Digital Unit Plan Template

Unit Title: Equality, Are Some More Equal Than Others? Content Area: Social Studies CA Content Standard(s)/Common Core Standard(s):

Name: Matthew Seifert Grade Level: 11

11.10 Students analyze the development of federal civil rights and voting rights. 1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelts ban on racial discrimination in defense industries in 1941, and how African Americans service in World War II produced a stimulus for President Trumans decision to end segregation in the armed forces in 1948. 2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209. 3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education. 4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.s Letter from Birmingham Jail and I Have a Dream speech. 5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities. 6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process. 7. Analyze the womens rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

Big Ideas: 1. How and why African Americans got the civil rights movement going. 2. Key events, policies, and court cases in the evolution of the civil rights movement. And the ways in which African Americans used the system to their advantage. 3. The key players and activists during the civil rights movement. 4. Follow the course of the civil rights movement from start to finish and how did it inspire other cultures and women. Unit Goals and Objectives: 1. Students will be able to explain where the civil rights movement originated, how it was started, and the individuals that got it started. 2. Students will be able to recall the key events, policies, and court cases during the civil rights movements and how activists used the Constitution for their benefit. Then be able to arrange the key events, policies, and court cases on a timeline and be able to describe the significance behind them. 3. Students will be able to identify the main civil rights activists such as A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, and Rosa Parks. Then be able to describe the different methodologies these activists used to advance their civil rights. Unit Summary: In the first lesson I will assess the students prior knowledge asking the entire class questions about the Civil Rights movement which they can answer by raising their hand. After I assess their prior knowledge I will distribute a work sheet with guided notes on the lecture I will give once all the students have a work sheet. While I am lecturing students will follow along with the guided notes worksheet and fill in the major events and important people that initiated the Civil Rights movement. After my lecture students will have an opportunity to discuss what they have written down on their guided notes worksheet. At the start of lesson two students will be conducting a webquest where they will answer a set of questions specific to a certain website I have provided. This is an online assignment; however, students can use their textbooks or the guided notes if they cannot access the internet. For the formative assessment, following the webercise, students will be working individually in class or at home to create a biography about any two activists of their choice and tell me who they are, what they did, how it was significant, and how did they fight for their civil rights. The third lesson will require the students to work individually in order to create concept wheels on any two major events/policies during the civil rights era. Once the concept wheels have been completed, the summative assessment will

bring everything that the students have learned together in a presentation and newsletter. In groups of two students will make a presentation about two of the four activists that both students created portfolios on, and then create a newsletter on two of the four events/policies that both students created concept wheels on. The presentation can be in any style they prefer whether it is PowerPoint, re-enactment, or video clip, but the groups must work together and agree on one presentation form. Once the group has decided on the presentation form then they must work together to create the presentation, and each student in the group is responsible for presenting one activist. There will be three grades, the first grade will be on the presentations on an individual basis, the second grade will be on how the students performed as a group, and the third grade will be for the newsletter. Assessment Plan:
Entry-Level: Formative: Summative:

To assess the students prior knowledge I will use a combination of three strategies: asking questions, taking surveys, and engaging in discussion.

In order to determine that my students are forming the targeted concepts and ideas they will be making a biographical portfolio on any two civil rights activists and his/her methods that the student chooses. In the portfolios the students must write down the who, what, where, when, and why, then write the significance of the activists and the change that the activist created.
Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction Lesson Activities:

To assess my students comprehension of the material and big ideas the summative assessment will be for the students to create a presentation and a newsletter. Each student is responsible for making a presentation on both activists they created a portfolio on, and then the students will create a newsletter about the two events they created their concept wheel on.

Lesson 1
Student Learning Objective:

By the end of class Students will be able the students will have to explain where the completed the guided civil rights movement notes worksheet and originated, how it have had a chance to was started, and the discuss their answers individuals that got it in small groups. started. While the students are discussing their answers I will go to each group and

Acceptable Evidence:

The student activity in the first lesson will be to complete the guided notes worksheet while I lecture, then in small groups discuss what they have written down.

assess each students progress on the guided notes worksheet. Lesson 2

Students will be able to identify the main civil rights activists such as A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, and Rosa Parks. Then be able to describe the different methodologies these activists used to advance their civil rights. Lesson 3
Student Learning Objective:

The acceptable evidence students will produce for me is the completed webercise questions. I will be looking for answers that are written in full sentences, in good detail, and that address the entire question.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities:

For the second lesson the activity students will be conducting an online research. For this activity students will be working individually in the school computer lab or at home. Their assignment is to access the internet in order to answer a set of questions that pertain to specific websites that I have provided. If any student is unable to access the internet for any reason then the question can be answered by using the textbook and guided notes.

Acceptable Evidence:

Students will be able to recall the key events, policies, and court cases during the civil rights movements and how activists used the Constitution for their

The evidence I will be looking for is if the concept wheels have been answered completely with the correct information about the two events/policies they chose.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities:

In the third and final lesson students will create concept wheels on any two events/policies of their choosing. Students will again be working individually, in class or at home, to create their concept wheels.

benefit. Then be able to identify and describe key events/policies and be able to explain the significance behind them. Unit Resources: 1. [Link] 2. [Link] 3. [Link] 4. [Link] 5. [Link] 6. [Link] 7. [Link] 8. [Link] 9. [Link] 10. [Link] Useful Websites: Sit-ins - [Link] - [Link] March on Washington - [Link] - [Link] Montgomery Bus Boycotts - [Link] - [Link] - [Link] Brown v Board - [Link]

- [Link] Civil Rights Act of 1964 - [Link]