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How To Use This Unit
Backwards planning offers an innovative yet simple approach to meeting curriculum goals; it
also provides a way to keep students engaged and focused throughout the learning process.
Many teachers approach history instruction in the following manner: they identify a topic
required by state and/or national standards, they find materials on that topic, they use those
materials with their students, and then they administer some sort of standard test at the end of
the unit. Backwards planning, rather than just starting with a required instructional topic, goes a
step further by identifying exactly what students need to know by the end of the unit—the so-
called “enduring understandings.” The next step involves assessment: devising ways to
determine whether students have learned what they need to know. The final step involves
planning the teaching/learning process so that students can acquire the knowledge needed.
This product uses backwards planning to combine a PowerPoint presentation, activities that
involve authentic assessment, and traditional tests (multiple-choice and essay) into a complete
curriculum unit. Although the materials have enough built-in flexibility that you can use them in
a number of ways, we suggest the following procedure:
1. Start with the “essential questions” listed on slide 2 of the PowerPoint presentation (these
also appear in the teacher support materials). Briefly go over them with students before getting
into the topic material. These questions will help students focus their learning and note taking
during the course of the unit. You can also choose to use the essential questions as essay
questions at the end of the unit; one way to do this is to let students know at the outset that one
of the essential questions will be on the test—they just won’t know which one.
2. Next, discuss the activities students will complete during the unit. This will also help focus
their learning and note taking, and it will lead them to view the PowerPoint presentation in a
different light, considering it a source of ideas for authentic-assessment projects.
3. Present the PowerPoint to the class. Most slides have an image and bullet points
summarizing the slide’s topic. The Notes page for each slide contains a paragraph or two of
information that you can use as a presentation script, or just as background information for your
own reference. You don’t need to present the entire PowerPoint at once
: it’s broken up into
several sections, each of which concludes with some discussion questions that echo parts of the
essential questions and also help students to get closer to the “enduring understandings.” Spend
some time with the class going over and debating these questions—this will not only help
students think critically about the material, but it will also allow you to incorporate different
modes of instruction during a single class period, offering a better chance to engage students.
4. Have students complete one or more of the authentic-assessment activities. These activities
are flexible: most can be completed either individually or in groups, and either as homework or
as in-class assignments. Each activity includes a rubric; many also have graphic organizers. You
can choose to have students complete the activities after you have shown them the entire
PowerPoint presentation, or you can show them one section of the PowerPoint, go over the
discussion questions, and then have students complete an activity.
From 'Women's Suffrage'. Product code ZP402.
Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/
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