Digital Unit Plan Template
Unit Title: Student Choice. Student Voice. Name: Dylan McDaniel
11.11 Students analyze the major social problems and domestic policy
issues in contemporary American society.
Content Area: History/Social Studies Grade Level: 11
CA Content Standard(s)/Common Core Standard(s):
([Link]
English Language Arts Standards » History/Social Studies »
Grade 11-12
Key Ideas and Details:
[Link].11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details
to an understanding of the text as a whole.
[Link].11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
[Link].11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
Craft and Structure:
[Link].11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the
meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
[Link].11-12.5
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the
text contribute to the whole.
[Link].11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and
evidence.
Integration of Knowledge and Ideas:
[Link].11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well
as in words) in order to address a question or solve a problem.
[Link].11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
[Link].11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
Range of Reading and Level of Text Complexity:
[Link].11-12.10
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently
and proficiently.
English Language Arts Standards » Speaking & Listening »
Grade 11-12
Comprehension and Collaboration:
[Link].11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
[Link].11-12.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
[Link].11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish
individual roles as needed.
[Link].11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
[Link].11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is required to deepen the investigation or
complete the task.
[Link].11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies
among the data.
[Link].11-12.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas,
word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas:
[Link].11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
[Link].11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
[Link].11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See
grades 11-12 Language standards 1 and 3 here for specific expectations.)
Big Ideas/Unit Goals:
Big Ideas
Collaboration helps in promoting a supportive environment where the students must work as a team to complete the objectives. If one person falls behind it is
the responsibility of the team to help that individual through encouragement and support.
Public Speaking assists in improving self confidence by becoming a stronger research, mindful writer, effective communicator, analytical reader, and a critical
thinker. Public speaking and communication skills are essential for all professions and help effectively present ideas to others.
Civic Engagement empowers individuals to then participate in political, economic and social conversations; and become agents of positive change in their
communities.
This project consists of a paper, group presentation (google slides)/ infographic, and presentation.
Students will have to choose either a proposition or an individual running for an elected spot. These will be preselcted by myself and depending on the year will
either be Federal, State or Local elections. The students then will be assigned a side, either for or against, while depending on the class size and amount of
propositions or canadits we will have a third category which is responsible to just stating the facts. Multiple students will be assigned to each [Link] students
will then conduct a research paper. This paper will help the students identify who is backing the side they are representing, what the values are for the elected
official, who will it impact, and anything interesting they found out about their assignment.
Next using google slides the students will work in groups to create a presentation explaining why their side is right and should win the vote. They will be asked
to get quotes for individuals on why this side should win and what it will do for the community. As part of their group is creating the google slides the others will
be creating an infographic. This infographic will have information on their side as well as a date and time for when the students will be giving their
presentations. The students will then be asked to hand these out to their parents, friends, and anyone interested in finding out more information on the up
coming election.
We will then practice on public speaking skills in the classroom as well as how to debate. The students will be given mock assignments which will prepare them
to present there findings in front of their peers and parents.
When the students present they will be responsible for presenting their information to the crowd in a respectful manner
Unit Summary:
Students will be placed into groups where they will choose a preselected law, proposition, item, or topic that is currently influencing our County, State, or
Community. The groups will be conducting research on their topics to help form their own views on the topic. The students will then be assigned a side (either
for or against) where they will be asked to create a PowerPoint, Infographic, and debate the topic to a group of their peers, parents and local officials.
Assessment Plan:
Entry-Level: Formative: Summative:
Survey Moneky: Before Readin, students must Group Conference: A group conference will take Group Infographic: GROUPS WILL CREATE AN
complete the survey to help assess prior knowledge place after each lesson to track the progress of the INFOGRAPHIC USING A FREE ONLINE PROGRAM.
of the topic. this will be graded as Credit/ No Credit. group. During the conference you will discuss what THE INFOGRAPHIC MUST BE WELL THOUGHT OUT
you have worked on, concerns, and what can be AND ORGANIZED NEATLY. THIS WILL BE GRADED
Group Plan/Layout: Students will be placed in done better. This is graded Credit/ No Credit. ON PRESENTATION AND DISPLAY OF
preselected groups. Each group will be assigned a INFORMATION. THIS PROJECT IS OUT OF 100
proposition and a side. Students will be asked to POINTS.
create a layout of what student is responsible for Puzzle Maker: You must use at least 20 key terms,
what material and when that material will be concepts, and influential individuals of each Elevator Pitch: TO PREPARE FOR THE GROUP
completed by. This will be graded as Credit/ No chapter to create a puzzle using the website DEBATE EACH STUDENT WILL HAVE 2 MINUTES TO
Credit. Discovery Education. This is graded Credit/ No PITCH THEIR IDEAS TO THEIR FELLOW
Credit. CLASSMATES BEFORE ROTATING TO THE NEXT
Weekly Journals: These journals are to be STUDENT. THE STUDENT WHO IS LISTENING WILL
submitted on the last day of the week. the journals HAVE A SCORECARD WHERE THEY WILL MARK
are to be a page long and contain information on Quiz: QUIZZES WILL BE GIVEN OUT AT THE END OF EITHER NEEDS WORK, GOOD, OUTSTANDING FOR
what you have learned in class and anything about EACH WEEK AND WILL COVER ALL INFORMATION THE FOLLOWING CATEGORIES: KNOWLEDGE OF
your group project. This will be graded as Credit/ THAT WAS TAUGHT FOR THAT WEEK. QUIZZES ARE SUBJECT, SPEECH EFFECTIVENESS, BODY
No Credit. WORTH 20 POINTS EACH. IF YOU GET ANY LANGUAGE, AND OVERALL PRESENTATION. THIS IS
QUESTIONS WRONG YOU WILL HAVE THE GRADED CREDIT/ NO CREDIT.
K-W-L Chart: This will be given out at the beginning OPPORTUNITY TO GO BACK AND CORRECT THE
of each lesson and is designed to help you navigate ANSWER. FOR THIS YOU MUST WRITE A Group Debate: EACH GROUP WILL HAVE 10
through the chapter as well as a way to organize PARAGRAPH ABOUT WHY YOU GOT IT WRONG AND MINUTES TO PRESENT THEIR PROPOSITION AND
your notes. WHY YOUR NEW ANSWER IS CORRECT. YOU MUST KEY POINTS. AFTER THE GROUPS WILL DEBATE
CITE WHERE YOU FOUND THE INFORMATION THE TOPIC AND QUESTIONS WILL BE ASKED FROM
FROM. THIS WILL BE WORTH 1/2 THE POINTS OF THE AUDIENCE. EVERY STUDENT MUST SPEAK.
THE ORIGINAL QUESTION THIS IS PROJECT IS OUT OF 200 POINTS.
Group PowerPoint: Y OU WILL BE WORKING WITH
YOUR GROUP TO CREATE A PRESENTATION ON
YOUR PROPOSITION. FOR THIS YOU MUST USE
GOOGLE SLIDES AND SHARE IT WITH ME. EACH
STUDENT MUST ALSO PUT THEIR NAME ON THE
BOTTOM OF EACH SLIDE TO SHOW WHAT THEY
HAVE CONTRIBUTED. THIS PROJECT IS OUT OF 100
POINTS.
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities:
Students will look at the Students will be graded on Students will complete the Guided Notes sheet.
Immigration Act of 1965 class participation during
and analyze how and why it the lecture and on the
came to where it is today. Guided Notes.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
Students will look at the The students will be Students will complete the Immigration Webercise.
immigration policy during assessed on the completion
the Trump Administration of the Webercise worksheet
and examine how it has and class participation.
changed.
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
Students will look at the They will be assessed on Students will complete the Decision-Making Graph provided.
new law California just the Decision-Making graph.
passed that abolishes
money bail. From this they
will be able to evaluate and
develop new ideas for
themselves.
Unit Resources:
Google Drive
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Useful Websites:
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