Kathy+N

Ideas:

**D-Quadrant Backward Planning **


 * Lesson Title--Disaster! OR Events that Changed the World **

__**What is it you Want Students to Know and Be Able to Do? – **//Content Standards //__ 2.The development of new ideas and concepts within informational and persuasive manuscripts. **Prepared graduates: engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks.**
 * Reading, Writing, and Communicating (10th grade) Std. 2:** 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts. **Prepared graduates: Read a wide range of literature to understand important universal themes and the human experience.**

__**21st Century Skills (ISTE NETS) **//What will you assess, specifically //__
 * Creativity and Innovation**: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: apply existing knowledge to generate new ideas, products or processes. Students create original works as a means of lpersonal or group expression.


 * Research and Information Fluency**: Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media. Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

__**Transfer **: //Students will be able to independently use their knowledge, understandings, and skills acquired to //__//_// Understand causes and effects on common people of the big global or regional events of history. Apply understanding to the creation a plan for mitigation for a potential disaster in today's world.

__**Essential Question **//Big, broad open question not subject specific //__ //What are the impacts and options for recovery of regional, national or global events (man-made or natural) on people around the world? // (students will be selecting from historical fiction about a variety of different historical events, then reading nonfiction to validate or negate effects)

__**Enduring Understanding: **// What do you hope students to remember 10 years from now? //__ //Understand that there is always a cause and an impact on citizens from catastrophic events ////.// //Think in terms of what it would mean to be prepared for a disaster of that type today, and to have plans in place for assistance.//

__**Unit Questions: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Open questions – subject specific //__ What have been typical responses of human beings to regional, national, or global man-made or natural events? Have the people remained positive in the face of the event? Have they lashed out? Whom have they faulted for problems? Are problems handled differently in the US compared to countries abroad? Are problems handled differently in recent history compared to ancient or early/classical history?

__**<span style="font-family: Arial,sans-serif;">Content/Guiding Questions: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Closed questions – fact finding //__ What are some of the regional or global events that have happened in your lifetime? What are some of the events that happened before you were born? What have been the causes of these man-made or natural events? What happened to people as a result? How did people cope with the impacts; what was their response? Was recovery complete?

__**<span style="font-family: Arial,sans-serif;">How will you know they know it? **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Formative & Summative Assessment Strategies of content //__//and __skills__// <span style="font-family: Arial,sans-serif;">Formative Assessments: Does the student understand the causes of the event about which s/he is reading in the fiction title? Journal (2-4 questions) Does the student understand the effects and results of the event as presented in the fiction title? Journal (2-4 questions) Student identifies some choices of nonfiction (print and digital) to increase understanding of the event. Observe student choices of non-fiction resources (print and digital). Express and analyze different perspectives on the events as portrayed in fiction and as historically validated. Time-line events through history, with as much detail as possible. Evaluate historical events and their effect, documenting survival and success figures. Discussion between students about similarities and differences in responses to problems:
 * Do they make appropriate choices?
 * Do they understand conflicting information and how to evaluate it?
 * Conference and redirect as necessary.
 * eastern and western civilizations,
 * different time periods,
 * different forms of government,
 * different types of economies.

<span style="font-family: Arial,sans-serif;">Summative Assessments: Synthesis questions in relation to potential for current events. What will be potential effects on the population both close-by the event and at a distance from the event?

What constitutes a disaster and what determines if a people survive, flourish or perish? Disasters are events that have had regional or global impact through history, and occur on a regular basis now. They can be political, economic, medical, physical, or have yet another cause. What do people do to survive and/or flourish? What have governments and non-governmental agencies done to mitigate responses? Document the disaster response as portrayed in the fiction you have chosen, as well as the nonfiction titles used. What was real? What was idealistic? What worked? What failed? Make a proposal for an effective plan for maintaining life for the common citizen in the face of war, natural disaster, terrorism, or other catastrophic event.
 * <span style="font-family: Arial,sans-serif;">Performance Assessment Task – G.R.A.S.P.S. __**
 * <span style="font-family: Arial,sans-serif;">Goal: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">The “hook” //<span style="font-family: Arial,sans-serif;">– //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Your task is… ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">an ////<span style="font-family: Arial,sans-serif; font-size: 10pt;"> engaging introduction that kids can connect with – the “real world” situation //

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Emergency preparedness staff, medical staff, ambulance and EMT staff, Civil Defense, Red Cross, Habitat for Humanity, service groups, church groups //
 * <span style="font-family: Arial,sans-serif;">The Role **<span style="font-family: Arial,sans-serif;"> - //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who does this kind of work or problem solving in the “real world?” //

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Local service clubs, medical association, church and service groups, Emergency Preparedness staff //
 * <span style="font-family: Arial,sans-serif;">The Audience – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who will you present your product to (other than the teacher)? //

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Is there a cycle of time to these events? // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">How were events being handled here and abroad? // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">In which events did the public continue with more-or-less a normal life-style, or ended with a standard of life sustainable, even if different, from before the event? // //What adjustments did people make?// //Could this happen today (or in the near future) anywhere in the world? What might the disasters look like? (war in another country, nuclear war, terrorism, price of gas, price of housing, price of food, collapse of economic system somewhere, oil spill)//
 * <span style="font-family: Arial,sans-serif;">The Situation – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">More details on the goal //

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Propose the most likely effective disaster response program for maintaining life for the common citizen in the face of war, natural disaster, terrorism, or other catastrophic event. //
 * <span style="font-family: Arial,sans-serif;">The product **<span style="font-family: Arial,sans-serif;"> – //<span style="font-family: Arial,sans-serif; font-size: 10pt;">What would you turn in to your boss? //

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Student read and documented causes and effects of event from the fiction title. // //Student read and documented causes and effects of event as related in credible print or digital sources.// //Student understands and documents the chronological time frame of the event, putting it in perspective with what else is, or was, going on in the world.// //Student looks at potential for a similar event in today's world and creates a plan for preparedness for such a disaster. What must this document include?//
 * <span style="font-family: Arial,sans-serif;">Standards & Criteria for Success – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Rubric criteria – what is expected? Should align with learning goalsI //