ITL 522 Week 2 Assignment Lesson 11.4

1. Running head: Week 2 Assignment: Discipline-Based Unit of Study 1
Austin Fox
Week 2 Assignment: Discipline-Based Unit of Study
ITL 522
National University

2. Running head: Week 2 Assignment: Discipline-Based Unit of Study 2
STAGE 1: PLANNING
YOUR TARGET: Standard, Goals &
Outcomes
Teacher: Mr. Fox Grade/Subject: 11th Grade U.S. History
TARGET: Unpack Your Standard(s)
Part 1: My Standards, Goals and Outcomes
CCSS.ELA-LITERACY.RH.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.
*Underline the skills/verbs (how)*Highlight the main idea/knowledge (what)
Academic Standards: : STATE YOUR STANDARD

3. Running head: Week 2 Assignment: Discipline-Based Unit of Study 3
Big Questions
(Questions to
frame student
learning):
1. What are the big
ideas and
culminating
performance
tasks of the larger
unit of study, and
how does this
lesson build
toward them? (1)
2. How complex are
the texts and
tasks? (1)
3. What are the
learning targets
for this lesson,
and what should
students be able
to do at the end of
the lesson? (1)
4. Which clusters of
CA CCSS for
ELA/Literacy
does this lesson
address? (1)
5. What
background
knowledge, skills,
and experiences
do my students
have related to
this lesson? (1)
6. How will students
make meaning,
express
themselves
effectively,
develop language,
and learn
content? How will
they apply or
learn
foundational
skills? (1)
Knowledge (Concepts
to be understood and
applied):
Students in grade eleven
study the major turning
points in American
history in the twentieth
century. Following a
review of the nation’s
beginnings and the
impact of the
Enlightenment on U.S.
democratic ideals,
students build upon the
tenth grade study of
global industrialization to
understand the
emergence and impact of
new technology and a
corporate economy,
including the social and
cultural effects. They
trace the change in the
ethnic composition of
American society; the
movement toward equal
rights for racial
minorities and women;
and the role of the United
States as a major world
power. An emphasis is
placed on the expanding
role of the federal
government and federal
courts as well as the
continuing tension
between the individual
and the state. (2)
Skills:
Unit 11.4
I will teach students about
the rise of the United
States to its role as a
world power in the
twentieth century. (2) In
addition, students will
learn to:
-List the purpose and effects
of the Open Door Policy. (2)
-Describe the Spanish-
American War and U.S.
expansion in the South
Pacific. (2)
-Discuss America’s role in
the Panama Revolution and
the building of the Panama
Canal. (2)
-Explain Theodore
Roosevelt’s Big Stick
diplomacy, William Taft’s
Dollar Diplomacy, and
Woodrow Wilson’s Moral
Diplomacy, drawing on
relevant speeches. (2)
-Analyze the political,
economic, and social
ramifications of World
War I on the home front.
(2)
-Trace the declining role
of Great Britain and the
expanding role of the
United States in world
affairs after World War
II. (2)

4. Running head: Week 2 Assignment: Discipline-Based Unit of Study 4
Student Learning Goal: STATE YOUR GOAL FOR STUDENTS TO SHARE
Content Objectives:
-List the purpose and effects of the Open Door Policy. (2)
-Describe the Spanish-American War and U.S. expansion in the South Pacific. (2)
-Discuss America’s role in the Panama Revolution and the building of the Panama Canal. (2)
-Explain Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy, and Woodrow
Wilson’s Moral Diplomacy, drawing on relevant speeches. (2)
-Analyze the political, economic, and social ramifications of World War I on the home front.
(2)
-Trace the declining role of Great Britain and the expanding role of the United States in world
affairs after World War II. (2)
Language Objectives/Expectations:
-Students will be able to ask and answer questions about the content both orally and in
writing, using complete sentences. (3)
-Students will read closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through language. (3)
-Students will be able to select and apply varied and precise vocabulary and other language
resources to effectively convey ideas. (3)
Literacy Objectives/Expectations:
CCSS.ELA-LITERACY.RH.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.
Student Social-emotional Goal (LEARNER):
Promoting student academic, social, and emotional learning, physical well-being, and college,
career, and civic life readiness through self-awareness, self-management, responsible
decision-making, social awareness, and relationship skills. (4)

5. Running head: Week 2 Assignment: Discipline-Based Unit of Study 5
Barriers to learning (LEARNER): (level of literacy; language proficiency
levels; funds of knowledge; attention span)
English Language Learners at the Expanding proficiency level, Standard English
Learners at the Bridging Level of proficiency, Student with special needs (Dyslexia).
Common Misconceptions (LEARNER & TARGET): (Subject-matter specific;
Related to academic standard; Knowledge gaps; Student confusion; multiple
meanings; cultural differences; misunderstand)
1) History is subjective and doesn’t have black and white answers. (5)
2) What really matters for the test is Who, What, When, Where, and Why. (5)
3) Focusing on the vocabulary list at the end of the lesson is enough to pass the test. (5)
4) I’ve already taken U.S./World/State history two or three times, and it’s just a repeat
class. (5)
None of these things are true about taking U.S. History, but are common
misconceptions.
Part 2: My Class
My Classroom Composite: (TEACHER & LEARNER) Whole group (Broad needs
of students; observable patterns & trends; language and literacy subgroups;
digital/technology fluency; emotional regulation)
Cooperative learning, inquiry, self-reflection, taking notes, concept maps.
Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,
Management)

6. Running head: Week 2 Assignment: Discipline-Based Unit of Study 6
(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION,
MANAGEMENT),
Focus Student #1: Special Needs (IEP
Goals;504;SST):
Student with Dyslexia
Presentation accommodations allow
students to access instructional
materials in ways that do not require
them to read standard print presented in
a standard visual format: (6)
Presentation Accommodations—
Instruction
-Verbal instructions
-Repetition of instructions
-Text/Instructions in audio-format
-Larger print
-Fewer Items per page (6)
Focus Student #2: English Language
learner (ELL); Standard English
learner(SEL);
1. Explicitly teach language objectives.
(7)
2. Simplify language used in instruction
(7)
3. Provide additional instruction including
reviews, drills and opportunities for re-
teaching. (7)
4. Allow for Peer Tutoring/Teaching (7)
5. Increase the use of manipulatives to
enhance concepts depending on language
level of learner (see “can do” indicators).
(7)
6. Incorporate Group Work and
Cooperative Learning (7)

7. Running head: Week 2 Assignment: Discipline-Based Unit of Study 7
Multiple Means
of
Representation
(modeling &
practice)
1
How will the content be presented/shared in multiple ways to
highlight critical features, represent different formats, media
types and cultural diversity? How will you monitor and assess
understanding of representation?
The content of this lesson will be represented through multiple
means. These will include reading from the required course
text, and assigning a worksheet about the content, and
watching a video summarizing the content. In addition, I will
offer ways of customizing the display of information as well as
offer alternatives for both auditory and visual information.
Multiple Means
of
Engagement
2
How will students engage in the process of new learning? How
will the content become accessible, meaningful, and relevant to
the learner? How will you monitor and assess this process?
Students will engage in the process of new learning by:
-Having choices of content and tools that provide diverse learners
with the opportunity to engage in learning that is most meaningful
and motivating to them. (8)
-Being provided with a variety of scaffolds to support their learning
(e.g. audio to support print text, graphics to illustrate complex
information, etc.) (8)
-Using advanced organizers to help them read with intent and
purpose. (8)
What principles of choice for the product of learning will you
accept? How will you provide a space for communication,
creativity, critical thinking, and collaboration (4 C’s)?
Which measures will you use to assess products of learning?
I will do this by:
-Giving students a short quiz (formal assessment) to gauge
how they are doing with the content.
-Assigning a short worksheet that will be used as an exit
ticket for the lesson.
-Assigning a short research essay based on the content.
Managing
the
Classroom
Environmen
t
How will you manage the classroom/setting so students transition
successfully through instructional stages, and student groupings?
How will you create an optimal learning environment (space, time,
pacing, interactions, expectations, assessment)?
I will do this by:
-Setting expectations, rules, and procedures for my students.
-Creating a motivational climate where I encourage my students
to do their best and they are excited about what they are learning.
-Implementing strong instructional flow, with a particular focus
on effective time management.
Multiple means
of Expression3
(practice &
assessment)

8. Running head: Week 2 Assignment: Discipline-Based Unit of Study 8
Works Cited
1. https://www.scoe.org/files/framework-fig2.16.pdf
2. https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
3. https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
4. https://www.wingsforkids.org/sel/social-emotional-learning/core-competencies/
5. https://apasseducation.com/education-blog/4-typical-student-misconceptions-social-
studies-course-writer-consider/
6. https://dyslexiaida.org/accommodations-for-students-with-dyslexia/
7. https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=2ahUKEwj_7KSSx-
PlAhXI3J4KHemNA00QFjABegQIAxAC&url=https%3A%2F%2Fwww.alsde.edu%2Fs
ec%2Ffp%2Fell%2FSAMUEL%25204%2FClassroom%2520Accommodations%2520fo
r%2520ELLs%2520(3).docx&usg=AOvVaw3QKb53p_YZyrSX-Sbzj6XA
8. https://ssbp.mycampus.ca/www_ains_dc/Introduction8.html
9. https://ssbp.mycampus.ca/www_ains_dc/Introduction7.html