MYP unit planner

Unit title
/
Revolutionary War
Teacher(s) / TEACHER NAMES
Subject and grade level / US History, 8th
Time frame and duration / 30 days PLACE EXACT DATES
Stage 1: Integrate significant concept, area of interaction and unit question
Area of interaction focus
Which area of interaction will be our focus?
Why have we chosen this? / /
Significant concept(s)
What are the big ideas? What do we want our students to retain for years into the future?
· Approaches to Learning (how do I learn, how do I communicate my understanding, do I work cooperatively or independently)
· Community and service (how do we live as a community, contribute to the community, help others) / · The importance of protest and its impact on economic and political situations.
· Economics and political factors in Colonial America contributed to the struggle for independence.
· Taxation without representation.
MYP unit question
What could cause you to first protest, through different means, and then revolt against your country?
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
TASK: Students will create a flow chart/timeline of events leading between Great Britain and the colonies that lead to the American Revolution.
Directions:
Students will create a chart about these events. The information on the chart should include dates, events, and explanations.
The flowchart/timeline:
B) …should be focused on the events that led to the Revolutionary War.
C) ... should be colorful and contain many pictures, either hand drawn or copied.
D) …should contain as much information about the events as possible.
The rubric/ task will be passed out. The student will score a minimum of 70%.
Which specific MYP objectives will be addressed during this unit?
A-Knowledge
B-Concepts (time)
C- Skills (analytical)
D- Organization and presentation
Which MYP assessment criteria will be used?
A-Terminology is used accurately and appropriately. Relevant facts and examples are used to show understanding. The student provides accurate descriptions; explanations are adequate but not well developed.
B- Application of concepts is appropriate and shows some depth. The student demonstrates conceptual awareness and understanding by explaining connections to the subject matter. The student applies concepts to other situations.
C- The student selects and uses a range of relevant information. Work shows a good level of critical analysis. Arguments, decisions and judgements are well supported and balanced. The student demonstrates effective investigative skills.
D- The student communicates information that is relevant. The student uses a structure appropriate to the task and sequences the content logically. Presentation and expression are clear; attention is paid to the audience and purpose in terms of appropriate language, style and visual representation. Sources of information are documented, with occasional errors in adehering to conventions.
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
ContentWhat knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?
Knowledge and Skills: mapping/ cause and effect chart, reading comprehension, debate/ research.
Vocabulary/ concepts: French and Indian War, taxation issues, Sons and Daughters of Liberty, Stamp Act, Quartering Act, Townshend Acts, Boston Massacre, the Tea Act, the Boston Tea Party, the Intolerable Acts, revolutionary war figures, Military Campaigns
Standards: the student understands US history until 1880 by understanding
·  provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments (SS.8.A.1.1).
·  analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect (SS.8.A.1.2).
·  analyze current events relevant to American History topics through a variety of electronic and print media resources (SS.8.A.1.3).
·  differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials (SS.8.A.1.4).
·  identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents (SS.8.A.1.5).
·  compare interpretations of key events and issues throughout American History (SS.8.A.1.6).
·  view historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts (SS.8.A.1.7).)
·  explain the consequences of the French and Indians War in British policies for the American colonies from 1763-1774 (SS.8.A.3.1)
·  explain American colonial reaction to British policy from 1763-1774 (SS.8.A.3.2).
·  recognize the contributions of the Founding Fathers during American Revolutionary efforts (SS.8A.3.3).
·  examine the contributions of influential groups to both the American and British war efforts during the American Revolutionary War and their effects on the outcome of the war (SS.8.A.3.4).
·  describe the influence of individuals on social and political developments during the Revolutionary era (SS.8.A.3.5).
·  examine the causes, course, and consequences of the American Revolution (SS.8.A.3.6).
·  examine the structure, content, and consequences of the Declaration of Independence (SS.8.A.3.7).
·  examine individuals and groups that affected political and social motivations during the American Revolution (SS.8.A.3.8)
·  examine this time period (1763-1815) from the perspective of historically under-represented groups (children, indentured servants, Native Americans, slaves, women, working class) (SS.8.A.3.15).
·  examine key events in Florida history as each impacts this era of American history (SS.8.A.3.16).
·  compare views of self-government and the rights and responsibilities of citizens held by Patriots, Loyalists, and other colonist (SS.8.C.1.2)
·  selects and uses strategies to understand words and text to make and confirm inferences from what is read (LA. A. 1.4.2.)
·  determines the main idea and identifies relevant details (LA. A. 2.4.1.)
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
· Information literacy—graphic organizers
· Reflection—ask students to respond in a journal or notebook
· Thinking Skills—understanding points of view
Learning experiencesHow will students know what is expected of them? Will they see examples, rubrics, templates?
How will students acquire the knowledge and practise the skills required? How will they practise applying these?
Do the students have enough prior knowledge? How will we know? / Teaching strategiesHow will we use formative assessment to give students feedback during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?
Through the use of additional recommended performance tasks found in Duval County Curriculum Guide students will be able to gain knowledge and practice skills required.
Posted unit questions, Standards based bulletin boards, Rubrics, examples of past student work will allow students to know what is expected.
Moderated class discussion and reflective journaling will allow students the opportunity to answer the unit questions using what they learn.
The Unit is completed within the second 30 days of the 2nd quarter. Students will receive adequate in-class and computer lab time to complete the task / Objectives for student work period will be shared during opening review.
Feedback of student work will be ongoing and timely, using verbal cues, sticky notes, teacher written comments, teacher conferencing, rubrics, checklists, self-editing and peer editing.
Readers'-Writers workshop models to include introduction continued work with time-lines and chronological order, with support for reading.
Practice outlining the reading selections, create flash cards for use with unfamiliar vocabulary terms, allow students to listen to recorded versions of the student edition on Audio CD (in native language for
ESOL students), monitor for comprehension by teacher questioning.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?
· Media specialist or librarian
· “Creating America” textbook pg. 156-214, notebooks, LCD projector with internet materials, videos/ DVDs.
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.
Students and teachersWhat did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?
Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?

Figure 12

MYP unit planner