Planning Ahead

Using Principles of Backwards Design

What is Backwards Design?

In 1998, Grant Wiggins and Jay McTighe wrote

Understanding by Design.

Questions about Student Learning

1. What is understanding and how does it differ from knowing?

2. What do we want students to know, to understand, and be able to do?

3. What enduring knowledge is worth understanding?

4. How can we design courses to emphasize understanding?

At The End of A Lesson…

What will students know?

What will students understand?

What will students be able to do?

Learning Standard for 8th Grade American History

8.10.4 Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), "Gettysburg Address" (1863), "Emancipation Proclamation" (1863), inaugural addresses (1861 and 1865).  

6 Facets of Understanding

1. Explanation2. Interpretation3. Application4. Perspective5. Empathy6. Self-Knowledge

Prepare Students for Facts by Starting with Concepts

Carol Tomlinson, reknown public school teacher and author of books on differentiating instruction, says conceptual learning provides opportunities for students to engage in higher order thinking skills, such as analysis, synthesis, and evaluation.For example: When the topic is Civil War, the concept is conflict.

What Conflicts Did Lincoln Face?

• A dividing nation• Challenges to founding

principles• A divided nation bound for war• A nation both pro and against

slavery

Questions about Lincoln Conflict

• Did Lincoln's views change over time? • Did Lincoln stay true to the principles stated

in the Declaration of Independence? • Could Lincoln have prevented a Civil War? • At the time of the Civil War, was the United

States pro or against slavery?

The Gettysburg Address

That we here highly resolve that these dead shall not have died in vain - that this nation, under God, shall have a new birth of freedom - and that government of the people, by the people, for the people, shall not perish from the earth.

Backing UP:Prepare Students for The Topic

• Encourage exploration of the topic by asking questions, creating hands-on activities, and sharing of knowledge and experiences.

Invite students to join a conversation about the topic. What do they already know? -believe? Why does the topic matter?

Introduce key concepts by reading an article, a novel, a poem, a story, viewing a piece of art, a video, a chart, or a map. A first “reading” about a topic assures each student will have something to say about it.

Model reading strategies such as annotation, thinking out loud, asking questions, and descriptive outlines.

The Battle of GettysburgWhen: • July 1- 3, 1863Where:• Gettysburg, PennsylvaniaWho:• General Meade commanded the Union• General Lee commanded the Confederacy• 95,000 Union soldiers • 75, 000 Confederate soldiers• 23, 000 Union soldiers died• 22,000 Confederate soldiers died

Or…

The Gettysburg Address

Descriptive Outlines: A Strategy for Critical “Reading of Texts”

• Descriptive Outlines teach students to distinguish between what texts say and do. A Says statement summarizes the text. A Does statement identifies (or suggests) purpose.

• The strategy can be used for word or image texts.

What does this Image Say and Do?

Or This One?

The Gettysburg Address

That we here highly resolve that these dead shall not have died in vain - that this nation, under God, shall have a new birth of freedom - and that government of the people, by the people, for the people, shall not perish from the earth.

Easier to Imagine How Conflict Aged Lincoln

Here’s A Sample STAR question

Question: Abraham Lincoln’s Gettysburg Address is similar to the Declaration of Independence in that both documents

A. include descriptions of laws which should be passed.B. emphasize the need for effective government.C. support the ideals of self-government and human rights.D. justify the need for economic change.

Correct answer: C