EDUC 4613: Unit Plan Overview & Inspiration® Concept Map Rubric (out of 30, worth 30%) Name(s):

Name(s): ________________________________

DIMENSIONS Weak Competent Outstanding

Concept Map Concept map demonstrates little
understanding of the unit plan. Major
concepts and their relationships are not
illustrated. Connections to social studies
are not communicated. Map
demonstrates little understanding of
Inspiration® software; it is neither
attractive nor effective. 1
Concept map demonstrates a satisfactory
understanding of the unit plan. Some
major concepts and their relationships are
illustrated. Connections to social studies
topic are not clearly communicated. Map
demonstrates familiarity with Inspiration®
software; it is somewhat attractive and/or
effective. 3
Concept map demonstrates a clear
understanding of the unit plan. Major
concepts and their relationships are clearly
illustrated. Connections to social studies
topic are clear and complete. Map
demonstrates an understanding of
Inspiration® software; it is visually attractive
and effective. 5

Unit Development Opening lesson is trivial and unit purposes
are vague. Sequence of activities is not
logical. There is no apparent focus on
constructivist teaching and questioning.
Virtually no acknowledgment of meeting
the needs of diverse learners. Final lesson
provides little or no closure to the unit; 1
Opening lesson establishes unit
purposes. Sequence of activities is
logical. There are obvious gaps in
grounding activities in the principles of
constructivist teaching and questioning.
Some needs of learners are noted, but
often vaguely or incompletely. Final
lesson provides closure to the unit; 3
Opening lesson is motivating and
establishes unit purposes. Sequence of
activities is logical. Activities are grounded
in the principles of constructivist teaching
and incorporate throughline question &
guiding questions as well as the needs and
learning styles of diverse learners. Final
lesson effectively brings together all the
threads of the unit; 5

Big No serious attempts to compose an Big Understanding is at once specific Worthwhile, effective and workable Big
Understanding effective and workable Big and broad; statement is workable, but Understanding; significant point and
Understanding; statement is more than significant point and/or concepts are concepts enhance meaning and relevance
one sentence or insignificant, irrelevant somewhat vague and of modest value; in students’ lives now and in the future;
and/or meaningless; focus not apparent; 1 the meanings and/or relevance are often written as a clear, succinct statement in age
token; focus mentioned on occasion; 3 & grade appropriate language; focus very
richly promoted throughout the unit; 5

Citizenship Skills No serious attempts to foster the
processes of communication, inquiry and
participation, and virtually no evidence of
promoting active and informed citizenship
in a democracy in a thoughtful manner; 1
Powerful Social Virtually all SS principles need work in
Studies order to be met (current event or
controversial issue is not reflected, or
weak); 1
Attempt to foster the processes of
communication, inquiry and participation
and to develop some elements of active
and/or informed citizenship, but key
opportunities are weak or missed or the
skills are often token; 3
Approximately half of the SS principles
are met (current event or controversial
issue is recognized); 3
Significant opportunities to foster processes
of communication, inquiry and participation
and to develop various elements of active
and informed citizenship in a democracy;
are very richly promoted and supported; 5
Meaningful, significant, active, challenging,
integrative and issues-based (current event
or controversial issue is very richly
supported); 5

Authentic Assessment strategies are either non-
Assessment existent, generally trivial and vague, or
rarely reflect either criteria for learning
outcomes and unit goals; 1
Some assessment strategies are Assessment strategies (1 for each lesson;
provided, often reflect criteria for lesson varied) richly address specific and
objectives and support student learning; 3 appropriate criteria for meeting lesson
objectives and accurately judging and
supporting student learning; 5