Unit+Design+Overview

=Here is an in-process draft of a possible unit overview= =Enduring Understandings=
 * EU1. History requires critical analysis in order to understand the multiple truths of different perspectives. **
 * EU2. Storytelling plays a crucial role in preserving the values and traditions of a culture. **
 * EU 3. Cultures that interface with one another influence one anothe ****r.**
 * EU 4. Cultural Literacy promotes respect and understanding; Cultural Stereotyping promotes the misunderstanding and mistreatment of individuals and groups of people. **

=Essential Questions= EQ 1. How does point of view influence the telling of history? EQ2. How does one culture influence another? EQ3. What can stories tell us about a culture? EQ4. In what ways have the cultures of the Abenaki people and the cultures of the European settlers/ descendants influenced each other? EQ5. What is the impact of stereotyping on cultural understanding? Political action? Personal experience? EQ6. What is the difference between cultural stereotyping and cultural literacy?

=Key Knowledge and Skills=

Students will know:
K1. Chronology of major events in Abenaki history. K2. Major events in the relationship between Abenkai people and Colonial-present day government K3. Impact of Abenaki and European settlers on one another from colonial times to present day. K4. Structure, theme, and cultural content of traditional Abenkai stories. K5. Examples and impact of historical and contemporary stereotyping on Abenaki people K6. Differences between cultural stereotypes and cultural literacy.

Students will be able to:
S1. Create and interpret time lines by accurately identifying and sequencing significant events. S2. Compare and evaluate differing accounts of historical events. S3. Recognize the role of perspective in the recording of historical events. S4. Synthesize an understanding of an event from reading a variety of texts. S5. Read texts critically for role of writer's bias, perspective, and agenda. S6. Differentiate between cultural stereotypes and cultural literacy. S7. Select a voice and organization appropriate to the audience and purpose of a piece of writing. S8. Differentiate among and appropriately use direct quotations, paraphrasing, and synthesis writing. S9. Correctly format and site sources of information and direct quotations Evidence of Understanding ** //Facets of Understanding: Apply// //Facets of Understanding: Explain, Interpret, Apply, Perspective, Empathize// //Facets of Understanding: Explain, Interpret, Apply, Perspective// //Facets of Understanding: Explain, Interpret, Apply, Perspective// //Facets of Understanding: Empathy, Self-Knowledge//
 * __ Performance Tasks (Summative Assessments) __**
 * 1. Timeline:**** Create a time line that integrates Abenaki and European Settler history in New Hampshire, pre-colonial - contemporary time. **
 * 2. Points of View in History:**
 * Fictional Journal**: synthesize factual information and personal interpretation into an account of an historical event from the perspective of an Abenaki and a colonist
 * OR**
 * Event Account/Issue Analysis**: explain an event or an issue from both Abenaki perspective and European perspective
 * 3. Moving History:** Create a movie including images and narration to accompany an informational movie that addresses an enduring understanding or essential question through some aspect of the Abenaki experience. Include an MLA formatted Works Cited page.
 * __ Quizzes, Tests, Prompts, and Work Samples (Formative Assessments) __**
 * 1. Opening and Closing Statements:** At the opening and ending of the unit, students use "Opinion Scales", "Four Corners" and "Standing Value Lines" activities to consider and discuss their reactions to opinion statements based on enduring understandins and essential questions.

//Facets of Understanding: Explain, Interpret, Apply// State and support an opinion about one of the unit's enduring understandings using specific examples from our study of the Abenaki OR State and support an opinion about one of the unit's essential questions using specific examples from our study of the Abenaki //Facets of Understanding: Explain, Interpret, Apply, Perspective//
 * 2. Now and Then: Create a Venn Diagram demonstrating the similarities and differences between either Pre-colonial, Colonial, and Contemporary Abenaki life OR between Abenaki culture and Non-Abenkai culture during either the Colonial period or Contemporary time. **
 * 3. Persuasive Essay**:

Teacher observations of students during work on the performance tasks and during response discussions in small groups and with whole class //Facets of Understanding: All facets, depending on what is being observed// Student Reflections on knowledge and opinons of Enduring Understandings and Essential Questons at start, mid-point, and end of unit. //Facets of Understanding: Perspective, Self-knowledge// · Can //explain//: provide thorough, supported, and justifiable accounts of phenomena, facts, and data. · Can //interpret//: tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models. · Can //apply//: effectively use and adapt what we know in diverse contexts. · Have //perspective//: see and hear points of view through critical eyes and ears; see the big picture. · Can //empathize//: find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience. · Have //self-knowledge//: perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and why understanding is so hard.
 * __ Unprompted Understanding __**
 * __ Student Self-Assessments __**
 * Facets of Understanding **