B1). Students will read the scenario, choose their response, and explain why they chose that option. Obj # Description of Lesson Procedure Check for Evidence of Understanding Just Do It (see procedure above, material B1) Move around the class to make sure students are working Transition: Hand out Foreign Policy Spectrum sheet (material B2) Obj 1 We will discuss foreign policy and introduce and define the four major types of it. The Just Do It will be brought back and students will be asked to identify which option correlates with which policy Class discussion, listen to student responses in matching each option from the Just Do It to the correct type of foreign policy Transition: Hand out transcript of Monroe Doctrine and highlighters (materials B3 & B4) Obj 2 Students will be shown a short video (material B5), instructed to highlight portions of a primary source, guided through a PowerPoint presentation (material B6), and have a class discussion Students will complete a graphic organizer. Gauge their responses for understanding Transition: Students will be instructed to return to the primary source and the Foreign Policy Spectrum sheet (material B2) Obj 3 See closure below Students will be asked to share Closure (How does this come back to the guiding question): (Obj 3) Students will return to their primary source and Foreign Policy Spectrum sheet (material B2). Using the highlighted portions of text and what they ve gained from the presentation, students will place the United States where they think it belonged on the spectrum during the 19 th century. Modifications/Differentiation): Lesson contains a PowerPoint and graphic organizer for visual learners. Students will be asked to write a response to a prompt. A brief video will be shown to appeal again to the visual or audio learners. Handouts will be provided in advance. Instruction includes brief lectures and class discussions.
Modifications and instructional aides will be provided for those students with IEPs as needed. Material B1 Preview Activity: One day at school you notice a huge ring of students jostling and pushing. As you get closer, you hear some of the students yelling, Fight! Like the rest, you want to see what is happening. Finally finding a vantage point, you see two students threatening one another. One is a good friend; the other is a former friend and current enemy who owes you money. What will you do? Choose one of the following responses and write a one-paragraph explanation of your choice. Be sure to write in complete sentences! A. Turn away and leave because the fight does not concern you and getting involved will only mean trouble. B. Convince a couple of friends to help you separate the two students before they hurt each other. C. Get into the fight on your friend s side and punch out the former friend who owes you money since he deserves it. D. Punch out both students to show the rest of the school who is the toughest kid on campus. Material B2
Material B3 MONROE DOCTRINE... At the proposal of the Russian Imperial Government, made through the minister of the Emperor residing here, a full power and instructions have been transmitted to the minister of the United States at St. Petersburg to arrange by amicable negotiation the respective rights and interests of the two nations on the northwest coast of this continent. A similar proposal has been made by His Imperial Majesty to the Government of Great Britain, which has likewise been acceded to. The Government of the United States has been desirous by this friendly proceeding of manifesting the great value which they have invariably attached to the friendship of the Emperor and their solicitude to cultivate the best understanding with his Government. In the discussions to which this interest has given rise and in the arrangements by which they may terminate the occasion has been judged proper for asserting, as a principle in which the rights and interests of the United States are involved, that the American continents, by the free and independent condition which they have assumed and maintain, are henceforth not to be considered as subjects for future colonization by any European powers... It was stated at the commencement of the last session that a great effort was then making in Spain and Portugal to improve the condition of the people of those countries, and that it appeared to be conducted with extraordinary moderation. It need scarcely be remarked that the results have been so far very different from what was then anticipated. Of events in that quarter of the globe, with which we have so much intercourse and from which we derive our origin, we have always been anxious and interested spectators. The citizens of the United States cherish sentiments the most friendly in favor of the liberty and happiness of their fellow-men on that side of the Atlantic. In the wars of the European powers in matters relating to themselves we have never taken any part, nor does it comport with our policy to do so. It is only when our rights are invaded or seriously menaced that we resent injuries or make preparation for our defense. With the movements in this hemisphere we are of necessity more immediately connected, and by causes which must be obvious to all enlightened and impartial observers. The political system of the allied powers is essentially different in this respect from that of America. This difference proceeds from that which exists in their respective Governments; and to the defense of our own, which has been achieved by the loss of so much blood and treasure, and matured by the wisdom of their most enlightened citizens, and under which we have enjoyed unexampled felicity, this whole nation is devoted. We owe it, therefore, to candor and to the amicable relations existing between the United States and those powers to declare that we should consider any attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety. With the existing colonies or dependencies of any European power we have not interfered and shall not interfere. But with the Governments who have declared their independence and maintain it, and whose independence we have, on great consideration and on just principles, acknowledged, we could not view any interposition for the purpose of oppressing them, or controlling in any other manner their destiny, by any European power in any other light than as the manifestation of an unfriendly disposition toward the United States. In the war between those new Governments and Spain we declared our neutrality at the time of their recognition, and to this we have adhered, and shall continue to adhere, provided no change shall occur which, in the judgement of the competent
Material B4 Material B5
Material B6
Title: The Splendid Little War Pt. 1 Grade and Subject: 7 th grade/u.s. History 1865-Present Time Allotted: 42 minutes SOL #: USII.5a USII.1c NCSS Theme: II. Time, Continuity, and Change What is the guiding question for this lesson? Must be presented in the lesson to students How will student understanding be assessed? -include assessments What were the causes of the Spanish American War? Frame Routine Writing prompt Key Concepts (no definition necessary): Yellow journalism U.S.S. Maine President McKinley Cuba Spain SWBAT (as many as required by lesson): #1 Students will be able to explain the reasons for United States involvement in the Spanish American War #2 Students will be able to describe the impact of yellow journalism on the American public #3 Students will be able to identify key people, places, and events Materials (List and attach primary sources and additional materials-ppt and question frames /concept maps/ Frames etc.): Anticipation Guide Spanish American War notes Frame Routine & Sketch to Know chart Yellow Journalism assignment Loop cards Just Do It (hook): Students will be given an Anticipation Guide (material C1) to complete individually before the lesson.
Obj # Description of Lesson Procedure Check for Evidence of Understanding Just Do IT (see procedure above, material C1) It will be turned in and checked for completion Transition: Hand out Spanish American War notes (material C2) Obj 1 & 3 Students will be provided with a handout of notes providing the necessary information on the Spanish American War. We will review these notes. They will be asked to complete the top half of the Frame Routine (material C3) in small groups. They will then be asked to complete the top half of the Sketch to Know worksheet (material C4) individually Frame Routine in small groups. Individually, students will complete the top half of the Sketch to Know sheet. Transition: Hand out Yellow Journalism assignment (material C5) Obj 2 Students will be introduced to the Yellow Journalism assignment (material C5). Closure (How does this come back to the guiding question): Loop Activity (material C6). Each student will be given a card with a statement and a question at the bottom. One student will start by asking the question. The student with the correct response on their card will respond with the statement on their card. They will then ask their question and the student with that correct answer will respond. This continues until we get back to the first person who started the activity. Modifications/Differentiation): Students will be provided with notes in advance. The Frame Routine is to better organize the information and aid the visual learner. Writing prompt will ask the students to think critically and apply their knowledge. Students with IEPs will have instructional aides to provide the necessary support and modification of assignments as needed.
Material C1 Read each statement carefully. Decide whether you Agree or Disagree. Record your choice next to the statement and add reasons supporting your decision. Anticipation Guide If a country is controlling a territory that wants to be free, the United States should intervene on their behalf.. If a U.S. battleship explodes while picking up American citizens from an area of danger, the United States should go to war.. If a newspaper prints something in their paper it is true.. After a war is over, it is acceptable for the victorious nation to keep some of the territories they captured. When a country is at war any tactics used against the enemy are fair. Material C2 What s important about the Spanish American War?
BIG idea: The United States becomes a world power as a result of the victory over Spain. Important concept: Imperialism or colonialism is the practice of one nation controlling other countries or territories. For centuries European countries had colonies in North and South America, Africa, and Asia. In the late 1800s, the United States also became an imperialist nation. (Keep scrolling down ) WHO WHEN WHERE WHAT HOW WHY (causes) Spain colonizes Cuba and the Philippines Freedom revolutionaries in Cuba and the Philippines President McKinley Teddy Roosevelt organizes Rough Riders to fight in Cuba Admiral Dewey leads U.S. naval effort in Philippines Hearst & Pulitzer publish yellow journalism Butcher Weyler leads Spanish fighting War lasted 113 days from April August 1898 Feb.15, 1898 U.S.S. Maine explodes in Havana Harbor (Cuba) Battles of San Juan Hill & Kettle Hill (Cuba) July 1898 Dewey sinks Spanish fleet in Manila Bay (Philippines) May 1898 Cuba Havana Harbor, Kettle Hill, San Juan Hill Philippines Manila Guam and Wake Island (Pacific Ocean), Puerto Rico (Caribbean Sea) Cuba revolts and declares independence from Spain; Americans join Cuban rebels against Spain Explosion of the U.S.S. Maine battleship brings U.S. into the war Spanish troops surrender and truce signed on Aug. 12, 1898 (ends fighting and sets up agreement) Philippines revolt after signing treaty and is crushed by U.S. forces Yellow journalism (exaggerated news stories) creates American sympathy for Cuban revolutionaries Explosion of the U.S.S. Maine causes outrage, tension, and misunderstanding Imperialists hope to gain new territories for trade, resources, military positioning Teddy Roosevelt and the Rough Riders in Cuba; Admiral Dewey s naval forces in the Philippines; naval blockades in the Caribbean Cuba revolts against Spain for independence; the U.S. supports Cuban rebels in gaining independence from Spain Explosion of the U.S.S. Maine creating tensions and misunderstanding Yellow Journalism exaggerated news reports of events U.S. wants Spain out of the western hemisphere Protection of American business interests in Cuba (sugar plantations) American imperialism (wanting to gain more territory) RESULTS: Treaty of Paris signed in December 1898 Cuba gains independence
Material C3 U.S. gains territories: Puerto Rico, Guam, Philippines U.S. becomes a world power!
Material C4 Material C5 You furnish the pictures. I ll furnish the war. William Randolph Hearst, newspaper publisher/owner Yellow Journalism: the practice of writing exaggerated, emotional news stories Try your hand at writing a piece of yellow journalism. Use the information from the chart on the right to create a news article that exaggerates the events. Be sure to include an emotionally charged title for your article. Write your news article in paragraphs using wellconstructed, complete sentences. Remember to edit your work!
Material C6
Title: The Splendid Little War Pt. 2 Grade and Subject: 7 th grade/u.s. History 1865-Present Time Allotted: 42 minutes SOL #: USII.5a USII.1c NCSS Theme: II. Time, Continuity, and Change What is the guiding question for this lesson? Must be presented in the lesson to students How will student understanding be assessed? -include assessments What were the outcomes of the Spanish American War? Sketch to Know Frame Routine Label the Statement Key Concepts (no definition necessary): Philippines Guam Puerto Rico Teddy Roosevelt Rough Riders Battles of San Juan Hill and Kettle Hill Admiral Dewey Manila Bay SWBAT (as many as required by lesson): #1 Students will be able to identify the results of the Spanish American War #2 Students will be able to differentiate between imperialist and anti-imperialist sentiments Materials (List and attach primary sources and additional materials-ppt and question frames /concept maps/ Frames etc.): Picto-word PowerPoint Spanish American War notes Frame Routine Sketch to Know chart CAR chart
Just Do It (hook): Students will be introduced to an image, a picto-word (material D1). Individually, they will respond to three questions about it. We will then briefly discuss as a class. Obj # Description of Lesson Procedure Check for Evidence of Understanding Just Do It (see procedure above, material D1) Class discussion on their responses. Answer any questions they have Transition: Begin PowerPoint (material D2) Obj 1 Students will be shown a brief PowerPoint (material D2) and listen to a lecture on the results of the war. They will take out their Spanish American War notes (material D3) from an earlier lesson, the Sketch to Know chart (material D4), and the Frame Routine (material D5). Transition: Prepare next handout for the students Obj 2 Students will be given a brief handout with multiple statements on it (material D6). The PowerPoint will continue with a quick discussion of imperialism. Students will complete the chart individually after instruction. Frame Routine in small groups. Sketch to Know individually. These will be given a grade as part of an interactive notebook Imperialist or Antiimperialist statement sheet. Will be turned in and checked for completion Closure (How does this come back to the guiding question): As a closing, students will receive a CAR chart (material C7) that they will fill out individually. The causes will be review, and they will fill in the action and results portion. Modifications/Differentiation): Students with IEPs will receive modified assignments as necessary and will be provided with instructional aides to support their growth and complete the assignments. The picto-word, frame routine, and Sketch to Know chart will all help the visual learners. The Imperialist/Anti-imperialist worksheet will challenge their critical thinking skills.
Material D1 Material D2 Material D3 What s important about the Spanish American War? BIG idea: The United States becomes a world power as a result of the victory over Spain. Important concept: Imperialism or colonialism is the practice of one nation controlling other countries or territories. For centuries European countries had colonies in North and South America, Africa, and Asia. In the late 1800s, the United States also became an imperialist nation.
WHO WHEN Spain colonizes Cuba and the Philippines Freedom revolutionaries in Cuba and the Philippines President McKinley Teddy Roosevelt organizes Rough Riders to fight in Cuba Admiral Dewey leads U.S. naval effort in Philippines Hearst & Pulitzer publish yellow journalism Butcher Weyler leads Spanish fighting War lasted 113 days from April August 1898 Feb.15, 1898 U.S.S. Maine explodes in Havana Harbor (Cuba) Battles of San Juan Hill & Kettle Hill (Cuba) July 1898 Dewey sinks Spanish fleet in Manila Bay (Philippines) May 1898 WHERE WHAT HOW WHY (causes) Cuba Havana Harbor, Kettle Hill, San Juan Hill Philippines Manila Guam and Wake Island (Pacific Ocean), Puerto Rico (Caribbean Sea) Cuba revolts and declares independence from Spain; Americans join Cuban rebels against Spain Explosion of the U.S.S. Maine battleship brings U.S. into the war Spanish troops surrender and truce signed on Aug. 12, 1898 (ends fighting and sets up agreement) Philippines revolt after signing treaty and is crushed by U.S. forces Yellow journalism (exaggerated news stories) creates American sympathy for Cuban revolutionaries Explosion of the U.S.S. Maine causes outrage, tension, and misunderstanding Imperialists hope to gain new territories for trade, resources, military positioning Teddy Roosevelt and the Rough Riders in Cuba; Admiral Dewey s naval forces in the Philippines; naval blockades in the Caribbean Cuba revolts against Spain for independence; the U.S. supports Cuban rebels in gaining independence from Spain Explosion of the U.S.S. Maine creating tensions and misunderstanding Yellow Journalism exaggerated news reports of events U.S. wants Spain out of the western hemisphere Protection of American business interests in Cuba (sugar plantations) American imperialism (wanting to gain more territory) RESULTS: Treaty of Paris signed in December 1898 Cuba gains independence U.S. gains territories: Puerto Rico, Guam, Philippines U.S. becomes a world power!
Material D4 Material D5
Material D6 Label each statement according to the perspective presented (Imperialist or Anti-imperialist). Statement It would be impossible and impractical to defend colonies thousands of miles away from our own country. As a democratic society, we should defend the right of other countries to decide their own fate. It is the responsibility of our government to conquer territories to establish trade markets overseas. The rule of government applies only to those people who are capable of self-government. Americans fought for independence from colonial rule, therefore it is not our right to take other lands as colonies. Imperialist or Anti-imperialist? Material D7
Title: Teddy Roosevelt s foreign policy Grade and Subject: 7 th grade/u.s. History 1865-Present Time Allotted: 42 minutes SOL #: USII.5b USII.1a USII.1c NCSS Theme: II. Time, Continuity, and Change What is the guiding question for this lesson? Must be presented in the lesson to students How will student understanding be assessed? -include assessments What impact did Teddy Roosevelt have on United States foreign policy? Foreign Policy Spectrum Class discussion Response sheet Key Concepts (no definition necessary): Roosevelt Corollary Big Stick Diplomacy Great White Fleet SWBAT (as many as required by lesson): #1 Students will be able to explain the significance of the Roosevelt Corollary #2 Students will be able to describe the term, Big Stick Diplomacy #3 Students will be able to identify the purpose of the Great White Fleet Materials (List and attach primary sources and additional materials-ppt and question frames /concept maps/ Frames etc.): PowerPoint Excerpt from Roosevelt speech Foreign Policy Spectrum Political Cartoon Video response sheet 3-2-1 Exit slip Just Do It (hook): Students will be shown a political cartoon (material E1). Individually they will respond to the following question: What is the message of this image and why do you think so? Defend your answer by explaining what you see in the image.
Obj # Description of Lesson Procedure Check for Evidence of Understanding Just Do It (see procedure above, material E1) Class discussion. Gauge student responses and listen for understanding. Transition: Hand out the excerpt of Roosevelt s speech (material E2) Obj 1 PowerPoint presentation will begin (material E3). A brief review of the Monroe Doctrine and Manifest Destiny will be included. Students will be asked to read the excerpt of Roosevelt s speech (material E2) Transition: Continue PowerPoint (material E3) Obj 2 PowerPoint presentation will continue, covering Roosevelt s foreign policy motto and Big Stick Diplomacy. Transition: Prepare video (material E4) Obj 3 Students will watch a video (material E4) about Roosevelt s Great White Fleet. They will complete a worksheet as they watch (material E5) After reading Roosevelt s speech, students will place the United States on the Foreign Policy Spectrum during the early 20 th century. Class discussion. Answer any questions students may have. Students will answer a series of questions on a worksheet. Closure (How does this come back to the guiding question): Students will complete a 3-2-1 exit slip (material E6): three things they learned, two things they want to know more about, and one question they still have. Modifications/Differentiation): Modifications will be provided for students with IEPs when necessary. Use of images and videos will appeal to the visual learners. Handouts will be provided. Class discussion will allow students to express their thoughts, listen to others, and evaluate opinions.
Material E1 Material E2 All that this country desires is to see the neighboring countries stable, orderly, and prosperous. Any country whose people conduct themselves well can count upon our hearty friendship. If a nation shows that it knows how to act with reasonable efficiency and decency in social and political matters, if it keeps order and pays its obligations, it need fear no interference from the United States. Chronic wrongdoing, or an impotence which results in a general loosening of the ties of civilized society, may in America, as elsewhere, ultimately require intervention by some civilized nation, and in the Western Hemisphere the adherence of the United States to the Monroe Doctrine may force the United States, however reluctantly, in flagrant cases of such wrongdoing or impotence, to the exercise of an international police power. Material E3
Material E4 Material E5 Name: Date: Watch and listen to the video on Teddy Roosevelt s Great White Fleet. Use the information found in the video to respond to the following questions. You may create a bulleted list. 1) What was the purpose of the Great White Fleet? 2) What territories did the United States acquire as a result of the Spanish American War?
3) The never sets on the British Empire. 4) What does the political cartoon of Uncle Sam playing cards highlight? 5) How did the Great White Fleet represent a new era in navy ships? 6) What did the Great White Fleet signify?
Material E6 EXIT SLIP Name: Date: Tell me three things you ve learned today Tell me two things you want to know more about Tell me one question you still have about this material UNIT CLOSURE: (1) Develop a So What! that directly aligns to your UBD alignmentlesson closures. This could serve as a review for the unit test or as a distinct performance task.
United States foreign policy in the 19 th century, the Spanish American War, and the United States emergence onto the world stage What were some LONG-TERM reasons for American involvement in the Spanish American War? What were the SHORT-TERM reasons for American involvement in the Spanish American War? Why are the Monroe Doctrine and Roosevelt Corollary still important today? How would you characterize United States foreign policy in the 19 th century since the Monroe Doctrine? Has it changed? Why do you think so?
Do you agree with the current United States foreign policy? Why or why not? So why is it important that we study the Spanish American War? What did it mean for the future of the United States, its involvement in world affairs, and its interaction with belligerent nations?
(2) Develop a Unit Test again make sure the questions clearly connect to your lesson objectives. Name: date: Spanish American War Quiz Match each item with its definition or description. Write the appropriate letter in the blank. strict non-involvement in the affairs of other nations the expansionists idea of moving westward the practice of one nation controlling other countries or territories the practice of writing exaggerated, emotional news stories a cavalry troop organized by Theodore Roosevelt A. Imperialism B. Internationalism C. Rough Riders D. Independence E. Collective Security F. Isolationism G. Yellow Journalism H. Manifest Destiny Label each statement according to the perspective presented (Imperialist or Anti-imperialist). Statement It would be impossible and impractical to defend colonies thousands of miles away from our own country. As a democratic society, we should defend the right of other countries to decide their own fate. It is the responsibility of our government to conquer territories to establish trade markets overseas. The rule of government applies only to those people who are capable of self-government. Americans fought for independence from colonial rule, therefore it is not our right to take other lands as colonies. Imperialist or Anti-imperialist? Read each statement or question carefully and circle the best answer. 1. Which of the following is a cause of the Spanish-American War? A. a revolt against Queen Liliuokalani of Hawaii B. the Japanese bomb Havana Harbor in Cuba C. Cuba s fight for independence from Spain s rule D. Russia purchases Alaska and Puerto Rico
2. Which of the following correctly orders the approaches to foreign policy from least involved to most involved? A. Collective Security, Communism, Internationalism, Democracy B. Imperialism, Isolationism, Collective Security, Internationalism C. Isolationism, Social Security, Manifest Destiny, Independence D. Isolationism, Collective Security, Internationalism, Imperialism 3. How is the Spanish-American War an example of American Imperialism? A. the war helps free the Cubans and Filipinos from Spanish rule allowing them to set up their own governments B. America acquires several new territories to expand trade, get raw materials, and become a military power C. the war convinces Spain that colonialism is wrong D. America helps Spain defeat the revolutionaries like José Marti and Emilio Aguinaldo 4. America gained control of all of the following territories after the Spanish- American war except. A. Panama Canal B. Wake Island C. Guam D. Puerto Rico 6. All of the following are related to the idea of Manifest Destiny except. A. Americans have the right and duty to move westward to the Pacific B. Americans should practice noninvolvement in the affairs of other countries and territories C. Americans should expand their way of life and their government westward D. Americans should feel/ have a sense of superiority in the world 7. Which statement best describes the explosion of the U.S. battleship, Maine, in Havana harbor? A. a sick joke by one of the Maine s crew to get revenge on the captain B. Cuban revolutionaries bombed the ship thinking it was a Spanish attacker C. an accident caused by an internal combustion problem D. a direct attack by Spain to start the war with America 8. Theodore Roosevelt s Rough Riders were responsible for this important victory in Cuba during the Spanish- American War. A. Manila Bay B. San Juan Hill C. Little Havana D. Madrid 5. Which headline is an example of yellow journalism? A. Spain Responsible for Unprovoked Attack on the USS Maine B. The U. S. Declares War on Spain C. Cubans Ask Spain for Independence D. Theodore Roosevelt Appointed Secretary of the Navy
9. Who was the naval commander responsible for destroying a Spanish fleet in Manila Harbor in the Philippines? 10. Identify one synonym for the foreign policy approach to Imperialism: True/False. Read each statement carefully and write TRUE or FALSE in the blank next to the each phrase. 11. The Monroe Doctrine was a U.S. foreign policy warning Europe not to colonize or interfere with newly independent Latin American nations. 12. The Roosevelt Corollary proclaimed America would back off from world affairs and isolate itself, instead focusing on domestic policy. 13. One of the purposes of Roosevelt s Great White Fleet was to showcase America s strength and new authority as a world power. 14. William McKinley was president of the United States at the time of the Spanish American War. 15. The nickname given to the Spanish American War was the war to end all wars.
SECTION 6 Syllabi for Students COURSE U.S. History 1865-present Unit: The Spanish American War Chapters: N/A NCSS THEMES: II. Time, Continuity, and Change VA SOL: USII.1a, and c. USII.5a and b Essential Understandings Overarching Goals: Students will describe the concept of war as a prolonged armed conflict between two or more nations Students will demonstrate the impact of the Spanish American War on the United States in terms of its influence in world affairs and the effect it had on United States foreign policy in the 20th century Students will interpret Teddy Roosevelt s actions as an attempt to demonstrate America s power and influence around the globe Day Topic Schedule/ Guiding Question VA Sol Assessments T and OE (quizzes and test) M Concept of War/ What is war? USII.1c Think, Pair, Share Concept Mastery Cube Activity T Foreign Policy: Monroe Doctrine & USII.5a Foreign Policy Spectrum Manifest Destiny/What was the Graphic Organizer foreign policy of the United States Class discussion during the 19 th century after 1823? Activities Concept mastery Cubing war Foreign Policy Spectrum Graphic organizer discussion W R F M T W R F M T W R F M T W R F M T Spanish American War Pt.1/ What were the causes of the Spanish American war? Spanish American War Pt.2/ What were the outcomes of the Spanish American War? Teddy Roosevelt s foreign policy/what impact did Teddy Roosevelt have on United States foreign policy? USII.5a USII.1c USII.5a USII.1c USII.5b USII.1a USII.1c Frame Routine Writing Prompt Sketch to Know Frame Routine Label each statement Foreign Policy Spectrum Discussion Video Response Frames Writing Prompt Drawing pictures Labeling/Critical thinking Listening to video Discussion
W R F Performance Task and Due Dates Concept Mastery (Due same day) Cube Activity (Due same day) Next Unit: World War I You can adjust this syllabus as you need.- This syllabus is for students. Keep the items that are already in but you structure this as you like. E.g. You could also add in other columns if you like. For example if this is for students then it would be good to have a section where they can tally assignment grades. We will also provide you with a SIM- Structure if you want to use that. But this is the last thing you need to do for the unit.
UNIT Rubric You must use this rubric to grade yourself when you hand in the unit- remember to include front unit synopsis cover, templates from Wiggins and McTighe, and full lesson plans based on this semster s template and a So What! 1. Title, Topic, and Rationale focus questions- 5% Is there a clearly defined theme/and overarching question? Does it contain an explanation of how and why the unit will be used? Does it define the audience? Does it "sell" the unit? Does it make the unit sound exciting? Why is this unit relevant? What is going to be examined how will it be done? Will it persuade an administrator, parent or student that the unit is relevant and Is the relation to the National Standards and SOL/local curriculum guides clear? Does it include focus questions for the unit Weak rationale Excellent rationale 1 2 3 4 5 Comments 2. Unit Goal and Concepts (5%) Are the "large leamings" (Unit Goals)--the things that students should know, be able to do, and gain perspectives on--made clear? Are explicit links made to Wiggins and McTighe levels of Understanding (Are the templates included and are the connections to the templates clear? Do you have a list of concepts, vocab (including definitions) that the unit will cover? Weak goals and concepts Excellent goals and concepts 1 2 3 4 5
Comments 3. Connecting instruction (10%) Do your unit goals, lesson objectives NCSS theme and SOL theme, assessment tasks and learning experience all connect (Evidence through UBD templates)? Do you provide evidence of differentiating instruction where appropriateminimum = output Does the So What! and Unit closure clearly align with the essential understandings, and build on lesson closure? Weak connections Strong connections 1 2 3 4 5 Comments 4) Resources and Lesson Plan Outline/Catalogue (5%) Do you include the (1) list of resources and (2) materials to be used? Is everything ready to go? Do you include a strong and clear catalogue of lessons? Do you clearly link specific lesson objectives with specific activities and assessments? Weak resources and lesson outline Excellent resources and lesson outline 1 2 3 4 5 Comments
Lesson Plan Sections- Here look at the lesson plan overall Engaging in Inquiry 10% Do the lesson plans seek to engage students in the inquiry process by initiating a big question that links with lesson activities, closure and assessment? A question that students will clearly be introduced to (via ppt) Weak big question Excellent big question 1 2 3 4 5 Comments Objectives 10% Do the lesson plans provide clear focused objectives that link to the SOL resource guide (essential knowledge, skills and questions)? Objectives that students will clearly be introduced to (via ppt) Weal objectives Excellent objectives 1 2 3 4 5 Comments Standards 10% Do the lesson plans clearly identify National and State standards (SOL resource guide essential knowledge, skills and questions)? Weak on standards Excellent use of standards 1 2 3 4 5 Comments
Nature and structure of content and appropriateness for students Anticipatory set 10% Do the lesson plans begin with a short and focused anticipatory set Just to it designed to tap student knowledge, and motivate/ engage students? Weak anticipatory set (Just do it) Excellent anticipatory set 1 2 3 4 5 Comments Activities and content 10% (2 parts) Part 1 Is the content well-organized? Does the content "flow within a lesson and between lessons"? Weak organization Excellent org/flow 1 2 3 4 5 Comments
Part 2 Are the activities and strategies useful and appropriate for the desired results and methods of assessment? Is the content factual and up-to-date? Is the content appropriate for the grade and class level? Is the content in-depth enough to be adapted for higher-level classes or for the teacher to have enough background to answer questions? Do the activities indicate an appropriate mix of strategies? Reading--text and non-text Writing in a variety of ways discussion/ questioning Digital technology Hsitorical sources Case studies Social Studies alive strategies plus Cooperative learning/group work Fine arts interests? Concept mastery/development Critical thinking/ decision-making Study skills Map. / graph/ chart skills responsibility/ choice Research/ inquiry (is the research well managed and organized?) Lecture -, outline, slot notes (Cornell style), Framing Routine Games /simulation/ role play evaluation Inappropriate activities/content Excellent activities / content 1 2 3 4 5 Comments
Closure/Plenary10% Do the lesson plans include closure activities- that tie to the big question? Weak closure Excellent closure 1 2 3 4 5 Comments Unit Assessment 10% Do the lesson plans include a So What! That build on unit objectives and lesson content. Does the unit assessment that follows the rules of test development? Do you clearly correlate your questions with Unit goals and lesson objectives? Poor unit assessment Excellent assessment 1 2 3 4 5 Comments Organization and Presentation 5% Can another person follow/use the unit plans? Is it readable and clear? - This includes spelling- grammar, location of handouts and availability of directions for students as well as teachers. Are all the material ready to go? Do students have a syllabus for them to help with organization? Weak organization Excellent organization 1 2 3 4 5 Comments
VT Grade Range Center for Teacher Education Rating Evaluation Rubric Rating A 100-94 3 Distinguished A- 93-91 2 Proficient B+ 90-88 2 Proficient B 87-81 1 Basic C+ 80-78 0 Unacceptable C 77-71 0 Bloody Awful This rubric is broken into sections and allow for me to grade for NCATE 1.b PCK, 1.c. Professional and Pedagogical knowledge and skills and 1.d Student learning.