SEATTAH UNITS: TABLE OF CONTENTS

        I.   Prepare a brief unit overview (abstract)

                        A. Outline of unit content
B. Outline/list of key concepts and skills students will acquire from a study of the unit

      II.  Teaching/Learning Context for the Unit

                              A.Provide a general profile of the learners for whom the unit was developed (include information about grade level, language proficiency and/or ESL, learning differences, Advanced Placement, International Baccalaureate, any special circumstances) 

                              B. Materials and Resources – what do I need to teach this unit with the students (lab equipment, dictionaries, books, websites, computer lab, maps, globes, etc.)  BE SURE TO INCLUDE AT LEAST ONE PRIMARY DOCUMENT THAT STUDENTS WILL READ DURING THIS UNIT.

    III.   (OPTIONAL) Diagnostic instruments for determining student prior knowledge/interest

                              A. Provide an assessment for determining the prior content knowledge of students for the specific unit. 

    IV.  Correlation to Standards: Provide a list of the standards that will be "assessed" for the unit developed.   Write these out – do not identify them simply by number.

                              A. Identify National Standards for U.S. History (everyone must identify these)

                                     a.    IMPORTANT NOTE ABOUT NATIONAL STANDARDS FOR U.S. HISTORY:  Your unit must address both content standards as well as Historical Thinking Standards.  http://www.sscnet.ucla.edu/nchs/standards/#TOC  and http://nchs.ucla.edu/standards/thinking5-12.html

                              B.     Identify Texas Essential Knowledge and Skills (TEKS) and the Texas Assessment of   Knowledge and Skills (TAKS) (everyone must identify these)  http://www.tea.state.tx.us/rules/tac/chapter113/index.html

C.                     Identify AP, IB standards, etc. - whatever is appropriate for your students

D.                    Unit must include extended student writing related to fundamental questions of the American Founding

E.                     Unit must require students to read, analyze and interpret primary documents of American history

      V.  List unit goals/objectives for the unit (derived from standards)

    VI.   Provide a Framework for Instruction (for a minimum of 10 instructional periods)

                              A.   Offer an overview to the unit that includes a

                                                      a. A well-written introduction to the period in American history for other teachers who will use the unit.  Make a point to emphasize fundamental documents, ideas, individuals and events that have shaped American history and politics.  Establish the context for the unit study. (This part of your unit may come from the essays written for the Summer Institute).  

                                                      b. An annotated bibliography of all references that are cited in the introduction - as well as resources used to develop the unit.  Be sure to include online resources (links) as well as books, multimedia materials, and journal articles.

                                                       c. Copies of all primary document (s) to be read and examined during the unit.

                              B.  Write lesson plans for each instructional period.  Each lesson plan must include the following:

                                                      a.            Standards – list national and Texas Standards

                                                      b.            Lesson objective(s)

                                                       c.            Assessment – please include copy of document and/or complete instructions

                                                      d.            Brief description of  procedures

                                                      e.            Tools/materials needed (websites, books, software, etc.)

  VII.  Please submit any tests (with answer keys) constructed for use with the unit

VIII.  Please submit any performance-based assessments (projects) with rubrics developed for the unit.

    IX.  OPTIONAL:  Submit sample student work (high, middle, and low) from implementation of unit – if possible

      X.  OPTIONAL: Submit unit and student work together