Understanding by Design Professional Development Workbook
20
Glossary Process sheets Exercises Peer review Stage 3 Stage 2 Stage 1 Introduction
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UbD Curriculum Map for Stage 1
U.S. History, Grade 7
Course SkillsCourse Essential QuestionsCourse Understanding
Students will
understand that…
• The preambles to the Declaration of
Independence and the Constitution
establish the ideal for why we need
government and principles that
should guide the government’s
decision-making—providing a
framework by which we can
evaluate our nation’s progress and
suggest means for improvement.
• Progress often comes at a price—the
extent of which allows history to
judge its success.
• Individuals, even outside of elected
leaders, can have a profound impact
on history.
• The United States abandoned its
isolationist policy as economic and
geopolitical interests began to
change, becoming the dominant
world power with new challenges
and responsibilities.
• To promote the general welfare, the
government has attempted to
balance the need to let the market
operate freely with the need to
regulate it in order to safeguard
public interests.
• Geography continues to influence
the economic, political, and social
development of our nation.
• Throughout U.S. history, war-time
fears and perceived threats to
security have led to the denial of
certain civil liberties.
• U.S. culture reflects the events
of the day and shapes how we
perceive ourselves.
• Ratification of the Constitution did
not end the debate on governmental
power; rather, economic, regional,
social, and ideological tensions that
emerged, and continue to emerge,
further debates over the meaning of
the Constitution and the proper
balance between federal and state
power.
• The government and public
commitment to civil and equal
rights has advanced.
Are we becoming the nation
we set out to be?
• What price progress?
• How do individuals make a
difference?
• How did the United States become
the world power?
• What issues determine our
involvement in foreign affairs?
• Why did the United States abandon
its traditional isolationist foreign
policy?
• Should commitment to the ideals in
the Constitution extend beyond our
borders?
• What is the government’s
responsibility to promote the
general welfare?
• Should the government be more
hands-on or hands-off with regard
to the economy?
• How does geography influence
history?
• Why is there a struggle between
security and liberty?
• How has the cultural identity of the
United States changed over time?
• How has the struggle between
states’ rights and federal power
played out over time?
• How has the government’s
commitment to establish justice
changed over time?
• How has the definition of justice
changed to become more inclusive?
Students will develop
skills for historical and
geographical analysis,
including the ability to
• Identify, examine, and interpret
primary and secondary source
documents to increase understand-
ing of events and life in U.S. history.
• Make connections between the past
and the present.
• Sequence significant events in U.S.
history from Constitutional times to
present.
• Interpret ideas and events from
different historical perspectives.
• Evaluate and discuss issues orally
and in writing.
• Create and explain maps, diagrams,
tables, charts, and graphs.
• Analyze and interpret maps to
explain relationships among
landforms, water features, climatic
characteristics, and historical
events.
• Analyze political cartoons, political
advertisements, pictures, and other
graphic media.
• Distinguish between relevant and
irrelevant information.
• Review information for accuracy,
separating fact from opinion.
• Identify a problem and recommend
solutions.
• Select and defend positions in
writing, discussion, and debate.
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