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Unit Topic: _Personal Identity in Context_ Grade level: Fourth_

Stage 1 – Desired Results
Content Standard/Established Goals(s):
NCSS Thematic Standard IV Individual Development and Identity. In focusing on the discipline of history, teachers at various
school levels should build upon learners’ knowledge, experience, and developmental capabilities. Teachers of the early grades can
provide learners with experiences that give them a sense of their own roots and of their connections with others and with the past.
Learners can have the opportunity to begin to develop the skills of historical thinking that will enable them to differentiate past, present,
and future time, and to raise questions and seek answers from historical stories and records from the past. Their historical understandings
can draw from at least five spheres of human activity: social, political, scientific/technological, economic, and cultural as they study the
history of their families, communities, states, region, nation, and of other nations or topics with world-wide implications.

Students will understand that:
• Our identities, while seemingly
individual, are surrounded by a
larger historical timeline.
• These identities are in constant
flux, shaped by external and
internal factors (i.e. school v.

Essential Question(s):

Student objectives (outcomes):
Students will know…

Students will be able to…

Why am I having you study this?
When other people come in
contact with you, how do they
perceive you?
How do we create our identity?
How does my identity, as
understood by me, shape my
understanding of equality, past
and present?

• Compare their established
How to define/how they define:
identities to those of
• Identity
historical/literary figures.
• Equality
• Discuss issues of equality and
• How history has played a role in
identity in a student led forum.
our ideas of both the above.
• Debate ideas and definitions of
• Writing is a tool that can be used
to show our identities and present
• Write persuasively on the above
ideas on perceived identity.
Stage 2 – Assessment Evidence
Performance Task(s):
Other Evidence:
• Bio-poem
• Engagement/participation in class
• Historical Timeline
discussions on the topics of
• Formal Debate
• Journal/Constructed response
(each morning)
• Participation in construction of
Author Study Chart
Stage 3 – Learning Plan
Learning Activity
Formative Assessment


Bio-poem (in context of
Brown Girl Dreaming).

Initial exploration into who
we are and what has
brought us there.

Drafts of Poem

Autobiography (after Read
Aloud of Malcolm Little).

Author Study Chart

Historical Timeline

Discussion of equality,
how do we view ourselves
in the sphere of equality in
the larger context of

Formal debate: What is

Students will
understand…If someone
were to write about me,
what would they have to
Compare literary works of
one author – identify what
we perceive to be her
(Jacqueline Woodson’s)
Students will Compare and
contrast of literary fiction
and historical nonfiction
using some of Woodson’s
texts and Kadir Nelson’s
Heart and Soul to
understand both the
difference between
nonfiction and fiction and
the close ties personal
identity can have with
After establishing their
own identities, what does
that tell us about equality?

Drafts of Autobiography

Students will learn how to
argue persuasively.

Students will work in pairs
and then groups,
researching and then
ultimately choosing the
students they want to
represent their ‘team.’

Constructed Responses
(This is the Rope, Coming
on Home, One Crazy
Timelines created in pairs
as a rough draft – then
discussed at table groups,
then brought to class as
whole and voted on (what
will go on our large

This activity is the
formative assessment for
the debate, which is our
final project.