Social Studies
Day 1
Objective: Students will have an understanding of the basic causes and themes of the African American civil rights movement, as evidenced by their open-ended responses on what they believe the differences are in integration vs. segregation.
Standards:
- Consider the need to respect the rights of others, to respect others’ points of view (Adapted from The National Standards for Civics and Government, 1996)
- Participate in school/classroom/ community activities that focus on an issue or problem
Lesson:
Students will be shown a teacher made PowerPoint presentation that discusses the differences between integration and segregation. Students will also be shown YouTube videos dealing with these subjects. The teacher will lead students in an open discussion on the ideas surrounding segregation and integration, as well as the information presented in both the PowerPoint and YouTube video.
YouTube video: http://www.youtube.com/watch?v=5vTYyLqvYVQ
Assessment:
Based on the information learned throughout the lesson, students will answer the question: “What do you believe the key difference is between segregation and integration? In paragraph form, answer this question, and include two examples of integration and two examples of segregation.
Day 1
Objective: Students will have an understanding of the basic causes and themes of the African American civil rights movement, as evidenced by their open-ended responses on what they believe the differences are in integration vs. segregation.
Standards:
- Consider the need to respect the rights of others, to respect others’ points of view (Adapted from The National Standards for Civics and Government, 1996)
- Participate in school/classroom/ community activities that focus on an issue or problem
Lesson:
Students will be shown a teacher made PowerPoint presentation that discusses the differences between integration and segregation. Students will also be shown YouTube videos dealing with these subjects. The teacher will lead students in an open discussion on the ideas surrounding segregation and integration, as well as the information presented in both the PowerPoint and YouTube video.
YouTube video: http://www.youtube.com/watch?v=5vTYyLqvYVQ
Assessment:
Based on the information learned throughout the lesson, students will answer the question: “What do you believe the key difference is between segregation and integration? In paragraph form, answer this question, and include two examples of integration and two examples of segregation.
Day 2:
Objective: Students will create a historical biopoem on important activists of the African American Civil Rights Movement.
Standards:
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Description: Students will be assigned a specific important activist of the African American Civil Rights Movement. Students will research this figure in regards to the historical biopoem guidelines. Using the research found, students will create a historical biopoem that they will share with classmates.
Assessment: Students will be assessed on their completed historical biopoems, which are to include information given in the guidelines provided.
Objective: Students will create a historical biopoem on important activists of the African American Civil Rights Movement.
Standards:
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Description: Students will be assigned a specific important activist of the African American Civil Rights Movement. Students will research this figure in regards to the historical biopoem guidelines. Using the research found, students will create a historical biopoem that they will share with classmates.
Assessment: Students will be assessed on their completed historical biopoems, which are to include information given in the guidelines provided.
Social Studies Day 3:
Then & Now: Modern Day Racism – Tim Wise’s “The Pathology of White Privilege"
OBJECTIVES:
- After brainstorming ideas about “white superiority” on a semantic map, students will write notes, through Split-Page Note-Taking or another note-taking organizer of choice, on Tim Wise’s “The Pathology of White Privilege” in order to design a Four-Square Vocabulary Card for “White privilege.”
- After watching the first fifteen minutes of Tim Wise’s lecture, “The Pathology of White Privilege,” students will interpret a political cartoon by Andy Wahl about White denial in order to differentiate its symbolism and relate its message to Wise’s lecture.
- After apply the political cartoon to Tim Wise’s lecture, students will examine an infographic on unfilled demands of the 1963 March on Washington in order to argue whether or not the statistics for two of the demands justify their classification as “unmet,” in a paragraph Exit Ticket.
STANDARDS:
RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole (ELA CCSS p. 61).
RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10) (ELA CCSS p. 61).
RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem (ELA CCSS p. 61).
WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes (ELA CCSS p. 65).
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
New York State Standards
NY 1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
NY 1.2.3 Students compare and contrast the experiences of different groups in the United States.
NY.1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
NY 1.3.1 Students compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians, in the United States, explaining their contributions to American society and culture.
DESCRIPTION:
In this lesson, students will explore modern-day racism through the lens of “White privilege.” It will modernize the African-American Civil Rights movement and reveal how the desires of that movement remain desires today. To begin, students will brainstorms ideas about “White superiority” – not yet introducing the lesson’s governing term, “White privilege.” Watching the first approximately fifteen minutes of Tim Wise’s lecture (students should be prompted to take notes during the screening, reminding them of approaches – like Split-Page Note-Taking – they’ve done before), “The Pathology of White Privilege,” students will look at specific quotes that the teacher pulled out from the lecture, discussing them and the notes they took during the video. Students will then be given Andy Wahl’s political cartoon (project it on SmartBoard, too). Students will interpret it by relating its message to a specific Wise quote and deciphering its symbolism (i.e. What subgroups of the population are its three white characters symbolizing? Should any more subgroups be represented? How might you draw them?). The teacher may want to prompt students to consider how Javon Johnson stressed the same problems as Wise and Wahl at this time. Students will design a Four-Square Vocabulary Card for “White Privilege,” defining it, putting it in context via sentence creation, and visualizing it through drawing. Students should receive the chance to share their cards with the class, reading their sentence and providing their illustration rationale. Lastly, students will examine an Infographic, “The Unfinished Business of the 1963 March on Washington.” The teacher will activate students’ prior knowledge of the March on Washington through the ELA coverage of Dr. King’s “I Have a Dream” speech. Reading the infographic together as a class, students will ultimately pick two unfilled demands and argue, in a paragraph Exit Ticket, whether the statistics presented justify their inclusion and classification as “unmet” demands, and thus ongoing inequalities.
ASSESSMENT OF STUDENT LEARNING:
Informal formative assessments will occur throughout the lesson in the form of discussion input, sharing of Four-Square Vocabulary Cards, teacher circling when students are working to examine note-taking and vocabulary cards. The more formal assessments will take the form of the Four Square Vocabulary Cards, which will assess the extent to which students can extract a definition from the Tim Wise lecture – since he never provides a formal one. Additionally, the Exit Ticket, will assess student understanding of statistics and infographic reading, providing students a means to take a stance and use textual evidence to support it appropriately and persuasively.
RATIONALE:
The importance of modernizing the 1955-1968 African-American Civil Rights Movement that students are studying in their history class lies in students’ need for the curriculum to be relevant for it to be engaging, motivating, and applicable to the real-world. Looking at African-American equality today will make evident the long-term effect and success of the movement (and whether the movement is really over). According to Freeman, Freeman, and Ebe (2011) notes that “students are usually more interested in reading about the present” and want “books that [are] connected to their lives today” (p. 231). Tim Wise’s lecture highlights poignant facts that are surprising engaging, and the political cartoon provides a visual for Wise’s discussion of survey results that asked individuals whether they believed racism to be a “significant national problem” today. Therefore, the appeal to auditory learners initially transforms to an appeal to visual learners. Such continues with the infographic – which provides data and statistics in a visually pleasing format. Having students manipulate the key term, “White privilege,” in four ways on the vocabulary card makes them “pay attention to [the word] for longer periods, thus improving their memory of the [word]” (Fisher, Brozo, & Frey, 2011, p. 135). The infographic, political cartoon, and Tim Wise lecture all hit on modern-day racism in terms of how the ELA section of the unit looked at it. The infographic pairs with Dr. Martin Luther King’s speech and the lecture and political cartoon provides a more factual presentation of what Javon Johnson cited in his own personal experiences.
PROFESSIONAL REFERENCES:
Fisher, D., Brozo, W. G., Frey, N., & Ivey, G. (2011). 45: Vocabulary Cards. In 50 Instructional Routines to Develop Content Literacy (2nd ed.) (pp. 135-137). Boston, MA: Pearson Education, Inc.
Freeman, Y., Freeman, D., & Ebe, A. (2011). 13: Bilingual books: bridges to literacy for emergent bilinguals. In Richard J. Meyer & Kathryn F. Whitmore (eds.), Reclaiming Reading: Teachers, Students, and Researchers Regaining Spaces for Thinking and Action (pp. 224-235). New York, NY: Routledge.
Then & Now: Modern Day Racism – Tim Wise’s “The Pathology of White Privilege"
OBJECTIVES:
- After brainstorming ideas about “white superiority” on a semantic map, students will write notes, through Split-Page Note-Taking or another note-taking organizer of choice, on Tim Wise’s “The Pathology of White Privilege” in order to design a Four-Square Vocabulary Card for “White privilege.”
- After watching the first fifteen minutes of Tim Wise’s lecture, “The Pathology of White Privilege,” students will interpret a political cartoon by Andy Wahl about White denial in order to differentiate its symbolism and relate its message to Wise’s lecture.
- After apply the political cartoon to Tim Wise’s lecture, students will examine an infographic on unfilled demands of the 1963 March on Washington in order to argue whether or not the statistics for two of the demands justify their classification as “unmet,” in a paragraph Exit Ticket.
STANDARDS:
RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole (ELA CCSS p. 61).
RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10) (ELA CCSS p. 61).
RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem (ELA CCSS p. 61).
WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes (ELA CCSS p. 65).
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
New York State Standards
NY 1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
NY 1.2.3 Students compare and contrast the experiences of different groups in the United States.
NY.1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
NY 1.3.1 Students compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians, in the United States, explaining their contributions to American society and culture.
DESCRIPTION:
In this lesson, students will explore modern-day racism through the lens of “White privilege.” It will modernize the African-American Civil Rights movement and reveal how the desires of that movement remain desires today. To begin, students will brainstorms ideas about “White superiority” – not yet introducing the lesson’s governing term, “White privilege.” Watching the first approximately fifteen minutes of Tim Wise’s lecture (students should be prompted to take notes during the screening, reminding them of approaches – like Split-Page Note-Taking – they’ve done before), “The Pathology of White Privilege,” students will look at specific quotes that the teacher pulled out from the lecture, discussing them and the notes they took during the video. Students will then be given Andy Wahl’s political cartoon (project it on SmartBoard, too). Students will interpret it by relating its message to a specific Wise quote and deciphering its symbolism (i.e. What subgroups of the population are its three white characters symbolizing? Should any more subgroups be represented? How might you draw them?). The teacher may want to prompt students to consider how Javon Johnson stressed the same problems as Wise and Wahl at this time. Students will design a Four-Square Vocabulary Card for “White Privilege,” defining it, putting it in context via sentence creation, and visualizing it through drawing. Students should receive the chance to share their cards with the class, reading their sentence and providing their illustration rationale. Lastly, students will examine an Infographic, “The Unfinished Business of the 1963 March on Washington.” The teacher will activate students’ prior knowledge of the March on Washington through the ELA coverage of Dr. King’s “I Have a Dream” speech. Reading the infographic together as a class, students will ultimately pick two unfilled demands and argue, in a paragraph Exit Ticket, whether the statistics presented justify their inclusion and classification as “unmet” demands, and thus ongoing inequalities.
ASSESSMENT OF STUDENT LEARNING:
Informal formative assessments will occur throughout the lesson in the form of discussion input, sharing of Four-Square Vocabulary Cards, teacher circling when students are working to examine note-taking and vocabulary cards. The more formal assessments will take the form of the Four Square Vocabulary Cards, which will assess the extent to which students can extract a definition from the Tim Wise lecture – since he never provides a formal one. Additionally, the Exit Ticket, will assess student understanding of statistics and infographic reading, providing students a means to take a stance and use textual evidence to support it appropriately and persuasively.
RATIONALE:
The importance of modernizing the 1955-1968 African-American Civil Rights Movement that students are studying in their history class lies in students’ need for the curriculum to be relevant for it to be engaging, motivating, and applicable to the real-world. Looking at African-American equality today will make evident the long-term effect and success of the movement (and whether the movement is really over). According to Freeman, Freeman, and Ebe (2011) notes that “students are usually more interested in reading about the present” and want “books that [are] connected to their lives today” (p. 231). Tim Wise’s lecture highlights poignant facts that are surprising engaging, and the political cartoon provides a visual for Wise’s discussion of survey results that asked individuals whether they believed racism to be a “significant national problem” today. Therefore, the appeal to auditory learners initially transforms to an appeal to visual learners. Such continues with the infographic – which provides data and statistics in a visually pleasing format. Having students manipulate the key term, “White privilege,” in four ways on the vocabulary card makes them “pay attention to [the word] for longer periods, thus improving their memory of the [word]” (Fisher, Brozo, & Frey, 2011, p. 135). The infographic, political cartoon, and Tim Wise lecture all hit on modern-day racism in terms of how the ELA section of the unit looked at it. The infographic pairs with Dr. Martin Luther King’s speech and the lecture and political cartoon provides a more factual presentation of what Javon Johnson cited in his own personal experiences.
PROFESSIONAL REFERENCES:
Fisher, D., Brozo, W. G., Frey, N., & Ivey, G. (2011). 45: Vocabulary Cards. In 50 Instructional Routines to Develop Content Literacy (2nd ed.) (pp. 135-137). Boston, MA: Pearson Education, Inc.
Freeman, Y., Freeman, D., & Ebe, A. (2011). 13: Bilingual books: bridges to literacy for emergent bilinguals. In Richard J. Meyer & Kathryn F. Whitmore (eds.), Reclaiming Reading: Teachers, Students, and Researchers Regaining Spaces for Thinking and Action (pp. 224-235). New York, NY: Routledge.
Day 4
Introduction to Summative Assessment and Overview of Requirements
Objective: Students will understand the research assignment and know what they are expected to complete throughout the process, as well as how their knowledge will be presented throughout the course of the research project.
Standards:
Lesson: Explain the assignment in detail, fully explaining the research process and requirements. Explain the fish bowl discussion, how it will be organized and how twitter will be used during the discussion. Requirements, based on the students specific topic include: analyzing at least four reliable sources (one primary source), the use of MLA citations and format, the creation of a fact sheet, and notes and talking points for the fishbowl discussion. Allow students to ask questions once the project and the process have been explained.
Introduction to Summative Assessment and Overview of Requirements
Objective: Students will understand the research assignment and know what they are expected to complete throughout the process, as well as how their knowledge will be presented throughout the course of the research project.
Standards:
Lesson: Explain the assignment in detail, fully explaining the research process and requirements. Explain the fish bowl discussion, how it will be organized and how twitter will be used during the discussion. Requirements, based on the students specific topic include: analyzing at least four reliable sources (one primary source), the use of MLA citations and format, the creation of a fact sheet, and notes and talking points for the fishbowl discussion. Allow students to ask questions once the project and the process have been explained.
Day 5
Research Modeling: Freedom Writers
Objective: Students will learn/review how to research topics using reliable sources of information, as well as how to extract essential main ideas and facts out of text and other sources of information.
Standards:
CCSS.ELA-Literacy.RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
CCSS.ELA-Literacy.RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Lesson: Explain that though they will have a different topic, this serves as a guide to their research project. Modeling how to conduct research, though this may be review, discuss how to efficiently search for information on the internet and in the library. Also, discuss how to determine the reliability of information on the internet, provide examples of reliable websites as well as reliable domains such as .edu, .org and .gov versus .com and .net. Review how to draw main ideas from text and using direct quotes with proper citation.
Assessment: Students will find three reliable websites to gather information about the freedom writers, as well as draw a main point/idea from each reliable source, which will be collected at the end of the period.
Research Modeling: Freedom Writers
Objective: Students will learn/review how to research topics using reliable sources of information, as well as how to extract essential main ideas and facts out of text and other sources of information.
Standards:
CCSS.ELA-Literacy.RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
CCSS.ELA-Literacy.RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Lesson: Explain that though they will have a different topic, this serves as a guide to their research project. Modeling how to conduct research, though this may be review, discuss how to efficiently search for information on the internet and in the library. Also, discuss how to determine the reliability of information on the internet, provide examples of reliable websites as well as reliable domains such as .edu, .org and .gov versus .com and .net. Review how to draw main ideas from text and using direct quotes with proper citation.
Assessment: Students will find three reliable websites to gather information about the freedom writers, as well as draw a main point/idea from each reliable source, which will be collected at the end of the period.
Social Studies Day 6-8
Research
OBJECTIVES:
-After choosing a major event during the Civil Rights Movement, students will complete research to learn about their event and how it helped to gain equality during that time.
-After learning about methods of research from the school librarian, students will be able to successfully use a library catalog and the Internet to find information on their chosen event during the Civil Rights Movement.
-After completing the second day of their research, students will be able to create a fact sheet in which they represent major key ideas, dates, and people involved in their event.
-After completing the third day of research, students will be able to compile notes and talking points for the fishbowl discussion.
STANDARDS:
RS.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas
RI.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
W.11-12.2b Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Standard 1: History of the United States and New York
Key Idea 3- Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
Key Idea 4- The skills of historical analysis include the ability to: explain the significant of historical evidence; weigh the importance, reliability, and validity of evidence, understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Standard 5: Civics, Citizenship, and Government
Key Idea 2- The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice,honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government.
DESCRIPTION:
Students will choose from a variety of court cases that reflect a crucial point in history in which equality was established during the Civil Rights Movement. During these three days the students will be using the Internet to research and find credible websites to provide information that will guide their fishbowl discussions later on in the unit. When researching students will need to make a fact sheet containing information they have found on their topic as well as talking points for their discussions.
ASSESSMENT OF STUDENT LEARNING:
Students will be assessed on the credibility of their websites and information as well as the products they will have to create due to their research. Students will be creating a fact sheet and evidence of student work will be displayed in the fishbowl discussion.
Research
OBJECTIVES:
-After choosing a major event during the Civil Rights Movement, students will complete research to learn about their event and how it helped to gain equality during that time.
-After learning about methods of research from the school librarian, students will be able to successfully use a library catalog and the Internet to find information on their chosen event during the Civil Rights Movement.
-After completing the second day of their research, students will be able to create a fact sheet in which they represent major key ideas, dates, and people involved in their event.
-After completing the third day of research, students will be able to compile notes and talking points for the fishbowl discussion.
STANDARDS:
RS.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas
RI.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
W.11-12.2b Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Standard 1: History of the United States and New York
Key Idea 3- Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
Key Idea 4- The skills of historical analysis include the ability to: explain the significant of historical evidence; weigh the importance, reliability, and validity of evidence, understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Standard 5: Civics, Citizenship, and Government
Key Idea 2- The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice,honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government.
DESCRIPTION:
Students will choose from a variety of court cases that reflect a crucial point in history in which equality was established during the Civil Rights Movement. During these three days the students will be using the Internet to research and find credible websites to provide information that will guide their fishbowl discussions later on in the unit. When researching students will need to make a fact sheet containing information they have found on their topic as well as talking points for their discussions.
ASSESSMENT OF STUDENT LEARNING:
Students will be assessed on the credibility of their websites and information as well as the products they will have to create due to their research. Students will be creating a fact sheet and evidence of student work will be displayed in the fishbowl discussion.
Social Studies Day 9:
ELA Final Project Cross-Over: Write-Your-Own Slam Poem about Modern-Day Racism
Please see the informal lesson plan for Day 9/10 of English.
RATIONALE:
Since the Write-Your-Own Slam Poem component of the ELA final project for this interdisciplinary unit requires students to write about their research of a modern-day topic about racism, having the history teacher as a direct resource for one of the writing days will be beneficial to students. While the students can confer with the English teacher about literary element integration, the history is a better resource for students to talk to about their factual integration and emotional portrayal of the historical event that they must compose a narrative about.
ELA Final Project Cross-Over: Write-Your-Own Slam Poem about Modern-Day Racism
Please see the informal lesson plan for Day 9/10 of English.
RATIONALE:
Since the Write-Your-Own Slam Poem component of the ELA final project for this interdisciplinary unit requires students to write about their research of a modern-day topic about racism, having the history teacher as a direct resource for one of the writing days will be beneficial to students. While the students can confer with the English teacher about literary element integration, the history is a better resource for students to talk to about their factual integration and emotional portrayal of the historical event that they must compose a narrative about.
Day 10
Objective: Students will have an understanding of the use of a Twitterfeed for the fishbowl discussion, as we be evidenced by their creation of a Twitterfeed and tweeting two relevant tweets to the class about what they have been learning about in relation to the Civil Rights movement thus far.
Standards:
Element 1.6
a. Teachers use technological tools and a variety of communication strategies to engage each student.
b. Teachers assist students to become knowledgeable and critical consumers and users of quality information.
Element II.6
b. Teachers incorporate a knowledge and understanding of technology in their lessons to enhance student learning.
c. Teachers organize and effectively use time to achieve learning goals.
d. Teachers select and adapt curricular materials to align with state standards and meet diverse learning needs.
e. Teachers access appropriate resources to meet specific learning differences or needs.
Assessment: After being taught a lesson on the use of a Twitterfeed within the classroom, the students will make their own Twitter account. After creating a Twitter account, the students will follow the class feed, and make two tweets to the class. These tweets will be two facts the students have learned about the Civil Rights movement of African Americans so far in the unit.
Objective: Students will have an understanding of the use of a Twitterfeed for the fishbowl discussion, as we be evidenced by their creation of a Twitterfeed and tweeting two relevant tweets to the class about what they have been learning about in relation to the Civil Rights movement thus far.
Standards:
Element 1.6
a. Teachers use technological tools and a variety of communication strategies to engage each student.
b. Teachers assist students to become knowledgeable and critical consumers and users of quality information.
Element II.6
b. Teachers incorporate a knowledge and understanding of technology in their lessons to enhance student learning.
c. Teachers organize and effectively use time to achieve learning goals.
d. Teachers select and adapt curricular materials to align with state standards and meet diverse learning needs.
e. Teachers access appropriate resources to meet specific learning differences or needs.
Assessment: After being taught a lesson on the use of a Twitterfeed within the classroom, the students will make their own Twitter account. After creating a Twitter account, the students will follow the class feed, and make two tweets to the class. These tweets will be two facts the students have learned about the Civil Rights movement of African Americans so far in the unit.
Day 13:
Objective: Students will write a synthesis of the African American Civil Rights Movement in class based on the knowledge gained over the past two week unit.
Standards:
CCSS.ELA-Literacy.WHST.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
Description: Students will use the class period to write a synthesis paper on the African American Civil Rights Movement. Students will use the information learned in the unit to write this paper independently.
Assessment: The formal summative assessment will be their final written synthesis paper. Student's papers will reflect a clear, organized, and thorough understanding of the African American Civil Rights Movement while also following correct grammar and punctuation.
Objective: Students will write a synthesis of the African American Civil Rights Movement in class based on the knowledge gained over the past two week unit.
Standards:
CCSS.ELA-Literacy.WHST.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
Description: Students will use the class period to write a synthesis paper on the African American Civil Rights Movement. Students will use the information learned in the unit to write this paper independently.
Assessment: The formal summative assessment will be their final written synthesis paper. Student's papers will reflect a clear, organized, and thorough understanding of the African American Civil Rights Movement while also following correct grammar and punctuation.