Understanding+by+Design

**// 13 Colonies UbD //**

**Summary of Curricular Context**: During this lesson the students will begin learning about the development of the thirteen original colonies. Within this the students will begin to understand why different groups of people decided to leave their home country and venture to America. In addition to learning about the specific colonies the students will recognize the three regions and be able to identify the various resources related to each region. The students will begin understanding the reasoning behind the migration and develop their own ideas around the justification of uprooting a family and relocating to a new country. It would be beneficial, but not required that the students already have prior knowledge about the location of Britain and knowledge of their empire. Students would also need basic computer navigational skills in order to effectively use the 'CultureGrams' program.

**Standard / Objectives for Unit or Lesson:** (Illinois and, or ISTE NETS) Illinois Standards: -16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. -16.D.2 (W) Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa). -16.E.2a (US) Identify environmental factors that drew settlers to the state and region.

**Unit Goal:** Students will understand why and how people migrated from Great Britain to North America. Students will know that people settled in colonies and that these colonies can be divided into 3 regions based on a variety of traits.

**// Stage 1 //** **//Enduring Understandings//** What are the overarching enduring understandings for the unit/lesson? (big ideas that transcend the unit) **//Essential Questions//** What are the essential questions you can ask to guide inquiry?
 * 1) When faced with extreme adversity, people will take action to protect their rights.
 * 2) The 13 colonies can be divided into 3 distinct regions.
 * 3) People with similar beliefs tend to group together.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Natural resources differ depending on the region.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Why do people form groups? (Has there ever been a time when you felt like you could not be yourself?)
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">How do people choose a place to live? (What would you do if you weren’t allowed to practice whichever religion you wanted?)
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">What are legitimate reasons for relocating a family?(What would it take for you to move out of your home country?)

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**//Knowledge & Skills//** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">//Depending on the projects that students choose they may need a different set of skills.// <span style="font-family: Arial,Helvetica,sans-serif;">- People left their home country for a variety of reasons <span style="font-family: Arial,Helvetica,sans-serif;">- These peoples settled in colonies: <span style="font-family: Arial,Helvetica,sans-serif;">a country or area under the full or partial political control of another country, typically a distant one, and occupied by settlers from that country. <span style="font-family: Arial,Helvetica,sans-serif;">- The colonies were still under the control of Great Britain || <span style="font-family: Arial,Helvetica,sans-serif;">- Basic skills for navigating a computer to watch a video on the 13 colonies <span style="font-family: Arial,Helvetica,sans-serif;">- Ability to navigate the CutureGrams online database to gather research <span style="font-family: Arial,Helvetica,sans-serif;">iPads/laptops for watching the 13 colonies video <span style="font-family: Arial,Helvetica,sans-serif;">-online search database CultureGram/ search engine for additional information || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**// Stage 2 Performance Task //**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**Knowledge** || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**Skills** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">-The pilgrims traveled from Great Britain to settle in North America

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**GRASPS**. The **//__g__oal//** states the purpose of the task; the **//__r__ole//** explains student involvement in the scenario; the **//__a__udience//** identifies the people the students address; the **//__s__ituation//** explains the scenario; the **//__p__roduct//** is the tangible evidence of student understanding; and the **//__s__tandards/criteria//** describes how students can complete the task successfully.


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**//G//** || <span style="font-family: Arial,Helvetica,sans-serif;">As a pioneer arriving in a new America, you are experiencing many changes to your everyday life. You develop your thoughts, feelings, and opinions of colonial life based on your own reflections in your journal, in conversations with neighbors, and in writings from other sources. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**//R//** || <span style="font-family: Arial,Helvetica,sans-serif;">To reflect on your journey and experience as a pioneer, you write in a journal, converse with your friends and family about your experience, or write articles or speeches to share in town meetings. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**//A//** || <span style="font-family: Arial,Helvetica,sans-serif;">When writing in your journal, you are addressing future generations in your family to provide them with a view of what life was like for you in New America. If you are conversing with friends and neighbors, your dialogue will address people who are wondering what types of exchanges people had in New America that expressed their thoughts, feelings, and opinions about life in a new settlement. If you are writing a speech or article, your audience is the group of people with whom you live and work. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**//S//** || <span style="font-family: Arial,Helvetica,sans-serif;">You find yourself in a new land while your family is deciding on where to stay and how to make a living using resources that you have available to you in this region. Consider what thoughts, feelings, and opinions you would have in this situation, and how you would express them in your own reflections and to those around you. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**//P//** || <span style="font-family: Arial,Helvetica,sans-serif;">Choose one of the options to show your understanding of what the thoughts, feelings, and opinions of a person who recently settled in New America would be. You may write a journal entry, write a dialogue between your character and a friend or neighbor, or write a speech or article that you would deliver at a town meeting. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**//S//** || <span style="font-family: Arial,Helvetica,sans-serif;">Your piece must take on the point of view of a member of colonial society. You will be evaluated on the following criteria:

<span style="font-family: Arial,Helvetica,sans-serif;">1. Clear point of view that demonstrates an understanding of the hardships of colonial life. <span style="font-family: Arial,Helvetica,sans-serif;">2. A variety of thoughts, feelings, and opinions from your character(s) that demonstrate your knowledge of circumstances of colonial settlements. <span style="font-family: Arial,Helvetica,sans-serif;">3. Relationships are shown between the your colony, region, resources and available jobs. ||

<span style="font-family: Arial,Helvetica,sans-serif;">**Performance Task Narrative:**

<span style="font-family: Arial,Helvetica,sans-serif;">The year is 1625, you and your family have just relocated to the British colonies in America. There are so many thoughts streaming through your head. You know that the chance of a better life is great, but what about your friends and family that you had to leave behind? It has been years since the 'Starving Time', but does that mean that your worries should be completely over? Your mother is beginning to have regrets and is entertaining the idea of sailing back home. You begin to think about the different colonies and options that you and your family have. Express yourself, either write a journal entry to your future grandchildren telling them about your experiences on this tremendous transition in your life, create a newspaper article highlighting a significant event in the town that you settled in, write a speech for a town meeting expressing your opinion on a controversial topic, create a conversation between two neighbors discussing the benefits and/or shortcomings of your migration. Be sure to include information about your colony, region, resources, and available jobs. You will present your writing along with your group presentation.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">** Facets of Understanding Use of Facets in this Unit / Lesson **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15.3333px;"> Theories which provide justifiable accounts of events, actions, and ideas || <span style="font-family: Arial,Helvetica,sans-serif;">In groups the students will work cooperatively to gather information from various sources about the culture, resources, and lifestyle of a colonial American. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15.3333px;">Interpretations, narratives, and translations that provide meaning || <span style="font-family: Arial,Helvetica,sans-serif;">The students will explain why particular situations arise in their entry and how the events have a direct correlation with the era in which the character lives in. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15.3333px;">Ability to use knowledge effectively in new situations and diverse contexts || <span style="font-family: Arial,Helvetica,sans-serif;">The students will develop an account, written or scripted, of a day in the life of an American settler who arrived in the United States during the formulation of the 13 original colonies. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15.3333px;">Critical and insightful points of view || <span style="font-family: Arial,Helvetica,sans-serif;">The students will develop their entry from the point of view of a colonial American. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15.3333px;">The ability to get inside another person’s feelings and worldview || <span style="font-family: Arial,Helvetica,sans-serif;">Using the information that they have gathered about the conditions of colonial America, the students will create a character who reflects upon their new living situation. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15.3333px;">The wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding || <span style="font-family: Arial,Helvetica,sans-serif;">The students will receive a rubric to use as a guideline as well as a basis to chart their level of understanding. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Explanation **
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Interpretation **
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Application **
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Perspective **
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Empathy **
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Self-knowledge **

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**// Rubrics //**

**Part 1: Introductory Project** -Groups are given a large sheet of chart paper/markers/colored pencils to outline and create a poster, skit, video or technological presentation displaying their region. Once projects have been developed groups are to present their projects to the class. While observing presentations students are to take notes on the each of the regions. This will then transition into the writing component the following day.

Each project must contain:

*the name of the region and acronym *a drawing of the region with labeled colonies

*a description of the jobs available *a list of religions practiced

*drawings and labels of the resources

Component || Beginning 1 || Developing 2 || Accomplished 3 || Exemplary 4 || Score || Introduced Colonies || The depiction of the region’s colonies is incomplete. || The depiction of the region’s colonies is present but not properly labeled/ introduced. || The depiction of the region’s colonies are labeled/ introduced with minimal error. || All of the region’s colonies are correctly labeled/ Introduced in a full depiction. ||  || detailed descriptions. ||  ||
 * Project
 * Name & Region Acronym || Name or region acronym is missing. || The name and region acronym do not match or is incomplete. || The name and region acronym match with minimal error. || The name and region acronym match completely. ||  ||
 * Depiction of the Region with Labeled/
 * Description of Jobs Available || Incorrect jobs are listed with minimal description. || The description of jobs has only 1 correct job or does not explain jobs. || The description of 2-3 jobs available including paragraph/ detailed descriptions. || Description of 4-5 jobs available including paragraph/
 * List of Religions || Religions are listed but 3 are missing or incorrect. || Religions are listed but 2 are missing or incorrect || Religions are listed but 1 is missing or incorrect. || All religions are listed correctly. ||  ||
 * Drawings & Labels of Resources || 3-4 drawings/ props are unidentifiable or not labeled properly. || 1 -2 drawings/ props are unidentifiable or not labeled properly. || Drawings/ props are disorganized or messy but all of the known resources are labeled. || Drawings / props are original and label all of the known resources. ||  ||
 * Group Presentation of the Poster || Only one or a few group members spoke and did not present clearly. || Only one or a few group members spoke and present clearly. || All group members spoke but all did not face the audience or present clearly. || All group members spoke, faced the audience and presented clearly. ||  ||

1 || Developing 2 || Accomplished 3 || Exemplary 4 || Score || fully correct. || The depiction of the region’s resources are introduced with minimal error. || Many of the region’s resources are fully depicted. ||  ||
 * Part 2: Performance Task**
 * Written Component || Beginning
 * Point of View || Vague point of view that demonstrates a very minimal to no understanding of the hardships of colonial life. || Vague point of view that demonstrates an minimal understanding of the hardships of colonial life. || Clear point of view that demonstrates a minimal understanding of the hardships of colonial life. || Clear point of view that demonstrates an understanding of the hardships of colonial life. ||  ||
 * Colonial Culture || Impressions concerning colonial culture are not included. || Impressions concerning colonial culture are not historically accurate. || Impressions concerning colonial culture are partially historically accurate. || Impressions concerning colonial culture are entirely historically accurate. ||  ||
 * Depiction of the Region’s Resources || The depiction of the region’s resources is incorrect. || The depiction of the region’s resources is present but not
 * Living conditions || Religions/Jobs/Housing are not addressed. || Religions/Jobs/Housing are incorrect. || Religions/Jobs/Housing are described with minimal error. || Religions/Jobs/Housing are fully depicted. ||  ||

<span style="font-family: Arial,Helvetica,sans-serif;">**Other assessments:** (observations, quizzes, reflections) Students will also write a reflection on their performance within their group project. Students will meet with the teacher to edit the drafts of their writing component (diary entry, newspaper article, speech, dialogue).

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">** Stage 3 **
 * <span style="font-family: Arial,Helvetica,sans-serif;">W || <span style="font-family: Arial,Helvetica,sans-serif;">W - In order to develop an understanding of how people may have felt about moving from their homes to a brand new country and a brand new way of life, we must gather information about what people had to work with when they arrived. By exploring the three regions of the 13 original colonies, students will build their knowledge of how people lived in the different regions of the colonies. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">H || <span style="font-family: Arial,Helvetica,sans-serif;">H - Essential questions to stimulate student interest and build a personal connection to the content: Has there ever been a time when you felt like you could not be yourself? What would it take for you to move out of your home country? What would you do if you weren't allowed to practice whichever religion you wanted? Pose these questions to begin a dialogue amongst students. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">E || <span style="font-family: Arial,Helvetica,sans-serif;">E - Students at this age-group respond well to video clips and web resources. They enjoy the freedom of collecting information rather than being fed information through a direct-instruction format. Students will have the opportunity to collect information at their own pace through this method, and after gathering information will be prepared with enough information to complete the performance task for this lesson. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">R || <span style="font-family: Arial,Helvetica,sans-serif;">R - Once information is gathered, the teacher will gather students back together to share out their findings. The teacher will then stimulate a discussion of the similarities and differences of each region based on student findings. At this stage, students will have the opportunity to re-think and revise based on the discussion with other students. As students are working to complete the Performance task, they will meet with the teacher at least twice during the process to discuss their progress toward the performance goals. At this point the teacher will provide feedback that students can use to revise their work. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">E || <span style="font-family: Arial,Helvetica,sans-serif;">E - Students will complete a two part reflection that requires them to apply what they learned about the colonists and apply it to their own lives, and asks them to reflect on their performance within their project group. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">T || <span style="font-family: Arial,Helvetica,sans-serif;">T - By providing students with a choice of performance tasks, students can play to their strengths. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">O || <span style="font-family: Arial,Helvetica,sans-serif;">O - The objectives and expectations will be clearly stated and posted throughout the lesson. Students will be provided with clear instructions and a clear set of steps to achieve mastery of the objectives. ||