Planning An Instructional Unit. The Big Idea InstructionalObjectives.

Planning An Planning An Instructional UnitInstructional Unit

Planning An Planning An Instructional UnitInstructional Unit

The Big IdeaThe Big Idea

InstructionalInstructional

ObjectivesObjectives

As you listen to the song, As you listen to the song, examine the details of the examine the details of the

painting and complete the art painting and complete the art analysis worksheet.analysis worksheet.

Norman RockwellNorman Rockwell

Civil Rights MovementCivil Rights Movement

With courage and determination, With courage and determination, ordinary people made our country ordinary people made our country

a better place to live.a better place to live.

Other ConsiderationsOther Considerations

How much How much timetime do you have to do you have to devote to this unit?devote to this unit?

How much do your students already How much do your students already knowknow about the topics you will cover? about the topics you will cover?

How can you make this topic How can you make this topic relevantrelevant to the world today?to the world today?

What What skillsskills do your students need to do your students need to learn?learn?

Important Content to IncludeImportant Content to Include Topics You will Cover in this Topics You will Cover in this

UnitUnit List Key Concepts & List Key Concepts &

VocabularyVocabulary Reading, Writing, & Math Reading, Writing, & Math

ActivitiesActivities Student Performance ActivityStudent Performance Activity

What resources are available?What resources are available?

Handouts & WorksheetsHandouts & Worksheets Mapping ActivitiesMapping Activities A/V Materials: Film, Music, Art, A/V Materials: Film, Music, Art,

PhotographsPhotographs Internet Resources Internet Resources Primary Source DocumentsPrimary Source Documents

How will you measure student How will you measure student learning?learning?

Tests & Quizzes for this UnitTests & Quizzes for this Unit Projects for this UnitProjects for this Unit Homework AssignmentsHomework Assignments

Can all students demonstrate what Can all students demonstrate what they have learnedthey have learned??

How will your How will your

students know what students know what

you expect of them?you expect of them?

How will your How will your

students know what students know what

you expect of them?you expect of them?

Class: Hour: Name:

Last Unit: Current Unit: Next Unit:

Read:

KeyConcepts

===========

Essential Questions:

Unit Calendar

Class: World History Hour:

Name:

Last Unit: Age of Absolutism Enlightenment Next Unit: Age of

Revolution

Unit Calendar Read:Ch. 20: 514-533

TH/1/19

Test-AbsolutismV-Amadeus

M/1/23Intro to UnitV-Amadeus

KeyConcepts

=========Enlightenment

PhilosophyScientific

Revolution

W/1/25

V-AmadeusL- AstronomyG-Galileo

F/1/27

Ch. 20 Terms DueV-NewtonL-Scientific Rev.

T/1/31

Quiz Ch 20 TermsR-Rousseau & Wollstonecraft.L& A-Philosophers

Essential Questions:How did the scientific method improve scientific research?How does the scientific revolution change our understanding o f the human body, the physical world, and the universe?How did the writings of the Philosophes change people’s expectations of their relationship with society and government?How did classical music develop?How did the enlightenment challenge Christianity?

TH/2/2

L-C/E EnlightenmentMM-Salon &Classical MusicUnit Review

M/2/6 Test

The Scientific Revolution & Enlightenment opened a new door of

thought and action throughout the world.

ScienceScience PhilosophyPhilosophy

AstronomyAstronomy

ChemistryChemistry

PhysicsPhysics

ReligiousReligious

PoliticalPoliticalSocialSocial

Unit NameKansas state standards Terms: Define in Notebook & Know for Quiz

People:

Places:

Events:

Ideas:

Enlightenment

EnlightenmentExplains essential concepts from the Scientific Revolution

othe heliocentric theoryoscientific method

Explains essential concepts from the Enlightenment that represented a turning point in intellectual history

oThomas HobbesoJohn LockeoVoltaireoMontesquieuoMary WollstonecraftoJean Jacques RousseauoEnlightened despotismoSalons

ID Items: Heliocentric theory* 20-1 Scientific method 20-1Natural law 20-2 Natural Rights 20-2Copernicus 20-1 Newton 20-1Thomas Hobbes 20-2 Locke 20-2

Voltaire 20-3 Wollstonecraft 20-3Montesquieu 20-3 Rousseau 20-3Enlightened Despotism 20-3

Terms: Define in Notebook & Know for Quiz

People:Copernicus20-1Galileo 20-1Isaac Newton 20-1Francis Bacon 20-1Thomas Hobbes 20-2John Locke 20-2 Montesquieu 20-3

Voltaire 20-3Rousseau 20-3Mary Wollstonecraft 20-3Wolfgang Mozart 20-3 Immanuel Kant 20-3Haydn 20-3

Places: London 20Paris 20

Vienna 20Salon 20-3

Events: Scientific Revolution 20-1The Enlightenment 20-3

Ideas:Deism 20-2Enlightened despotism 20-3Scientific method 20-1Natural Rights 20-2Heliocentric theory 20-1

The Scientific Revolution & Enlightenment opened a new door of thought and action

throughout the world.

What concepts do your students What concepts do your students need to understand?need to understand?

ConceptsConcepts are vocabulary that can be are vocabulary that can be applied across subject areas.applied across subject areas.

They are critical to your students They are critical to your students understanding of the real world:understanding of the real world:

What is What is economicseconomics?? What is the difference between a What is the difference between a

RepublicanRepublican and a and a DemocratDemocrat?? What is a coup d’etat?What is a coup d’etat?

What instructional methodsWhat instructional methods will you use? will you use?

Teacher LedTeacher Led Lecture/PowerPointLecture/PowerPoint Discussion/AnalysisDiscussion/Analysis Shared ReadingShared Reading Audio/VisualAudio/Visual

Student CenteredStudent Centered Cooperative Learning Cooperative Learning

ActivityActivity Student PresentationsStudent Presentations Student ResearchStudent Research SimulationsSimulations Skill WorkSkill Work Student Led DiscussionsStudent Led Discussions

Build on Teacher & Student Strengths!Build on Teacher & Student Strengths!

Characteristics of Effective DiscussionCharacteristics of Effective Discussion

Focus on an interpretable text, issue, idea, etc.Focus on an interpretable text, issue, idea, etc. The facilitator and participants have prepared The facilitator and participants have prepared

thoroughlythoroughly.. Most of the talk comes from the participants, not Most of the talk comes from the participants, not

the facilitator.the facilitator. There is enough time spent on a particular idea to There is enough time spent on a particular idea to

explore it thoroughly before going to another point.explore it thoroughly before going to another point. Participants feel comfortable, but there is still Participants feel comfortable, but there is still

meaningful argument.meaningful argument. Many people talk.Many people talk. Participants and facilitator ask authentic questions Participants and facilitator ask authentic questions

and refer to previous points made in the discussion.and refer to previous points made in the discussion.

Focus on an interpretable text, issue, idea, etc.Focus on an interpretable text, issue, idea, etc. The facilitator and participants have prepared The facilitator and participants have prepared

thoroughlythoroughly.. Most of the talk comes from the participants, not Most of the talk comes from the participants, not

the facilitator.the facilitator. There is enough time spent on a particular idea to There is enough time spent on a particular idea to

explore it thoroughly before going to another point.explore it thoroughly before going to another point. Participants feel comfortable, but there is still Participants feel comfortable, but there is still

meaningful argument.meaningful argument. Many people talk.Many people talk. Participants and facilitator ask authentic questions Participants and facilitator ask authentic questions

and refer to previous points made in the discussion.and refer to previous points made in the discussion.

Student Student Centered Centered

DiscussionDiscussion

Socratic CirclesSocratic Circles Reading PodsReading Pods Fish Bowl DebatesFish Bowl Debates

Use reading strategy to improve Use reading strategy to improve student comprehensionstudent comprehension

Stress student use of factual detail Stress student use of factual detail to support viewpoint.to support viewpoint.

Provide students with guidelines & Provide students with guidelines & feedback.feedback.

Working with Primary SourcesWorking with Primary Sources

MusicMusic PhotographsPhotographs Cartoon AnalysisCartoon Analysis

Political Political CartoonsCartoons

ProjectsProjectsWebsiteWebsite

Are there any questions?Are there any questions?