Understanding By Design



Unit Design

For

The Civil Rights Movement

Developed by

Jonathan Pete

Pontiac Academy for Excellence

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Understanding by Design

Unit Design Worksheet

|Unit Title: The Civil Rights Movement | |Subject/Course: Honors US History |

|Topic: Civil Rights |Grade: 10 |Staff Name: Jonathan Pete |

|Stage 1 - Desired Results |

|Established Goals: |

|Content Goals: |

|8.3.1 Civil Rights Movement – Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including: the |

|impact of WWII and the Cold War (e.g., racial and gender integration of the military) Supreme Court decisions and governmental actions (e.g., Brown v. Board |

|(1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965)) protest movements, organizations, and civil |

|actions (e.g., integration of baseball, Montgomery Bus Boycott (1955–1956), March on Washington (1963), freedom rides, National Association for the Advancement of |

|Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers) |

|resistance to Civil Rights |

|8.3.2 Ideals of the Civil Rights Movement – Compare and contrast the ideas in Martin Luther King’s March on Washington speech to the ideas expressed in the |

|Declaration of Independence, the Seneca Falls Resolution, and the Gettysburg Address. |

|8.3.5 Tensions and Reactions to Poverty and Civil Rights – Analyze the causes and consequences of the civil unrest that occurred in American cities by comparing |

|the civil unrest in Detroit with at least one other American city (e.g., Los Angeles, Cleveland, Chicago, Atlanta, Newark). |

| |

|Literacy Goals (CCSS): |

|RH 9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the |

|information. |

|RH 9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the |

|course of the text. |

|RH 9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. |

|RH 9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. |

|WHST 9-10.1 Write arguments focused on discipline-specific content. |

|WHST9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |

|WHST 9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s |

|capacity to link to other information and to display information flexibly and dynamically. |

|WHST9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. |

|SL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades |

|9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. |

|SL 9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and |

|accuracy of each source. |

|Understandings: |Essential Questions: |

|Students will understand that | |

|that the Civil Rights movement was a culmination of many events between |How do government, groups, and individuals handle controversial issues? |

|government, groups, and individuals. |What are common themes among popular historical documents and speeches? |

|that the common theme among these documents is that universal rights are a social |Did the Civil Rights movement ease racial tensions/divides? |

|issue that continues to be debated and examined. | |

|that while the Civil Rights helped to progress the rights of minorities, | |

|specifically African Americans, it also escalated racial tensions in some areas of| |

|the country. | |

|Students will know |Students will be able to |

|that the Civil Rights movement was a culmination of many events between |Analyze and evaluate the situations, events, and choices that occurred between |

|government, groups, and individuals. |government, groups, and individuals. |

|that the common theme among these documents is that universal rights are a social |Compare and contrast multiple primary and secondary sources to find a universal |

|issue that continues to be debated and examined. |theme among documents related to civil rights. |

|that while the Civil Rights helped to progress the rights of minorities, |Analyze legislation passed during the civil rights era and evaluate its |

|specifically African Americans, it also escalated racial tensions in some areas of|effectiveness on different areas of the country. |

|the country. | |

|Unit Enduring Understanding: |Unit Question: |

|Students will understand that the success of the Civil Rights movement is the |How have the actions of Civil Rights movement affected your everyday life? |

|result of the combined efforts of those willing to engage in civil discourse and | |

|discussion. | |

|Stage 2 - Assessment Evidence |

|Performance Tasks: |

|Goal: To write a reflective paper about how the Civil Rights movement has affected you as a person. |

|Role: Historian/journalist. |

|Audience: Those who would be reading the magazine. |

|Situation: You have been asked to write for a magazine about the topic. |

|Product: An article that could be published and that would inform people about how the Civil Rights Movement affected your life and theirs. |

|Standards: Rubric that calls for students to create a paper that illustrates knowledge of content as well as application, evaluation, inference, and various |

|writing skills. |

|Key Criteria: |

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|5 |

|4 |

|3 |

|2 |

|1 |

|Points Earned |

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|IDEAS x2 |

|Controlling idea |

|Supporting ideas |

|Use of details |

|Awareness of purpose |

|Sense of completeness |

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|The essay is fully focused and contains a wealth of ideas and examples. The writer uses rhetorical strategies and addresses counter-arguments. |

|The essay is consistently focused and contains ample ideas and examples. The writer may employ rhetorical strategies or address counter-arguments. |

|The essay is sufficiently focused and contains some ideas and examples. The response is generally appropriate to the persuasive purpose. |

|The essay is minimally focused. The provided examples are vague or general and the response demonstrates minimal awareness. |

|The essay shows little or no focus and the ideas are unclear, irrelevant, or repetitive. The response is incomplete or too brief. |

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|ORGANIZATION x1 |

|Introduction/body/ conclusion |

|Sequence of ideas |

|Grouping of ideas |

|Effective transitions |

|Awareness of purpose |

| |

|The organization of ideas supports the writer’s focus. Ideas are grouped in a logical manner. Effective and varied transitions are used. |

|The organization is appropriate and the sequencing of ideas is logical. Varied transitions are used. |

|The organization is generally appropriate and the ideas are clearly sequenced, but may be repetitive. Transitions are used |

|The organization is formulaic or inappropriate. The response may lack a clear introduction or conclusion. Transitions are rare. |

|The essay shows little evidence of organization or sequencing. Transitions are not used. The response is incomplete or too brief. |

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|STYLE x1 |

|Sentence variety |

|Word choice |

|Audience awareness |

|Personal voice |

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|The writer utilizes carefully crafted phrases to create a sustained tone and an authoritative voice. Word choice reflects an advanced vocabulary. |

|The language and tone of the essay enhance the persuasive purpose. Word choice is appropriate. Sentences are varied. |

|The language and tone are appropriate. Word choice is adequate, but may be simple or ordinary. Some sentence variety is evident. |

|The language and tone are uneven. Word choice is simple, ordinary, or repetitive. There is minimal variation in sentence length and structure. |

|The language and tone are inappropriate. Word choice is incorrect or confusing. The response is incomplete or too brief. |

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|CONVENTIONS x1 |

|Sentence formation |

|Subject-verb agreement |

|Standard word forms |

|Punctuation, spelling, and capitalization |

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|The writer demonstrates full command of the conventions of written English language. No errors are evident. |

|The writer demonstrates knowledge of the conventions of written English. Errors are minor and do not interfere with meaning. |

|The writer demonstrates sufficient control of the conventions of written English. Errors may interfere with meaning, but are not distracting. |

|The writer demonstrates minimal control of the conventions of written English. Errors are frequent and interfere with meaning. |

|The writer lacks understanding of the conventions of written English. Errors are pervasive. The response is incomplete or too brief. |

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|TOTAL POINTS = ___________ |

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|21 - 25 = A 16 - 20 = B 11 - 15 = C 10 - 0 = F |

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|Level 2 Grading Rubric |

|Civil Rights Timeline Project |

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|Category |

|1-2 |

|3-4 |

|5-6 |

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|Addresses Key Issues |

|(Group Level) |

|Double Points |

|The website has little to no relevant information that could help someone better understand the Civil Rights Era. Less than 10 events may have been done. |

|The website acknowledges some key points of information, but does not really go into much depth. |

|The website goes into substantial depth that conveys mastery of the subject and will allow the visitor to gain a real understanding of the movement. |

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|Multimedia and Design |

|(Group Level) |

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|Uses little to no multimedia (less than 4). Design is very basic |

|Uses a fair (4) amount of multimedia and the design is adequate. A few glitches and breaks in media. |

|Great use of quality multimedia and interactive material. Design is well thought out and there are no glitches or breaks. |

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|Participation |

|(Individual Level) |

|Student had little to no participation in creating the website. |

|Student participated in a fair amount in the website, but had times of being redirected or off task. |

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|Student was one of the group leaders and was consistently engaged and worked hard. |

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|Grammar and Spelling |

|(Individual Level) |

|Student had many mistakes that take away from the material and show little care in making the project. |

|Student had a few mistakes, but most of the project was done with care. |

|Student created a great project that had little to no mistakes. |

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|Other Evidence: |

|Before |During |After |

|KWL |Graphic organizer |End of unit test/quiz |

|Concentric circle (govt role) |Journal |Essay writing: Students must write about how the |

|Pre-test |Summaries (DBQ/Document Based Questions from |Civil Rights era has affected their lives and changed |

|Journaling |) |America. |

|Think-pair-share |Questioning | |

|Vocabulary |Think/pair/share | |

|Word Map (equality) |Sketch/Role Play (Rosa Parks) | |

|Gallery walk of pictures (record thoughts/impressions |Socratic Circle (Who would you follow, MLK or Malcolm| |

|of primary pictures from era) |X?) Students sit in circle and discuss question. | |

| |Only 4-6 talk in middle others watch. Have students | |

| |switch between inner circle and outer circle. | |

| |Documentary viewing (Century video w/ Pete Jennings) | |

| |Primary source reading | |

| |Web quest () | |

| |Interview family member | |

| |Create a PSA about racism and its effects (use | |

| |audacity program). | |

| |Research project: Create an interactive timeline | |

| |online. Create a timeline and on certain events of | |

| |the students choosing, they must create an | |

| |interactive experience that will allow the user to go| |

| |more in depth on the subjects of their choosing. | |

| |Minimum 5 events in depth and 15 events overall. | |

| |Done in group of 3-4 (Have students design on | |

| |() | |

| |Writing prompt for essay (How are the themes of the | |

| |DOI, Seneca Falls Resolution, Gettysburg Address, and| |

| |MLK’s “I Have a Dream” speech relevant to today’s | |

| |issues? How have their ideas affected you today?) | |

| | | |

|Describe the assessment/s and state the prompt if applicable. x F x S | | |

| | | |

|What type of scoring tools will be used for evaluation? | | |

|□ Analytic rubric x Checklist | | |

|□ Holistic rubric x Answer Key | | |

|x Criterion rubric □ Other | | |

| | | |

|Student Self-Assessment and Reflection: |

|Students will keep a log daily that they will record thoughts and emotions in. This log will be used to write a reflective piece at the end of the unit. This |

|reflection will assist them in writing about what they have learned at the end of the unit. |

|Stage 3 - Learning Plan |

|Differentiated Instruction: |

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|Level C: Complete #1 and #2, than choose 3 more of the following activities for a total of 45 pts (65% of grade) |

|Guided reading packet 10 pts |

|Students will do vocabulary for the unit 10 pts |

|Word map for equality 5 pts () |

|Write a one page biography of Civil Rights leader 10 pts |

|Take Cornell notes on the chapter from the book 20 pts |

|Do a web quest about the civil rights 10 pts () |

|Complete DBQ’s about the civil rights 5 pts a piece () |

|Create a political cartoon about an issue from the Civil Rights Era 5 pts () |

|Diary Entry from perspective of someone (white or black) from Little Rock nine 5 pts |

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|Level B: Complete #1 and one other assignment of the following successfully for a total of 30 pts (15% of grade) |

|Write a paper about how the themes of the DOI, Seneca Falls Resolution, Gettysburg Address, and MLK are “I Have a Dream” speech relevant to today’s issues? How |

|have their ideas affected you today? 15 pts |

|Create and record or act out a PSA about racism and how it affects people. Groups of 2-4 for 15 pts |

|Interview a member of your family or a family friend that was alive during the Civil Rights Era. After the interview, review answers and write 1 page about the |

|interview and what you learned. 15 pts |

|Reenact a sit in and record it. Small group of 3-5 and the video must be at least 4-5 minutes of showing how people carried out sit ins and how people may have |

|responded. 15 pts |

|Research project: Create an interactive timeline website. Create a timeline and on certain events of the students choosing, they must create an interactive |

|experience that will allow the user to go more in depth on the subjects of their choosing. Minimum 5 events in depth and 15 events overall. Done in group of 3-4 |

|for 15 pts. |

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|Level A: Complete All – GRASP, Unit Test, paper –45 pts (20% of grade) |

|Unit Test 25 pts |

|Students will write a paper allowing them to reflect on what they have learned. This will be written for a magazine that will publish your article that answers |

|the questions of, “How has your life been affected by the civil rights movement?” 25 pts |

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|Learning Activities: |

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|Where/Why/What – Where are we going? Students will have a cover sheet for the unit and will be made aware of the expectations for the unit. Students will also be |

|exposed to the final project and other assessment pieces for the unit. |

|Why? Students will be able to understand that change is in society is done over time with people willing to engage in peaceful protest and conversation. |

|What? Students will have a complete understanding of what transpired during the Civil Rights Era and that it was a culmination of the efforts of many people. |

|Students will also understand that we continue to face Civil Rights issues today and that those affect their lives. |

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|Hook/Hold – I will hook the student’s attention by demonstrating the Jim Crow laws by segregating the classroom based off race/gender/color of clothing, etc. I |

|will give those that meet the criteria a treat or something tangible that will make others feel slighted. Once students express unfairness of experience I will |

|explain that they don’t meet the criteria and so they don’t get the same rights. If they want to pass a quiz showing they are equal they can try, but I will stack|

|it so that they cannot, like literacy tests and poll taxes of Jim Crow era. I will continue to hold student interest by changing the criteria for rewards or |

|treatment. Also, students will be shown primary sources of the injustices that people faced during the era, having students journal their thoughts and emotions. |

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|Equip – Students will be equipped to succeed in this unit by giving them various prior knowledge concepts (slave trade, civil war, treatment of African Americans |

|during WWI and WWII) and by being consistent in questioning students’ knowledge through use of formative assessments to make sure students are progressing. |

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|Rethink/Revise - Students will be able to rethink and revise their work using journaling, think-pair-shares, daily work, and essay writing towards the end of the |

|unit. |

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|Evaluate - Students will self-evaluate through the use of their journals, peer editing, class discussion, and reflection writing at the end of the unit. |

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|Tailor - Learning will be tailored by using differentiated instruction using various activities and teaching styles and modified for all IEP/ESL students including|

|accommodations to provide extended time and group work when possible. |

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|Organize - The unit will be organized so that students have choice and can take control of their own learning by choosing assignments that fit their learning |

|style. Student choice will be done by using layered curriculum and the organization will be laid out for them in a format so that they can monitor and track their|

|own progress. |

|Essential Vocabulary |

| |

|13th Amendment – Officially abolished slavery in the US. Important because a new era in US history. |

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|14th Amendment – Requires states to give all citizens due process to EVERYONE. Important because the states must protect rights of the citizens. |

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|15th Amendment – Gives ALL citizens the right to vote (except women) Important because it gave African Americans the legal right to vote, despite southern |

|restrictions. |

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|Black Panthers – The Black Panther Party or BPP (originally the Black Panther Party for Self-Defense) was a black revolutionary socialist organization active in |

|the United States from 1966 until 1982. The Black Panther Party achieved national and international notoriety through its involvement in the Black Power movement |

|and U.S. politics of the 1960s and 1970s. |

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|Brown v. Board of Education – A landmark supreme court case that declared segregation in public schools unconstitutional. Overturned the 1896 Plessy decision. |

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|Civil Disobedience – A group’s refusal to obey a law because they believe the law is immoral (as in protest against discrimination); African Americans used this |

|kind of direct action to force a change to the laws. |

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|Civil Rights Act – Of 1964. A landmark piece of civil rights legislation in the United States that outlawed major forms of discrimination against racial, ethnic, |

|national and religious minorities, and women. |

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|Emmett Till – 1955 a 14 year old black boy said “Bye, Baby” to a white woman in Mississippi. In response, he was brutally murdered. |

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|Equality – The state of being equal, esp. in status, rights, and opportunities. |

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|Integration – The intermixing of people or groups previously segregated. |

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|Jim Crow – The systematic practice of discriminating against and segregating Black people in the south. |

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|Little Rock Crisis – The students were initially prevented from entering the racially segregated school by Arkansas Governor Orval Faubus. |

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|Lynching – Murdering a person without due process. 3445 African Americans were lynched since 1882, when records started being kept. It was a public affair, |

|handled by a mob of people. |

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|Malcolm X – An African-American Muslim minister and a human rights activist. To his admirers he was a courageous advocate for the rights of blacks, a man who |

|indicted white America in the harshest terms for its crimes against black Americans; detractors accused him of preaching racism and violence.  |

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|Martin Luther King Jr. – An American pastor, activist, humanitarian, and leader in the African-American Civil Rights Movement. He is best known for his role in |

|the advancement of civil rights using nonviolent civil disobedience based on his Christian beliefs. |

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|Montgomery Bus Boycott – NAACP organized overnight. It started the following Monday where all blacks refused to ride the buses. This act was to try to end |

|segregation on buses. |

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|Nonviolent Resistance – The practice of achieving political goals through symbolic protests, civil disobedience, and other methods, and without using violence, |

|primary strategy in the civil rights movement. |

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|Plessy v. Ferguson – Homer Plessy sat in the white section of the railroad car to confront segregation laws. |

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|Racism – The prejudice that members of one race are superior to members of other races. |

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|Segregation – To separate, to keep races or ethnic groups apart. |

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|Sit-in – A form of civil disobedience that involves one or more persons nonviolently occupying an area to promote political or social change; primary action used |

|in the civil rights movement. |

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|Supreme Court – The branch of the US govt. that interprets the laws. This branch played a major role in bringing about changing laws that resulted in the change |

|of the altering of American society |

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|Voting Rights Act – Of 1965. A landmark piece of national legislation in the United States that outlawed discriminatory voting practices that had been responsible|

|for the widespread disenfranchisement of African Americans in the U.S |

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|Wage Gap – The difference in rates of pay between two different groups of people. |

|Sequencing the Learning |

|Monday |Tuesday |Wednesday |Thursday |Friday |

| | | | | |

|KWL Civil Rights movement |Time for vocabulary |Vocabulary |Quick Write (Summarize Little |Think-pair-share review |

| | | |Rock situation) | |

|Intro to Civil Rights (Jim Crow |Concentric circle (on role of |Word map for equality | |Century video on Civil Rights |

|sim) |govt.) | |Mini-lecture on Montgomery Bus |for 25 minutes |

| | | |Boycott and MLK Jr. | |

|Students introduced to coversheet|Lecture on beginning of Civil |Gallery walk (Brown v. Board, | |Level C activity |

|and expectations |Rights (students take notes) |Little Rock Nine, and |Think-pair-share (What do you | |

| | |Integration) |think should be boycotted |Level B Activity |

|Vocabulary will be distributed |Level C Activity | |today? What lessons from | |

| | |Class Discussion (Formative) |Montgomery could you apply to | |

|Journal quick write (How did you |Exit journal | |your boycott?) | |

|feel during the Jim Crow | |Level C Activity | | |

|simulation?) | | |Level C | |

| | |Exit journal | | |

| | | | | |

| | | | | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

| | | | | |

|Class pepper review |Quick Write (What common themes|Vocab quiz |Level B work time |Review race riots |

|(formative) |are in American documents we | | |Share journal entries |

| |have looked at? How are these | |Mini-lecture on resistance to | |

|Primary source work (Jigsaw DOI, |themes shown in our society? |Level B work time for PSA, |Civil Rights |In class time for level b |

|Seneca Falls, Gettysburg Address)|Extension of previous day) |paper, and interview | | |

|Each group will write main | | |Quick write (Why did some |Peer edit with a partner before|

|points/ideas on butcher paper |Share out |Quick notes on Malcolm X |people not want change? How |you leave |

| | | |did the govt. play a role in | |

|Class will listen to “I have a |Guided Reading check in |Socratic Circle (“Who would you|forcing change?) | |

|dream” speech. | |follow, Malcolm X or MLK Jr?”) | | |

|(Graphic organizer filling out by|Century video 20 minutes | |Race riots gallery walk | |

|students) | | | | |

| |Level C | |Exit | |

|Discuss similarities | | | | |

| |Level B | | | |

|Exit journal (How have these | | | | |

|documents shaped your life? What| | | | |

|is the common theme among them?) | | | | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

| | | | | |

|Level B work due |Review for test using review |Unit test |Pass back tests |Finish outline |

|Presentations if needed |game | |Go over them | |

| | |Pass out rubric for writing | |Peer edit outline |

| | |portion |Class brainstorm (How you life |(Use clock buddy) |

| | | |is affected by the Civil | |

| | |Start outline for level C paper|Rights?) |Complete opening for paper |

| | | | | |

| | | |Continue outline | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

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|Level C Body paragraph work |Level C body paragraph work |Level C Finish Conclusion |Level C type time |Level C |

| | | | |Type and turn in paper |

| |Start Conclusion |Peer Edit |Teacher check in | |

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