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TGC Fellow Unit Template *

Prepared by: Kelly Mayer


School/Location: George Washington Middle School/Alexandria, Virginia
Subject: U.S. History from 1865 to the Present
Grade: 7th
Unit Title: A Change is Gonna Come
Time Needed: 4-5 weeks
Unit Summary: The civil rights movement was a defining era in American history. While investigating this time period, students will examine
techniques to individually and collectively produce change. Students will explore how the civil rights movement was influenced by and inspired
other social justice campaigns in the United States and around the globeboth in the past and today.

Stage 1 Desired Results


ESTABLISHED GOALS:
from the National History Standards for U.S. History
Standard 4A. The student understands the Second Reconstruction and
its advancement of civil rights. Therefore, the student is able to:

Explain the origins of the postwar civil rights movement

Evaluate the Warren Courts reasoning in Brown v. Board of


Education and its significance in advancing civil rights

Explain the resistance to civil rights in the South

Analyze the leadership and ideology of Martin Luther King,


Jr. and Malcolm X in the civil rights movement and evaluate
their legacies

Assess the role of the legislative and executive branches in


advancing the civil rights movement

Evaluate the agendas, strategies, and effectiveness of


various African Americans, Asian Americans, Latino
Americans, and Native Americans, as well as the disabled, in
the quest for civil rights and equal opportunities
Standard 4B. The student understands the womens movement for civil
rights and equal opportunities .Therefore, the student is able to :

Analyze the factors contributing to modern feminism and


compare the ideas, agendas, and strategies of feminist and
counter-feminist organizations

Identify the major social, economic, and political issues


affecting women and explain the conflicts these issues
engendered.

from the Virginia Standards of Learning


USII. 1 The student will demonstrate skills for historical and geographical
analysis and responsible citizenship, including the ability to:
a)
analyze and interpret primary and secondary source
documents to increase understanding of events and life in
United States history from 1865 to the present;
b)
make connections between the past and the present;
c)
sequence events in United States history from 1865 to the
present;
d)
interpret ideas and events from different historical
perspectives;
e)
evaluate and debate issues orally and in writing; and
f)
interpret patriotic slogans and excerpts from notable
speeches and documents.
USII.9 The student will demonstrate knowledge of the key domestic and
international issues during the second half of the twentieth and early
twenty-first centuries by:
a)
examining the Civil Rights Movement and the changing role
of women.

Transfer
Students will be able to independently use their learning to
1. Interpret ideas and events from multiple perspectives
2. Evaluate and debate issues orally and in writing
3. Apply lessons of the past to present and future issues
4. Identify a problem and recommend solutions
Meaning
ESSENTIAL QUESTIONS
UNDERSTANDINGS
Students will understand that
1. How do individuals and groups bring
1. Change occurs in a society when
about change?
individuals and groups unite to
2.
When is it appropriate to challenge the
achieve common goals.
beliefs and values of society?
2. Leaders guide others toward a goal.
3.
How are bias and prejudice created?
3. The past influences the present and
How do we overcome them?
the future.
4. What constitutes a great leader? Are
great leaders made or born?
5. To what extent do past events shape
the present and future?
Acquisition
Students will know
Students will be able to
civil rights campaigns in the United
analyze and interpret primary and
States and around world including
secondary source documents; for
leaders, events, causes, and results
each source, determine the central
idea, decipher the meaning of words,
methods/tactics to produce change
and cite specific textual evidence to
the impact of changes on opportunity
support a point or argument
in the United States and around the
conduct a research project
world
gather information from multiple
sources; assess the credibility and
accuracy of each source; and follow a
standard format for citation
compare and contrast the tactics of
various civil rights leaders

from the Common Core State Standards

CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support


analysis of primary and secondary sources.

CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or


information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and
phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.

CCSS.ELA-Literacy.W.7.7: Conduct short research projects to answer a


question, drawing on several sources and generating additional related,
focused questions for further research and investigation.

CCSS.ELA-Literacy.W.7.8: Gather relevant information from multiple


print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a
standard format for citation.

GLOBAL COMPETENCY:

evaluate the effectiveness of efforts


to promote equality
explain how the civil rights movement
was influenced by and inspired other
social justice campaigns in the United
States and around the world
evaluate and debate issues orally and
in writing
sequence events in U.S. history
interpret ideas and events from
different perspectives
identify a contemporary problem and
recommend solutions
make connections between the past
and present

from CCSSO and the Asia Society


-Students investigate the world beyond their immediate surroundings.
-Students recognize and understand their own and others perspectives
-Students communicate their ideas effectively with diverse audiences
-Students translate their ideas and findings into appropriate actions

RESOURCES:
Library of Congress
National Archives
Stanford History Education Group
Gilder Lehrman Institute
Newseum

Stage 2 Evidence
Assessment
Assessments FOR Learning:

Evaluation Criteria

1. Wiki: Research civil rights movements in the United States and around the world.
Examples include but are not limited to: U.S. movements by African Americans,
women, Latino Americans, Asian Americans, Native Americans, and the disabled; global
movements such as the end of South African apartheid, Arab Spring, and the ongoing
strife in Syria. Contribute information about causes, events, leaders, tactics, and results.

1. Each groups portion of the wiki


should show evidence of thorough
research from a variety of reliable
primary and secondary sources.

2. Socratic Seminar Reflection (Google Survey): After a Socratic seminar in which


students analyze primary source documents, students will complete a reflection which

2. The students survey and short answer


questions should show evidence of

includes both survey and short answer questions.

reflective thought and understanding


of the big ideas of the seminar.

3. Wordle or Tagxedo: Create a word cloud of tactics and methods to produce change.

3. The students word cloud should


contain at least 15-20 tactics and
methods to produce change.

4. Leadership Profile: Compare and contrast two leadersone from the United States
and another from another country. Draw conclusions about the characteristics of great
leaders. Create a digital graphic organizer to present findings.

4. The students leadership profile


should show evidence of thorough
research from a variety of reliable
primary and secondary sources.

Assessment OF Learning:
Transfer Task: Story of Freedom Museum Exhibit
You are a historian at the Newseum. The director of the museum is looking for new exhibits for
a section of the museum called The Struggle for Civil Rights in the United States and Around
the World. Your task is to create an exhibit in which you connect the Civil Rights Movement in
the United States with another campaign around the world. Possibilities include the end of
South African apartheid, the Arab Spring, the ongoing strife in Syria, and many others.
Guidelines:
In your exhibit, you must:
include an exhibit title and introduction to the topic
explain the connection between the national and international civil rights campaigns
highlight significant leaders, events, and tactics used to produce change
include several primary source documents and explain the relevance of each source
communicate a convincing argument about the significance of the topic
utilize the latest technology to present your exhibit (create a website, podcast, etc.)
recommend actions to promote change for this issue or a related current problem

The response to the transfer task reflects


independent transfer, with a clear and wellsupported analysis of the causes and
consequences of change, the enduring
significance of events or eras, and the
chronology that links people, places, and
events through time:
Your response reflects an accurate and
sophisticated analysis of cause and effect
relationships, including consistent use of valid
and reliable evidence to support your ideas.
You establish and reinforce a clear and
convincing case for how events in one era can
influence and impact events and processes in
later eras.
You consistently used academic language and
concepts accurately and independently to
support your claims about time, continuity, and
change in historical eras or contexts.
You utilize technology to effectively
communicate your argument and ideas.

Stage 3 Learning Plan


Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Each day will begin with a Do-Now, or a preview assignment that draws out prior knowledge and foreshadows the lessons content. DoNow activities will include responding to essential questions, analyzing visual primary source images, exploring You Are There

scenarios, and completing vocabulary exercises.

Next, students will discuss the Do-Now with their classmates. Discourse structures will include the following: timed pair share, Round
Robin, Jot Thoughts, mixed pair share, and Stand Up, Hand Up, Pair Up. Afterward, we will debrief as a class. I will use random calling
(e.g., via drawing names from a fishbowl) to select students to share. I will advance the discussion using probing questions such as: What
do you mean by ____? and Why do you think that?

Then, I will frame the learning for students by articulating the lessons mastery objective and essential question.

Next, students will begin the lessons key learning experience. Examples include:
1. Engaging in a research project on civil rights movements in the United States and around the world. Examples include but are not
limited to: U.S. movements by African Americans, women, Latino Americans, Asian Americans, Native Americans, and the disabled;
global movements such as the end of South African apartheid, Arab Spring, and the ongoing strife in Syria. Students will devise
research questions and contribute information about causes, events, leaders, tactics, and results to a class wiki.
2. Exploring numerous primary and secondary documents related to civil rights movements around the world including both Western
and non-Western sources. Examples include Martin Luther Kings Letter from Birmingham jail, Nelson Mandelas 1964 speech
from a Pretoria courtroom, and blogs and social media regarding the Arab Spring and Syria.
3. Participating in a Socratic seminar in which students analyze primary source documents related to civil rights movements around
the world. Afterward, students will complete a reflection via Google Docs which includes both survey and short answer questions.
4. Creating a Wordle or Tagxedo of tactics and methods to produce change.
5. Completing a leadership profile in which they compare and contrast two leadersone from the United States and another from
another country. Students will draw conclusions about the characteristics of great leaders and create a digital graphic organizer to
present findings.

Students will complete a formative assessment each day to demonstrate their learning. See above.

Finally, students will complete a summative assessment at the end of the unit to demonstrate their learning. See above.

TGC FELLOWS UBD Lesson Template


Lesson Title:
Civil Rights Leaders Around the World
Materials Needed:

Subject:
U.S. History from 1865 to the Present

Prepared by:
Kelly Mayer

Student notebooks, pencils, timer, sticky notes, fishbowl with student names or seat
numbers, audio recording, teacher computer with speakers, computers, and copies
of the following handouts for each student:
Text of Martin Luther King Jr.s I Have a Dream speech
Document analysis sheet from the National Archives
3-2-1 exit slip
The important thing exit slip
Global Competency:
Students investigate the world beyond their immediate environment.
Where is the lesson going?
(Learning Target or SWBAT)

Essential Question
How do individuals and groups bring about change?
Mastery Objectives
Students will be able to:

Hook:

identify methods/tactics to produce change


analyze and interpret primary source documents,
including Martin Luther King Jr.s I Have a Dream
speech
compare and contrast the tactics of various global civil
rights leaders
Tailored Differentiation:

Jot Thoughts: Seat students in heterogeneous cooperative


learning teams; provide each table with a pad of sticky
notes. Write the essential question on the board: How do
individuals and groups bring about change? Set a timer for
five minutes. Instruct students to brainstorm ideas with
their group members, recording each thought on its own
sticky note. Explain that the goal of the activity is to cover
the table with as many ideas as possible.
Equip:

Readiness: Before the lesson,


depending
on
your
student
population and formative assessment
data, you may need to provide explicit
vocabulary instruction and practice
for the following words: human rights,
desegregation, freedom riders, sit-ins,
and boycott. Possibilities include
teaching words using a graphic
organizer or engaging students in
games for ideas, refer to Building
Academic Vocabulary by Robert
Marzano.

Class Discussion: Ask students to consider what must exist


for massive change to occur in a society. Then, segue into a
class discussion of the essential question. Use random
calling (e.g., via drawing names from a fishbowl) to select
students to share. Advance the discussion using probing
questions such as: What do you mean by ____? and Why do
you think that?
Frame the Learning: Frame the learning by articulating the
lessons mastery objective and encouraging students to
continue to think about the essential question. Explain that
during todays lesson, students will analyze and interpret
Martin Luther King Jr.s I Have a Dream speech.
Read Aloud/Think Aloud: Distribute copies of the text of
Martin Luther King Jr.s I Have a Dream speech. Instruct
students to underline or highlight words and phrases that
offer insight on the essential question: How do individuals
and groups bring about change? Play an audio recording of
the speech.
Rethink and revise:

Guided Debrief (Timed Pair Share & Class Discussion):


Engage students in partner discussions to debrief about the
excerpt. Instruct students to compare the words and
phrases that they underlined with a partner. Set a timer for
two minutes. Afterward, use random calling to elicit a class
discussion of examples.
Collaborative Analysis: Distribute copies of a document
analysis sheet from the National Archives, such as the one
for a sound recording. Instruct students to complete the
sheet with a partner.
Evaluate:

Exit Slip: Distribute copies of the 3-2-1 exit slip. Instruct


students to write: 3 ways individuals and/or groups can bring

about change, 2 key ideas in Martin Luther Kings I Have a


Dream speech, and 1 question they have about todays
lesson. Collect students responses as they leave the
classroom. Analyze the exit slips and use data to inform future
instruction.
Notes:

The following day, explain that students will participate in a


jigsaw activity. Organize learners into heterogeneous
expert groups. Instruct each group to select and research
a global leader who also campaigned for human rights, such
as Nelson Mandela, Mohandas Gandhi, or Badshah Khan.
Engage students in a comparative case study analysis of
Martin Luther King Jr. and their chosen leader. Possible
guiding questions include:

What type of conflicts did these two individuals face?


What are characteristics shared between these two
individuals?
What are similarities and differences between:
o the contexts in which these leaders worked?
o the tactics that these leaders used?
To what extent did the leaders influence each other?
To what extent did the environments in which they
were campaigning change?

Students should create a digital graphic organizer to


present their research. Afterward, rearrange the groups so
that each student researched a different leader. Engage
students in a Round Robin to share their research with their
group mates. Encourage students to take notes during the
presentations of their peers. As a summarizer, ask students
to describe the important thing from todays lesson.

Organization:
Place sticky notes on each table
before students enter the room.
Use a timer to stay on track
during the lesson.
Pull up audio recording before
the class period begins.

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