JasonStage1

= = =Stage 1 Identify Desired Results= Students research, develop, present, and defend positions on current social studies issues by developing and modifying research questions, and locating, selecting, evaluating, and synthesizing information from multiple and varied sources.
 * **Establish Goals:** **(G)** ||
 * ** Content Area: ** Social Studies
 * Standard Label: ** (A) Applications of Social Studies Processes, Knowledge, and Skills
 * Standard: ( **A1) Researching and Developing Positions on Current Social Studies Issues
 * Grade Level Span: ** Grade 9- Diploma
 * Performance Indicators ** : (d) Synthesize information from varied sources, fieldwork, experiments, and/or interviews that reflect multiple perspectives.

Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world.
 * Content Area: ** Social Studies
 * Standard Label: ** (B) Civics and Government
 * Standard: ** (B2 ) Rights, Duties, Responsibilities, and Citizen Participation in Government
 * Grade Level Span: ** Grade 9- Diploma
 * Performance Indicators ** : (b) Evaluate the relationship between the government and the individual as evident in the United States Constitution, the Bill of Rights, and landmark court cases.

Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.
 * Content Area: ** Social Studies
 * Standard Label: ** (E) History
 * Standard: ** (E2 ) Individual, Cultural, International, and Global Connections in History
 * Grade Level Span: ** Grade 9- Diploma
 * Performance Indicators ** : (a) Identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects. ||

//What understandings are desired?//
• competing allegiances, interests and obligations create dilemmas and challenge relationships. • unity and diversity exist simultaneously in history and today. ||
 * //Students will understand that:// **(U)** ||
 * • varied perspectives and multiple sources are necessary to develop an informed opinion.

//What essential questions will be considered?//
• How does one determine whether to remain loyal or abandon a relationship and its responsibilities? • Is it possible for a society to maintain unity while preserving diversity? Why or why not? ||
 * **Essential Questions:** **(Q)** ||
 * • How much and what types of information are "enough" to form a good opinion?

//What key knowledge and skills will students acquire as a result of this unit?//
• the rights and responsibilities of citizens, states and the federal government as outlined in United States Constitution, the Bill of Rights, and landmark court cases. • the following key concepts: sectionalism, nationalism, federalism, reform, nullification, secession and popular sovereignty. || • describe the relationship between the states, the national government, and citizens. • read between the lines to evaluate motive/agenda. • create an original position incorporating findings from varied perspectives and sources. • compare and contrast historical perspectives and theories regarding issues of unity and diversity. • be open to perspectives different from their own and from unfamiliar types of sources. • reflect on the dilemmas of their own lives. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • how to effectively develop, defend and critique a position by synthesizing information from multiple and varied sources.


 * 2004 ASCD and Grant Wiggins and Jay McTighe**