Stage 1: Identify Desired Results
Established Goals
Content Standards, program goals, etc.
!
1. Analyze elements of continuity and change in the United States government and the role
of citizens over time. (CAS: 4. Civics. 1.)
2. Describe examples of citizens and groups who have influenced change in United States
government and politics (CAS: 4. Civics. 1.D.; DOK 1-2).
3. Examine and evaluate issues of unity and diversity from Reconstruction to present.
(CAS: 1.G; DOK 1-3)
4. Analyze the complexity of events in United States history. Topics to include but not
limited to the suffrage movement and the Civil Rights Movement. (CAS: 2.G; DOK 2-3)
What essential questions will be considered?
1.
2.
3.
4.
Who has the power to change society?
How much power do citizens have in their government?
What ideas have united people over time?
How do social movements impact our lives today?
What understandings are desired?
Students will understand that…
1. Citizens play a key role in social and political change.
2. Individuals have power within the government to reach outlined common goals of
societal change.
3. Individuals group together to advocate important ideas that society faces..
What key knowledge and skills will students acquire as a result of this unit?
SWBAT
1. SKILL: Analyze and practice rights, roles, and responsibilities of citizens. (CAS 4:
Civics. 1.)
2. SKILL: Evaluate the result of various strategies for political change over time. (CAS 4:
Civics. 1.D.; DOK 1-3)
3. SKILL: Research and advocate ideas regarding important issues facing society. (CAS 4:
Civics 1. R-2)
4. SKILL: Construct and defend a written historical argument using relevant primary and
secondary sources as evidence. (CAS 1: History 1.C; DOK 1-4)
5. SKILL: Study cause and effect, patterns, themes, and interdependence of events. (CAS
1: History 2)
6. KNOWLEDGE: Identify major Civil Rights figures, factions, and events and explain
their historical significance.
7. KNOWLEDGE: Explain the factors that ultimately led to the Civil Rights Movement.
8. KNOWLEDGE: Identify the key characteristics and goals of the Civil Rights
Movement
Unit Title: Civil Rights Movement and the Power of Community
Essential Questions:
Big Understandings:
1. Who has the power to change society?
1. Citizens play a key role in social and
2. How much power do citizens have in their
government?
2. Individuals have power within the
3. What ideas unite people together?
4. How do social movements impact our lives?
political change.
government to reach outlined
common goals of societal change.
3. Individuals group together to
advocate important ideas that
society faces.
Performance Task:
A local news station has decided to run various informational programs about the Civil Rights
Movement througought the month of February. However, they require your assistance in
designing what topics should be presented to the community. Station writers have reached
out to you, a student who has been studying the Civil Rights Movement for an entire unit, to
help them. Your job is to choose one major figure, group, or event from the Civil Rights
Movement to research in depth and create a presentation for the news station to air. Since
the writers are allowing you to choose, please pick the figure, group, or event that you find
most important and interesting. Your first goal is to frame the figure, group, or event in the
context of the Civil Rights Movement. Then you are to explain the five Ws: Who is it/who
was there? What were they doing? What was their beliefs and goals? Where did this event
take place/person act? When did this occur? Why is this person, group, or event of key
importance to the Civil Rights Movement? Make sure you are clear about how this person,
group, or event fits in and contributes to the big picture. You may choose to write a talk
show script, narrated documentary script, or oral presentation script to present your ideas
to your community.
This is just a short list of example topics you may choose from:
Rosa Parks
Montgomery Bus Boycott
Martin Luther King Jr. Malcolm X Black
Panther Party
Little Rock Nine Lunch Counter Protests Brown v Board of Education March on
Washington
1. When you settle on a topic that had a big impact on the Civil Rights Movement, organize
your research and thoughts and fill out a 5 Ws graphic organizer. This may be a chart,
concept map, bubble organizer, two column notes, analysis chart, or outline.
2. Gather the materials and resources needed to create your talk show script, narrated
documentary script, or oral presentation. This should include at least one of the following:
photographs, first person (primary) accounts, audio recordings, or video clips.
3. Write a two to three page script that may be read in front of the class. This script should
detail background information for those who know little about your topic and clearly explain
the historical significance and impact of your topic (this is your argument). As this is on
television, be sure to use appropriate professional language that befits a television program.
Your script must be double spaced, 12 point font, either Arial or Times New Roman with 1
inch margins. Make sure to proofread your work for content and grammar mistakes.
Does Not Meet
Expectations (1)
Progressing (2)
Argument
Script does not present
an argument regarding
the figure, group, or
event’s impact in
history.
Script states the
figure, group, or event
is historically
important but does not
explain how.
Script explains
how the figure,
group, or event is
historically
significant in the
context of the
Civil Rights
Movement or
today.
Script explains how
the figure, group, or
event is historically
significant in both
the context of the
Civil Rights
Movement and
today.
Evidence
No evidence based on
factual references is
given.
Factual evidence is
unrelated to the
historical
significance.
Factual evidence
supports the
historical
significance claim.
Factual evidence is
supports the
historical
significance claim
and provides
examples.
Organizati Script does not begin
on
with background
information based in
fact. It does not follow
a logical flow.
Script provides
minimal background
information based in
fact that does not
answer the five Ws.
Script jumps from
point to point with no
link or leading phrase.
Script provides
background
information based
in fact that
answers all five
Ws. The
presentation flows
from introduction,
to main points to a
short but
conclusive
statement.
Script provides full
and detailed
background
information based
in fact. Script flows
seamlessly between
an attentiongrabbing
introduction, main
points, impact, and
contains a detailed
conclusion.
Grammar Five or more spelling
& Spelling and/or grammar
mistakes are made.
Three to four spelling
and/or grammar
mistakes are made.
One to two
spelling and/or
grammar mistakes
are made.
No spelling and
grammar mistakes
are made.
Voice &
Tone
Script’s voice and tone
were too casual for an
informational program
on television, or
contains slang words
or phrases.
Script’s voice and
tone were casual but
did not include slang
words or phrases.
Script’s voice and
tone was
professional
throughout.
Script’s voice and
tone is professional
and addresses the
audience.
Format
Script was incomplete
or handwritten.
Script length did not
reach two full pages,
typed and double
spaced.
Script length
exceeded two full
page, typed and
double spaced.
Script length
exceeded three full
pages.
One or two
references to
professionally
legitimate texts are
made and properly
cited.
Three or more
references to
professionally
legitimate texts are
made and properly
cited.
References No citations are made. References are made
but improperly cited
or drawn from
illegitimate and
untrustworthy
sources.
Proficient (3)
Exemplary (4)
Lesson
Objective and Rationale
Assessment
1
SWBAT summarize, in writing, the five characteristics of a social
movement through five short descriptive sentences with the help of
sentence stems.
Exit Ticket: a KWL
chart to be used to
pre-assess what
students know about
what a social
movement really
means.
Rationale: It is important to understand what qualifies a social
movement and know the specifications and categories with which to
analyze them. With this knowledge, one could more easily understand
today’s social movements.
Active Engagement Strategy: Together, students will devise body
statues representing the five characteristics and vote on them.
2
SWBAT explain, in writing, the role of certain influential events that
lead up to the peak of the Civil Rights Movement using sequential
language with the help of whole group collaboration.
Timeline & Exit
Ticket: Group work
with the timeline will
be graded, as will an
Rationale: It is important for students to understand that the Civil
exit ticket asking for
Rights Movement was the culmination of tensions and conflicts beginning the most influential
in the 19th century. History is a collection of cause and effect
event was and why.
relationships.
Active Engagement Strategy: Students will work in groups to create a
classroom timeline, creating event explanations placards that will be
presented to the class in chronological order and added to the timeline.
3
SWBAT identify, in writing, at least seven of the issues that were being
addressed by the Civil Rights Movement properly using specific pronouns
and nouns with the help of a graphic organizer.
Rationale: One cannot truly understand the motivations behind a
movement without understanding the issues being addressed. For
example, the #BlackLivesMatter movement is addressing police brutality
in the wake of many murders.
Exit Ticket: a 3x
Summary about what
they have learned in
10-15 words, 20-50
words, and 51+
words.
Active Engagement Strategy: Students will use manipulatives (index
cards) to sort through possible issues and find those being addressed by
the Civil Rights Movement. Some will be irrelevant or off the mark.
Students will then be asked to arrange them in what they believe to be
the most to least important.
4
SWBAT describe, in writing, key Civil Rights figures using descriptive
language using provided expository sources.
Rationale: All change that has occurred throughout human history has
been led by people with grand ideas, initiative, and leadership skills.
However, not all key figures have positive roles.
Active Engagement Strategy: Students will participate in a “True or Not
True Hold Up” regarding what they have learned about each figure and
periodic prompted “Turn and Talk” discussions.
In-class assessment:
True/False activity
and informal
observational notes
5
SWBAT analyze, in writing, the role of Martin Luther King, Jr. in the Civil
Rights Movement properly citing evidence drawn provided source
excerpts.
Exit ticket: a 3-2-1
quick write
activity.
Rationale: Great leaders are key in great social movements. Their ideas,
knowledge, and skills are what make them most effective, so to
understand the Civil Rights Movement, one must understand its leaders.
Active Engagement Strategy: Students will hold partnered and small
group discussions responding to prompts periodically throughout the
lesson.
6
SWBAT explain, in writing, the nature of Malcolm X’s beliefs and goals
using commas appropriately with the help of a partner.
Rationale: MLK, Jr. was an important figure, but he was not the only one
with a loud and strong voice. It is important for students to understand
that two people or sides can have similar goals but have differences in
how to achieve it.
Active Engagement Strategy: Students will create and use index cards to
arrange the provided information in a meaningful and organized manner.
7
Exit ticket: a 3-2-1
quick write activity
(to be mirrored
and compared to
the MLK 3-2-1)
Students will get
these back for
future use.
SWBAT evaluate, in writing, the strengths and weaknesses of both Martin Exit Ticket: a preLuther King, Jr.’s and Malcolm X’s arguments using varied sentence lengths writing exercise
using the sources that have been provided thus far.
where students
brainstorm an
Rationale: As previously mentioned, both leaders were remarkably
argument
important in very different ways. Though people within a movement may regarding who’s
share a common goal, it is important for those participating to decide
approach would be
what route they want to take to get there.
more effective.
Active Engagement Strategy: Students will participate in a collaborative
note-taking activity where students share responses and add them to the
whiteboard where they will be typed and printed as keepsheets.
8
SWBAT articulate, verbally, an argument regarding if Martin Luther King,
Jr. or Malcolm X was more effective using evidence with the help of
conversation/sentence starters.
Rationale: This lesson helps students practice argumentative and debate
skills and challenge each other to push for higher-level thinking.
Active Engagement Strategy: Students will participate in a live debate/
Socratic Circle regarding whose protest approach was most effective in
achieving civil rights. Students may change sides midway if they choose.
!
Exit ticket:
observational notes
from the Socratic
Circle/debate.
9
SWBAT compare and contrast, in writing, power of peaceful and violent
approaches to protesting using comparative vocabulary with the help of a
venn diagram or T-Chart.
Rationale: Many social movements divided into violent and nonviolent
factions. For example, #BlackLivesMatter have both nonviolent marches and
people who fight. It is important to understand the role each side plays in
the struggle for liberation to better understand the situation.
Collecting:
graphic organizers
(venn or T-chart)
to be assessed for
data.
Active Engagement Strategy: In addition to multiple think-pair-shares,
students will two a quick-writes of what protest methods they can think of,
either from today or in history.
10
SWBAT analyze, in writing, the immediate effects of the Civil Rights Act of
1964 using key legislative vocabulary with the help of a word bank.
Collecting: a
expository
paragraph that
Rationale: The Civil Rights Act of 1946 was one of the most important
explains at least
pieces of legislature to come from the Civil Rights Movement. However, it is three of the
important to understand that though this gave African-Americans legal
immediate
protection from discrimination, it did not solve all the issues being faced.
effects.
Active Engagement Strategy: Students will participate in a quick-draw
activity in which they will draw three situations in which the Civil Rights
Act of 1964 would protect their rights.
!
Lesson Plan
!
Name: Emily Mehregan
I.
Date:
Grade/Content: 8th Grade Social Studies
Pre-Assessment Data :What do students already know about this topic? What data is available?
Students have previous knowledge about the Civil Rights Movement from past years, but such knowledge
mainly focuses on Martin Luther King Jr.’s work. One lesson on the Civil Rights Movement has bent taught.
II.
Content and Language Objective *Must be conveyed to students
What will students be able to do at the end of today’s lesson? How will this support language development?
Students will be able to evaluate, in writing, the effectiveness of both violent and nonviolent approaches
to gaining Civil Rights using comparative language with the help of a graphic organizer of choice.
Key Vocabulary:
III.
Civil Rights, Boycott, The Black Panthers, Malcolm X, Martin Luther King Jr.
Rationale * Must be conveyed to students
Why is this important to students? How is this related to unit goals and essential questions? How does this connect to
students’ real lives?
Most social movements can be separated into groups of ideologies: violent and nonviolent to meet their
goals. A current example is the Black Lives Matter movement, where some march for awareness and
others fight back. To get the best picture of the situation, one must understand the role violent and
nonviolent methods play in achieving their means.
IV.
Assessment * Must be conveyed to students
How will you measure students’ progress toward the objective? Will the data you gather allow you to
differentiate future instruction?
Hand in their venn diagrams comparing violent and nonviolent approaches as an in-class assessment. Data
gathered will be used to evaluate to what extent the objective was met and which students need
additional support with content and/or language form.
V.
Differentiation
How will you use data to intentionally group students according to skills/readiness? What choice will
students have in the process or product associated with this lesson?
Students will have self-choice in which graphic organizer they will use; students with accommodations
will receive sentence stems to use with their graphic organizers.
VI.
Lesson Components
+Active Engagement Strategies +Oral language development +Cooperative learning +Critical thinking +Arts Integration + Checks for understanding +Frequent feedback +Student voice and choice +Scaffolding
+ Strategies to support ELLs *Visual supports *Explicit vocabulary *Realia *Native language support
Component
A.
Management: Explain your expectations and the consequences if expectations are not met
Precise Directions Positive Narration Whole-class Incentives
Individual Consequences
B. Lesson Introduction: ‘Hook’ students into content. Explain objective, rationale, and assessment
Do Now Question: What do “civil rights” mean to you today?
C.
Body of Lesson: I Do, We Do, You Do: model, guided practice, independent practice
Time Required
Teacher…
• States the homework aloud and gives students
time to write down the homework+collects hw.
• Explains the Do Now prompt and answers any
questions before starting the timer.
• Daily greeting! (standing)
• Think-Pair-Share for a minute (sitting)
• Guide whole group discussion about TPS.
Students…
• Write down the homework from the board and
take out their history binders+homework.
• Write the Do Now prompt response in their
history notebooks.
• Daily greeting! (standing) led by volunteer
• Think-pair-share with their table partner
• Share responses to Do Now prompt in whole
group (volunteer)
7 min
• Give directions to students about the activity
• choice of graphic organizers
• listen to information
• participate in class discussions
• Powerpoint:
• The role of MLK Jr in the CRM, his
• Use the graphic organizers to take notes
• Participate in the turn-and-talk: discuss with
12
min
background, his beliefs, his leadership style,
his activism (past and present)
• Turn-and-talk+Whole Group Discussion: Is MLK
Jr.’s nonviolent method effective in achieving his
goals?
• Main Points:
• violence can be seen as terrorism
• fighting against police forces could be deadly
• peaceful means lead to peaceful ends
their partners about nonviolent protesting
• Volunteer to share responses and popcorning to
peers.
• Take more notes using the graphic organizers.
• Quick Write: Write about any nonviolent protests •
you know of.
•
• Volunteers share their answers in whole group
•
• Was/is this example effective? How did the
public feel about it?
Write Quick Write in their notebooks
Share responses (by volunteer)
Take notes in graphic organizer during
discussion.
7 min
• Examples: Boycotts, marches, sit-ins
• Powerpoint:
• The role of Malcolm X in the CRM, his
• Use the graphic organizers to take notes
• Participate in the turn-and-talk: discuss with
12
min
• Quick Write: Write about the violent protests
• Write Quick Write in their notebooks
• Share responses (by volunteer)
• Take notes in graphic organizer during
7 min
• Think of and ask questions.!
• Listen to directions and explanation.!
• Hand in graphic organizers
3 min
background, his beliefs, his leadership style,
his activism (past and present)
Turn
and talk+whole group: Why do you think
•
this method might work or not work?
• Main Points:
• nonviolence doesn’t create urgency
• resistance can show strength & conviction
you know of.
• Volunteers share their answers in whole group
• Was this protest effective? How did people
view it?
Examples:
Black Panthers, Black Power, call to
•
action
• Ask for questions
• Explains the homework worksheet.
• Collects the graphic organizers.
their partners about violent protesting
• Volunteer to share responses and popcorning to
peers.
• Take more notes using the graphic organizers.
discussion.
!
Lesson Plan
!
Name: Emily Mehregan
I.
Date: xx/xx/xxxx
Grade Level/Content: 8th U.S. History
Pre-Assessment Data
What do students already know about this topic? What data (formal or informal) is available?
As this is near the end of the unit, students have had ample time to learn and understand the material and practice
argumentative skills. They have also done public speaking and a practice debate in their ELA class.
II.
Content and Language Objective *Must be conveyed to students
What will students be able to do at the end of today’s lesson? How will this support language development?
Describe Explain Apply Analyze Compare Evaluate Defend Create Interpret
SWBAT articulate, verbally, an argument regarding if Martin Luther King, Jr. or Malcolm X was more
effective using evidence with the help of conversation/sentence starters.
Key Vocab:
III.
(week’s) civil disobedience, Martin Luther King, Jr., Malcolm X
Rationale * Must be conveyed to students
Why is this important to students? How is this related to unit goals and essential questions? How does this
connect to students’ real lives?
This lesson helps students practice argumentative and debate skills and challenge each other to
push for higher-level thinking. Students will be able to express their well-formed opinions backed
with evidence drawn from previous readings and assignments in an open forum.
IV.
Assessment * Must be conveyed to students
How will you measure students’ progress toward the objective? Will the data you gather allow you to
differentiate future instruction?
Students will be assessed using a slightly modified version of the ELA Socratic Circle grading rubric. Students’
progress toward the objective will be measured by their speaking skills (tone, volume, fluency, expression), use of
evidence, and articulation of thought.
V.
Differentiation
How will you use data to intentionally group students according to skills/readiness? What choice will students
have in the process or product associated with this lesson?
Students will have keep sheets of sentence starters and conversational phrases to keep the discussion flowing and on
topic. All students may also use their notes and any handouts or keep sheets they have received over the course of
the unit.
!
VI.
✓
✓
✓
✓
✓
Lesson Components
Active Engagement Strategies
Oral language development
Cooperative learning
Critical thinking
Arts Integration
✓
✓
✓
✓
!
!
Checks for understanding
Frequent feedback
Student voice and choice
Scaffolding
✓
!
Strategies to support ELLs
o
o
o
o
Visual supports
Explicit vocabulary
Realia
Native language support
Component
Time
A.
Management: Explain your expectations and the consequences if expectations are not met
Precise Directions Positive Narration Whole-class Incentives
Individual Consequences
B.
Lesson Introduction: ‘Hook’ students into content. Explain objective, rationale, and assessment
C.
Body of Lesson: I Do, We Do, You Do: model, guided practice, independent practice
Teacher…
• Invites students in with clear directions: silent,
seats, homework, notebook.
• Introduces Do Now question, answering any
questions before giving three minute time limit.
• Leads daily greeting when timer goes off.
• Directs students to have a think-pair-share about
the Do Now prompt.
• Instructs students to get out their prepared
materials for the Socratic Circle.
Student…
• Enter silently, write down the homework, take
out their notebooks.
• Answer the Do Now prompt question and write
about it for three minutes.
• Participate in the daily greeting.
• Participate in a think-pair-share about their Do
Now responses.
• Get out their prepared materials for the SC.
5
• Reminds students of the Socratic Circle
• Listen and understand the SC expectations
• Move quickly and quietly to the double circle
1
•
•
•
•
•
•
•
•
39
•
expectations: quiet, attentive, listening,
thoughtful, respectful, effort.
Instructs students to get into the double circle.
• Keeps track of who talks, how many times, and
•
•
•
who is asking insightful questions
Marks on rubric simultaneously while students are
discussing
Keeps time (3 min, 1 min, 3 min, switch)
Provides prompting questions or redirects if topic
strays or slows.
formation
Group 1: discusses arguments for three minutes
Group 1: halftime coaching session with coaches
Group 1: discusses arguments for three minutes
Switch
Group 2: discusses arguments for three minutes
Group 2: halftime coaching session with coaches
Group 2: discusses arguments for three minutes
Allows for switch-ins
• Instructs students to quietly and quickly get out of
• Quickly and quietly get out of double circle
•
•
•
•
the double circle and back into normal formation.
Reminds students of the objective, makes
comments about the class’ discussion as a whole
Passes out homework—a SC reflection worksheet.
Dismisses class by cohort.
•
•
formation
Mentally reflect about the day’s objective and
the things that were argued
Receive the homework
Are dismissed
5
D. Closing: Review progress toward objective (may include student self-assessment)
• Reminds students of the objective, makes comments about the class’ discussion as a whole
• Passes out homework—a SC reflection worksheet.
Materials and Resources Needed
• timer, rubrics, extra sentence starter and
conversational phrases keep sheets
Extension of Learning (e.g., homework)
• Socratic Circle reflection on their growth from the last
SC, how they did, and what they will work on for the
future