Stage I – Desired Results
Established Goal(s) [all standards/proficiencies]: D2 His. 4 6-8 Analyze multiple factors that influenced the perspectives of people during different historical eras D2 His.4 6-8 Explain the multiple causes and effects of events and developments in the past D2 Eco 1.6-8 Explain how economic decisions affect the wellbeing of individuals, business & society
Understanding (s): Students will understand that… The different factors and results of the the Great Depression and the Great Recession Form a working understanding of the factors and causes of the Great Depression and Great Recession	Essential Question(s): What impact did the great depression and recession of 2008 have the lives of Americans economically and socially? How were the experiences across each period similar? How were they different? What factors created the conditions for the great depression and recession of 2008? How were the experiences across each period similar? How were they different? What effect do both of these events have on modern day Americans.
Students will know… The different factors and results of the the Great Depression and the Great Recession Students will be able to… Use research skills to pull ideas and content out of historical and narrative texts. Draw connections from the past to understand the lasting influence of these events on American life

The performance assessment I was considering for my unit of study was a group presentation followed by a group discussion to culminate the unit. The first part of the final assessment I would have the class split into two separate groups; one for the Great Depression and another for the 2008 Recession. Each group would independently research for a set portion of the unit and at the end of the research period the groups would create a presentation and teach the other half of the class about their event. Through presenting I would be able to see how effectively students apply their research skills when drawing information through content. The second part of the assessment would involve a class discussion comparing and contrasting the two events around the basis of our essential questions. The group discussion would allow for me to assess understanding at an individual level of the content. Between both of these assessment strategies I feel as though I could reach a fairly competent judgement on whether or not students reach the proficiencies selected for my unit.

Performance Criterion 7.2: Candidates plan instruction by drawing upon knowledge of learners to meet rigorous learning goals.

Through assessing with a presentation and a group discussion I put a significant level of student achievement in the hands of the students. How effectively students use their research skills and allocate time will reflect their level of achievement. How much effort students put towards their own achievement in this unit will reflect on the class’s achievement as well. Since students become responsible for educating their peers the knowledge they acquire and distribute will be what influences the level of understanding and content acquisition of the class. Thus how effectively students learn and distribute their knowledge will determine if the students can achieve proficiency with the standards outlined in the unit.

At this point in time I would argue my lesson plan is in a state of near infancy. Conceptually I believe that I have an understanding of how to reach this performance criteria within my unit. I would argue that I would know how to go about how to using student knowledge to set and meet learning goals. My next steps would be to put the methods of reaching this performance criteria in more concrete terms and then putting them into practice within a classroom. Through specifying assessment I can more clearly display what specific methods I would use in the classroom to demonstrate that student knowledge is directing the learning goals of the unit. Then through putting those methods into practice I can obtain an higher level of proficiency through the act of real world application.