Stage 1 – Desired Results        

Established Goals

Transfer

Grade-Level Essential Questions

(What content standards and/or mission related goal(s) will this unit address?)

• Learners will write for a varied public audience.
• Learners will investigate hyper-local history.
• Learners will analyze the historical record to determine causal relationships.

Students will be able to independently use their learning to… (What kinds of long-term accomplishments are desired?)

• Draw connections between primary source texts and their own writing.
• Compose informational texts accessible through multiple physical and virtual mediums.
• Understand how architectural and biographical histories intermingle.

• What causes systemic and individual change?
• What is the role of the individual in creating and sustaining change?
• What the relationship between the self and a changing world?

Meaning

UNDERSTANDINGS: Students will understand that… (What specifically do you want students to understand? What inferences should they make or grasp?)

• Connections exist between the architecture within their neighborhoods and the historical figures of their communities.
• Multiple tactics must be employed to build artifacts relaying the history of people and places.
• The various approaches necessary in translating primary sources to more universally relevant texts.

ESSENTIAL QUESTIONS: Students will keep considering… (What thought-provoking questions will foster inquiry, meaning making, and transfer?)

• How are our local communities shaped by history?
• What societal factors determine the establishment of legacy (place names)?
• How is historical narrative effectively communicated to a diverse audience?

Acquisition of Knowledge and Skill

Students will know… (What facts and basic concepts should students know and be able to recall?)

• community resources for researching local history
• basic historical trends in the architectural history of Philadelphia
• the factors influencing the ‘built environment’ on a community.

Students will be skilled at… (What discrete skills and processes should students be able to draw upon and use?)

• Determining the validity and relevance of uncovered primary source documents.
• Crafting a engaging non-fiction narrative relating a given history.
• Blending virtual and physical mediums to craft a message.
• Creating a MLA formatted annotated bibliography - denoting primary and secondary sources.

Stage 2 – Evidence        

Evaluative Criteria: Performance is judged in terms of -

Assessment Evidence: Students will need to show their learning by –

(What criteria will be used in each assessment to evaluate attainment of the desired results?)

• Effective crafting of hypertextual narrative.
• Inclusion of primary sources.
• Blending of narrative and sources in telling a historical story.

Transfer Tasks: (What assessments will provide valid evidence of transfer and understanding (and other Stage 1 goals)?)

SEE PROJECT DESCRIPTION BELOW

Other Evidence: (What other evidence will you collect to determine whether Stage 1 goals were achieved?)

• Record of the environment
• Practice annotations
• Pictures of 3 possible buildings

Stage 3 – Learning Plan

(Summary of Key Learning Events and Instruction)

•  Annotated Bibliography Formatting (ZC)
• Database Research (ZC)
• Review of primary and secondary sources (DL)
• Review of Philadelphia Architectural history (DL)
• Define ‘built environment’ and its impact on the development of urban spaces. (DL)
• Creating QR Tags (ZC)
• Selecting tools for narrative creation (ZC)
• Building selection (ZC)
• Conducting a research interview (DL)