Design Topic Americas Famous Leaders Subject(s) History Grade(s) 1st Designer(s) Jennifer King

Understanding by Design
Unit Cover Page

Unit Title: American Leaders from Our Past

Grade Levels: 1st

Topic/Subject Areas: History and Social Science

Key Words: Accomplishments, Influence, George Washington, Benjamin Franklin,
Abraham Lincoln, George Washington Carver, Eleanor Roosevelt
Designed By: Jennifer King
Time Frame: 5 weeks
School District: Regent University

School: Teacher Ed & IDS Dept.

Brief Summary of Unit:

This unit will bring students to the understandings that history is about real people
whose actions have influenced the world today. They will ask how these leaders
influence can be seen today and why we should remember them.
These goals will be taught in the context of the accomplishments of George
Washington, Benjamin Franklin, Abraham Lincoln, George Washington Carver and
Eleanor Roosevelt. Students will learn through various methods including direct
instruction, cooperative learning, and reading or listening to stories.
Students will demonstrate their knowledge through creating an oral presentation of
one leader and an oral presentation with a display of all five leaders.

Unit design status:

X Completed template pages stages 1, 2, 3

X Completed rubrics

Completed blueprint for each performance task

Directions to students and teacher

Materials and resources listed

x Suggested accommodations
Status:

x Suggested extensions

Initial draft (date: ___________)

Peer Reviewed

Content Reviewed

Revised draft (date: ____________)

Field Tested

Validated

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Anchored

Design Topic Americas Famous Leaders Subject(s) History Grade(s) 1st Designer(s) Jennifer King

STAGE 1 DESIRED RESULTS

Unit Title: American Leaders from Our Past
Established Goals (cite specific VA SOL):
VA H&S SOL1.2: The student will describe the stories of American leaders and their contributions to
our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln,
George Washington Carver, and Eleanor Roosevelt.
Understandings: Students will understand that

Things people do may be remembered by

others for many years
Peoples actions influence others
We learn about people through stories
History is about real people who lived
before us

Students will know:

Key termscontributions, influence,

Founding Father, volunteer, history.
Historical events from American History
(Revolutionary War, Civil War, World
War II).
Key contributions of George Washington,
Benjamin Franklin, Abraham Lincoln,
George Washington Carver, and Eleanor
Roosevelt.
Folk stories about George Washington and
Benjamin Franklin.
Every-day items, processes and traditions
that George Washington, Benjamin
Franklin, Abraham Lincoln, George
Washington Carver, and Eleanor
Roosevelt inspired.

Essential Questions:

Why are people remembered?

Why is it important to remember the
accomplishments of people from our
past?
How can the contributions of these
leaders be seen in our world today?

Students will be able to:

Collect information from print and nonprint sources.

Summarize the accomplishments of an
American leader.
Describe historical events as a story.
Create a timeline and historical display of
the American leaders and the major
events of their time period.
Stand up straight and look at class while
speaking loudly and clearly in an oral
presentation.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Americas Famous Leaders Subject(s) History Grade(s) 1st Designer(s) Jennifer King

Performance Tasks:

STAGE 2 ASSESSMENT EVIDENCE

Other Evidence:

Students will create an oral presentation

of an American leader of their choice.
They will present an outline of the
leaders life and accomplishments and
describe how they influence life today in a
story format.
Students will develop a visual display
including pictures and small objects that
describe the stories and accomplishments
of the 5 American leaders studied. The
students will present their displays in an
oral presentation.

An Anticipation/Reaction Guide
(Rutherford, 2008, p. 110) on George
Washington, Benjamin Franklin,
Abraham Lincoln, George Washington
Carver and Eleanor Roosevelt when each
leader is first introduced.
Create a Facts & Folklore chart
(Rutherford, 2008, p. 109) on stories
about George Washington and Benjamin
Franklin.
A 10-question multiple choice quiz on the
key contributions and accomplishments of
the American leaders studied.

Student Self-Assessment and Reflection

Before performance tasks are due the students self-assess using a Ticket to Leave (Rutherford,
2008, p. 115) by rating their readiness for the task. They will also rate their understanding of 5
American leaders.
Self-assess historical display and oral presentations with the Windshield Check model (West
Virginia Department of Education, n.d.).
Students will use the 3-2-1 strategy (Rutherford, 2008, p. 114) to reflect on what they learned,
would like to learn and impressed them about an American leader at the end of the lessons
focused on each of the 5 leaders studied in the unit.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Americas Famous Leaders Subject(s) History Grade(s) 1st Designer(s) Jennifer King
STAGE 3 LEARNING PLAN
Summary of Learning Activities:
1. Ask students to think of stories about their parents, brothers or sisters. Ask them if they know any
stories about their grandparents or great-grand parents. Tell them that we are going to learn about
stories of people who lived a long time ago in the USA.
2. Create a Three Column Chart (Rutherford, 2008, p. 113) on American history as a class to pre-assess
students knowledge on George Washington, Benjamin Franklin, Abraham Lincoln, George
Washington Carver, and Eleanor Roosevelt (the 5 leaders being studied).
3. Introduce essential questions in the context of our lives (what people do you and your family
remember?) and apply them to the American leaders.
4. Introduce the museum display and oral presentation assessment.
5. Introduce key vocabulary and historical events related to unit that will be revisited throughout the
unit. [NOTE: Vocabulary will be revisited throughout the unit as the words apply to the lesson
topic.]
6. Assign Oral Presentation; students choose one of the 5 leaders, and they will give their presentation
the lesson after the leader is discussed. Go over and practice proper speaking techniques.
7. Introduce the Revolutionary War, Civil War & Reconstruction, and World War II and Equal Rights
movement; students create a class timeline.
8. Discuss Revolutionary War in an Inside-Outside Circle (Rutherford, 2008, p. 93).
9. Introduce George Washington with an Anticipation/Reaction Guide (Rutherford, 2008, p. 110).
10. Present stories on George Washingtons life. Students add him to class timeline and in groups create
three pictures that depict George Washingtons accomplishments and how they influence today.
11. Students do a Graffiti Wall (Rutherford, 2008, p. 92) on the chalk/white/smart board representing
George Washingtons accomplishments.
12. Assess students with Facts and Folklore (Rutherford, 2008, p.109) on George Washingtons
accomplishments time permitting.
13. Oral presentations on George Washington and peer review.
14. Introduce Benjamin Franklin; students engage in an Inside-Outside Circle (Rutherford, 2008, p. 93)
to discuss why he might be remembered.
15. Discuss Benjamin Franklins accomplishments with picture prompts and add him to the timeline;
students create an advertisement for one of his inventions then self-assess advertisements with an
Exit Ticket (Rutherford, 2008, p. 115).
16. Students add to their Fact & Folklore Chart (Rutherford, 2008, p. 109) for Benjamin Franklins life
time permitting.
17. Oral Presentations on Benjamin Franklin and peer review.
18. Three Column Chart (Rutherford, 2008, p. 113) on Civil War & Reconstruction. Through short
lecture provide information, and then the class revisits the chart, checks if they learned something
new.
19. Introduce Abraham Lincoln, students Think, Pair, Share (Rutherford, 2008, p. 112) about what they
think his major accomplishments are keeping in mind his time period and then add him to the class
timeline. Also highlight basic public speaking skills.
20. Students explore Abraham Lincolns accomplishments and in groups create a one scene drama that
demonstrates why he is remembered today then complete a 3-2-1 (Rutherford, 2008, p. 114) on
Abraham Lincoln.
21. Oral Presentations on Abraham Lincoln and peer review.
22. Introduce George Washington Carver. Students complete an Anticipation/Reaction Guide
(Rutherford, 2008, p. 110). Discuss his accomplishments and inventions, students add Carver to the
class timeline; then groups each present one thing Carver invented that we still use today.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
4

Design Topic Americas Famous Leaders Subject(s) History Grade(s) 1st Designer(s) Jennifer King
23. Students complete a journal entry [either writing or drawing] (Rutherford, 2008, p. 14) on Carvers
accomplishments.
24. Inside-Outside Circle (Rutherford, 2008, p. 93) on the accomplishments of the four leaders and how
they influence today time permitting.
25. Oral Presentations on George Washington Carver and peer review.
26. Introduce WWII and discuss equal rights in a think-pair-share (Rutherford, 2008, p. 112) students
complete a Personal Opinion Guide (Rutherford, 2008, p. 111) on equal rights.
27. Introduce Eleanor Roosevelt and her accomplishments through a short lecture. Students add her to
the class timeline. Students in groups create a chart or poster that depicts how Eleanor Roosevelt
influenced our lives today.
28. Students Think-Pair-Share (Rutherford, 2008, p. 112) on Eleanor Roosevelts accomplishments.
29. Oral Presentations on Eleanor Roosevelt and peer review.
30. Student complete 10-question multiple-choice quiz on the accomplishments of the 5 leaders.
31. Assign the display performance task as summative assessment.
32. Review George Washingtons and Benjamin Franklins accomplishments with the Five Card Draw
(Rutherford, 2008, p. 97). Groups present their work to the class.
33. Students work on their museum display presentation.
34. Review Abraham Lincolns and George Washington Carvers accomplishments with the Sort Cards
(Rutherford, 2008, p. 94) activity.
35. Students work on their museum display presentation.
36. Review Eleanor Roosevelts accomplishments with the Five Card Draw (Rutherford, 2008, p. 97).
37. Students work on their museum display presentation.
38. Students peer review their displays with a Learning Buddy (Rutherford, 2008, p. 99) and complete
the Windshield Check (West Virginia Department of Education, n.d.) as a self-assessment
39. Students orally present their museum displays to the class.
40. Students self-assess their presentation with a Ticket to Leave (Rutherford, 2008, p. 115).
41. Students summarize unit with the ABC to XYC (Rutherford, 2008, p. 119) activity.
42. Provide students with final feedback on their final display.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Wednesday

Thursday

Friday

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

13

14

15

22. Anticipation and

23. Journal entry
25. Oral Presentations
21. Oral Presentations
Reaction Guide
(Rutherford, 2008, p. on George Washington
on Abraham Lincoln (Rutherford, 2008, p.
14) on George
Carver and peer review.
and peer review.
110) on George
Washington Carver.
Washington Carver;
24. Inside-Outside
discussion and timeline. Circle (Rutherford,
2008, p. 93) on 4
leaders studied

12

7
8
9
10
15. Discussion on
Benjamin Franklins
16. Fact & Folklore
17. Oral Presentations 19. Think, Pair, Share
accomplishments; add
Chart (Rutherford,
on Benjamin Franklin (Rutherford, 2008, p.
to the timeline; create
2008, p. 109) on
and peer review
112) on Abraham
advertisement and self- Benjamin Franklin.
Lincoln & Public
assess with Exit Ticket 17. Oral Presentations 18. Three Column Chart
speaking skills
(Rutherford, 2008, p. on Benjamin Franklin (Rutherford, 2008, p.
115).
and peer review
113) on Civil War &
Reconstruction.

2
3
4
5
3. Introduce essential
6. Assign Oral
11. Graffiti Wall
questions
Presentation
9. Anticipation/Reaction (Rutherford, 2008, p.
4. Introduce
7. Introduce historic
Guide (Rutherford,
92) on George
performance
events and timeline 2008, p. 110) on George
Washingtons
assessments
8. Inside-Outside Circle
Washington
accomplishments
5. Introduce key
(Rutherford, 2008, p. 10. Stories and pictures 12. Facts and Folklore
vocabulary and
93) on Revolutionary
on George
(Rutherford, 2008,
historical events
War
Washingtons life add
p.109) on George
to timeline
Washington

Tuesday

Design Topic Americas Famous Leaders Subject(s) History Grade(s) 1st Designer(s) Jennifer King

Stage 3 Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 15 lessons. If you require more
instructional days, copy and paste the calendar template onto an additional page below. Do not exceed 6 weeks.

Wednesday

Thursday

36. Five Card Draw

(Rutherford, 2008, p.
97) to review Eleanor
Roosevelt
37. Students work on
their museum display
presentation.

22
38. Learning Buddy
(Rutherford, 2008, p.
99) peer review and
Windshield Check
(West Virginia
Department of
Education, n.d.) selfassessment

23

41.ABC to XYC
(Rutherford, 2008, p.
119) activity
43. Provide students
with final feedback
on their final
display.

40. Ticket to
Leave(Rutherford,
2008, p. 115) to self assess

25

20
31. Assign summative
assessment.
32. Five Card Draw
(Rutherford, 2008, p.
97) to review George
Washington and
Benjamin Franklin
33. Students work on
museum display

Friday

39. Students orally

present their museum
displays to the class.

24

17
18
19
27. Short Lecture on
Eleanor Roosevelt;
29. Oral Presentations
30. 10-question
timeline; create chart on Eleanor Roosevelt multiple-choice quiz
/poster on Roosevelt
and peer review
28. Think-Pair-Share
(Rutherford, 2008, p.
112) on Eleanor
Roosevelts
accomplishments.

Tuesday

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

20. One scene drama

and a 3-2-1 (Rutherford,
2008, p. 114) on
Abraham Lincolns
accomplishments

11

13. Oral presentations

on George Washington
and peer review
14. Inside-Outside
Circle (Rutherford,
2008, p. 93) on
Benjamin Franklin

1. Opening Discussion
on family and US
history
2. Three Column Chart
(Rutherford, 2008, p.
115) pre-assessment

Monday

Design Topic Americas Famous Leaders Subject(s) History Grade(s) 1st Designer(s) Jennifer King

34. Sort Cards

(Rutherford, 2008, p.
94) to review Abraham
Lincolns and George
Washington Carver
35. Students work on
their museum display
presentation

21

26. Think-Pair-Share
(Rutherford, 2008, p.
112) on WWII and
Personal Opinion Guide
(Rutherford, 2008, p.
111) on equal rights.

Monday

16

Design Topic Americas Famous Leaders Subject(s) History Grade(s) 1st Designer(s) Jennifer King

Title of Rubric: Museum Display Presentation Rubric (1st Grade)

Task Description: Describing with pictures and an oral report the accomplishments of George
Washington, Benjamin Franklin, Abraham Lincoln, George Washington Carver and Eleanor Roosevelt.
Points

Display
__/3

Describing
the
leaders

__/3

Understanding
__/3

Oral Presentation

__/3

Total Points =

__/12

Outstanding
3

Good Job
2

My display has
drawings or items
that show what
each of the 5
leaders did.
My displays
stories identify
what is fact and
folklore correctly.
I show why we
should remember
all 5 leaders today.
I speak clearly and
loudly and look at
my classmates. I
share stories of all
5 leaders.

My display has
drawings or items
that show what 3-4
leaders did.

My display has
drawings or items
that show what 0-2
leaders did.

My display mixes
fact and folklore in
some stories.

My display mixes
fact and folklore in
most stories.

I show why we
should remember
3-4 leaders today.
I speak mostly
clearly and loudly,
and sometimes
look at my
classmates. I share
stories of 3-4
leaders.

I show why we
should remember 0-2
leaders today.
I speak softly and my
words stick together.
I rarely look at my
classmates. I only
share stories of 0-2
leaders.

10-12

7-9

4-6

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Needs Work
1

Design Topic Americas Famous Leaders Subject(s) History Grade(s) 1st Designer(s) Jennifer King

References
Rutherford, P. (2008). Instruction for all students. (2nd ed.) Alexandria, VA: Just ASK
Publications
West Virginia Department of Education. (n.d.) Windshield Check [data file]. Retrieved from
http://wvde.state.wv.us/teach21/PeerSelfAssessments.html

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)