DAY #2: Tuesday, November 7th

LESSON DETAILS
Name: Ms. McLean Date: November 7th

Class: United States History (Sophomores) Lesson Duration: 46 Minutes

Lesson Title Civil Rights Photo Analysis & Claim Activity

Unit Civil Rights

Lesson Rationale The purpose of the lesson is to allow students to analyze primary sources
from the Civil Rights movement, these primary sources will be
photographs as they analyze them and work with groups to create claims.

IL State ● [Link].4.9-12: Gather and evaluate information from multiple

Learning sources while considering the origin, creditability, point of view,
Standards authority, structure, context, and corroborative value of the
sources
● [Link].5.9-12: Identify evidence that draws information from
multiple sources to revise or strengthen claims

Big ● How can images help us draw conclusions, make inferences and
Idea/Essential create claims after analyzing primary sources from the Civil
Question(s) Rights Movement.
Compelling
Question (IDM)
Central Historical
Question (SHEG)

LEARNING OBJECTIVES
● Students by the end of the class can ● Photo Analysis Activity and
analyze images that were important Ordering
to the Civil Rights Movement and ● Claim Writing Worksheet
draw conclusion on the importance of ● Large Group Discussion and
non violent forms of protest to Reflection
overall movement
● Students by the end of class can build
upon previous knowledge and
compose a well written claim based
 on evidence presented through
images and support that with
evidence

Skill Objective(s) SWBAT Students will be What assessment(s) in the lesson will allow
able to… you to measure how many students met the
● Organize photos based on least to objective?
most violent ● By sharing out ideas after analyzing
● Create a claim after analyzing all the photos
images on what image is impactful to ● Creating a claim of what image was
the Civil Rights Movement most impactful to the Civil Rights
Movement

STUDENT INFORMATION
Background of Three Classes of Sophomores in US History: 1 ESL Class (22
Students Students), 2 Regular Ed Classes (30 Students)

Culturally ● A5: Engage in self-reflection about their own actions and

Responsive Teaching interactions and what ideas and biases motivated those
and Leading (CRTL) actions.
- Students as ● H1: Uphold systems of support that create, promote, and
Co-Creators sustain a welcoming and inclusive community.

Supporting IEPs, ● 2nd Period

504, ELL & other ○ 4 Students with 504s
learning needs ○ 1 Student with an IEP
● 3rd Period
○ 1 Student with a 504

Additional All of these students have the ability to learn and participate
Considerations for however some challenges can occur in all of these classes. Second
Lesson hour engagement is often lower as the students are still waking up
and are often not very talkative. And third however can either be
very talkative or not at all and often don’t take initiate to get things
going.
KNOWLEDGE NEEDED FOR LESSON
Key Terms & ● Overall understanding of how to write a claim which has
Definitions been focused on since the beginning of the year

Connection to the ● Students have engaged in activities that have allowed them
Previous to order or rank sources
Lesson/Prior ● Students have engaged in activity that allow them to draw
Knowledge conclusions based on the sources they were given
● Students have constructed claims based on sources
previously and understand what makes a good claim

Potential Student ● The opening activity is very different than anything else I
Misunderstandings have used in the classroom before and comes out of no
and Challenges where
● They are not going to be given a ton of context before the
image walk however that will help them create a better
understanding
● We will be debriefing after the simulation and the picture
walk to go over things that were not clear

DETAILED LESSON PROCEDURES

Set Induction- Check In (Roughly 4 Minutes)
What is the teacher ● Check in with the students
doing? ● Go through Agenda so students know what to expect
● Touch on the learning targets they will be achieving during
this lesson

What are the ● Engage in a mini check in

students doing? ● Follow along with the agenda and learning targets

Materials, ● Slides for Whole Lesson

Handouts, slides,
etc.

Activity/Instruction #1: Recap of Yesterday’s Lesson (4 Minutes)

 What is the teacher ● Letting students know they will be working with their pods to
doing? come up with one thing they learned yesterday
○ Students will be given a few minutes to do so
● Teacher then engages with students as each pod shares out
what they learned after yesterday’s lesson

What are the ● Working with their group to come up with one thing we
students doing? learned yesterday
● Each group will share out before we go into out activity

Materials, ● Nothing!
Handouts, Slides,
etc.

Activity/Instruction #2: Picture Analysis with Claim Writing (30 Minutes)

What is the teacher What is the teacher’s role during this part of the lesson?
doing? ● Introduce the lesson for today
○ Each group will be given three images from the Civil
Rights Movement, students will be asked to analyze
each image and what they notice from it and then put
them in an order based on the most violent to non
violent image
● After Students Have Ordered Images:
○ Teacher will pass out a claim writing sheet that says
__________ Image is the Most Violent Because…
and students will fill it out
● Repeat This x2 (With 6 Images and then All 12)
○ 5-6 minutes Round #1
○ 10 Minutes Round #2
○ 15 Minutes Round #3
● Checking In With Students
○ Why did you order the images this way?
○ Does this order switch if I swap two images?
○ Why is this image more violent then this image?
○ Why is this image ranked at the bottom and not the
top?
● Ask students to select two images they think are the most
important images from the Civil Rights Movement and be
ready to explain
 What are the ● With Their Group
students doing? ○ Students will analyze the images that they are
presented and put them in order based on the most
violent to the least violence
● With Their Group / On Their Own
○ Students will come up with a claim based on their
choice of most violent image and fill out the claim
sheet
● Repeat This x2 (With 6 Images and then All 12)
○ Round #2
■ Pod #1 and #2 Combine (Yellow Group)
■ Pod #3 and #4 Combine (Green Group)
■ Pod #5 and #6 Combine (Purple Group)
■ Pod #7 and Pod #8 Combine (Red Group)
○ Round #3
■ Yellow and Green
■ Purple and Red
● Select two images and explain why they are important to the
Civil Rights Movement

Materials, ● Images
Handouts, Slides, ● Claim Writing Worksheet
etc.

Activity/Instruction #3: Wrap Up Discussion (~7 Minutes)

What is the teacher ● Direct students to return to their seats so we can do a wrap up
doing? discussion
● Ask students to share out their two images they think are the
most important to the Civil Rights Movement
● Engage in discussion with these questions
○ What did you initially notice when you were first
given the three images?
○ How did you decide your most violent image?
○ From the images presented was it hard to find the
most violent image?
○ How did this choice change when you got to the
second round?
 ○ How did it change during the last round?
○ Did adding more images make it harder or easier for
you to develop a claim?

What are the ● Sharing out share out the two images they think are the most
students doing? important to the Civil Rights Movement
● Engage in full class discussion to talk about their experiences
and techniques used in the photo analysis

Materials, ● None!
Handouts, Slides,
etc.

Lesson Closure (4 Minutes)

Concluding ● Make a point that the use of Non-Violent protest was a
Activity/Instruction very important to the Civil Rights Movement and was a
huge tactic that was used and lead to the major success of
this movement.
● Quote: “it could deliver better tactical results than either
violent confrontation or gradual change through
established legal mechanisms.”
● Go over our what tomorrow looks like
○ Sorting Review Game
○ Chicken Foot

Formative ● N/A
● However students will turn in their last claim for me to
look over

Connection to ● After each unit students are asked to submit and inquiry
Summative which heavily focus on making a claim, providing
evidence and supporting that with reasoning. This lesson
allows students to get more familiar with claim writing
with a different type of source.

Connection to the ● Tomorrow the students will focus on working on a

Next Day, Unit and chickenfoot that will help them group supporting details
Course into groups based on the overall themes of the Civil Rights
Movement. They will then select their best bucket and
write a claim on why the heading is supported by those
events. As mentioned above these activities will help
students with the unit assessment that is centered around
claim writing. And lastly will help then with the overall
course as there is a strong emphasis on learning strong
writing skills that come from claim, evidence, reasoning.