Social Studies Unit by Design Template 1

Social Studies Unit
Using Unit by Design (UBD)
A good unit starts with the end in mind, which means a teacher FIRST identifies what it
is he/she wants the students to know and be able to do by the end of the unit. Many
teachers start with the activities they will do during the unit but then have a unit that may
or may not meet the standards or any learning goals and may lack focus. UBD provides a
step-by-step process for teachers to use when planning a unit.
Unit by Design works like a funnelthe teacher starts with the BIG things first and then
the plan flows down to the more detailed part of the unit.
Grade Level Standards for unit

Big Ideas/Enduring Understandings for unit based on
above standards
Essential Questions based on above enduring understandings
Content and skills the teacher wants students to know and be able to
do based on above essential questions
Assessments that align with all of the above pieces
Lessons based on all of the above pieces
Name: Riley Galvin

Unit: Cultural Diversity
Grade: Fifth
Grade Level Expectations for this Unit/Standards:

This part of the Unit by Design process (UBD) allows the teacher to identify exactly
which content standards, will be addressed as a part of this unit. It is important to
remember that the standards you choose should be reected in your assessments.
Youll want to use social studies standards for sure, but also use at least one standard
from another area as well. Again, this standard has to be reflected in your assessment. If
its not, then dont use it.
Write the standards that you will use for this unit. Bullet each one and write it out in its
entirety. You may have more than one or two so simply add more bullets as needed.
SS.3-5 BS.3: Understanding how personality and Socialization impact the

individual
RI.5.6: Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent.
Big Idea(s) of Unit ( or Enduring Understandings):

This part of the Unit by Design process (UBD) allows the teacher to identify the BIG
IDEAS of the unit. These should connect to the standards youve identified above.
These are the important understandings that we want students to get inside of and retain
through the years. They represent what is worth understanding. Examples of big
ideas/enduring understandings are 1) Good readers and good readers are reciprocal,
2) Good friends are friends all of the time, 3) Landforms impact the way people live
and the work they do, 4) We understand and accept people when we know them as
unique individuals rather than a stereotype, 5) Our form of government expects us to
be involved citizens.
Bullet your big idea(s) for your unit below. You may have only one or you may have
two or more. Add bullets if needed.
When we buy into stereotypes about cultures/ethnicities it affects our
relationships with peers in our classrooms
Essential Questions:
This part of the Unit by Design process (UBD) allows the teacher to develop questions
that will guide the inquiry during the unit and focus instruction in order to get to the big
idea(s)/enduring understanding(s) of the unit. They are often open-ended, provocative
questions that are designed to help students uncover important ideas. To better
understand essential questions, answer this question...What, specically, about the idea
or topic do you want students to come to understand? These questions must connect to
the big ideas/enduring understanding you listed above.
Some examples for the above big ideas/enduring understandings are 1) What does a
good reader do? What does a good writer do? How is reading and writing the same?
2) What makes a good friend? What makes a bad friend? How can you be a person
people want to be friends with? 3) How does living in a mountainous area affect the way
people live? What kinds of jobs and leisure activities do people in mountainous areas do
and why? 4) What is a stereotype? Can stereotypes help us understand people or groups
of people? Do stereotypes help or hurt people or groups of people? 5) What does it
mean to be a good citizen in our classroom? How do we show good citizenship in our
community? What are the responsibilities of being a good citizen?
Bullet your essential questions below. Remember...identify what, specifically, you want
students to come to understand as a result of this unit. You may have more than twothree essential questions so add bullets as needed.
What are Stereotypes?

What are the long-term effects?
How should we break these stereotypes?
Content and Skills:

This part of the Unit by Design process (UBD) allows the teacher to clearly identify the
content and skills students will learn as a result of this unit. The content and skills build
on the essential questions.
Following are some examples based off of the essential questions above and then theres
space for you to add your own. Please add rows as needed in order to cover the content
and skills you will be covering in your unit.
Content (Know and Understand)

If the desired result is for learners to
understand that
What are Stereotypes?
Preconceived Notions
understand that
What are the long-term effects?
Behaviors of people who are
stereotyped
understand that
How should we break these Stereotypes?
Skills (Be Able To Do)

Then your students will have the ability
to
Identifying Stereotypes
to
Identify effects placed on people

to
Truth to stereotypes
Ask questions, dont assume
Determine Acceptable EvidenceFormative and Summative Assessments

In this part of the Unit by Design process (UBD) the teacher determines what would be
evidence that the students do or dont know the information intended for them to know.
In effective assessments, we see a match between the assessment and the enduring
understandings, essential questions and content/skills. Because each succeeding step is
built off of the one before it, all of these items should be aligned making the assessments
fairly easy to create. The assessment tells the teacher if the students achieved the goals
set for them in all of the above steps.
The teacher wants to consider the type of assessment to be used that will best show
whether the student has learned it or not. Below are the various types of assessments a
teacher might use.
Performance Tasks
Performance tasks require students to create answers or products which demonstrate their
knowledge and/or skillsslide shows, skits, demonstrations, posters, venn diagrams etc
Offer complex challenges that reect problems faced by adults.
Yield one or more tangible products and performances.
Are based on a specic purpose that relates to the audience.
Evaluative criteria and performance standards are known in advance and help to guide
student work.
Paper / Pencil Tasks
(Tests, quizzes, worksheets, work samples, etc...)
Quiz and test items are simple, content-focused ideas that, when put together, represent a
secure task and are an important part of your classroom and learning.
Assess for factual information, concepts, and discrete skills.
Follow a selected-response or short-answer formats.
Are convergent, typically have a single, best answer.
May be scored very quickly and are secure in nature.
Prompts
Prompts and work samples help to focus student thinking.response to a teacher prompt
such as what makes a good citizen?, how would you solve this problem? what are
the steps to?
Require constructed responses to specic prompts under school and exam conditions.
Are open, with no single best answer or strategy expected for solving the problem.
May Require judgment based scoring based on criteria and performance standards.
Unprompted Evidence
Asks you to think about what
OTHER kind of evidence students MIGHT produce to you that you dont ask for.class
discussions, observations,
Self-Assessment
Asks you to think about how students can monitor their OWN understanding of the
concepts presented.journals, letters, reflections, filling out rubric based on
performance, etc.
Requires students to know and be familiar with the criteria and performance standards
by which they are judging themselves.
Formative Assessments (Along the Way)

-Students will read a passage and write in
their journal what the passage was about
and the strategy they used to make sense of
the passage (So, this assessment might
cover the social studies standard and a
writing standard identified in the first
section).
-Students will write a short story by
thinking like a reader. He/she will share
with a small group the specific strategies
used while writing in order to write like a
reader.
Summative Assessments (in Summary)

Students will create a visual explaining
how a reader thinks like a writer and how a
writer thinks like a reader.
*This assessment allows the teacher to see

if the students can synthesize all of the
information learned in the unit. It pulls all
of the pieces together. A summative
assessment assesses the WHOLE unit,
whereas a formative assessment may only
assess PIECES of the unit.
*These two assessments are just pieces of

the enduring understanding of good
readers and good writers are reciprocal
that teachers would use along the way as
theyre teaching the unit.
They address different essential questions
and different content/skills goals that the
teacher identified and assure that students
know the information intended.
Formative Assessments
Bullet your formative assessments below
and include which content/skill area it
addresses.
Summative Assessments
Bullet your summative assessments below
and tell how it/they addresses the goals of
the WHOLE unit.
Add more bullets if necessary.
Add more bullets if necessary.
Simulations/ Role Play

o Identifying stereotypes
o How to stop stereotypes
between peers
Interviews
o Truth to stereotypes
o Learning about peers
Research questionnaire
o Picking a stereotype
Posters/ Brochure
o What you learned about
your stereotype and your
peer interview
Reflection Paper
o What you have gained
from this unit
Little buddy lesson
o Teaching what you have
learned to smaller grade
levels
Planning the Learning Experiences and Instructional Strategies:

In this part of the Unit by Design process (UBD) the teacher identifies the sequence of
lessons, the particular content/skills for each lesson, the instructional strategies he/she
will use in order to achieve the stated standard, enduring understanding, essential
questions and content/skills identified in the previous steps. Remember that the big
idea/enduring understanding at the heart of any unit is not likely to be understood if it is
merely taught. Instead, to be fully understood, it will have to be explored, questioned,
and played with during the lessons.
With that in mind, think creatively about strategies you might use to implement this unit
that invite students to engage in the lessons. Youll probably need to do some research
about various classroom strategies or think about some of the strategies weve used in
class.
For purposes of this CI 443 assignment, students in this class will use the following
format for the five lesson overviews.
Strategy One
1) Identify a social studies instructional strategy (childrens book, website,
webquest, simulation, role play, centers, self-guided study, field trip, speaker, etc)
that you will use during this unit.
Simulation
2) Cite at least one academic/expert resource that supports the use of this strategy
and write a brief paragraph (but chock full of good, supportive information) about
what this resource says about the use of the strategy.
Citation: John Dekkers and Stephen Donatti
The Journal of Educational Research, Vol. 74, No. 6 (Jul. - Aug., 1981), pp.
424-427
Published by: Taylor & Francis, Ltd.
Article Stable URL: http://www.jstor.org/stable/27539853
Support information: Simulation is an effective teaching strategy.
3) Explain why YOU think this is a useful pedagogic (teaching) tool for this
particular unit or learning goal. Describe this in one strong paragraph.
This strategy is more effective then giving students a lecture about a

topic. Simulation is known to improve motivation, interest and helps with
cognitive learning of factual information. This is will be important for
student to recreate daily issues that go on in the school and learn how to
stop it. This will be a chance for students to practice being vocal about
thoughts and feelings.
4) Describe how you would apply that strategy in this unit. Describe this in one
good, strong paragraph.
This strategy would be used during the lesson about breaking down
stereotypes, and standing up for our classmates. This would be a way for
students to practice communication and verbal prompts stop
stereotyping. Also for the students to identify what are stereotypes, as
they are being said.
5) Identify one type of student who may struggle with this strategy and describe
possible modifications to the strategy that would encourage the students full
participation. Think of a different type for each strategy. Describe this in one
or two strong paragraphs.
Some students do not do well with group work or having attention on them
in front of the class. For these student they may need to just watch others
recreate simulations or watch simulations related to a topic on the Internet.
This student could write a paper/ simulation and share it with the class, or
reflect about what they learned from watching simulations. This student my
benefit from doing a simulation with a teacher or consoler.
Strategy Two
1. Identify a social studies instructional strategy (childrens book, website,
Childrens books- Bibliotherapy
2. Cite at least one academic/expert resource that supports the use of this strategy
Citation: doi: 10.1177/0143034305060792School Psychology

International December 2005 vol. 26 no. 5 563-580
Support information: Tool For Facilitating Emotional Growth and Healing
3. Explain why YOU think this is a useful pedagogic (teaching) tool for this
Bibliotherapy is a catalysts for change, provides multiple perspectives, this is

great for interventions and insight to a touchy subject, there are many books
for topic on Cultural Diversity.
4. Describe how you would apply that strategy in this unit. Describe this in one
good, strong paragraph
5.
I would implement Bibliotherapy when we begin to learn the effects of

what stereotypes do to people over time. This would be a great way for
students to hear a story that they can relate to. Using whole class
bibliotherapy can help students understand, hear, and see how
stereotypes develop and hurt people. When reading these types of book
there is always solutions at the end of the story. It would be beneficial if
students were to write their own ending to the book, using different
positive ways to help the character who is being stereotyped.
Identify one type of student who may struggle with this strategy and describe
Bibliotherapy is usually done in a whole class setting, where the teacher
reads to the students. The student who would struggle with this, might be
someone who struggles in understanding concepts or putting together
personal meaning with story. This may be a lesson that needs to be taught
one on one. This student could also be the student in your class who is
either the aggressor or victim or stereotypes. In this case you may want to
read this book to them alone to see if you can make any positive progress
with communication about what is going on.
Strategy Three
Self-guided study/ Research
Citation: Studying as Self-related Learning- Philip H. Winne Simon

Fraser University
Support information: Allows Exploration
particular unit or learning goal. Describe this in at least one strong paragraph.
Self-Guided Research allows students to explore, investigate interests and

practice analyzing information while pulling important parts from texts. It is
important that students have a chance to explore topics with in your unit,
this gives you an opportunity as a teacher to evaluate what the students
interest are.
4) Describe how you would apply that strategy in this unit. Describe this in at least
one good, strong paragraph.
This tool for learning would be implemented when learning about the
different types of stereotypes. Each students would pick a common
stereotype and research whom the stereotype is directed towards and where
the stereotype originated. This would also come after the students interviews,
so that students may use that information to research.
A student who has behavioral issues or does not work well unsupervised with
independent work, or someone who needs to be read to. A student who needs
more structure for this assignment, and needs step-by-step directions and
given a stereotype.
Strategy Four
Guest Speakers
Citation: 10.1080/0963928021000031466
Cheryl Metrejean, John Pittman & Marilyn T. Zarzeski
pages 347-364
Support information: Guest speakers are an engaging way to present a new

perspective.
Having guest speakers visit the classroom support effective real life learning,
help students become more engaged, gives the students a new perspective,
and the guest speaker may different teaching methods.
I would have my school councilor be my guest speaker, to help students

understand the effects of stereotypes and the way we should be treating our
peers. This guest speaker would come to speak to the class when we started
talking about the long-term effects of someone who is being stereotyped.
I do not know of many students who would struggle with having a guest
speaker in the classroom unless they had a physical impairment or had a
behavioral issue with new people in the classroom. In that case we would just
give the student the information shared to the class one on one.
Strategy Five
Learning Centers
Citation: https://www.teachervision.com/learning-center/newteacher/48462.html?detoured=1
Support information: Section of the classroom for independent exploration
and engagement.
A learning center is a space set aside in the classroom that allows easy access
to a variety of learning materials in an interesting and productive manner.
Learning centers are usually designed to offer a variety of materials, designs,
and media through which students can work by themselves or with others to
operationalize the information learned in the classroom. Centers are

designed to enhance the learning of concepts, skills, themes, or topics. This
learning can take place after a topic is presented to students, during the
course of presenting important concepts, or as an initial introduction to
material in the text.
This would be a great way for students to listen to more bibliotherapy books
on tape, have writing prompts and visual to create reflection or stories that
relate to the unit topic. This would be used during the literature portion of
the day, to help keep the social studies topic current through out the day.
Each student would take turns during the week visiting this learning station.
Students who struggle with creative writing and reflections may need to just
listen to the books on tape and fill out a reflection sheet or questionnaire.
This student my just need help talking out idea verbally and would be
allowed to complete this learning center with a partner or teacher.
Publishing the Unit

In this part of the process (which is not UBD but a requirement for CI 443), you will
publish your unit on a website such as Weebly. Look at some of the examples on
Blackboard under Course Information and then Elementary Social Studies. This will
give you many, many examples of how you might think about publishing your unit. You
can use any format you want to, however, but make it neat, clean, and organized. You
will need to spend some time figuring out how this website works so be sure to look at it
before the due date is upon you. The final submission date and time is during our Final
which is Wednesday, December 17th from 7:30 am to 9:30 am. You will need to submit
it electronically (on Weeblyyoull have to send me the link) during this time. You will
submit all of these papers plus the Weebly link under Unit Part III in Assignments.
**Units turned in after 9:30 am midnight of December 17th will lose 35% of the
final grade on the project.
**Units turned December 18th and after will receive a 0with no exceptions.

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Social Studies Unit by Design Template 1

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Social Studies Unit

Using Unit by Design (UBD)

Grade Level Standards for unit

Name: Riley Galvin

Grade Level Expectations for this Unit/Standards:

SS.3-5 BS.3: Understanding how personality and Socialization impact the

Big Idea(s) of Unit ( or Enduring Understandings):

What are Stereotypes?

Content and Skills:

Content (Know and Understand)

Skills (Be Able To Do)

Identify effects placed on people

Then your students will have the ability

Ask questions, dont assume

Determine Acceptable EvidenceFormative and Summative Assessments

by which they are judging themselves.

Formative Assessments (Along the Way)

Summative Assessments (in Summary)

*This assessment allows the teacher to see

*These two assessments are just pieces of

Add more bullets if necessary.

Add more bullets if necessary.

Simulations/ Role Play

Planning the Learning Experiences and Instructional Strategies:

Support information: Simulation is an effective teaching strategy.

This strategy is more effective then giving students a lecture about a

Childrens books- Bibliotherapy

Citation: doi: 10.1177/0143034305060792School Psychology

Support information: Tool For Facilitating Emotional Growth and Healing

Bibliotherapy is a catalysts for change, provides multiple perspectives, this is

good, strong paragraph

I would implement Bibliotherapy when we begin to learn the effects of

Self-guided study/ Research

Citation: Studying as Self-related Learning- Philip H. Winne Simon

Self-Guided Research allows students to explore, investigate interests and

Support information: Guest speakers are an engaging way to present a new

I would have my school councilor be my guest speaker, to help students

operationalize the information learned in the classroom. Centers are

Publishing the Unit

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