Unit Plan
Unit Plan
Unit Plan
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
GLOBAL COMPETENCY:
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.
3. Wordle or Tagxedo: Create a word cloud of 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.
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
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
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.
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:
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.