Meg Klingelhofer Unit Topic: _Policy Behind the Creation of Israel__ Grade level:___7____ Stage 1 Desired Results Content

t Standard/Established Goals(s): (The standards are fully written out in the convergence chart, which will be turned in on Friday, 2/7.) NCSS Social Studies Standards: 1.a, b; 2.a, c, d; 3.g, k; 5.b, d, e, f, g; 6.c, f, h; 9.a, b, f; 10.f, g PA Reading/Language Arts Assessment Anchors: B-K.1.1.1, B-K.1.1.3; B-C.2.1.1, B-C.3.1.1, B-C.3.1.2; E.1.1.1-5 Common Core ELA for History/Social Studies: RH.6-8.1, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.9 Understanding(s) Students will understand that: There can be many sides to the same story; Bias exists in many forms, no matter how official something may seem; Leaders are human too; they make mistakes, and sometimes these mistakes cause difficulty in unforeseen ways Essential Question(s): How can I teach students to take different perspectives when learning about historical events and relate this to decision making in their own lives? How did this conflict come to be, and could it have been avoided? (Why cant we just get along?) How can we learn from the past to change the ways we view leaders? Are they always infallible? What should we do when they are not? Students will be able to

Student objectives (outcomes): Students will know Key facts, players, and dates relating to this time period Geography, in relation to foreign relations in the Middle East/North Africa and in terms of European colonization of these areas Formal debate procedure Change on all levels can be made through perspective taking

Recount key players, documents, and dates in the time period between the fall of the Ottoman empire and the creation of the nation of Israel Use primary sources to cite evidence during a debate Reflect on their own experiences, in writing and through class discussion, in relation to this historical period in which decision-making was made difficult by competing interests and perspectives Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Formal debate to argue which, if any, Geography quiz on the Middle

of the three sides involved was correct, (not sure if correct is what you want here because it implies an ultimate authority on what is right push to how the different sides framed their arguments. That gets you to what they used as evidence to support their actions.) and how policies could be made to avoid conflict (This is a think outside of the situation strategy it would be wonderful to think about what if and play it out. That would show you the depth of their understanding of world events at the time.) Reflective short writing assignments each day Self-assessment following the debate Written assignment about personal opinions of ideas that came out during the debate

East/North Africa Traditional quiz to check for understanding of the facts taught Exit slips after each instance of direct instruction Note-taking during the debate to ensure ongoing engagement Possible graphic organizers or collected notes following movie viewing, guest speaker, etc. Annotations/separate summative documents taken during reading assignments

Learning Activity

Stage 3 Learning Plan Objectives/Goals

Formative Assessment

Section I shows you reaching for the enduring understandings that could be drawn from engagement in this unit. Section 2 seems to miss the evidence of growing understanding that you are looking for. In the first column of your assessment section,

Beginning Culminating

you have listed interesting activities but the evidence of understanding is absent. In the second column, you have done more to describe what you are looking for. Try to step back and think about the signs that you would be able to use to see where your students are. Use Blooms taxonomy as well as Tomlinson and McTighes 6 facets of understanding. Draw on the types of assessment that Caroline Ebby has been working with us on. The activities that you list are completely appropriate just needed in a different part of your design.