UNIT PLANNING

Unit title (one that engages student inquiry):

Teacher(s) Subject and Grade level Time frame and duration

Johnson 11/12 American History I 7-8 Days

Big Idea: Civil War impacts and interferes with the daily lives of regular people.

Essential Question:

- What effect does civil war have on people?

- What is the definition of civil war?

Assessment Reflections What formative assessment tasks are most What summative assessment tasks are most
appropriate? appropriate?
• What exemplars will students see so that they understand
what is required? - Identify a civil war - compare modern civil wars to the American Civil War
(1860-1865)
- teacher made presentation on 1 civil war - Identify what life is like during the civil
war
• What will allow students the opportunity to answer the unit
question using what they have learned? - Discuss current events and decide if
they are civil wars
-students will research and present a civil war. They will discuss
their civil war with others

• What considerations have you given the nature of the

assessment (e.g. given in class, take-home, time allowed for
completion)?

-in class presentation

• At what level(s) of Bloom’s Taxonomy does this task ask the

student to engage?

-Application

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GLETs (Grade level essential targets) GLETs (Grade level essential targets) GLETs (Grade level essential targets) GLETs (Grade level essential targets) GLETs (Grade level essential targets)

Lesson Activities that directly
support the GLETs
KWL Activity ‘civil war’
-Look at war itself and people
Basic Vocabulary will be
presented
Lesson Activities that directly
support the GLETs
Teacher will present a civil
war, modelling the process
and guidelines.
Students will research a
civil war
Lesson Activities that directly
support the GLETs
Students will research a
civil war
- Why this war started
- Basic synopsis
- Who is involved
Lesson Activities that directly
support the GLETs
Students will Present their
Civil War.
Discuss what makes it a
Civil War.
Lesson Activities that directly
support the GLETs
Students will create something
describing Civil War and its
effects on people.

- Why this war started - How long?

Observers will create a
- Basic synopsis Explain the day to day life of chart for each conflict
the people
- Who is involved
- How long?
Explain the day to day life of
the people

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GLETs (Grade level essential targets) GLETs (Grade level essential targets) GLETs (Grade level essential targets) GLETs (Grade level essential targets) GLETs (Grade level essential targets)

Lesson Activities that directly Lesson Activities that directly Lesson Activities that directly Lesson Activities that directly Lesson Activities that directly
support the GLETs support the GLETs support the GLETs support the GLETs support the GLETs

Students will compare three Student presentations using

events with the American Civil www.coveritlive.com
War present their finings
through
http://www.toondoo.com/

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Learning Experiences and Teaching -Through small groups, large groups, and independent work, students will research civil wars and events.
Strategies
- Identify how civil war impacts the lives of those involved
• How will students learn the knowledge and practice
-formative assessment will be used to complete the summative assessment
the skills required?
-Students will be able to look at their choice of civil war. ( it can be presented in any way and the amount and
• How will we use formative assessment to give
type of information can be differentiated.
students feedback during the unit?

• What different teaching methodologies will we

employ? How are we differentiating teaching and
learning for all?

Resources

• What resources do I need to teach this unit in terms

of:

• Differentiation

• Equipment

Materials

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