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UbD Template 2018
UbD Template 2018
6.16 Investigate the kinds of evidence used by This is too narrow for a transfer goal. Why do you need to be able to use a map?
archaeologists and historians to draw T2 Historians investigate different kinds of evidence and their relationship to the social and
conclusions about the social and economic economic characteristics of a country. If you just delete the highlighted portion, you’ll have it! :)
characteristics of Ancient Nubia (the Kingdom
of Kush) and their relationship to the social T3s. Historians analyze the relationship between geographical and the soci-economic
and economic characteristics of Ancient Egypt. characteristics of countries.
(C, E, G, H, P)
I separated this one because it is different from the one above.
This one is broader but needs to be reworded for clarity. Something like, “Historians analyze
the relationship between geographical and the soci-economic characteristics of countries.”
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
What specifically do you want students to What thought-provoking questions will foster
understand? What inferences should they inquiry, meaning, and transfer?
make?
Acquisition
SCHEMA (Knowledge) THINKING & DOING (Skills)
What facts and basic concepts should What discrete skills and processes should
students know and be able to recall? students be able to use?
K1 Facts about the geographical areas such as S1 Interpreting various texts and mediums
identifying the locations of Upper and Lower (e.g. historical documents and maps)
Egypt as well as identify the modern countries
such as Egypt and Sudan. S2 Comparing and contrasting the similarities
and differences of social and economic
K2 Know how to use evidence to draw characteristics of ancient and modern
conclusions about social and economics countries
characteristics of Ancient Nubia in relation to
Ancient Egypt. Delete highlighted portion so S3 Probably something about synthesizing
you are positioning this as a concept rather here, right?
than a skill
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
What criteria will be used in each assessment PERFORMANCE TASK(S):
to evaluate attainment of desired results? How will students demonstrate their understanding (meaning-making and transfer) through
- Historically accurate complex performance?
- Detailed I will ask my students to write an individual two-page report do historians write 2 page
- Revealing and Informative reports? What might be similar but maybe more authentic or connected to real life? on
- Clear oral presentation identifying the locations of ancient Nubia and ancient Egypt with naming social and economic
Regardless of the format of the assessment, characteristics as well as identifying the locations on a map of ancient Nubia and the modern
what qualities are most important? counties of Egypt and Sudan. Could you write this in the GRASPS format, labeling each section?
Students will show that they have achieved Stage 1 goals by…
- Ongoing quizzes assessing facts about the geography and history of ancient Nubia and
other modern countries as well as making assessments of them thinking like historians
and archaeologists learning to compare social and economic characteristics of ancient
Nubia and its relationship to ancient Egypt.
You’ll need a little more here, exit tickets? Quick writes? Some peer review for your
performance task?
--
Pre-Assessment
What pre-assessment will you use to check student’s prior knowledge, skill levels, and potential misconceptions?
Meaning:
- In this lesson, we look at the arts and achievements of Ancient Egypt to understand why these achievements are
significant to understanding Ancient Egyptian civilization as well as make connections to our own civilization.
-
- In this lesson, we take a closer look at the Nile River and role in the development of ancient Egyptian civilization. We also
examine a primary source Egyptian prayer dedicated to the Nile River.
-
- In this lesson, we explore several primary and secondary texts concerning life in Ancient Egypt. We will gather evidence
from these sources to represent each of the categories of GRAPES
-
- As an introductory lesson for our unit on Ancient Egypt we will spend some time setting up our notebook cover page and
essential and guiding questions for the unit. We'll also take a general look at the long history of the ancient Egyptian
civilization by setting up a timeline in our notebooks.
- Review the Textbook “History Alive! The Ancient World “.
Transfer:
Acquisition: