Brenham ISD Unit Plan Example: SS
Unit 5: Age of Jackson (9 Days) | 8th Grade US History | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
3 Essential Standards | 3 Supporting Standards | |
8.5F explain the impact of the election of Andrew Jackson, including expanded suffrage 8.5G analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears. 8.17B explain constitutional issues arising over the issue of states’ rights, including the Nullification Crisis and the Civil War. | 8.5B summarize arguments regarding protective tariffs, taxation, and the banking system; 8.7A analyze the impact of tariff policies on sections of the United States before the Civil War 8.26A describe developments in art, music, and literature that are unique to American culture such as the Hudson River School artists, John James Audubon, “Battle Hymn of the Republic,” transcendentalism, and other cultural activities in the history of the United States | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential standards | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do:
- expanded suffrage
- Indian Removal Act - Worcester v. Georgia - Trail of Tears
- the Nullification Crisis - the Civil War | |
What academic language / vocabulary should students acquire and use? (Include the term and definition) | Jacksonian Democracy - Democratic Party; voting increased; viewed by opponents as too powerful; spoils system; favored commoners–not the wealthy Nullification Crisis - did South Carolina have the right to nullify (overturn) a federal law; argument over states’ rights vs federal rights Worcester v. Georgia - Indian Removal Act forced Natives off lands; Cherokee sued to keep land; Court favored Natives; Jackson ignored the Court and forced Natives to relocate to present-day Oklahoma Hudson River School - artists painted landscapes and nature | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Unit 5 Exam |
Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
Day 3 | Split of the Democratic-Republican Party and Jackson’s Election | |
Day 6 | Andrew Jackson’s Presidency | |