Understanding By Design – Backwards Design Process
(Developed by Grant Wiggins and Jay McTighe, 2002)
| Stage 1 – Desired Results | |
| Standards: 1. Historical Skill: Students will build a connection to the past. 2. Writing Standard: Write persuasive letters or compositions: state a clear position in support of a proposal, support a position with relevant evidence, follow a simple organizational pattern, and address reader concerns. (2.4) 3. S.S. Standard: Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers. (5.3) | |
| Understanding (s)/goals Students will understand that: 1. There are multiple interpretations that can be supported by the evidence left behind from the first colonists of Roanoke. 2. They need to choose the particular evidence that best supports their interpretation of the events. | Essential Question(s): 1. What became of the first English settlers that disappeared from the Roanoke Colony? 2. What evidence best supports this viewpoint? |
| Student objectives (outcomes):Students will be able to: 1. Historical Skill: Express multiple theories of the Roanoke Colony events and identify evidence that would support or counter each theory. 2. Writing Skill: Write a five paragraph persuasive essay with supporting evidence that clearly states the student’s opinion of what became of the settlers of the Lost Colony and addresses reader concerns. | |
| Stage 2 – Assessment Evidence | |
| Performance Task(s): 1. Well organized graphic organizer that shows correctly placed evidence under the theory it supports 2. Five paragraph persuasive essay clearly presenting their theories, counterpoints, and support | Other Evidence: 1. Bonnie Bishop anticipation guide (pre and post) |
| Stage 3 – Learning Plan | |
| Learning Activities: · Anticipation Guide—true or false · Read aloud Roanoke—An Unsolved Mystery from History by Heidi Stemple and Jane Yolen · Construct an evidence chart with columns for each of the seven theories · In small groups, examine images of primary sources and evaluate first-person accounts of these events—discuss how to best refute evidence that supports another position · Discuss and decide upon individual opinions of the evidence · Construct five-paragraph persuasive essay supporting their opinions | |
