Curriculum Planning

The topic of this unit emerged from a conversation in which my Classroom Mentor explained that in early March, they "do" the Mayflower, but that this is probably the least developed Social Studies unit of the year. This topic simultaneously intrigued and intimidated me. The former, because I think that it traditionally is taught in a very limited way; the latter because it seemed an exploration into this topic could open a whole can of worms that I am not ready to do in a school and classroom where I am, as a student teacher, something of a guest, still. For example, I do not see this as my chance to completely re-frame the "discovery" of America as the dramatic genocide of native peoples. However, I do think that through this unit, I have the opportunity to pose new questions, facilitate new curiosities, and hopefully encourage my students to think in some new ways. Below you can explore the ways in which I developed my unit plans in order to highlight important themes and encourage particular enduring understandings. In the next section, Context and Rationale, you will read about the reasons that I believe that these particular understandings are important to teach to my students, and why I will choose specific methods to teach them.

Idea Web

Backward Planning Template

Convergence Chart

This web depicts my initial brainstorming around the generative topic of The Mayflower and Plymouth Plantation and the possible lessons and understandings that I could link to it. Naturally some ideas lasted throughout my curriculum plan, and others no longer fit as I distilled goals and throughlines (Blythe et al, 1999 p.20) for this unit.

In this document, I determine the important understandings that I wish my students to come to, the assessments that I will use to see if the students have reached them, as well as the activities I will lead them through in order to get there. This version has been edited multiple times I have circled back to finesse and rearticulate the broader understanding goals. For an earlier draft outlining previous goals I had for the unit, please see Appendices.

This organizer represents a wide range of influences on my curriculum including state standards, my own beliefs about teaching, greater research in the field, as well as a short entry on the context of this unit. For an extended description of the context and rationale of this unit, please visit the following page.

Curriculum Tables

This organizer demonstrates the specific ways in which the primary understanding goals of this unit will be taught and assessed.

Next: Context & Rationale