Stage 1 - Desired Results Established Goals (Standards) Students will...

Transfer At the end of this unit, students will be able to independently use their learning to... Assess the ramifications of current events in a region and how they impact the United States?

Meaning UNDERSTANDINGS At the end of the unit, students will understand that... A regions economy and political climate often connected Natural disasters impact economies Colonization impacts a region ESSENTIAL QUESTIONS Throughout the unit, students will keep considering... How does the geography of Central America impact Indiana and the United States? How does the human geography of Central America influence immigration?

Acquisition of Knowledge and Skills

Adapted from The Understanding by Design Guide to Creating High-Quality Units by Wiggins & McTighe (2011)

Stage 1 - Desired Results At the end of the unit, students will know... Central America economy is not well developed because the instability of the governments and reliance upon a single cash crop Push and pull factors of Central America Landforms Hurricane and earthquakes are natural disasters that impact Central America At the end of the unit, students will be able to... Identify on a map Central American countries Identify the main languages spoken in Central America and why Describe the political and economic climate of the region Compare and contrast the economic and political development of Central America and the Caribbean to the US

Adapted from The Understanding by Design Guide to Creating High-Quality Units by Wiggins & McTighe (2011)

Stage 2 - Evidence Evaluative Criteria Students will demonstrate their learning by... PERFORMANCE TASKS (SUMMATIVE ASSESSMENT - End of Project):
Examples: written products (with rubric), oral presentation (with rubric), essay exam, multiple choice/short answer text, movie, other product

Students create will create a narrated video in iMovie in which they explain the economy, politics, language and religion, and climate/location of a specific country and compare these aspects to the same aspects in the United States. Length: 2-4 minutes Countries: Students choose from the countries within Central America and Caribbean (by Teacher) Group: 3-5 students Topics (compared to the US): Economy Politics Language & Religion Climate & Location

OTHER EVIDENCE (FORMATIVE ASSESSMENT - During Project):

Adapted from The Understanding by Design Guide to Creating High-Quality Units by Wiggins & McTighe (2011)

Stage 2 - Evidence
Examples: quizzes, journal, outlines, concept maps, rough drafts, practice presentations, notes, checklists, self-evaluation, exit tickets

SELF-ASSESSMENT (meta-cognition): Students will reflect upon and self-assess their learning by...
Examples: journal, quick write, exit ticket, discussion

Stage 3 - Learning Plan Summary of Key Learning Events and Instruction (Think about SAMR)

Adapted from The Understanding by Design Guide to Creating High-Quality Units by Wiggins & McTighe (2011)

Stage 2 - Evidence

Adapted from The Understanding by Design Guide to Creating High-Quality Units by Wiggins & McTighe (2011)