Laura Efford

READ 530
July 2017

UBD Unit Plan

Topic: The Civil Rights Era Grade Level: 7

(Module 7)
Stage 1—Desired Results

Established Goals Transfer

VA SOL: Students will be able to independently use their learning to…

USII.8 The student will  Examine social movements and consider their effectiveness.
demonstrate
knowledge of the  Apply knowledge of our nation’s past to thoughtfully analyze and discuss
economic, social, current events.
and political
transformation of
the United States
Meaning
and the world
between the end Understandings Essential Questions
of World War II Students will understand that… Students will keep considering…
and the present
by  Conflict can produce positive  Have the goals of the Civil Rights
change. movement effectively been
d) describing the achieved?
changing patterns  Structures of power develop
of society, over time and greatly  What were some obstacles faced by
including influence a society. those fighting for equal rights in the
expanded past 60 years? What obstacles
educational and remain today?
economic
opportunities for
military veterans,
women, and Acquisition of Knowledge and Skill
minorities; Students will know… Students will be skilled at…

 Important events during the  Describing key players and events

USII.9 The student will Civil Rights Era and the during the Civil Rights Era.
demonstrate outcomes of those events.
knowledge of the  Explaining some of the
key domestic and  Influential people during the educational and economic
international Civil Rights Era and how opportunities that arose for women
issues during the they affected change. and minorities since the end of
second half of the WWII.
 twentieth and
early twenty-first
centuries by

a.) examining
the Civil Rights
Movement and
the changing role
of women;

c) identifying
representative
citizens from the
time period who
have influenced
America
scientifically,
culturally,
academically, and
economically

(Module 7)
Stage 2—Evidence
Checks for
Alignment Students will show their learning by…
Evaluative Criteria TRANSFER TASK(S):

See rubrics Final product/performance includes choice of options below. All

products/performances require that students examine the Civil Rights
movement in order to describe changes in our society during this time and
identify key players. Furthermore, all tasks require that students apply what
they have learned through their examinations to our present-day society,
including ongoing struggles with civil rights.

1. Create a book for elementary schoolers describing the Civil Rights

movement and highlighting key events and people. Your book should tie
events during this time to current events at some point, either at the
beginning, end, or throughout. Your book should contain engaging images
appropriate for your audience; these images may be drawn/created by you or
downloaded. It should also include some excerpts from your interview (see
below). Your book may be created and compiled by hand (although all text
must be typed), or you may use an app such as [Link] to create your
book. At the completion of the unit, we will have a group of elementary
students visit our classroom. You will read your book to a group of students
and answer their questions about its content. Afterward, we will gift these
books to their classroom.
 2. Prepare a presentation for members of our community that describes
important events and people from the Civil Rights movement. Some
members of the audience will have lived during this time, so it is important
that you prepare an accurate and thoughtful presentation. To prepare your
presentation, you must interview at least one person that experienced the
movement in some way and use their account in your final product. You will
also use other primary and secondary sources to help create your presentation.
Your presentation should include images that directly relate to the content.
Lastly, you will need to tie what you have learned about the Civil Rights
movement to at least one current event during your presentation, and explain
how the two eras in our nation’s history are related. You will deliver your
presentation live, using PowerPoint or Prezi.

3. Create a movie that describes important events and people from the Civil
Rights era. You may use iMovie or a different technology to create your
movie. Your movie will be aired to an audience of community members that
includes individuals that lived during the Civil Rights era, so it is important
that the information included in the movie is accurate and presented
thoughtfully. Excerpts from your interview (below) should be included. You
must also tie at least one current controversy or issue to events from the Civil
Rights movement and explain how the two are connected.

OTHER EVIDENCE:
Thoughtful Participation in Socratic seminar during which we will analyze and discuss
participation; some primary documents from the Civil Rights era. Participation may
displays empathy include submission of a written reflection or oral participation in the seminar
or perspective itself.

Clear and respectful Interview: Create thoughtful questions based on what you have learned so far
communication about this era and conduct an interview with someone who lived during this
during interview; time. (I will help connect you with someone and provide time for the
reflection is interview, if needed.) Record their responses and write a reflection on what
thoughtful and you learned and what you still wonder about.
complete
Self-Assessment/Reflection: What did you like doing or learning about
during this unit and why? What were some challenges you faced and what
did you do to overcome them? What might you do differently next time?
 Stage 3—Learning Plan
Checks for Summary of Key Learning Events & Instruction
Alignment
1. Students explore the Blendspace page at [Link]
really-necessary-are-laws-always-good. They contribute to at least one of the online discussion boards
found in boxes 1, 3, 4, and 5. Later, the class is brought together to discuss and share reflections. Here,
the teacher facilitates the discussion and makes note of student interests and viewpoints. The teacher
introduces the unit formally by announcing learning goals and final projects students will be working
toward.

2. The teacher introduces various sources of information about the Civil Rights Era, including print
sources (magazines, textbooks, biographies, online articles, etc.) and non-print sources (audio books or
clips, videos, recorded interviews, etc.). These sources cover a range of topics and people related to the
Era and print sources include a wide range of reading levels. The annotated bibliography in the
Blendspace linked above can help teachers locate sources, as can the sources listed here:
[Link]
Students explore sources alone or with a partner and take notes on what they find, using graphic
organizers. Research is guided by learning goals and essential questions (Stage 1). Additionally,
students should know the information they find will help them create their final products. This step
takes a few days, and the teacher checks in and guides research as needed. Students also generate their
own questions and complete self-reflections along the way.

3. The teacher provides primary source documents such as Dr. King’s “Letter from Birmingham Jail” and
quotations from Malcolm X. Students are given time to read the documents (or listen to them read
aloud) and briefly take notes. The teacher then facilitates a Socratic seminar, in which students analyze
and discuss the documents. Students should be probed to make connections to what they have learned
through their research, as well as connecting authors’ viewpoints to current events, but the teacher
should let the direction of discussion be guided by student interest and inquiries. At the conclusion of
the seminar, students are given time to write a reflection on what they have learned or are still thinking
about.

4. Students are put into small groups to share their research with one another. This allows students to
share their expertise, learn from one another’s areas of interest, and fact-check each other. Questions
for further research or for the teacher are recorded on a “parking lot.” The team then creates a timeline
with butcher/bulletin board paper. Important events and dates are recorded and briefly described.
Photos and drawings of events and people are included. To scaffold the task, teachers may ask teams to
create the timeline on paper or a Google Doc before transcribing onto the butcher paper. Timelines are
shared through the use of a gallery walk and are displayed in the school’s hallways.

5. Students generate questions for someone who lived during the Civil Rights era. They then conduct an
interview and audio-record responses. The teacher will help set up interviews as needed. After the
interview, students listen to the recording, take notes, and list at least 2 additional questions they have
for the guest. They then record a spoken or written reflection that addresses what they have learned,
connections they have made, and/or things they still wonder about.

6. Students begin work on final projects. Rubrics are shared and students choose which format they
would like to complete. The teacher should ensure that students have completed most of their self-
guided research and their interview before they begin work on their project. The teacher guides
students as they prepare products that showcase their learning—including questions they still have,
connections to their own lives, or defensible opinions on controversial issues. The teacher also
generates excitement for the arrival of their guest audiences (elementary school students one day and
community members another day).
 PUTTING IT ALL TOGETHER
(Module 9)

STUDENT-CENTERED: Explain how you plan to make this unit student-centered. What
tools and resources will you use and in which ways (i.e., technologies, materials/books,
community resources, etc.)? Give consideration to classroom environment/teacher
relationship with adolescent students? (1-2 paragraph limit)

Students are given choice in many ways throughout the unit. First, after exploring the

Blendspace, they decide what issue is important or interesting to them and contribute to that

online discussion board. They may contribute by posing thoughtful questions, making

connections, or participating in a respectful debate. These ways to participate are again seen in

the Socratic seminar, where discussion is guided by students’ paths of inquiry. Furthermore,

during their research, students decide which resources to use that will help them reach their

learning goals and are good fits for their abilities and learning preferences. They may pursue

lines of inquiry that are interesting to them, but are also responsible for finding and highlighting

key events and people. For example, if a student is interested in Malcolm X, she may focus on

his teachings, but also must know where this important person fits into the overall historical

narrative.

By allowing students to direct their own learning, the teacher communicates that she

trusts they will be responsible learners. Of course, she checks in on their work and provides

assistance or scaffolding as needed. Students work independently, in pairs, and in groups. This

builds a community of learners that support and learn from each other. These grouping methods

give students some authority in what they are learning—the teacher does not have all the

answers. Students are also asked to complete self-reflections throughout the unit. This, too,

shows students that they are in charge of their growth as learners—not only during class time,

but throughout their lives.

CONTENT: In which ways will you differentiate/personalize the learning? (objectives
remain the same for the entire class), but describe here how you will personalize the
learning based on student needs, readiness, interests, learning preferences, etc. (one
paragraph limit)

Students can choose which topics interest them and pursue their own lines of inquiry.

For example, a student may find an interest in Claudette Colvin and wish to read and learn more

about her and her role in the civil rights movement. Students learn more about topics that pique

their interest, but must also be able to describe the larger picture in which the person or event is

situated. Students also make connections to their personal lives or current events in ways that

are personally meaningful to them. Furthermore, resources are varied, both in type and level.

Students use the resources that are likely to help them meet their goals, are a good fit for their

learning styles, and are accessible to them. In these ways, students learning different content

while exploring the same broader issues and questions.

PROCESS: Explain how this unit may provide learners differentiated and personalized
opportunities to take-in and learn the content. Be sure to list specific ways that you can
personalize the process and delivery of content to students here, relying on examples from
your readings and the IRIS module. (one paragraph limit)

Students use many different types of media to explore their lines of inquiry, including

texts, videos, audio recordings, first-hand accounts, and online sources. Students are encouraged

to make connections that are meaningful to them and complete self-reflections that personalize

their learning. Throughout the unit, they work independently, in pairs, in groups, and as a

whole-group. This way, students learn the content in various ways—from primary and

secondary sources, from self-directed research, and from each other. While they explore the

content using methods that appeal to them, every student must decide how to put the pieces

(research, debate, connections, interview, reflections) together to create a coherent final product.
PRODUCT: Explain how this unit provides learners differentiated and personalized
opportunities to express what they have learned (i.e., produce EVIDENCE of meeting the
unit standards). Be sure to list specific ways that you can achieve this outcome, relying on
examples from your readings and the IRIS module. (one paragraph limit)

Students may choose to create a children’s book, presentation, or movie to showcase their

learning. This allows students to play to their creative strengths so that they may better focus on

making sense of the content. (All product forms, however, require students to meet some written

and communication goals, in addition to content goals.) In addition, students are given choice in

how they participate in the Socratic seminar (orally or written), and how they create personal

meaning of the content through discussions (online and in person) and reflections. Research and

interviews follow students’ own lines of inquiry, guided by essential questions, so that created

products reveal personalized learning that meet overarching goals.

MOTIVATION & ENGAGEMENT: Reflecting back on your reading guides from the earlier
modules, make a bulleted list of the ways that this unit is considerate of best practice for
adolescent learners. (one paragraph limit)

--Texts on various reading levels provided to build confidence; all students believe they will be

successful

--Inquiry-based research allows students to explore events/people that interest them

--Authentic audiences build motivation to produce quality work

--Poignant topics and relevant issues engage students and ask them to make connections to

today’s world

--Students create their own questions and make personal connections to the content

--Students collaborate and are trusted as experts on their topics

--Students are asked to share opinions and engage in respectful debate—their voices are valued
4Cs OF 21ST CENTURY LEARNER: How will you encourage the 4Cs of 21st century
learning in this unit? (bulleted list or paragraph form is acceptable)

1. Critical thinking: topics are complex and include issues of racism and social injustices; teacher

poses open-ended questions during the Socratic seminar; students must make judgments on the

process, materials, and product of their learning; students apply what they have learned about

historical events to current ones, and discuss and debate how these events are related.

2. Communication: students engage in multiple forms of communication, including listening,

speaking, and writing; students interact with each other and with community members

respectfully and thoughtfully; students are required to articulate their ideas and opinions clearly

in order to inform or persuade classmates and others; students use technology and face-to-face

interactions to effectively explain, negotiate, and collaborate.

3. Collaboration: students must work together effectively and respectfully in diverse groups; they

compromise and work flexibly in sharing information and opinions to create final products

(including online discussion boards, timelines, and Socratic seminar); teams assume a shared

responsibility for the final product and value each other’s contributions.

4. Creativity: research encourages exploration and posing new questions; students can make

mistakes and are corrected in a low-risk environment by themselves, peers, or the teacher;

students are encouraged to communicate new ideas and personal connections; they are asked to

be open to diverse perspectives; innovation is valued as students consider current problems, how

they are related to past events, and how they might be ameliorated or solved.
INQUIRY & LONG-TERM RELEVANCE: How do you see your intentional orchestration of
this unit as providing inquiry-based opportunities for learning (uncovering rather than
covering content) and long-term relevance for the learner? (one paragraph limit)

Students are asked to consider broad, important questions as they explore important

events and people in our nation’s recent history. The interview assignment is meant to bridge the

conceptual gap between past and present—real people experienced these events, which carry real

consequences for today’s society. Additionally, students conduct research according to their

own interests and lines of inquiry. They are asked to make connections to their own lives and

reflect on their learning. Students discover key historical events as they research; they make

connections between events and between the past and present. By connecting past and current

events, students learn that history plays an important role in understanding today’s world.