Pratt 1

Name:
Kayla Pratt

Unit Title:

Vermont History

Timeframe:
Mid-March through June

Grade Level:
Fourth (4th)

Unit Description

The focus of this unit is how Vermont has changed over time, how the changes affect the
citizens of Vermont, and how there can be varying perspectives about these changes.

Stage 1 Desired Results

ESTABLISHED GOALS/STANDARDS
Every standard that is a focus
standard needs to be assessed.
Required:
One
ISTE-S standard

(number and
letter)
3. Research and information
fluency
Students apply digital tools to gather,
evaluate, and use information.
a.
Plan strategies to guide inquiry
b.
Locate, organize, analyze, evaluate,
synthesize, and ethically use
information from a variety of sources
and media
c
. Evaluate and select information
sources and digital tools based on the
appropriateness to specific tasks
d.
Process data and report results

Meaning
ENDURING
ESSENTIAL QUESTION(S)
UNDERSTANDINGS
How has conflict and
cooperation been a part of our
Students will understand
states history?
that
How has Vermont changed
various factors affect how
over time?
people view and interpret
How do different groups of
historical events differently.
people view the same
(PROPINQUITY!)
historical event and why might
their views differ?
Historical events occurred in
How do I use digital media
times different from our own
and environments to
in many ways (social norms,
communicate and work
technology, etc) and have had
collaboratively to support my
lasting influences and
learning and contribute to the
consequences upon the
learning of others?
present and future.

Pratt 2

5. Digital citizenship
Students understand human, cultural,
and societal issues related to technology
and practice legal and ethical behavior.
a.
Advocate and practice safe, legal, and
responsible use of information and
technology
b.
Exhibit a positive attitude toward
using technology that supports
collaboration, learning, and
productivity
c.
Demonstrate personal responsibility
for lifelong learning

One social studies standard

H&SS3.4.5
Students communicate their findings
by giving and oral, written, or visual
presentation that summarizes their
findings
H&SS3.4.9
Students show understanding of how
humans interpret history by
-differentiating among fact, opinion,
and interpretation in various events
H&SS3.4.10
Students show understanding of
past,present, and future time by
-Grouping historical events in the
history of the local community and state
by broadly defined eras
Constructing timelines of significant
historical developments in the

Students will know

Acquisition
Students will be able to

Native Americans
were the first
inhabitants of
Vermont
Europeans were the
first non-indigenous
people to settle
Vermont
Early Vermonters
interacted with
neighboring regions,
colonies, and states
Vermont evolved
from a territory to a
republic to a state
Who some of
Vermonts famous
leaders were.

Use a variety of sources to

learn about the past (including
technology!)
Compare and contrast
differing stories or accounts
about past events, people,
places, or situations and offer
possible reasons for the
differences
Use the Big 6 research process
to conduct short focused
research (including
technology!)

Pratt 3

community and state, and identifying

dates at which each occurred
-Interpreting data presented in time
lines
-Making predictions and/or decisions
based on an understanding of the past
and the present
-Identifying an important even in their
communities and/or Vermont and
describing a cause and effect of that
event
H&SS3.4.12
Students show understanding of human
interaction with the environment over
time by
-identifying and participating in ways
they can contribute to preserving
natural resources
-describing a community or state
environmental issue
-recognizing patterns of voluntary and
involuntary migration in Vermont
(hypothesize about movements of
people)
Stage 2 Evidence
Performance Tasks

Other Evidence

1. Responses and discussions

on
Identify the summative assessment for the unit.
Edmodo about current events
2. Group presentation
based off of
research about an event or issue
Students will identify the most significant factor from Vermonts
from Vermonts past from a
history that most affects their everyday life. They will follow the
certain perspective
familiar ABC format of A)stating the factor that most affects them, B)
3. Propinquity/perspective
three pieces of evidence that support their statement, and C)why this
writing: students will have the is important to consider. There will be a choice of how to present this

Pratt 4

option between three

perspectives from a certain
time/location that is significant
in Vermonts history
(introduced during first lesson)
as a perspective to write diary
entries from.
4. Comparison of then vs now
for a specific artifact: possible
formats
(
timeline
,
chart
,
venn
diagram
,
video
)
5. Optional mode for expression
(
journal entry, narrative
,
art,

song
,
video
,
play
) for a
prediction about Vermonts
future based off patterns
observed throughout unit

information, including
written
,
illustrated
, or
oral
presentation with
artifacts to help support their proposition. Any tangible evidence
needs to be distinct from other pieces of evidence. Accompanying
each choice must be an explanation that makes their purpose clear to
their audience.
OR
Students will identify an event, experience, or item that has affected
them significantly. They will follow the familiar ABC format of
A)stating the event, experience, or item that most affects them, B)
three pieces of evidence that demonstrate how it changed them, and
C)why this change is important. There will be a choice of how to
present this information, including
written
,
illustrated
, or
oral
presentation. Any tangible evidence needs to be distinct from other
pieces of evidence. Accompanying each choice must be an
explanation that makes their purpose clear to their audience.
Stage 3 Learning Plan

Pratt 5

Summary of Key Learning Events and Instruction

~#of

Title and

weeks Description

Lesson

On
going

Current
Events

Targeted
Guiding
Question

Learning Goals

Assessment

Major Learning
Activities

UDL
Considerations

Students
THROUGHOUT:
Responses and Reading Articles Multiple means of
understand
How do I use human, cultural, discussions
on

engagement;
digital media and societal
Edmodo or Watching Videos integration builds
and
automaticity and
issues related to Writeabout
environments technology and about current
Classroom
opportunities for
to
events
discussions
to deepen
practice legal and
communicate ethical behavior.
understanding
and work a.
Small group
Advocate and
collaborativel
Current events discussions
Explicit
practice safe,
y to support
topics:
instruction
legal, and
my learning
regarding new
responsible use of
and
-Technology
concepts and
information and
contribute to
-
GMOs
strategies with
technology
the learning of
-
Outdoor time
modeling and
b.
E

xhibit
a
others?
(during school)
gradual release of
positive attitude -Art/Music in
responsibility
toward using
schools
technology that
Collaborative
supports
learning
collaboration,
learning, and
LESSON
productivity
SPECIFIC:
c.
Demonstrate
Notes from videos
taken beforehand
personal
for particular
responsibility for
student; he is
lifelong learning
expected to pick
out the most
relevant
information for a
premade
organizer.

Pratt 6

Time to work on
posts in school.
Lesson

Lesson

Students will
know
LESSON
Group
How has
-Native
Group
Book club:
SPECIFIC:
Research conflict and Americans were presentation Reading HistoryProvide a structure
Project
cooperation
the first
based off of
for each group to
been a part of inhabitants of research about Online research
focus their
our states
Vermont
an event or
research
history? -Europeans were issue from
iCivics
Vermonts past
Games
Options for means
the first
of expression to
non-indigenous from a certain
How do I use
perspective
Artifact
suit student
people to settle
digital media
interpretation
strengths and
Vermont
and
interests
-Early
environments
Story problems in
to
math:
Notes from videos
Vermonters
communicate interacted with
number of
taken beforehand
and work
casualties in
for particular
neighboring
collaborativel
battle from either student; he is
regions,
colonies,
y to support
side/different expected to pick
and
states
my learning
wars
out the most
and
-Vermont evolved
relevant
contribute to from a territory
information for a
the learning ofto a republic to a
premade
others?
organizer.
state
Students will
Propinquity
writing:
Readers
Theater
understand
Perspective
How do
students will
LESSON
that
Writing
different
in

SPECIFIC:
various factors have the optionCurrent Events
groups of affect how people between three
Scholastic
Opportunities to
people view
perspectives special focus on organize thinking
view and
the same
from a certain debate portion orally and written
interpret
historical historical events time/location
(think blocks for
event and why differently.
that is
Venn diagram particular students
significant in
(for three
available)

Pratt 7

might their
views differ?

Lesson

THEN
&
NOW

Vermonts
perspectives) Parts in readers
history
developed as a theater assigned
(introduced
class
based on ability
during first
lesson) as a
Playing
Modification of
perspective to Interactive games formatting for
write diary
(iCivics)
writing
entries from.
assessments
Collaboration
(simplified,
about a topic
structured)
from current
events lessons
Email Pals:
with a classroom
purposeful
from a different
pairings to
state/country enhance learning
(email pals) for both students personality
Writing Unit:
compatibility
Information (speech to text
History to Life
option for
composing
emails/blogposts
)

Historical events
Artifact
occurred in times Comparison of
How has
LESSON
different from then vs now interpretation
Vermont our own in many for a specific (items from home SPECIFIC:
changed over ways and have
artifact: and from historial
time?
possible
society - include
Provide a
had lasting
formats
artifacts that
completed
influences and
(
timeline
, document naturalfrequency chart for
consequences
,
venn
resources) student to focus on
upon the present chart
diagram
,
the analyzing
and future.
video
)
Guests to
portion of task.
interview:
Grandparent and
parent

Pratt 8

Compare:
-cost for same
items
(computers,
TV)
-number of trees
over time
THEN vs NOW
Data collection in
frequency charts
(Labs for
interdependence
unit in Science)
Lesson

Historical events
occurred in times
Predictions
How has
different from
for the
Vermont our own in many
future of changed over ways and have
Vermont
time?
had lasting
Project
influences and
consequences
How do I use upon the present
digital media
and future.
and
environments
to
communicate
and work
collaborativel
y to support
my learning
and
contribute to
the learning of
others?
(Technology
)

Analyze NOW &

TTHEN projects
LESSON
Optional mode
to identify
SPECIFIC:
for expression
existing
(
j
ournal entry, patterns/
social Modification of
narrative
,
art,

trends
formatting for
song
,
video
,
(frequency
writing
play
) for a
chart?)
assessments
prediction
(simplified,
about
Reflection
structured)
Vermonts
writing: why is
future based ___ still an issue Email Pals:
off patterns after ____ years? purposeful
observed
pairings to
throughout Class/partner enhance learning
unit
brainstorms for both students about existing
personality
literature/film
compatibility
that depicts a
(speech to text
future civilization
option for
composing
Give One, Get emails/blogposts
)
One with email
buddies about
literature/film

Pratt 9

that depicts a
future civilization
(online book/film
club
)

Instructional Resources

Artifacts (primary sources)

Guests to interview
Depictions of individual/event
from various perspectives
(paintings, books, music)
Literature that is credible,
developmentally appropriate, and
accessible to the array of reading
levels

Subscription to Scholastic
Classroom connection in another
state/country
Student friendly/ Credible
(Vermont) history sites
Chromebooks
Edmodo Access
Credible Interactive Timeline

Integration Connections
Writing

April through June unit of study = Information - History to

life.
Propinquity/Perspective writing
Edmodo posts
Prediction project (potentially in written format)

Literacy

April through May unit of study= Reading History (American

Revolution)
May through June unit of study= Historical Fiction Book Clubs
Vocabulary instruction
Battalion numbers
Miles to travel (on foot, on horseback, by boat, by car, by bus,
by train!)

Math

Pratt 10

Science

The Arts

Technology

Comparison of number of Europeans versus Native Americans

(then, now)
Comparison of cost
The science behind Champ
Snowflake Bentley
Environmental impact
Incorporate artifacts from history to interpret
Respond to artwork, music, dance from Vermonts past
(compare and contrast with present)
Focus on Native American artwork (collaborate with Music &
Art teachers)
How does technology integration
ENHANCE
this unit?

The technology embedded in this unit enables students to broaden

their access to information by connecting and collaborating with

people around the world. Rather than just speculating on opinions of

people from another time and place, they will receive a first hand
account. Other experiences with primary sources will reveal the level
of educated interpretation involved in developing an understanding of
the past. The focus on technology itself as an artifact that has changed
over time will serve to address the exponential growth of human
creativity. It will also reveal the difficulty in anticipating the future,
thus emphasizing the importance of transferable skills.
What do students
gain
by using technology?

Students will continue to develop their researching skills while sifting

through the extensive information available online. They will develop
the transferable skill of clear and effective communication through
group research, presentations, and book clubs. As responsible
citizens, they will broaden their perspectives (in time and space) on
controversial issues. The more they learn and consider, the more apt
they are to communicate with others in a respectful manner. Edmodo
posts in particular aim to develop digital citizenship. The anonymity
available online has the tendency to result in a displacement of
common courtesy and a lack of pride in credibility. Students will
learn how to conducting themselves as respectful and

Pratt 11

discussion-enhancing contributors in an online format. The positive

experiences will demonstrate how salutiferous proper digital
citizenship can be.
Social Studies

Current Events
Artifact Interpretation (primary sources)
Historical content in reading, writing, arithmetic
Compare and contrast of perspectives, time periods, and social
thinking
Reflection regarding personal bias and influences