Seldovia History:

How Our Past Shapes Our Future

An Understanding by Design unit

written by Allison Miller

December 7, 2017
 Unit Design: MAT/Certification Elementary

Candidate Name: Allison Miller Host Teacher Name: Karen Bornheimer

School: Susan B. English Grade Level: 4-6 # of Students: 7
Date Range Unit: Length of Unit @ 4 weeks
Theme of Unit Seldovia History Content Area: Writing
Materials:
• White Board or chalk board
• 1 Large sheet off roll of paper to develop a concept web
• 1 Large sheet off roll of paper to create a classroom timeline
• KWL Organizer (attached)
• Excerpts from Seldovia, Alaska a book by Susan Woodward Springer (to be developed and attached)
• Seldovia Archive sheet (attached)
• Computer/s with internet, several would be best
• http://jukebox.uaf.edu/site7/seldovia UAF project jukebox link for Seldovia's interviews
• Student journals
• Photo of Seldovia’s Boardwalk before the 1964 earthquake (attached)
• Digital pictures of Seldovia art (attached)
• Index cards for Exit tickets
• Variety of art supplies for creating conventional and unconventional art. See lesson for ideas.
• Art Feedback prompt form (attached)
• Seldovia Scavenger Hunt slip (to be developed and attached)
• Paragraphs to paraphrase in class and for homework (to be developed and attached)
• Seldovia Student Interest Survey (to be developed and attached)
• Seldovia Elders transcribed interviews (found in the reference Alaska Section of the Seldovia Public Library—
to be scanned and attached)
• Tanaina folklore stories: The First Sea Otter, The Woman and the Ducks, The Two Brothers transcribed from the
oral tradition by Cornelius Osgood in 1931 Seldovia, reprinted in Springer’s Seldovia, Alaska book.
• A variety of historic pictures of different individual Seldovian people (to be collected and attached)
• Descriptive Writing Quiz (attached)
• Magazines for collage, art supplies, poster board
• List of catchy headlines from historic events (attached)
• Large aerial photo of Seldovia from the 1960s before Urban Renewal (found via Seldovia Village Tribe’s
anthropology coordinator)
• Large recent aerial photo of Seldovia (found via Seldovia Village Tribe’s anthropology coordinator)
• Photo examples of town dioramas (attached)
• Seldovia Model Rubric (to be developed and attached)
• Various materials to construct model of community: salt dough, cardboard, paints, vegetation from outdoors,
rocks, sand, popsicle sticks,

Alaska • Geography Content Standard F2) compare, contrast, and predict how places and regions change with time
Content
• Alaska History. PPE 7 using texts/ sources to explain the political, social, cultural, economic, geographic, and
and
historic characteristics of the student’s community or region. [DOK 3] (H. B1b, C. E2, E8)
Subject
area • Art Content Standard D2) relate artistic ideas and works with societal, cultural, and historical contexts to deepen
Standards: understanding.

• Writing Standard 3b. Use narrative techniques, such as dialogue, description and elaboration, and concrete and
sensory details to describe actions, thoughts, and motivations and to develop experiences and events showing the
responses of characters to situations, problems, or conflicts.

• Science Performance Standard [5] SA2.1 supporting the student’s own statements with facts from a variety of
resources and by identifying their sources (L)
TRANSFER GOALS (Unpacked Standard(s)
• Students will show how places change with time.
• Students will share historical sources to describe the past.
• Students will imagine artistic works in their historical and cultural contexts.
• Students will use literary devices to make their writing more descriptive.
• Students will use and identify a variety of sources to support their statements.
STAGE 1 – Essential Questions and Enduring Understandings
Enduring Understanding(s)
Students will understand that….
• The past is part of a community’s present and future.
• Historical sources are reliable pathways to explore
interesting details about a community’s past.
• Artwork is a meaningful window to look into the past of
a community.
• Using descriptive language helps us express ourselves
and experience the world in a more meaningful way.
• Statements or opinions are stronger if they are well-
supported by reliable sources.
STAGE 1 – Objectives/ Key Learning
What students should know….
1) The past influences the future
a) The importance of Seldovia’s history in order to
understand Seldovia’s present and future.
b) Landmark eras in Seldovia’s history: Indigenous
culture, Russian “discovery”, Russian orthodox
church established, fur farming, mining,
archaeological studies conducted, commercial
fishing, logging, boardwalk days, post-
earthquake reconstruction, modern Seldovia.
2) Art’s contribution to Seldovia’s history
a) How local artwork portrayed Seldovia’s past
events or traditions.
3) Historical sources illuminate the past
a) Significant Seldovia elders and their perspectives
on Seldovia.
4) Descriptive writing preserves the past
a) The meaning and use of similes and metaphors.
b) The significance of similes and metaphors in
descriptive writing.
5) Citing references supports new information
a) The correct format for citing references.
What Essential Questions will be Considered? (Q)
• In what ways was Seldovia different in the past? In what
ways has it stayed the same?
• What did people in the past have to say about Seldovia?
• What can art reveal about Seldovia’s history?
• What makes a story come alive?
• What kinds of sources most effectively support my
findings?
What students should be able to do…….
1)
a) Investigate how events of the past shape the future by
researching Seldovia’s history in books and oral history
and comparing their findings to their everyday
experiences.
b) Describe significant historical eras in
Seldovia :Indigenous culture, Russian “discovery”,
Russian orthodox church established, fur farming,
mining, archaeological studies conducted, commercial
fishing, logging, boardwalk days, post-earthquake
reconstruction, modern Seldovia.
2)
a) Explain how local artists portrayed their local world and
Seldovia culture.
3)
a) Paraphrase recorded and transcribed interviews of elders
and founding members of Seldovia found online and in
print.
4)
a) i. Define similes and metaphors.
ii. Identify the use of similes and metaphors in local
folklore stories.
b) i. Create descriptive stories about Seldovia’s history and
people using similes and metaphors.
ii. Describe the importance of descriptive language in real
life applications.
5)
a) Cite books, articles, recordings, and websites that support
their new knowledge about Seldovia’s history.
STAGE TWO: Assessment (Identify Desired Results)
Other Evidence
Pre-assessment
• Contribute to class concept web about Seldovia
History and record initial thoughts in KWL organizer.
• Participate in class question-and-idea web brainstorm
activity based on the question: What makes a story
come alive? And develop a personal statement about
descriptive writing in journal.
• Family Feud History Game on Seldovia elders’
occupations.
• Class discussion and web on descriptive writing.
Formative
• Summarize historical articles and record three
important dates in Seldovia Archive sheet.
• Additional information written on Seldovia Archive
sheet and KWL organizer throughout unit.
• Develop a classroom timeline of historic events and
figures of Seldovia. Each student will contribute dates
from their research.
• Take-home paragraph paraphrasing assignment.
• Student Interest Surveys.
• Topic related discussions
• Rubrics for self-evaluation
• Entries in student journals
• Exit tickets
• Reviews for each lesson (CFU)
Summative
• Create artwork inspired by Seldovia’s history. Students
will develop guiding statement of how their inspiration
relates to something they learned about Seldovia’s
past.
• Seldovia Scavenger Hunt slip for use with UAF’s
Project Jukebox.
• Paraphrase an historical narrative about Seldovia in
short report form using previously recorded elder
interviews.
• Identify examples of similes and metaphors in printed
stories from Seldovia’s oral tradition.
• Metaphors and Similes Quiz
• Compose a brief written character sketch about a
Seldovia elder employing similes and metaphors.
• Create an “archived" news article to describe the
students’ choice of a given historical event in Seldovia.
Other Performance
• Cooperatively construct a classroom model of Old
Seldovia based on historical photographs. Students
will choose which aspect of model they will be
responsible for: topography, boardwalk, housing,
people and personal property.
• Cite references used to construct knowledge
throughout the unit..
Student Reflection
• Reflections in student journals.
Culminating Performance Task
#1 Museum Exhibit
The local museum has heard that we have been studying the history
of our town and has asked for student museum exhibits that connect
Seldovia’s past with modern day Seldovia. You will design an
exhibit on poster board for display in the museum. Your display
must contain:
1. Information about the past Economy, Culture, Geography,
People, and Events. Support your information with historical
photographs.
2. Your piece of art (or a photo of it), and a statement about how
the past inspired you.
3. An Elder Spotlight: A revision of your paraphrased narrative,
and a statement about what you learned about life in the past
from this elder.
4. A typed summary of the news article you created with your
partner.
5. A paragraph describing how modern Seldovia is similar and
different from life in the past.
6. A list of references for the elements in your exhibit.
In addition to your exhibit display, you will write a cover letter to
the museum curator that shows you understand why it is important
to learn about Seldovia’s history.
To share your display, you will present it to a group of museum
employees and answer their questions about your exhibit and
knowledge of how the history of Seldovia connects to modern day.
#2 Tourist Booklet
The local Chamber of Commerce has heard that we have been
studying Seldovia history and would like to produce a tour booklet
made by a student, so they are sponsoring a contest. Your entry in
the contest must contain:
7. A walking map showing 5 sites of historical importance. One of
these have artistic relevance.
8. 3 sets of photos of that compare Seldovia’s past and present.
Each set must have a caption that describes the location or
meaning of each photo.
9. An Elder Spotlight: your paraphrased narrative and a statement
about why this elder’s narrative is important to visitors.
10. Sections on Economy, Culture, Geography, People, and Events.
In each section, you will summarize how Seldovia has changed.
Each section should also contain historical photos.
11. Your retelling of a Tanaina folklore story using at least one
simile and one metaphor. You should also write a statement
about how oral history is kept alive.
12. A short paragraph describing how life in the past in Seldovia
was similar and different from life today.
13. A list of references for the elements in your booklet.
In addition to your booklet, you will write a letter to the Chamber of
Commerce explaining how information about Seldovia’s history
will help bring more visitors to our community.
Rubrics Attached in Assessment Portfolio
STAGE THREE: Opportunities to Learn
Standards Learning Activities Learning/
Addressed Instructional
Strategies
History Introduction/Hook • Group discussion
Writing 1) Teacher will display photo of Seldovia’s historic boardwalk that was destroyed • Historical photo –
by the 1964 earthquake. How was Seldovia different in the past? How has it anticipatory set
stayed the same? Teacher will scaffold discussion, steering the conversation • Writing prompt
toward the EU: the past is part of a community’s present and future. • Applications to real
2) Set the stage of the unit on Seldovia History by asking What are some reasons life
to know the history of our community? Begin the unit by asking students to write a
• Accessing prior
response in their journals. (Pre-assessment)
3) Introduce the objectives and transfer goals of the unit: We will find answers to knowledge
these questions in different books, voice recordings, newspaper articles, and art.
We will keep the history of Seldovia important and interesting by reporting our
findings in fun ways: we’ll write stories, make artwork, create artifacts, museum
exhibits, and our own newspaper articles.
Lesson #1: Researching Community History
Lesson 1 Objectives: Students will be able to:
a. Describe significant historical eras in Seldovia and give their dates
b. Investigate how events of the past shape the future
c. Share the stories and thoughts of important elders of Seldovia
d. Cite references to support findings
• History 4) Hook- What do we already know about Seldovia’s history? Teacher will lead • Group discussion
• Geograph class in developing a concept web about Seldovia History. The class will • Concept Web
y revisit this concept web throughout the unit and add ideas to it as they learn • KWL Organizer
• Writing more. • Review Unit Hook
• Science • Economy, Culture, Geography, People, Events will be main ideas • Guided research
• Briefly review unit hook and introductory material and start a K-W-L
• Reading and summary
organizer.
• Speaking 5) Students will choose a Main Idea to research with a partner. Teacher will • Writing prompt
and provide articles about each main idea (excerpts from historical book Seldovia, • Audio content
Listening Alaska by Susan Woodward Springer). Students will summarize their articles delivery
• Language on a Seldovia Archive sheet by answering the Essential Questions In what • Use of technology
ways was Seldovia different in the past? How has it stayed the same? They • Teacher modeling
will be prompted to also record three dates of importance in Seldovia’s • Oral presentation
history. • Cooperative
6) Partners will listen to an oral narrative recording of an elder of their choice on learning
UAF’s project jukebox site, http://jukebox.uaf.edu/site7/seldovia They will • Review of
describe three changes that the elder talks about on their Seldovia Archive objectives
sheet and add to their KWL organizer. • Student reflection
7) Teacher will model reference citation for example book and audio sources.
Students will cite their references on their Seldovia Archive sheet.
8) Students will represent their historical dates on a large, wall-hung concept-
driven Seldovia Timeline. See example.
9) Student partners will each make three additions to the Seldovia History concept
web. (Summative) One partner will also tell a short story they heard on their
elder’s project jukebox, and the other partner will give details about a date
they added to the Seldovia Timeline.
10) Lesson Closure: Teacher will briefly revisit the objectives to clarify what
students have accomplished in this lesson. Students will reflect and apply on
what they have learned in their journals by responding to a variation on the
EQs, the writing prompt Think of an important date you learned about in
Seldovia’s past. How did that date change the future of Seldovia?
 Lesson #2: Art Around Seldovia
Lesson 2 objectives Students will be able to:
a. Explain how artists portray their local world and Seldovia culture
b. Create artwork inspired by Seldovia’s history of art
• Art 11) Hook into students’ prior knowledge by revisiting the ideas learned about the • Review prior
• History cultural history of Seldovia on the Seldovia History concept web. What can learning
• Speaking culture and art tell us about Seldovia’s history? Refer classmates to the “Art • Learning from
and Experts” who chose to study culture in the last lesson. Cold call on them to peers
Listening contribute what they learned. Also have students reference their KWL • Inquiry on wonder
organizer. Wrap up the hook by segueing into what students still want to know • Explicit objectives
about art in Seldovia and stating objectives. • Visual delivery
12) Teacher will present examples of Seldovia cultural art on a large computer • Group discussion
screen. Possible examples: St. Nicolas Orthodox Church and icons, alutiiq • Teacher scaffolding
beaded headdress, umiak boat construction, local paintings, drawing, and • Reflective writing
carvings by Louie Nagy, Higgy, Susan Springer, Valisa Higman, Brian Slover. prompt
The examples will be evenly mixed up between traditional art, architecture, • Exit ticket
cultural art, and other less conventional modes of art. Teacher will ask Is this • Experiential
art? Why or why not? The class will discuss the examples and what is artistic learning
about them. Teacher will scaffold construction of the idea that art can also be • Peer feedback
useful, while writing on the board characteristics of art that come up in
discussion.
13) Students will reflect on art in their journals by responding to the prompt What
makes an object artistic? What kind of art would you like to make?
14) Exit ticket: students will write on small slip of paper the most important thing
they learned about art.
15) Students will create a piece of art inspired by something they learned about
Seldovia’s past. Student work will be assessed on their explanation of their
piece’s relation to the past event or historical idea. The inspirational concept
should be explicitly stated before the project is started. The medium will
vary with materials that are available. Ideas include but are not limited to:
paints, clay sculpture, drawing, construction with wood sticks and glue,
collage, paper cutouts, beading, weaving. Students may take home projects to
finish. They will introduce their artwork with the class by explaining how
history inspired their piece. Artwork will remain on display in the classroom.
16) Lesson Closure: Students will leave comments about each classmate’s piece
of art on Art Feedback Prompt form, attached. The prompt will remind
students to leave feedback about how the art relates to history, not whether
they liked the colors or materials they used.
Students will take a sentence completion quiz on Functional Art (attached).
Teacher will debrief by asking the EQs and confirming whether the objectives
were met.
Lesson #3: Paraphrasing Historical Narratives

Lesson 3 Objectives: Students will be able to:

a. Paraphrase recorded and transcribed interviews of elders and founding
members of Seldovia found online and in print.
b. Cite their references to support their findings
• History 17) Hook- Family Feud History Game: Out of the 20 Seldovia elders on Project • Game- anticipatory
• Reading Jukebox, what were the top 5 occupations? Teacher will divide class into two set
• Writing groups and whichever group guesses the greatest number of, and most popular • Direct instruction
• Speaking answers, will win incentive of teacher’s choice. and demonstration
and 18) Teacher will segue into discussion about different kinds of oral history: • Scaffolded practice
Listening Recorded audio, true oral tradition, introducing class to the transcribed • Teacher modeling
• Language interviews of the oral narratives on the project jukebox, as well as showing • Homework
• Science the link to the Seldovia photo archive. Teacher will state the lesson objectives • Student Interest
and give students instructions to search the Project Jukebox site in a guided Surveys
scavenger hunt to find facts or items listed on the Seldovia Scavenger Hunt • Partner reading
slip, which will include variations on the EQs for the lesson • Compare and
19) Teacher will give brief interactive instruction on paraphrasing by scaffolding a Contrast
practice session starting the gradual release of responsibility by modeling. • Individual Choice
Teacher will read a paragraph aloud, think aloud about what is important, • CFU Q&A
summarize it aloud into several important points, then model paraphrasing on • Writing prompt
the board. Then with guidance, the class will paraphrase a different paragraph
in the same steps as modeled. Students will take home a paragraph to read and
paraphrase as homework. Sample paragraphs attached.
20) Students will complete individual Seldovia Student Interest Surveys, which
will contain answers to questions that will help teacher guide and assess
individual interests, understanding, and engagement levels for the remainder
of the unit. These useful questions will also have an element of fun to them.
Because this is about half-way through the unit, and because it occurs directly
prior to students making a media choice for a larger project, the survey will
require students to think about their choices beforehand and they will be
better prepared to make the best choice for their learning style and cognitive
strengths.
21) Student partners will read a transcribed interview of their choice from a small
selection carried out and transcribed by Seldovia high school students in the
1980s. They will describe three points that this elder makes about Seldovia in
the past, as well as compare and contrast the two interviews and elders on
their Seldovia Archive sheet.
22) Students will work individually to choose between the audio or written
interview they studied with a partner and write a paraphrased report on an
elder. They should also cite their source
23) Lesson Closure: Students will complete a true or false quiz on Citing Sources
(attached). Teacher will conclude the lesson by stating the objectives met and
fielding any questions. Students will self-reflect in their journals: Paraphrase
your life story in five sentences
Lesson #4: Lively Historical Writing

Lesson 4 Objectives: Students will be able to:

a. Define, identify, and explain the significance of metaphors in descriptive
writing
b. Create descriptive stories employing metaphors
c. Describe the importance of descriptive language in real-life applications
• Reading 24) Hook- The teacher will read aloud Tanaina folklore, stories that exemplify • Read-aloud
• Writing excellent use of metaphors. Teacher will ask class What about this story • Group discussion
• Speaking makes it come alive?, writing down students’ ideas and examples on a white & idea web
and board or large sheet of paper, organized as a list or web. Students will reflect • Explicit objectives
Listening on ideas in journal: What makes a story come alive? What is descriptive • Direct instruction,
• Language writing? Review objectives/targets of the lesson with the students: Using CFU & scaffolding
• Science descriptive language helps us express ourselves and experience the world in a • Examples &
more meaningful way. practice
25) Teacher delivers short lesson on descriptive writing, highlighting similes and identification
metaphors, writing key points and terms on board, asking questions. Short • Hands-on photo
Q&A session assessing student understanding, scaffolding as needed. Teacher and metaphor
writes multiple examples of similes and metaphors from the Tanaina stories matching game
on the board and asks class to identify each example as a simile or metaphor, • Quiz
using surveying method of choice (raise your hand, call out your answer, etc). • Guided research
26) Mystery game Guess Who?: Historic photos of Seldovian people are with notes
distributed. Students write a metaphor to describe the person in the photo. • Partner project
Teacher tapes pictures to the wall, students crumple their metaphor into a ball. • Collage media
They all throw their balls in the air and retrieve one ball, read it, and match it • Oral presentation
to a picture on the wall. Group discussion: Do they match? Class addresses • Writing prompt
corrections.
27) Students will complete a quiz with multiple choice and short answer
traditional test items (attached).
28) News Article: Students will choose a catchy headline from a list of historical
events (attached). They will research the event of their choice with teacher
guidance, taking notes on the Seldovia Archive sheet. Students will partner up
and, using magazine clippings, create an Archived News Article collage on
poster board, employing two metaphors and two similes in the text. Student
pairs present their posters to class.
29) Lesson Closure: Teacher will lead class debriefing on descriptive writing,
asking the EQs and confirming that the lesson objectives have been met.
Students journal entry: A younger student who has not learned about
metaphors and similes asks for your advice on how to improve their writing.
How do explain descriptive language to them?
Lesson #5: Geology and Geography in Seldovia

Lesson 5 Objectives: Students Will:

a. Review and apply knowledge about research resources
b. Investigate how events of the past shape the future
• Reading 30) Hook- Teacher will invite students to look closer at the photos displayed. • Comparison
• Speaking Teacher will begin discussion by asking What are these photos of? What kinds photos-
and of differences can you see? What are some similarities? anticipatory set
Listening 31) Teacher will state the EQs, link them to the objectives, and set students up • Group discussion
• Geograph with the UAF photo archive website. • Internet research
y 32) Students will complete questions on the Seldovia Archive sheet related to • Compare and
• History Seldovia geography by closely analyzing both past and present aerial photos, Contrast
as well as photos on the UAF photo archive site. • Observational
33) Each student will contribute an observation to the Seldovia History concept contribution
web. • Visual examples of
34) Teacher will show class a few photos of 3D diorama model examples using a project
variety of materials to construct (attached). Teacher will introduce the 3D • Rubric
model Seldovia project: You will use all of the information you’ve gathered • Cooperative project
and learned about Seldovia, along with your research skills, to build a model • Group discussion
town of Seldovia that incorporates the best of both the past and present of • Guided planning
Seldovia. • Experiential
35) Teacher will introduce a simplified rubric for the Seldovia 3D Model project knowledge
and talk about criteria examples that would qualify for each tier. construction with
36) Teacher will divvy students up into groups: topography, public works, multi-media
buildings, people and personal property. Each group will meet and discuss • Writing prompt
features they want to highlight, materials they want to use, and assign roles
for the project. All groups will meet and discuss how to begin work on the
model, guided by teacher.
37) Students will cooperatively construct a model of their ideal Seldovia— one
that combines the best of the past and present. With teacher assistance, based
on photos from UAF’s photo archive and their own experiences, they will use
a variety of media to create an expression of some of what they have learned.
38) Lesson Closure: Teacher will refer students back to the rubric for the model
project. As a class, they will discuss evaluation of the final piece of work and
how it rates. Students will write a response to the prompt in their journals
According to the rubric, what are the strengths of the model? Teacher will
ask for input and examples on whether they class has met the objectives of the
lesson.
Lesson 6:
Culminating Performance Task: Museum Exhibit or Tourist Booklet

Lesson 6 Objective: Students will:

Design and present either a museum exhibit of Seldovia’s history or a travel
booklet for visitors to Seldovia.
• Geograph 39) Teacher will begin a group discussion by inquiring about summers in • Personal
y Seldovia, connecting to personal experience. Raise your hand if you have noticed experience hook
• History how many more people come to visit Seldovia in the summer. Why do you think • Scaffolded group
• Art they come here? Teacher will steer and scaffold discussion on visitors and the discussion
• Writing tourism industry and why it’s important to Seldovia today. Teacher will present • Direct instruction
• Science CPTs as a challenge in which students will contribute to important real life comparing and
• Reading situations here in Seldovia. The work you choose to do will be important in contrasting projects
• Speaking Seldovia because it has to do with real life concerns—the growing future of • Reflective journal
and Seldovia’s tourism industry, while also keeping our roots firmly in Seldovia’s past. entry
Listening 40) Teacher will present each CPT option by discussing a condensed version of • Rubrics and
• Language GRASPS for each project, outlined in a handout for reference throughout the discussion
project (the full GRASPS for each option is addended in appendix document). • Individual goal-
They will be presented side by side and compared with group discussion. setting conferences
41) Students will write an entry in their journals about which project they would • Group progress
like to do and give two reasons why, based on their strengths or weaknesses on the meetings
topics studied. • Mini-lessons as
42) Teacher will pass out the rubric for each project on a single sheet of paper and needed
discuss details. Examples of each project exceeding criteria standards will be • Peer review
available for student examination. • Reflective writing
43) Teacher will hold individual conferences with students to set guiding calendar prompt
benchmarks dates and progress goals within the CPT time frame (suggested as 1-2
weeks). One or two group progress meetings should be held intermittently, and
time scheduled for possible mini-lessons.
44) When CPT projects are due, two groups will be formed: a museum panel
(consisting of class members who chose the booklet project), and a Chamber of
Commerce committee (consisted of those who chose the museum project). If these
turn out to be grossly uneven, divide the class randomly between the two groups.
Each group will review individual projects and grade each based on the
appropriate rubric with the guidance of the teacher.
45) Lesson and CPT closure: Students will reflect in their journals. How did the
rubrics help me to choose the best project for me? What would I change about my
project? Was my project fairly graded by my peers? Why or why not?
Lesson 7: Unit Closure

Lesson 7 Objectives: Students will:

Students will be able to reflect on the unit and assess how they have :
a. Compare and contrast Seldovia in the past and present time.
b. Describe how people in the past experienced their lives in Seldovia.
c. Argue that some useful objects in Seldovia’s past have artistic qualities.
d. Propose versions of Seldovia’s written history that keep it alive.
e. Document the resources that have shaped their conclusions about
Seldovia history.
• Geograph 46) Teacher will guide students in a discussion on the unit, asking for input about • Group discussion
y ideas they had about Seldovia’s history before the unit began (misconceptions), • Reviewing
• History and what they learned to replace those ideas. These can be recorded on the white misconceptions
• Art board for reference. Students can reference their KWL organizer to jog their • Review, reflect,
• Writing memory. write
• Science 47) Teacher will refer students to the Seldovia History Concept Web. Teacher will • Shoulder partner
cold call on students for examples of things that have changed over the years in discussion & group
Seldovia, as well as examples of things that have stayed the same. Students will sharing
write in journals a response to Describe the three favorite things you learned • Contrasting
about Seldovia History. reflection & writing
48) Students will reflect with shoulder partners about things that went well and • Text to self T chart
things they had the most trouble with when studying about the elders of Seldovia. • Traditional test
Together they will decide on one example to share with the class about how • Review objectives
peoples lives are pretty much the same or very different than they were for people met during unit
in the past.
49) Teacher will guide students in discussion about What makes an object
artistic? Teacher will direct the conversation toward the specific examples
presented in the lesson and ask students if their minds have changed about their
original opinions about whether the objects were art or not.
50) Students will reflect on and discuss the process and product of researching and
paraphrasing elder interviews with a partner who chose the opposite interview
medium. What were some good things about how you chose to do your research?
What were some things you wish would have went differently? Then they will self-
assess on their choice in their journals: Do you think you made the best choice in
interview media? Why or why not?
51) Teacher will refer students to Seldovia Timeline. Students will choose two
listed dates or events and describe what each reminds them of in a T-chart for text-
to-self connections.
52) Students will complete a test on Seldovia History that includes matching item
sets and close passages traditional test items (attached).
53) Final Closure: Review the objectives and transfer goals of the unit: We found
answers to our questions about Seldovia’s history in different books, voice
recordings, newspaper articles, and art. We kept the history of Seldovia important
and interesting by reporting our findings in fun ways: we wrote stories, made
artwork, created a model, our own newspaper articles museum exhibits and
booklets for visitors!

Differentiation

Learner Variability based on content pre-assessment and class demographics:

▪ Four students are from families who have lived in Seldovia for more than one generation and may have some
background knowledge and personal connection to Seldovia history.
▪ Three students are pretty new to the community and probably don’t have much understanding of Seldovia history.
▪ Two students have reading and writing difficulties. One is an ELL from France with BICS level English
proficiency and one is a SpEd student with general cognitive disabilities.
▪ One other SpEd student seems to display no significant trouble with language skills, mainly behavioral issues.
▪ The two SpEd students do not regularly participate in science lesson content, so they may need extra explanation
and scaffolding with the science performance concept of supporting statements with facts and identifying sources.
▪ All students should be familiar with the concept of Geography content standard of how places change over time in
relation to their daily activity of geography activity of charting global cities’ weather over time. This would be a
good connection to make— weather to topography and cultural features.

Differentiated Assessments:
A chain of ongoing assessments and formative assessment opportunities will be used to adapt instruction to the needs of
various learners as the unit progresses, including:
 ▪ Pre-assessment – Seldovia Concept Web, class discussion using cold calling and providing adequate wait time for
student answers to gauge all students.
▪ Individualized coaching on KWL organizer, an open-ended assessment designed be usable for a wide diversity of
students.
▪ Modifications can be made to the Seldovia Archive sheet for some students.
▪ Students can choose to work alone or cooperate with their research partner to add to the Seldovia History concept
web. If the partnerships benefited understanding, they may continue to help one another on their individual
comments to share. Each student should be responsible for contributing to this assessment. Teacher should direct
students to work separately if one student seems to be carrying the other.
▪ Provide personalized work plans for students who have trouble self-monitoring. Individualized feedback instills
accountability.
▪ Talking with students who seem to be stuck with open-ended journal writing prompts helps them realize there is
no wrong or right answer, and that self-reflection is the most important aspect of the process.
▪ Give students that may need more time to complete the Exit Ticket task that extra minute head start, or ask them
to give a verbal exit ticket. Assess their comprehension verbally if needed..
▪ Be explicit about the criteria for the assessment on the art project. Don’t let students get started on the project
without their draft statement about what the inspiration for their art is. It can be refined and improved as they
work on with the materials.
▪ Students will be able to express their understanding in several different ways in the art lesson, and the structure is
open to encourage expression. Assessment should be hinged on seeing utilitarian objects as having artistic
qualities, and visualizing history in creative ways.
▪ For the Family Feud History Game, be sure to divide all students who fall into the category of needing extra help
evenly between the two groups.
▪ Use the information in the student survey to determine different learning preferences, likes and dislikes, interests,
strengths and weaknesses. From this information, cooperative work that follows will be more effectively based.
▪ If choosing to grade the paraphrased elder interview report assessment, you could use information obtained in the
student survey to consider learning style, weaknesses, and strengths when determining criteria for grading.
▪ Use task charts to keep students on track and so they can see where they are within the lesson or unit and what
they should do next.
▪ During the Guess Who game, the matching of the metaphor to the photo can be a group activity if it appears that
students are having more difficulty than expected writing the metaphors. Similes are typically easier to write, so
the game could be modified.
▪ The use of the Descriptive Writing Quiz assessment could be diagnostic as well or instead of determining grading
or performance
▪ Teacher response to journal entries should be to adjust lesson to include more instruction if needed, even if only a
mini-lesson for a cluster of students.
▪ Because writing is the subject area of the Descriptive Writing lesson, it’s important that all student assessment is
based on writing, so no modifications of the assessment outcomes should be made. How assessments are used,
however, could be adapted for individual students.
▪ The open-ended 3D Seldovia Model project, where students define the criteria and roles they will play, will
challenge all learning types and give everyone a better chance to showcase their talents. Groups can be based on
common interests or abilities, or diversity can also be empowering. It will be essential that all students are
engaged and challenged, so it might be beneficial to assign group members to roles within the group that
showcase strengths or target challenges.

Differentiated Instruction
RWLS
▪ Scaffold all class discussions as necessary by asking open ended questions that invite discourse, circulating the
room and encouraging ELLs and students with IEPs or disabilities to participate by asking them direct questions.
Track all students to check for confusion and engagement.
▪ Reading content aloud as a class can facilitate oral learners.
▪ A large vocabulary list chart would be very helpful to all students, but especially ELLs and students with IEPs.
▪ For hearing-disabled students, there are transcripts of the recordings that accompany each interview. The teacher
can scaffold finding important points of interest by directing students to the content list for the recording.
▪ Explicit instruction can be helpful for the reference citation process. Modeling combined with checking students
as they work should clear up any errors or confusion.
▪ Scaffolding the Seldovia Cultural Art instructional activity by steering discussion towards utilitarian art.
Vocabulary terms that come up can also be written on the board to be defined before the following activity.
 Students that are identified as being knowledgeable during this formative assessment could be assigned as
“helpers” for others encountering difficulty
▪ The use of different kinds of media in the art lesson is designed to appeal to different learning styles and
preferences.
▪ It would be helpful to identify important internet research tips and post them on the board for less technologically
savvy students to refer to. This is an area where student “helpers” would be appropriate too. Helping students to
feel knowledgeable in areas they have confidence in is encouraging.
▪ Explicit, clear, slow instruction is crucial for the interactive instruction on paraphrasing. Checking for
understanding frequently is important. Do the CFU in ways that demand more than a yes or no answer from
students, and be sure to observe all students.
▪ Mini-lessons during the transcribed interview reading activity would help to alleviate any stragglers or if all the
instruction seems to be not as effective as planned. These short coaching sessions on particular aspects of writing
and researching can be offered or required. Special attention should also be paid to partnerships to assess whether
the particular ones are beneficial to both students.
▪ Giving students a choice in how they feel most comfortable conducting research (audial or reading) is one way to
differentiate for different learning styles.
▪ Use workshop reading approach to read Tanaina folklore— a wealth of discourse and reflection on students as
thinkers and readers, not just conversations about the text itself. Take time to think about the book together. Ask
open ended questions and coax descriptive answers out of students
▪ A vocabulary chart with descriptive writing terms would be useful.
▪ Use plenty of examples and modeling before releasing responsibility.
▪ During the Q&A sessions, teacher should ask questions as well as give answers. Circulate amongst students and
observe their engagement carefully.
▪ For another example of the 3D Seldovia Model project, show class a video clip of the original “Thomas the Train”
show. It might connect with prior knowledge and engagement as a lot of children watch the show, especially when
they were younger. It also brings audio visual sensory content, which most kids are attracted to.
▪ Rubrics introduced as a differentiation strategy to prepare and urge students to self-reflect and think about how
their ideas and efforts compare to exemplar efforts and ideas. Teacher should explore ways in which different
learning styles and abilities can achieve optimal results.

Grouping strategies
▪ Small group instruction and mini-lessons will be used with those students needing extra support with concept
attainment (based on information from pre-assessments and formative assessments throughout unit)
▪ Students may choose to work independently or with a partner, if they prefer, on tasks that are usually set up for
groups or teams.
▪ Cooperative partnerships for research can be based on learning styles, grade levels, or those students needing a
extra attention can be clustered.
▪ Special attention should also be paid to partnerships to assess whether the particular ones are beneficial to both
students.

Fair and equal participation

▪ Equity is supported through the use of cooperative strategies such as Think-Pair Share and random, systematic
cold-calling of students during discussions, tasks, and processing.
▪ Equity is also supported in the explicit acknowledgement and teacher modeling of different learning styles,
interests, and preferences.

Varying mastery levels of content

▪ Homework is assigned as needed at appropriate levels of student skill and knowledge.
▪ Mini workshops are provided to support students’ understanding of and work on the material being covered. This
would be for any students who may feel they need extra support or time to work on one of the projects, or could
be required for certain or all students, depending on CFU outcomes.
▪ Students are offered two different CPTs to choose from after considering the aspects and requirements of each
project and their own strengths and difficulties.
▪ Additional roles of classroom experts can be assigned for students needing the extra challenge of applying their
knowledge to help other students understand.
Student behavior needs
▪ Chatting, straying off task, and other disruptive behaviors will be curtailed by actively involving those students
during the lesson activity. They will be asked to read aloud, answer questions, perform demonstrations, or
otherwise immediately participate and engage.
▪ Teacher will be actively circulating during independent work time, encouraging students to stay on task by
making inquiries on their progress and checking in on understanding.
▪ Individual conferences will also address behavior as well as progress if needed.

Disabilities
▪ Students who have difficulty hearing or seeing will be seated near the front during direct instruction and during
audial/visual activities. Mobility issues do not need to be addressed for this class.

Learning Styles/Multiple Intelligences/ Understanding by Design

▪ Visual, auditory, and kinesthetic learning opportunities are provided throughout the unit. The multiple
intelligences of Linguistic, Logical/Mathematical, Interpersonal, Spatial, Body/Kinesthetic, and Intrapersonal are
utilized throughout the lesson.
▪ The three levels of Universal Design for Learning are also embedded in the unit. Students are: 1) involved in
identifying and categorizing information to set up the foundation for their understanding of how different aspects
of the history of Seldovia shapes the present and future 2) involved in planning, performing, organizing, and
expressing the content and concepts surrounding Seldovia history via the performance tasks as they move toward
demonstrating and evaluating their understanding of how the past affects and contributes to the future, 3) engaged
in motivating, engaging, challenging, interesting, and relevant tasks throughout the unit.

Culture and Language Connections

• Cultural relevance is overtly addressed in this unit by celebrating our local culture, it’s significance across time and
spatial relevancies, and encouraging others to appreciate the local culture by learning more about it through a
historical lens. While we are exploring the local culture’s past and present, we are making personal connections and
learning more about one another’s cultural experiences.
• Access to cultural capital is utilized in this unit by repeatedly engaging students’ cultural background and
encouraging them to think about their own experiences through the use of inquiry. Reflections during this unit will
often ask students to consider concepts in light of importance to their own lives. The opportunities to share their
thoughts allows students from diverse backgrounds to merge in a classroom consensus.
• Language proficiency is enhanced by oral discussions, read-alouds, reading workshops, and vocabulary charts.
Reading is scaffolded either by the teacher, or in small cooperative groups, so the ELLs as well as struggling readers
learn the content without having to struggle so much. Writing assignments are differentiated in the following ways: 1)
journal entry assessments are formative and reflective, causing students to write what they know and are comfortable
with; 2) worksheets can be taken home and discussed with parents who can make connections to native language; 3)
mini-lessons can be given to struggling writers on any area of writing needed, as needed; and 4) facilitations to the
writing quiz assessment can be made for ELLs by reading quiz items. What is important is that students have
opportunities to connect their work to the enduring understandings through a variety learning styles embedded in the
instruction and assessments.

Attachments:

Photo of Seldovia Boardwalk prior to 1964 earthquake

KWL Organizer
Seldovia Archive Sheet
Example of Concept-Driven Timeline
Art Feedback Prompt slips
Functional Art Sentence Completion Quiz Items
True/False Quiz Items on Reference Citation
Descriptive Writing Quiz Items
Seldovia History Quiz Items

CPT RUBRICS IN SEPARATE DOCUMENT

TO BE DEVELOPED:
Articles from Springer’s book about each: economy, culture, people, geography, events
Seldovia Scavenger Hunt slip
Student Interest Survey
Digitized Seldovia elder interviews done by the high schoolers
Historic photos of Seldovia people
Aerial photos of Seldovia
Seldovia Model Rubric
CPT condensed GRASPS outlines

Photo of Seldovia Boardwalk before 1964 earthquake

KWL Organizer
<————
 Name

Seldovia Archive Sheet

Main Idea:_____________________________________________________

In what ways was Seldovia different in the past?

In what ways has Seldovia stayed the same?

List three dates in Seldovia’s history and describe what happened:

1)

2)

3)

Which elder did you listen to?____________________________________

Describe three things in the past he or she talks about that are different now:
1)

2)

3)

Cite your sources of information:

• Printed:

• Voice recording:
Which elder did you read about? __________________________________
Describe three things in the past he or she talks about that are different now:
1)

2)

3)

What are three things that you think are similar about the two elders you
researched?
1)

2)

3)

What are three things that are different about the two elders you researched?
1)

2)

3)

Which elder do you remember more about? Why?

Cite the printed interview:

Historical Event Notes: The 5 Ws (and an H)

Who was at the event? Who was the event for? Who remembered the event?

What was the event for? What happened?

When was the event? When was it reported?

Where was the event? Where can we find out more about it?

Why did the event happen? Why should we remember it?

How did the event happen? How did people feel about it? How can we remember it
or stop it from happening again?
Geology & Geography in Seldovia

How has Seldovia’s landscape changed? Look at the beaches, hills, open spaces,
roads and paths?

What has changed about the boardwalk? Where did it used to go? What has
replaced the boardwalk?

How did houses look compared to today? Bigger or smaller? Where were most of
the houses located in the past?

How did people get around in Seldovia in the past? Were there a lot of cars? What
would you see people doing? Where did people work?
 Function Art Sentence Completion Quiz
1 point for each correct answer.
Item 1 Item 2 Item 3
Provide oral instructions for ELL Provide oral instructions for ELL Provide oral instructions for ELL
students students students
Complete the sentence. Write the Complete the sentence. Write the best Complete the sentence. Write the
best word. word. best word.

Artistic creations that you can use The art and science of designing Birch bark hats, beaded headdresses,
for a purpose can be called buildings is called and woven kelp baskets are
_____________________________ _______________________________. examples of Alaska
art. _____________________________
art.
Answer: functional, usable, Answer: architecture
utilitarian Answer: Native

True/False Reference Citation Quiz

1 point for each correct answer.

Set 1 Set 2 Set 3

Provide oral instructions for ELL Provide oral instructions for ELL Provide oral instructions for ELL
students students students
Write whether these statements are Write whether these statements are Write whether these statements are
True or False: True or False: True or False:

1) When citing a picture you found 1) The correct format we use to cite our 1) You only need to cite the source
on the internet, you must also work is called Chicago style. of photographs if you’re going to
include the title of the website. earn money from them.
Answer: True
Answer: True Answer: False
2) It is important to cite your sources so
2) When you want to paraphrase the that you give credit to the people who 2) Your research is more reliable
information in an interview, you create them. when you cite your sources because
don’t need to cite your sources you are supporting your statements
because you aren’t using their exact Answer: True with evidence.
words.
3) You don’t need to cite a source if it’s Answer: True
Answer: False copyrighted.
3) A map would provide the best
3) The list of sources of information Answer: False evidence needed to support a
you use is called a bibliography. statement about an elder’s
childhood.
Answer: True
Answer: False
 Example of Concept-driven Timeline

Art Feedback
Art Feedback
Art Feedback

How is this artist’s How is this artist’s How is this artist’s

work inspired by work inspired by work inspired by
history? history? history?

<—Art Feedback prompt

form

What is a visible What is a visible What is a visible

example of this example of this example of this
inspiration? inspiration? inspiration?

How does this piece How does this piece How does this piece
make you feel? make you feel? make you feel?
 Descriptive Writing Quiz
Item 1
Circle the best answer
Provide oral instructions for ELL
students
How can using similes and
metaphors improve your writing?
A. Similes and metaphors make
you a better speller.
B. Similes and metaphors make
your writing more factual.
C. Similes and metaphors add
description to your writing .
Answer: C
1 point for the entire problem. If there is more than one answer, both must be correct for a point.
Item 1
Provide oral instructions for ELL
students
Identify whether the sentence
contains a simile or metaphor:
He rides his bike as fast as the
wind.
____________________________
Answer: Simile
Metaphors and Similes Multiple Choice
1 point for each correct answer
Item 2
Circle the best answer
Provide oral instructions for ELL
students
What are similes and metaphors meant
to do in writing?
A. Hint at future events
B. Compare two ideas or things
C. Share facts
Answer: B
Metaphors and Similes Short Answers
Item 2
Provide oral instructions for ELL
students
Choose the two words that the simile
compares:
Your eyes are green like spring grass
_____________, ________________
Answers: (your) eyes, spring grass
Item 3
Circle the best answer
Provide oral instructions for ELL
students
Which is NOT true of similes and
metaphors?
A. They are comparisons that are
meant to be taken seriously.
B. They describe a person, place,
thing or idea.
C. They make your writing more
interesting to read.
Answer: A
Item 3
Provide oral instructions for ELL
students
What are two words that similes
use?
______________or _____________
Answers: like, as
 Seldovia History Matching Items
1 point for each correct answer
Set 1 __E___1. Economy A. The 1964 earthquake changed Seldovia forever in every aspect.

__C___2. Culture B. Adam Bloch was the first American man to live and work in Seldovia year round.
__F___3. Geography C. Reading and sharing Tanaina folklore keeps oral history alive.
__B___4. People D. Contemporary religion is a mixture of protestant and baptist.
__A___5. Events E. Commercial fishing was the most common job.
F. Capp’s Hill was torn down to create breakwater.

Set 2 __B___1. Elder A. A picture of a family in front of their barabara.

Interview
__E___2. Folklore B. A man’s memories of his childhood at fish camp are recorded.

__A___3. Photo C. A figurine carved out of seal bone.

archive
__D___4. Architecture D. St. Nicholas Russian Orthodox Church
E. A tale told by a mother to her daughter about humans turning into ducks.
__B___1. Elder A. A picture of a family in front of their barabara.
Interview
__E___2. Folklore B. A man’s memories of his childhood at fish camp are recorded.

Set 3 __C___1. Topography A. Theater

__F___2. Public Works B. 1988 flood
__A___3. Buildings C. Susan Lake

__E___4. People D. Fishing boats

__D___5. Personal E. Fox farmers
Property
SELDOVIA HISTORY CLOZE PASSAGE
1 point for each correct answer.
Passage 1 Passage 2 Passage 3
Fill in the blanks with important Fill in the blanks with important words Fill in the blanks with important
words from our projects: from our projects: words from our projects:

Seldovia’s _________________
can be described by 5 Main
___________________: Economy,
___________________,Geography,
People, and___________________.
Answers: history, Ideas, Culture,
Events
The stories people pass down from one
______________________________ to
the next become part of a place’s
______________ history. Examples of
this are ______________,
transcriptions, and recorded
_______________.
Answers: generation, oral, folklore,
interviews
Learning about Seldovia’s history
helps us to understand how the
__________ shapes and influences
the present day and future. We can
see some of these changes in the
______________, public works,
____________, people, and personal
_________________.
Answers: past, topography,
buildings, property