Understanding by Design Template

Stage 1 - Desired Outcome

Established Goals: G What relevant goals (e.g. content standards, course or program objective, learning outcomes) will this design address?

CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; pro ide an accurate summary that ma!es clear the relationships amon" the !ey details and ideas. #llinois Standard$ %.A.& Analy'e (ays in (hich federalism protects indi idual ri"hts and promotes the common "ood and ho( at times has made it possi)le for states to protect and deny ri"hts for certain "roups.
Understandings: Students will understand that What are the big ideas? - &he Amendments addressing rights of the accused '(th! )th! *th+ - ,ourt cases reinforcing these rights! ho% rulings ha e changed! and %hy U Essential Questions: Q What provocative uestions will !oster in uiry, understanding, and trans!er o! learning? - Asks for students to identify amendments isually! through e"am#les! and created scenario or sentence - Asks students to summari$e cases in o%n %ords - Asks students to gi e reasoning for decision! but if they agree or disagree %ith the reason - Asks them to align case %ith s#ecific amendment

What speci!ic understandings about them are desired? - Student to reali$e human ine.uities that make these rights im#ortant to u#hold - /f they agree %ith alignment of decision What misunderstandings are predictable? - &he understanding of #recedence - ,om#lication in understanding the order in %hich cases are a##ealed Students will know . . . 0 Students will be able to What "ey "nowledge and s"ills will students ac uire as a result o! this unit? -Students %ill kno% the amendments #ertaining to the rights of the accused -Students %ill be able to reason court decisions based on these rights -Students %ill thinking critically about their #ersonal alignment %ith decisions! gi ing reasoning What should they eventually be able to do as a result o! such "nowledge and s"ill? -Students should be able to kno% these rights and %hen they are being challenged in cases they see in the media! or are #ersonally in ol ed in S

Stage 1 - Assessment E idence

2erformance &asks: & Through what authentic per!ormance tas"s will students demonstrate the desired understandings? -&hey %ill fill out the #ersonal understanding sheets about the three amendments -&hey %ill also fill out tables based on court cases! listening to other grou#s #resentation %y what criteria will per!ormances o! understanding be judged? -,riteria %ill re ol e around student #artici#ation and com#letion of %orksheets3 Only the fact based sections of the table based court cases sheet %ill be graded Other E idence: OE # Through what other evidence (e.g. ui$$es, tests, academic prompts, observations, homewor", journals) will students demonstrate achievement o! the desired results? - Obser ations and #artici#ations

&ow will students re!lect upon on sel!'assess their learning? -&hey %ill reflect u#on it %ith their agreement or disagreement in the decisions! then also their o%n reflection as a##licable to themsel es %hen introducing to#ic

Stage 4 5 6earning 2lan

6earning Acti ities:
()ee lesson plan below*