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How much/ what kind of preteaching needs to be done before starting the unit?

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What kinds of background information do our students have? (Or students in this grade level at this time?)

How do we seek out new technologies? What if these new technologies are not available in our classrooms?

Will we be guided through the assignments week-by-week or given enough information to have a basic idea of the class (with some guidance later)? [Keep in mind I haven't read the entire syllabus or other docs!]

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How detailed does our unit need to be on paper?
Does every lesson need to have a summative assessment at the end?

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Topic: CA goldrush

I need to know how to help students understand the relevance of the goldrush to their lives in california.

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What will be our final project

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Grade standards, what student know already, what materials students need for the lessons/projects.

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In order to complete this task I need to take into consideration timing for the unit. For example, is there time for an ongoing simulation or should there be shorter, smaller lessons.

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We need to know the grade levels framework, the students fund of knowledges and prior knowledge, what we want the ending to look like, how to help students access information

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We need to know or determine the "end goal" of the Social Studies unit (what the students should be able to understand after the lessons). We also need to know where the students are coming from, so the knowledge that they are bringing into the classroom as well as how their perspectives are shaped by their different identities.

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In order to complete this task, I need to closely examine the different frameworks.

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Student prior knowledge, funds of knowledge, interests (for activities that they do to show what they know), community resources for the topic (if any)

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Prior knowledge that I can build upon.

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How to integrate other points of view. How to link the unit to present day.

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How detailed is the unit plan? (i.e. 5 thoroughly laid out lessons or outlines of each of the lessons in the unit)

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What background knowledge will the students need in order to understand the unit?

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Read books on how to read nonfiction text.

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Is each group member turning in the same exact paper? Or are we making variations of the same topic of study.

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To continue planning this unit I need to brainstorm activities that include common American symbols.  I also need to find the lyrics for "America the Beautiful" and This Land is My land"

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if we divide into two groups since there are five of us, can our lessons be consecutive?

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In order to continue planning this unit I will need to know what prior knowledge the students will have on this particular topic and what they would need more help building on. I need to take a more in depth look at the framework.

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To design engaging, inquiry based projects teachers need to know their students interests and prior knowledge. Teachers also need to know how well their class can work independently and stay on task.

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I need good options for both primary and secondary sources for the gold rush.