(Main Unit Theme) Unit Concept Map

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(Main Unit Theme) Unit Concept Map by Mind Map: (Main Unit Theme) Unit Concept Map

1. Desired Outcomes

1.1. Standards

1.1.1. English Language Arts Standards – History/Social Studies – Grade 9-10 – 2.B – Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic

1.1.2. Common Core Standards

1.1.2.1. English Language Arts Standards – History/Social Studies – Grade 9-10 – 2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text

1.1.2.2. English Language Arts Standards – History/Social Studies – Grade 9-10 – 2.A – Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; including formation (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

1.1.2.3. English Language Arts Standards – History/Social Studies – Grade 9-10 – 2.C – Used varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts

1.1.2.4. English Language Arts Standards – History/Social Studies – Grade 9-10 – 2.D – Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers

1.1.2.5. English Language Arts Standards – History/Social Studies – Grade 9-10 – 2.E – Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

1.1.2.6. English Language Arts Standards – History/Social Studies – Grade 9-10 – 2.F – Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)

1.1.3. Hawaii's Department of Education Standards

1.1.3.1. SS.9MHH.3.1: Explain the political, social, and economic causes of the Overthrow, including the Mahele, Reciprocity Treaty, and the Bayonet Constitution

1.1.3.1.1. Topics Explored

1.1.3.2. SS.9MHH.3.3: Explain the events and turning points of the Overthrow, beginning with the foreign movement against Kalakaua, Liliuokalani's attempts to change the Bayonet Constitution, and her abdication from the throne

1.1.3.2.1. Topics Explored

1.1.3.3. SS.9MHH.3.2: Describe the role of the United States government in the Overthrow, including the various United States administrations and Minister John Stevens

1.1.3.3.1. Topics Explored

1.1.3.4. SS.9MHH.3.4: Explain the political, social, and economic effects of the Overthrow, including U.S. military presence, the Organic Act, the Territorial government, and Statehood

1.1.3.4.1. Topics Explored

1.2. Long-term Vision

1.2.1. We are lifelong learners

1.2.2. We set academic goals and strive to meet/exceed them

1.2.3. We master skills that are applicable inside AND outside the classroom

1.2.4. We are advocates for a just society

1.2.5. We have the necessary tools to conquer any challenge

1.2.6. We will be there help those around us (inside and outside the classroom)

1.2.7. We will seek out and take advantage of the myriad of opportunities that surround us

2. Essential Questions

2.1. What were the political, social and economic effects of: Great Mahele? Bayonet Constitution? Reciprocity Treaty?

2.1.1. How did each event cause the Overthrow?

2.2. How did Hawaii become part of the United States of America?

2.2.1. What influence has the U.S. military had on the island?

3. Connection to Long-term Vision

3.1. Assessments and activities promote higher-level thinking

3.2. Students gain and develop advocacy skills throughout the unit

3.3. Students engage in forming connections between the past and the present

3.4. By the end of the unit, students are better prepared to access potential colleges or careers

4. Assessments

4.1. Content Knowledge Summative Test

4.1.1. Activities Tied to Assessment

4.1.1.1. Letter writing activity

4.1.1.2. Group discussions

4.1.1.3. Content knowledge summatives

4.1.1.4. Pair-shares

4.1.1.5. Classwide discussions

4.1.1.6. Skits

4.1.1.7. Review games

4.1.1.8. Debates

4.1.1.9. Class presentations

4.2. Essay Writing Summative Test

4.2.1. Activities Tied to Assessment

4.2.1.1. Essay writing formatives

4.2.1.2. Practice prompts

4.2.1.3. Speech writing

4.2.1.4. Thesis practice

4.2.1.5. Body paragraph practice