1. Session 4 Creating a Lesson using UbD

2. Classifying Content Priorities: Understanding by Design (UbD) Wiggins and McTighe (2000) suggest three priorities that are progressively more important in designing units and lessons: 1. Worth being familiar with 2. Important to know and do 3. Big ideas and enduring understandings

3. Enduring Understandings Class Activity: With your elbow partner, THINK/PAIR/SHARE enduring understandings you believe are critical for secondary students in the Social Sciences. Be prepared to share 2-3 examples with the rest of the class.

4. UbD Steps Involves addressing three basic steps: 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction

5. Assessment Options Traditional Assessment Authentic Assessment Selecting a Response Performing a Task Recall/Recognition Construction/Application Teacher-Structured Student-Structured Indirect Evidence Direct Evidence Contrived Real-life

6. CURRICULUM FOCUS GRADES 9 – 10: CANADIAN & WORLD STUDIES

7. Grade 10 Civics Politics involves the study of how societies are governed, how policy is developed, how power is distributed, and how citizens take public action. The Grade 10 course Civics and Citizenship focuses on civics, a branch of politics that explores the rights and responsibilities of citizens, the processes of public decision making, and ways in which citizens can act for the common good within communities at the local, national, and/or global level. By focusing on civics and citizenship education, this course enables students to develop their understanding of what it means to be a responsible citizen and to explore various elements of the citizenship education framework.

8. Sample Overview: Civics and Citzenship (B1) Civic Issues, Democratic Values (B2) Governance in Canada (B3) Rights and Responsibilities With an elbow partner, describe an activity/hook to introduce each of the strands to your students.