EDUC 637
Unit Portfolio Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Subject, Grade, and Topic
10 points
Plan subject, topic, and grade are age appropriate.
8 to 9 points
Plan subject and topic are age appropriate, but grade is missing.
1 to 7 points
Plan is age appropriate but is missing either grade or topic.
0 points
Plan is not age appropriate.
State and National Standards
10 points
Reflects National and State standards using InTASC Standards and SOLs.
8 to 9 points
Reflects National and State standards but does not address either the InTASC Standards or SOLs.
1 to 7 points
Reflects National and State standards, but is missing InTASC Standards and SOLs
0 points
No standards are mentioned in the plan.
General Goals
10 points
The plan has identified goals for the unit of instruction that appropriately build toward the identified SOLs/InTASC Standards and subject.
8 to 9 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards and subject.
1 to 7 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards or subject.
0 points
The plan does not identify goals for the unit of instruction.
Specific Objectives
10 points
The plan has an objective with an audience, behavior, criterion, and demonstration of performance.
8 to 9 points
The objectives are measurable or it is observable.
1 to 7 points
The objectives are neither measurable nor observable.
0 points
No objectives are present.
Key Concepts
10 points
The plan identifies key concepts to be covered by the unit that appropriately correspond and build toward both the goals and objectives.
8 to 9 points
The plan identifies key concepts to be covered by the unit and they correspond to either the goals or objectives.
1 to 7 points
The plan identifies key concepts to be covered by the unit but does not correspond to the goals and objectives.
0 points
The plan fails to identify key concepts.
Course Map
11 to 12 points
The plan includes a detailed map of concepts and topics connecting the unit’s central theme to the context of the course.
10 points
The plan includes a map of concepts that connect to the unit’s central theme to the context of the course.
1 to 9 points
The plan includes a map of concepts that partially connect to the unit’s central theme to the context of the course.
0 points
The plan does not effectively connect the central theme to the context of the course.
Unit Map
11 to 12 points
The plan includes a detailed map of concepts and topics as connected to the central theme of the unit.
10 points
The plan includes a map of concepts and topics as connected to the central theme of the unit.
1 to 9 points
The plan includes a map of some concepts and topics as connected to the central theme of the unit.
0 points
The plan does not include a map of concepts and topics connected to the central theme of ...
EDUC 637Unit Portfolio Grading RubricCriteriaLevels of Ach
1. EDUC 637
Unit Portfolio Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Subject, Grade, and Topic
10 points
Plan subject, topic, and grade are age appropriate.
8 to 9 points
Plan subject and topic are age appropriate, but grade is missing.
1 to 7 points
Plan is age appropriate but is missing either grade or topic.
0 points
Plan is not age appropriate.
State and National Standards
10 points
Reflects National and State standards using InTASC Standards
and SOLs.
8 to 9 points
Reflects National and State standards but does not address
either the InTASC Standards or SOLs.
1 to 7 points
Reflects National and State standards, but is missing InTASC
Standards and SOLs
0 points
No standards are mentioned in the plan.
General Goals
10 points
The plan has identified goals for the unit of instruction that
2. appropriately build toward the identified SOLs/InTASC
Standards and subject.
8 to 9 points
The plan has identified goals for the unit of instruction that
somewhat build toward the identified SOLs/InTASC Standards
and subject.
1 to 7 points
The plan has identified goals for the unit of instruction that
somewhat build toward the identified SOLs/InTASC Standards
or subject.
0 points
The plan does not identify goals for the unit of instruction.
Specific Objectives
10 points
The plan has an objective with an audience, behavior, criterion,
and demonstration of performance.
8 to 9 points
The objectives are measurable or it is observable.
1 to 7 points
The objectives are neither measurable nor observable.
0 points
No objectives are present.
Key Concepts
10 points
The plan identifies key concepts to be covered by the unit that
appropriately correspond and build toward both the goals and
objectives.
8 to 9 points
The plan identifies key concepts to be covered by the unit and
they correspond to either the goals or objectives.
1 to 7 points
The plan identifies key concepts to be covered by the unit but
does not correspond to the goals and objectives.
0 points
The plan fails to identify key concepts.
Course Map
3. 11 to 12 points
The plan includes a detailed map of concepts and topics
connecting the unit’s central theme to the context of the course.
10 points
The plan includes a map of concepts that connect to the unit’s
central theme to the context of the course.
1 to 9 points
The plan includes a map of concepts that partially connect to
the unit’s central theme to the context of the course.
0 points
The plan does not effectively connect the central theme to the
context of the course.
Unit Map
11 to 12 points
The plan includes a detailed map of concepts and topics as
connected to the central theme of the unit.
10 points
The plan includes a map of concepts and topics as connected to
the central theme of the unit.
1 to 9 points
The plan includes a map of some concepts and topics as
connected to the central theme of the unit.
0 points
The plan does not include a map of concepts and topics
connected to the central theme of the unit.
Unit Duration
10 points
The unit schedule is included and details a generic schedule for
implementation (no dates, but duration).
8 to 9 points
The unit schedule is included and provides most details for
implementation.
1 to 7 points
The unit schedule does not reflect the component of unit
durations.
0 points
4. The unit schedule is not present.
Unit Activating Activities
10 points
Provides a beneficial way to begin the unit that is both creative
and engaging. Corresponds to identified goals and objectives.
8 to 9 points
Provides a beneficial way to begin the unit that is both creative
and engaging.
Corresponds either identified goals or objectives.
1 to 7 points
Provides an activity to begin the unit that is not creative or
engaging. Corresponds either identified goals or objectives.
0 points
No activity to begin the unit if provided.
Learning Activities
11 to 12 points
The plan identifies creative and engaging learning activities that
build toward the general goals and the specific objectives.
10 points
The plan identifies creative and engaging learning activities that
build toward the general goals or the specific objectives.
1 to 9 points
The plan identifies learning activities that build toward the
general goals or the specific objects, but they are not creative or
engaging.
0 points
The plan identifies learning activities that do not build toward
the general goals and specific objectives.
Resources and Materials
10 points
Materials, equipment and resources are for hands-on learning.
8 to 9 points
Materials, equipment, and resources listed, but they are not
hands-on.
1 to 7 points
Hands-on learning is evident, but materials, equipment, and
5. resources are not listed.
0 points
Materials are not listed and learning is not hands-on.
Diagnostic, Formative and Summative Assessments
11 to 12 points
Provides evaluation techniques for summative, formative, and
diagnostics assessments that matches the objective and attaches
to tool.
10 points
Provides evaluation techniques for 2 of the following:
summative, formative, and diagnostics assessments that matches
the objective and attaches to tool.
1 to 9 points
Provides evaluation techniques for 1 of the following:
summative, formative, and diagnostics assessments that matches
the objective and attaches to tool.
0 points
No evaluation tools are provided.
Curricular Connections
10 points
Identifies bridges to a minimum of 3 other curricular areas so as
to highlight multidisciplinary instructional opportunities.
8 to 9 points
Identifies bridges to 2 other curricular areas so as to highlight
multidisciplinary instructional opportunities.
1 to 7 points
Identifies bridges to 1 other curricular area so as to highlight
multidisciplinary instructional opportunities.
0 points
No cross-curricular connections are made.
Classroom Diversity and Differentiation
10 points
Clearly states classroom diversity. Notes considerations for
modalities of learning, gender, exceptional students, and
students with special needs.
8 to 9 points
6. Clearly states classroom diversity. Notes considerations for 2 of
the following: modalities of learning, gender, exceptional
students, and students with special needs.
1 to 7 points
Clearly states classroom diversity. Notes considerations for 1 of
the following: modalities of learning, gender, exceptional
students, and students with special needs.
0 points
Does not state classroom diversity considerations.
Character Principle
10 points
Has a character education principle applied to the unit and
relates the principle to Scripture.
8 to 9 points
Has a character education principle or guiding Scripture.
1 to 7 points
Has a character education principle or relates a principle to
Scripture but is not applied in the lesson.
0 points
No character education principle or scripture is present.
Structure
Advanced
Proficient
Developing
Not present
Sources
21 to 23 points
Citations and references are documented in current APA format
with no errors.
19 to 20 points
Citations and references are documented in current APA format
with 1–2 style errors.
1 to 18 points
Citations and references are documented in current APA format
with 3–4 styles errors.
0 points
7. Citations and or references are missing. More than 4 style
errors.
Assignment Completion
20 to 22 points
All plan required plan components are present.
18 to 19 points
Plan is missing 1–2 required components.
1 to 17 points
Plan is missing 3–4 required components.
0 points
Plan is missing more than 4 required components.
Mechanics
20 to 22 points
No grammar, spelling, or punctuation errors are present.
18 to 19 points
A total of 1–2 grammar, spelling, or punctuation errors are
present.
1 to 17 points
A total of 3–4 grammar, spelling, or punctuation errors are
present.
0 points
More than 4 grammatical, spelling, or punctuation errors are
present.
Page 3 of 3
The Great Depression and World War II
(A Unit Plan for Grade 6 History and Geography)
July 3, 2020
Submitted by:
8. XXXXXXXXXX
Unit Description/Texas Standards
The unit covers Era 8, The Great Depression and World War II
The unit is for a Grade 5 history
Texas Education Agency Standard (§113.16. Social Studies,
Grade 5)
The student understands important issues, events, and
individuals in the United States during the 20th and 21st
centuries. The student is expected to:
(A) analyze various issues and events of the 20th century such
as industrialization, urbanization, increased use of oil and gas,
the Great Depression, the world wars, the civil rights
movement, and military actions;
(B) analyze various issues and events of the 21st century such
as the War on Terror and the 2008 presidential election; and
(C) identify the accomplishments of individuals and groups
such as Jane Addams, Susan B. Anthony, Dwight Eisenhower,
Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D.
Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen,
and the 442nd Regimental Combat Team who have made
contributions to society in the areas of civil rights, women's
rights, military actions, and politics.
9. http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.html
National Standards from The National Center for History in the
Schools, UCLA
Standard 1 The causes of the Great Depression and how it
affected American society.
Standard 1A The student understands the causes of the crash of
1929 and the Great Depression.
5-12 Analyze the causes and consequences of the stock market
crash of 1929. [Compare competing historical narratives]
5-12 Evaluate the causes of the Great Depression. [Analyze
multiple causation]
Standard 1B The student understands how American life
changed during the 1930s.
5-12 Explain the effects of the Great Depression and the Dust
Bowl on American farm owners, tenants, and sharecroppers.
[Analyze multiple causation]
Standard 2 How the New Deal addressed the Great Depression,
transformed American federalism, and initiated the welfare state
Standard 2A The student understands the New Deal and the
presidency of Franklin D. Roosevelt.
5-12 Contrast the background and leadership abilities of
Franklin D. Roosevelt with those of Herbert Hoover. [Assess
the importance of the individual in history] (Cause and-effect
relationships]
10. Standard 2B The student understands the impact of the New
Deal on workers and the labor movement.
5-12 Explain how New Deal legislation and policies affected
American workers and the labor movement. [Analyze cause-
and-effect relationships]
Standard 2C The student understands opposition to the New
Deal, the alternative programs of its detractors, and the legacy
of the New Deal.
5-12 Evaluate the significance and legacy of the New Deal.
[Evaluate the implementation of a decision]
Standard 3 The causes and course of World War II, the
character of the war at home and abroad, and its reshaping of
the U.S. role in world affairs.
Standard 3A The student understands the international
background of World War II.
5-12 Explain the major turning points of the war and contrast
military campaigns in the European and Pacific theaters. [Draw
upon data in historical maps]
5-12 Explain how the United States mobilized its economic and
military resources during World War II. [Utilize visual and
quantitative data]
http://www.nchs.ucla.edu/Standards/us-history-content-
standards/us-era-8
Character Integration Principles
Debt—Excess debt is a danger for individuals , companies, or
11. nations. Prior to the great depression, people and businesses
had an unbiblical perspective on debt and credit. The
consequences during the depression were severe and painful.
“The rich rule over the poor, and the borrower is slave to the
lender. Proverbs 22:7 (NIV).”
Contentment—Even if a person lacks the basics and still has
needs, a person can find contentment, peace, and strength,
through God. “I know what it is to be in need, and I know what
it is to have plenty. I have learned the secret of being content in
any and every situation, whether well fed or hungry, whether
living in plenty or in want. 13 I can do all this through him
(Christ) who gives me strength.” Philippians 4:12-13 (NIV).”
Justice—Sometimes a person or a nation has to fight to defend
the weak and exploited; stand for what is right; and promote
justice in the world. standing for the exploited and weak
Unit Objectives
TSW
Analyze the causes and consequences of the stock market crash
of 1929.
List and explain the causes of the Great Depression
Identify names, dates, and terms specific to the Great
Depression
Compare the causes of the Great Depression to current
conditions in America today.
Demonstrate how excessive debt contributed to economic
failure
12. TSW
Interpret maps to explain how American life changed during the
1930s for rural farm owners and urban laborers.
Explore how the New Deal addressed the Great Depression,
transformed American federalism, and initiated the welfare state
TSW
Write a biographical character sketches comparing Franklin D.
Roosevelt and Herbert Hoover.
Contrast the background and leadership abilities of Franklin D.
Roosevelt with those of Herbert Hoover.
Identify and evaluate programs implemented as part of the New
Deal
Explain how New Deal legislation and policies affected
American workers and the labor movement.
TSW
Identify the causes and course of World War II,
Demonstrate how Totalitarianism can rise and take advantage of
democracies
Explore the character of the war at home and abroad, how
America’s involvement in WWII has reshaped the U.S. role in
world affairs.
TSW
Identify and explain the major turning points of the war
(Midway, Battle of Bulge)
Identify the major personalities and battles of the and contrast
military campaigns in the European theater.
Identify the major personalities and battles of the and contrast
military campaigns in the Pacific theater.
Explain how the United States mobilized its economic and
military resources during World War II.
Take a position on the use of Atomic Weapons
13. Key Concepts
Excessive Debt and Desire for Easy Wealth Lead to Problems
for Individuals, Companies, and Nations
Government has a role to play in tough times
A balance is necessary between the rights of workers and the
needs of companies
The Society of today is a result of Franklin Roosevel t’s actions
as President
Almost all wars are fought over resources (land, oil, water,
people)
Totalitarianism is a threat to the American way of life
Fighting is necessary to promote justice in other parts of the
world
Fighting is necessary to preserve America’s way of life
Unit Map for The Great Depression and World War II
14. Great Depression
And New Deal
Stock Market Crash
Life in the Great Depression
The New Deal
WWII
The Road to War
The European Campaign
The Pacific Campaign
Causes
Dust Bowl
Work Programs
15. American Neutrality
European Appeasement
The Rise of Totalitarianism
Totalitarian Expansionism
Blitzkrieg
War on Two Fronts
Italian Liberation
D-Day
Japanese Imperialism/ Expansion
Pearl Harbor
American Victory in the Pacific
America After WWII
16. Effects on America and the world
Labor rights
Social Programs
Political Excesses
19. Course Map for 5th Grade History and Geography
5th Grade History and Geography
2nd 9 weeks
3rd 9 weeks
1st 9 weeks
Exploration
Colonization
Growth of a New Nation
War on Two Fronts
The Civil War
22. Learning Activities
Daily journal entries/reflections that draw on previous days
lesson
Simulation that helps students understand Inflation, Stock
margin calls
Study biographical information on Hoover/Roosevelt and write
character sketches
Simulate labor bids to demonstrate how companies can undercut
wages (Pitting workers against each other vs. Unionizing)
Selected students will role play a scenario that visualizes the
issue of German expansionism/and appeasement
Debate on should the U.S. stay neutral or fight (based on
historical newspaper articles)
23. Watch and assess videos on Hitler, Mussolini, and Imperial
Japan
Simulation/game that allows students to try to recreate/prevent
the rise of totalitarianism (Scripted events/reaction/probabilities
decided by chance dice rolls etc)
In-class museum—View and discuss authentic and reproduced
items from WWII
Resources and Materials
Student Journals
Encyclopedia/Biographies for Character Sketches on
Hoover/Roosevelt
Board Game Money to demonstrate economics of Stock Market
Crash/Margin Calls/Inflation
YouTube videos/History.com videos on stock market crash and
Great Depression (History Channel)
Overhead projector and transparencies for WWII campaigns
WWII Atlases and Map reproductions for WWII campaigns
Wall map (projected for simulation)
DVD Clips
Dawn of War Early Battles of WWII
Battlefront (Profiles on Hitler; Mussolini; Stalin; Japan; Key
battles)
Historical Artifacts (for WWII lessons)
Newspapers (Chicago Sun-Times from 1939; Stars & Stripes
from 1943-44)
24. Victory in Europe Experience (Book with recreation of
documents)
WWII unit patches; documents; memorabilia
Differentiation
LD, ED, ADD, MR – Use of
imagery/maps/videos/simulations/role play/debates will assist
those not receptive to text use.
LD Opportunity to present oral reports rather than written
character sketches
Gifted– Read “Hitler Youth” and prepare a presentation on life
in Germany as a young person.
Learning Styles( Visual auditory and kinetic addressed with
visuals, movement in classroom, simulations
Multicultural Connections –
Explore the treatment of Nazi prisoners versus African
American soldiers in the 1940s.
Why did America send American citizens of Japanese ethnicit y
to internment camps? How was this different from German
concentration camps?
What was the connection between German eugenics and the
Holocaust (i.e. what is the value of people and how easily can
we devalue people?)
25. Assessments
Diagnostic Assessments
Great Depression--Brief quiz to assess knowledge of
terms/persons/key events
WWII– Jeopardy-style game that determines scope of
knowledge of class
Formative Assessments
Students create a (detailed) timeline of events from 1929- 1939
from memory (given 3 significant events)-- ungraded activity.
Students complete map exercises that highlight key players of
WWII; and main theaters; highlighting the Axis and Allied
alliances
Traditional matching quiz on key leaders/personalities to their
countries/alliances
Journal entries that require students to reflect on previous
day’s lesson
Character sketches of Roosevelt/Hoover
Role play, debates, and simulations to determine degree to
which students are inculcating objectives
Summative Assessments
Section multiple choice/short answer test on Great Depression
w/map
Section multiple choice/short answer test on WWII w/map
Unit test using elements from two previous tests
Curricular Connections
26. Science—eugenics; agricultural principles related to soil
erosion/retention
Language—Diary of Anne Frank; book reports
Bible—the morality of war (for Christian school)
EDUC 637Unit Portfolio Assignment Instructions
Overview
You are to produce a unit of instruction. This unit will contain
elements as listed below, but must be presented in Microsoft
PowerPoint or an equivalent. There is to be a maximum of 20
slides. The intent is for you, the candidate, to see the big
picture for instructional design with regard to a specific topic.
Instructions
The following elements must be present in the Unit Portfolio:
· Title page with your name, course and section number, date of
submission, and title of unit.
· Subsequent slides include the following:
· Section 1
· The subject of the overall unit
· Grade/topic
· State and national standards addressed by the unit
· A listing of the general goals
· Section 2
27. · The specific character principles (and where these principles
will be focused on)
· Section 3
· A review of the specific learning objectives covered by the
entire unit
· A listing of the key critical concepts being addressed in the
unit
· Section 4
· The unit map showing the main unit theme and the lessons
related to the central theme and to each other.
· The unit schedule: A description of the Unit Duration (not
actual dates but rather a schedule of days)
· The course map: The context of that unit (a course map of all
units for that grade/ subject combination and a demonstration of
where that unit is) as related to the overall course.
· Section 5
· An overview of the learning activities to be included in the
unit (including the lessons that have been detailed).
· A list of all resources and materials to be used (and which
lessons these resources will be used for).
· Section 6
· A description of the classroom diversity and differentiation
(can be identical to the lesson plans) and how these are being
considered. This must include both cultural and learning
diversification.
· Section 7
· The diagnostic assessment tool employed at the beginning of
the unit.
28. · The formative assessments interspersed appropriately among
the lessons.
· Section 8
· A description of the diagnostic, formative and summative
assessments.
· Section 9
· A description of how this unit considers curricular
connections.
Terms and Expectations Explained
The following elements are some guiding notes to help clarify
the above sections:
· Subject: The subject of this unit will be chosen by the
candidate.
· Key Critical Concepts: The concepts should arise and
permeate throughout the unit (like democracy, freedom, and
environmental influence). These should be explored through the
unit and instruction.
· Launching Activity: This should be an attention-grabbing
activity. The best of these are those that help to see the real -life
relevancy of the lesson/ unit.
· Assessments: The unit should have a diagnostic assessment
(for the beginning of the unit), formative assessments (formal or
informal) and a summative assessment. These do not have to be
classical paper-pencil but can be. Be creative AND appropriate.
· Course Map and Unit Map: The maps both demonstrate
context (where the unit lies in a course and where the lessons
lie in the unit). This forces collaborators to know where you are
going and what is necessary before exploring particular topics.
· Unit Schedule: This schedule should give day counts, not a
specific schedule (i.e. not attached to dates). It is best to show
this in a table with topics of instruction, unique activities, and
29. assessments.
· Resource Expectations: You should use a mixture of resources,
including: technology where appropriate and possible, texts and
hands-on activities.
· Lessons: The lessons should be connected by the unit and
should build towards the accomplishment of the actual unit.
Submit this assignment in Canvas and LiveText.
LiveText Submission Exception: Candidates pursuing the
following programs: M.Ed. in Higher Education, Ed.S. in
Higher Education Administration, and the Ph.D. in Higher
Education Administration, are not required to submit this
assignment in LiveText, but must submit this assignment in
Canvas.
Page 2 of 2
