Design Topic ____________________________ Subject(s) _Social Studies_ Grade(s) _2_ Designer(s) _Vanesa Herrera__

STAGE 1 – DESIRED RESULTS

Unit Title: __African American Heroes___________

Established Goals: (Copy & Paste Standards here)

- Students in grade two explore the lives of actual people who make a difference in their everyday
lives and learn the stories of extraordinary people from history whose achievements have
touched them, directly or indirectly. The study of contemporary people who supply goods and
services aids in understanding the complex interdependence in our free-market system.

- 2.5 Students understand the importance of individual action and character and explain how
heroes from long ago and the recent past have made a difference in others’ lives (e.g., from
biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie
Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

Understandings: Essential Questions (2-5 max):

Students will understand that there are many 1. Who can be a hero?
different American heroes who can be women, and 2. Who are American heroes that caused
not just white American heroes. change in the United States?

- There are many African American heroes
that created change in America
-Students will have to think about who they
believe a hero is or looks like. I selected these
questions to get a perspective as to how the
students describe a hero. This idea could
transfer to another unit of diversity and the
importance of having knowledge

Knowledge:
- Students will have knowledge of different
African American heroes that made change
in the United States
- Students will acknowledge the importance
of an individual’s actions that had a
positive impact in their country through
learning about different African American
heroes created a positive impact
- Students will be able to compare and
contrast African American heroes from the
past to African American heroes from the
present
Skills:
- Students will be able to create a timeline of
different African American heroes in the
United States from as early as they could
find, and have the students choose one to
two different heroes that they found
interesting from their created timeline
- Students will be able to compare and
contrast different heroes to find their
commonalities and differences
- Students will be able to actively listen to
stories and biographies of a variety of
African American heroes
- Students will be able to create a piece of art
to represent their chosen hero for their
report

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ____________________________ Subject(s) _Social Studies_ Grade(s) _2_ Designer(s) _Vanesa Herrera__
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks (Think about G. R. A. S. P. S.):
G- Students will be able to create a fake biography samples, observations, self-assessments, reflections):
about a hero they created to take on a problem that
their
community is facing
R- Students have been asked to make up a
biography of a hero they created, along with
created a piece of art that looks like the hero they
imagined and created
A – The target audience is the different heroes that
are present in the United States whether it be; a
woman, African American, Asian, Latino/Hispanic
heroes, they are all heroes in the U.S.
S- Students will learn about the different heroes
that aren’t very mentioned in school textbooks
because they are not the “typical American hero”
P- The students will demonstrate their
understanding of what makes a hero, and the
variety of factors that make different heroes
S- The students’ performance will be judged based
on the content in their created biography; the
students will be writing what makes a hero based
off of the different heroes that were introduced to
in class
Key Criteria (e.g., rubric for Performance Task):
- See attached rubric
4 The moral/lesson of the story is
evident. The story uses different
aspects that make a hero a hero.
The story has a clear problem and
solution to the story. The story has
clever details and shows that the
writer has a clear understanding of
how there are different heroes
3 The moral/lesson of the story is
evident. The story uses different
aspects that make a hero a hero.
The story has a semi clear problem
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Other Evidence (e.g., texts, quizzes, prompts, work
Observations based on the days of the unit:
- Group posters of what they think a hero is
- Bibliography of a real American hero that
students will write about
- Create a story of an “imaginary” hero
- Group discussion/ debate of what a hero is
- Create art pieces of different heroes from
different backgrounds to portray that chosen
hero’s message
- Journal reflections about different
heroes in their life and a tool to write
down something new they learned
that made the hero of the day stand
out or made them similar or different
to all other heroes that were
presented
Little to no grammatical errors. Story is written
Punctuation is correct, and in a tense that is
student takes risks with their use consistent (1st
of appositions, commas, dialogue, or 3rd person).
and/or parenthesis. Little/no
spelling errors.
Some grammatical and/or spelling Story is mostly
errors. But this does not change written in a
the story content. tense that is
almost
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Design Topic ____________________________ Subject(s) _Social Studies_ Grade(s) _2_ Designer(s) _Vanesa Herrera__

and solution to the story. The story consistent.

has details and shows that the
writer has an understanding of
how there are different heroes.
2 The moral/lesson of story is not Grammatical and/or errors makes Story tense or
clear. The story uses some aspects it difficult to read and understand setting may
that make a hero. The story does story. change,
not have a clear problem and a confusing to
semi-clear solution. The story has reader.
little details and shows some
understanding of how there are
different heroes
1 No structure, no paragraphs, no Piece may be missing capitals, Story is out of
beginning, middle, end. No punctuation, proper tenses and/or order,
problem/solution, no evident have too many spelling mistakes repetitive,
present that makes reader believe to be read fluently. confusing.
that they understood what makes a
hero.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities (Think about WHERETO):

1. Group posters of what they think a hero is

2. Mini discussion of what a hero is
3. Mini quiz on what a hero is
4. Indoor four corners discussion
5. “My own hero” sheet
6. “My own hero” presentation
7. Presentation of two African American artists and their messages of their artwork
8. Vocabulary sheet guide
9. Presentation of commonly known African American heroes (MLK, Rosa Parks, Obama)
10. Videos of commonly known heroes
11. Presentation of different heroes that are not very well known (Harriet Tubman, Robert Smalls,
Claudette Colvin, Soledad Brothers)
12. Watch videos of described “not-commonly known” African American heroes
13. Journal reflections of different artists and heroes that students learned about
14. Write bibliography of an African American hero that was introduced, or researched
15. Research day for American hero (already chosen) or new hero
16. Create art piece to represent hero
17. Gallery walk/ art presentation
18. Presentation of chosen hero
19. Read about imaginary African American heroes (Black Panther, Grace for President, Black All
Around)
20. Create a story of an “imaginary” hero
21. Group discussion/ debate of what a hero does not have to “have” or “be”
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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ____________________________ Subject(s) _Social Studies_ Grade(s) _2_ Designer(s) _Vanesa Herrera__

22. Create full body image of “imaginary” hero

23. Exit slip of who their hero is
24. Write on board one word to describe what a hero is to them
25. Presentation of their created hero art and brief description of who their created hero is
26. Movie day (Black Panther)

Stage 3--Learning Matrix

Monday Wednesday Friday

-Group poster of what they -Create art piece of what a - Gallery Walk of art
Week 1 know about a hero hero is, while applying art without description,
- Presentation of two vocabulary in art pieces students need to guess the
African American artists, - write quick summary of message in art
who are heroes through art piece and the - Artist presents their art to
their artistic expression significance of art piece class and explains
(Aaron Douglas and Kara message
Walker)
- Presentation of art
vocabulary
- Complete vocabulary
worksheet

-Mini discussion of what a -Mini quiz of what a hero is -Presentation of commonly

Week 2 hero is - Work on “My Own Hero” known African American
- Indoor discussion “four worksheet heroes
corners” about heroes - Present their own hero in - Show videos of
(what feature is more their lives commonly known African
important in a hero, corner American heroes
1 is bravery, corner 2 is
patience, corner 3 is
strength)

-Presentation of different -Watch videos of described -Write bibliography of an

Week 3 heroes that are not very
well known (Harriet
Tubman, Robert Smalls,
Claudette Colvin, Soledad
Brothers)
“not-commonly known”
African American heroes
- Write journal reflection of
an artist and “unknown
hero”
African American hero that
was introduced, or
researched
-Research day for
American hero (already
chosen) or new hero
presentation

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ____________________________ Subject(s) _Social Studies_ Grade(s) _2_ Designer(s) _Vanesa Herrera__

-Last day for in class -First day of presentation -Finish presentations

Week 4 research/ writing of art piece and
bibliography bibliography for chosen
-Create art piece to hero
represent chosen hero

Week 5 - Read about imaginary
African American heroes
(Black Panther, Grace for
President, Black All
Around)
-Watch quick videos of
imaginary African
American heroes
-Start creating story of -Finish last details in art
created hero, and full body piece or story
representation of
imaginary hero art piece
-Group discussion/ debate
of what a hero does not
have to “have” or “be”

Week 6 -First part of presentations -Second part of - Movie day: Black Panther
presentations

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)