Understanding by DesignUnderstanding by DesignA brief IntroductionA brief Introduction

A quick surveyA quick surveyHow many of you think you will How many of you think you will

use facts such as Hitler and Stalin use facts such as Hitler and Stalin and World War 2 in your and World War 2 in your workplace in the future? workplace in the future?

A focus on the larger pictureA focus on the larger picture• Content we cover in curriculum will Content we cover in curriculum will

probably have little impact on your probably have little impact on your life after the O-levelslife after the O-levels

• We want you to take away life We want you to take away life values, life lessons, that you can values, life lessons, that you can apply onto other areas of your lifeapply onto other areas of your life

Authentic Transfer TaskAuthentic Transfer Task• A task will be given which focuses on A task will be given which focuses on

REAL problems/scenarios. This REAL problems/scenarios. This ensures you can transfer the skills ensures you can transfer the skills and content you learn in school to a and content you learn in school to a real-life scenario outside when you real-life scenario outside when you leave school. leave school.

Some new vocabularySome new vocabularyBig Idea

Enduring Understanding

Essential Questions

Discover this yourself

Use of EQs in a History Use of EQs in a History lessonlesson• Intriguing, generates other questions Intriguing, generates other questions

and discussionsand discussions

• Solving the puzzle (EUs) using the Solving the puzzle (EUs) using the lessons plannedlessons planned

• Engage you into finding out the life Engage you into finding out the life lesson you may get to learn at the endlesson you may get to learn at the end

Do you agree?Do you agree?• Life is more than concepts like Life is more than concepts like

authoritarian regimes, and World Wars, authoritarian regimes, and World Wars, and cells and atoms, and and cells and atoms, and photosynthesis, etc. Instead of learning photosynthesis, etc. Instead of learning about Hitler and Stalin, lets focus on about Hitler and Stalin, lets focus on learning about evil and power. What learning about evil and power. What makes a person evil? What makes one makes a person evil? What makes one powerful? Which would you prefer to powerful? Which would you prefer to discuss in class? Hitler or evil? discuss in class? Hitler or evil?

Big Idea Big Idea

EQsEQs• What makes one powerful?What makes one powerful?

• Can one achieve all his dreams with Can one achieve all his dreams with power?power?

• Does power bring freedom or does Does power bring freedom or does power entrap?power entrap?

We will address these We will address these questions in the next 8 questions in the next 8

lessonslessons

Let us see if you can unlock Let us see if you can unlock the enduring understandings the enduring understandings

of this unit on “power”. of this unit on “power”.

ATTATT• You will all be lawyers, either defending or You will all be lawyers, either defending or

prosecuting Hitler and Stalin.prosecuting Hitler and Stalin.

• You are to work in threes to come up with a You are to work in threes to come up with a lawyer’s report on your side of the research. lawyer’s report on your side of the research. You are to use these details in a court trial.You are to use these details in a court trial.

• You are also to craft a moving and You are also to craft a moving and convincing closing speech to read to the convincing closing speech to read to the judge on your argument. judge on your argument.

Scheme of Work Term 3Scheme of Work Term 3• Wk 1: Intro to UbD/Discuss Big Idea & EQsWk 1: Intro to UbD/Discuss Big Idea & EQs• Wk 2: Recap Stalin’s impact on peopleWk 2: Recap Stalin’s impact on people• Wk 3: Rise of HitlerWk 3: Rise of Hitler• Wk 4: Impact of Hitler on peopleWk 4: Impact of Hitler on people• Wk 5: Test & Intro to ATTWk 5: Test & Intro to ATT• Wk 6: SBQ Skill PractiiceWk 6: SBQ Skill Practiice• Wk 7: Hand in ATT. Rise of Facism in JapanWk 7: Hand in ATT. Rise of Facism in Japan• Wk 8: Impact of fascist rule on peopleWk 8: Impact of fascist rule on people• Wk 9: Return of test/ATT. Discussions on EQs and Wk 9: Return of test/ATT. Discussions on EQs and

big idea. Uncovering the EUs. big idea. Uncovering the EUs.

Introducing our WikiIntroducing our Wiki• Everyone will be invited as members to the Everyone will be invited as members to the

wikiwiki• You are to log on at least once weekly for You are to log on at least once weekly for

updates and participationupdates and participation• Slides & notes will be uploadedSlides & notes will be uploaded• After every lesson, there will be a discussion After every lesson, there will be a discussion

thread. ALL are to post a comment to the thread. ALL are to post a comment to the question. This is compulsory.question. This is compulsory.

• All are ENCOURAGED to comment on others’ All are ENCOURAGED to comment on others’ responses too. responses too.

• Check your email today. An invitation Check your email today. An invitation will be sent. Please ensure you give will be sent. Please ensure you give me the account you access the most. me the account you access the most.

• You can use it to ask me questions as You can use it to ask me questions as well. well.

Students without any posting Students without any posting for the week (to be posted a for the week (to be posted a day before the next History day before the next History lesson), will be tasked to do lesson), will be tasked to do up a written reflection to be up a written reflection to be

handed in. handed in.