social studies lesson plans

8/7/2019 Social Studies Lesson Plans

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ED352 Civil Rights Unit PlanLesson Plan: Day 1 Social Studies

Topic: Civil Rights WebQuestGrade: 8thDesigners:Andrea Derrick, Katie Miszewski, and Molly Rozga

Stage 1 Desired Results

Established Goal(s)B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts,eyewitness interviews, and other primary source materials, and evaluate the credibility of sourcesused

Understanding(s)Students will understand

y How their background knowledgefits in with a general timeline for civilrights in the United States

y Some background informationabout local civil rights activistJames E. Groppi

y That veterans of the civil rightsmovement are not all famous orwell-known

Essential Question(s)

y What do I know about the civil rights movementin Milwaukee and the United States?

y What do I want to know about it?y Why have/havent I heard a lot about the local

civil rights movement?

Students will know

y A general timeline for civil rights inthe United States

y The basics about the life of JamesE. Groppi

y About the experience of at least one

civil rights veteran

Students will be able to

y Use the internet to investigate a topicy Identify people/place/events that they have or

havent heard of and know or dont know a lotabout

y Identify people/places/events that they want to

know more abouty Compose a personal response to poetry about a

historical event

Stage 3 Learning PlanMaterials:

y Computers with Internet accessy Civil Rights WebQuest (http://www.civilrightsmke.weebly.com)

y Civil Rights WebQuest student work packetsy Civil Rights WebQuest rubricsy Final Project descriptionsy Final Project rubricsy Final Project parent letters

Stage 2 Assessment Evidence

y Observation and notation of students participation during WebQuesty Evaluation of student work packet (Rubric)


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Introduction:

y Write: What is civil rights? in a prominent location in the classroom for all students to see. Givestudents 60 seconds to ponder the question.

Procedures:

y Explain to students that this is the thematic question that we will explore throughout the nextten days in our unit on civil rights.

y Pass out information on the final project and discuss with students. Students will have time tolook over the information more thoroughly, share it with their parents/guardians, and askquestions at a later date.

y Pass out the civil rights WebQuest student packet. Write the URL on the board for students tocopy onto the packet (http://www.civilrightsmke.weebly.com). Take students to a locationwhere computers with Internet access are available to engage in the WebQuest.

y Students should turn in their WebQuest student work packet once they have completed theWebQuest.

Closure:

y When students turn in their WebQuest student work packet, ask them to share one thing thatthey learned.

y At the end of class, let students know to be ready to engage in a meaningful discussion aboutthe WebQuest tomorrow.


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Topic: Civil Rights Unit IntroductionGrade: 8thDesigners:Andrea Derrick, Katie Miszewski, and Molly Rozga


Established Goal(s)B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, ornationsC.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility forthe common good, equal opportunity, equal protection of the laws, freedom of speech, justice, andmajority rule with protection for minority rightsE.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute tosocial continuity and change within a communityE.8.6 Describe and explain the influence of status, ethnic origin, race, gender, and age on theinteractions of individualsUnderstanding(s)

Students will understand y The basics about the civil rights

movement in the United Statesy (Begin to understand) the influence

of James E. Groppi on civil rights inMilwaukee

y How the civil rights movementaffected people of all walks of life

y That their questions and insightswill guide some of the explorationand discuss throughout the unit


y What did I notice about civil rights during theWebQuest?

y What really stood out to me?y What do I want to know more about?y What is included in this unit on civil rights?

Students will know

y What to expect for the remainder ofthe unit and how the concepts fromvarious lessons and subject areasare linked to one another

y We can not possibly cover everyaspect of civil rights nor answer allof their questions during the unit

y It is still important to acknowledgeand record these wonderings forfuture exploration


y Confidently explain their understandings aboutthe civil rights movement based on their findingsduring the WebQuest and in-class discussion


y Civil Rights WebQuest student packets (Use rubrics to evaluate before class; this evaluationwill help to guide classroom discussion)


y Observation and notation of students active participation in classroom discussion


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Introduction:

y Direct students to the civil rights quote of the day that is posted in the classroom and read italoud.

y Ask students to share something that they discovered during the WebQuest this quote remindsthem of.

Procedures:

y The prompt above should lead to a thorough classroom discussion about the WebQuest. Make

sure to ask students questions such as: What did you notice during the WebQuest? Whatreally stood out?

y Use students responses from to create a classroom KWL chart about civil rights on aninteractive white board (if available) or large piece of butcher-block paper. Students shouldcome up and record things that they know (K) and what to know (W) about the civil rightsmovement based on their investigations. (They have already begun to think about these thingswhile completing the WebQuest student work packet.) Youll want to save this, so that studentscan complete the learned (L) column during the self-assessment component on the last day ofthe unit in English/language arts class.

y Next, discuss the general layout of the unit with students, so that they can anticipate andprepare for the learning that will take place. With students, create a concept map to visually

demonstrate the connections between lessons and subject areas. (Include math and science ifyou plan to use the supplemental ideas provided in the Unit Guide.) Remind students that theirquestions and wonderings (from the WebQuest, Reading Reflections, etc.) will help to guidediscussion and exploration within the unit.

y One of the elements of this concept map should be the current events component of the unit.When discussing this component, take a moment to encourage students to be on the lookoutfor current events related to civil rights. Explain that each student will need to provide one localor state current event and one national or global current event. Have students discuss wherethey might find these current events (in the paper, on the internet, etc.).

y Finally, have selected students share their responses from the civil rights poetry that theyencountered during the WebQuest. However, this component of discussion should be optional.For some students, poetry reflection is a deeply person experience that they may not wish toshare with their classmates.

Note: Use responses from completed student work packets to guide questioning during thislesson. The content and discussion topics within the lesson may vary based on studentsindividual responses and areas of need within the topic. By the end of the lesson, you should beconfident that the students have met the objectives of the WebQuest and are ready to delvedeeper into civil rights in Milwaukee.

Closure:

y Remind students that they may add questions to the want to know (W) column of the KWLchart throughout the unit. Although you will not have the time and/or resources to answer all ofthe questions during the unit, it is important to acknowledge and record them for futureexploration. Also, remind students that we will fill in the learned (L) column of the KWL chart onthe last day of the unit in English/language arts class.

y Finally, remind students to be on the lookout for current events throughout the unit and thatthey are responsible for brining two current events to social studies class on Day 7.


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Topic: Civil Rights in MilwaukeeGrade: 8thDesigners:Andrea Derrick, Katie Miszewski, and Molly Rozga


Established Goal(s)B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, ornationsE.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday livesof peopleE.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute tosocial continuity and change within a communityE.8.6 Describe and explain the influence of status, ethnic origin, race, gender, and age on theinteractions of individualsE.8.7 Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute toconflict in a society

Understanding(s)Students will understand

y Milwaukees civil rights eventsy Types of people who contributed to

the civil rights movement inMilwaukee

y How prejudices contributed to therise of the March on Milwaukee

Essential Question(s)y What happened in Milwaukee during the civil

rights movement?y Who contributed to the civil rights movement in

Milwaukee?y How did prejudices contribute to the rise of the

March on Milwaukee?

Students will know

y Milwaukees civil rights eventsy Types of people who contributed to

the civil rights movement inMilwaukee

y How prejudices contributed to therise of the March on Milwaukee


y Describe local events connected to the CivilRights Movement

y Identify types of people who contributed to theMarch on Milwaukee

y Describe how prejudices contributed to the rise ofthe March on Milwaukee

Stage 3 Learning Plan

Materials:y Selected scenes from March on Milwaukee by Margaret Rozga

o March on Milwaukee is available from http://benupress.everpub.com/books/March-on-Milwaukee as an e-book for $5.

y Index cardsy Social studies journals

Introduction:

y Remind students of guest speaker (or upcoming field trip). One of the main purposes of this


y Students submission of questions for the guest speaker will indicate thoughtful reflection onthe play


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reading is to get students more familiar with the topics that the guest speaker will talk about.

Procedures:

y The teacher should select scenes from the play that are appropriate for this specific group.Also keep in mind, that the play should be used to addressed some of the questions thatstudents had after the WebQuest, and topics that the students want to know more about. Thisensures that the students will be fully engaged in this activity.

y Based on scenes selected, allow students to volunteer for roles. Due to reading scenes only

once, you will not need to add movement or direction.y Plan to use of class time on reading scenes from the play. y For the remainder of class time, students should reflect in their journals about the play.

o Did it help to clarify their understanding?o What happened in Milwaukee during the Civil Rights movement?o Who contributed to the civil rights movement in Milwaukee?o How did prejudices contribute to the rise of the March on Milwaukee?

Closure:

y Dispense index cards. Have students place their name on the card. Students should writedown questions that they would like to have Mrs. Rozga answer. Students may also submit

additional questions as homework, but should turn in a minimum of one question forassessment purposes.

y Finally, remind students to be on the lookout for current events throughout the unit and thatthey are responsible for bringing two current events to social studies class on Day 7.



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Topic: Guest Speaker (or Field Trip)Grade: 8thDesigners:Andrea Derrick, Katie Miszewski, and Molly Rozga

Stage 1 Desired ResultsEstablished Goal(s)B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts,

eyewitness interviews, and other primary source materials, and evaluate the credibility of sourcesusedB.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, ornationsC.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility forthe common good, equal opportunity, equal protection of the laws, freedom of speech, justice, andmajority rule with protection for minority rightsE.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday livesof peopleE.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute tosocial continuity and change within a community

E.8.12 Describe conflict resolution and peer mediation strategies used in resolving differences anddisputesUnderstanding(s)Students will understand

y Conflict that led to March onMilwaukee

y Resolution strategiesy Equal opportunityy Influence of local and ethnic

culturesy How groups/individuals involved

contributed to change


y Can I analyze the conflict among the groupsinvolved?

y Can I describe resolution strategies?y Can I explain equal opportunity?y Can I describe the ways in which local and ethnic

cultures may influence everyday life?y Can I explain how the groups involved

contributed to change within the community?

Students will know






y Analyze conflict that led to March on Milwaukeey Describe resolution strategiesy Explain equal opportunityy Describe the influence of local and ethnic

culturesy Explain how groups/individuals involved



y Civil Rights Guest Speaker Presentation Reflection (or Field Trip Reflection)


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y Anything requested by speakery Capability to project images from http://www4.uwm.edu/libraries/digilib/march/y Turn desks or tables if necessary (so that everyone is facing the speaker)

Introduction:

y Introduce speaker, Margaret Rozgay Reminder of expected decorum for presentation

Procedures:

y Dr. Rozga will address the questions submitted by students, while delivering a presentationthat discusses:

o Milwaukees Civil Rights eventso Types of people who contributed to the civil rights movement in Milwaukeeo How prejudices contributed to the rise of the March on Milwaukeeo Conflict that led to March on Milwaukeeo Resolution strategieso Equal opportunityo Influence of local and ethnic cultureso How groups/individuals involved contributed to change

Closure:

y Give thanks to Dr. Rozga for her powerful and moving presentation.y Review the reflection that will be due for next days class.y Finally, remind students to be on the lookout for current events throughout the unit and that

they are responsible for bringing two current events to social studies class on Day 7.

*Modify this lesson plan to meet your needs if you plan to take your students on a field trip.


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Topic: Reflection on Guest Speaker (or Field Trip)Grade: 8thDesigners:Andrea Derrick, Katie Miszewski, and Molly Rozga


Established Goal(s)B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts,eyewitness interviews, and other primary source materials, and evaluate the credibility of sourcesusedB.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, ornationsC.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility forthe common good, equal opportunity, equal protection of the laws, freedom of speech, justice, andmajority rule with protection for minority rightsE.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday livesof people

E.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute tosocial continuity and change within a communityE.8.12 Describe conflict resolution and peer mediation strategies used in resolving differences anddisputesUnderstanding(s)Students will understand






y Can I analyze the conflict among the groupsinvolved?

y Can I describe resolution strategies?y Can I explain equal opportunity?y Can I describe the ways in which local and ethnic

cultures may influence everyday life?y Can I explain how the groups involved

contributed to change within the community?

Students will know



culturesy

How groups/individuals involvedcontributed to change


y Analyze conflict that led to March on Milwaukeey Describe resolution strategiesy Explain equal opportunityy Describe the influence of local and ethnic

culturesy Explain how groups/individuals involved



y Informal evaluation of students reflectionsy Observation and notation during in-class discussion


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y Jigsaw materials (A deck of cards works great!)

Introduction:

y Ask the students what they thought of Dr. Rozgas presentation. This should be just enough toget them back into social studies frame of mind.

Procedures:y As students enter the room, you should hand each a card. Let them know that todays activity

is a jigsaw activity so they can share thoughts and opinions about Dr. Rozgas presentationand ask each other Civil Rights questions.

y Place the following bullet points on chalk board (or marker board, or smart board):o Milwaukees civil rights eventso Types of people who contributed to the civil rights movement in Milwaukeeo How prejudices contributed to the rise of the March on Milwaukeeo Conflict that led to March on Milwaukeeo Resolution strategieso Equal opportunityo Influence of local and ethnic cultureso How groups/individuals involved contributed to change

y Set guidelines that the students should be discussing items from the list. Because of thestrong impact this is having on their learning, students should be actively engaged in relevantdiscussion for the entire time frame. Announce that you will be assessing them as they are indiscussion groups.

y Students will start in pairs with like numbers/faces and same color starting together (red twoswill be one pair, black twos will be another pair). Next, students will be in groups of 4 (all of aparticular number or face together). Then students progress to groups of 8 (two groups of fourcome together). Continue combining until you are back to a large group discussion.

y Students should share memorable moments, and thoughts connected to the specific postedbullet points. Make sure to prompt students about items not frequently discussed in jigsawgroups.

Closure:

y Collect reflections that were due today.y Remind students to be on the lookout for current events throughout the unit and that they are

responsible for bringing two current events to social studies class on Day 7.


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Topic: Civil Rights MarchesGrade: 8thDesigners:Andrea Derrick, Katie Miszewski, and Molly Rozga


Established Goal(s)A.8.1 Use a variety of geographic representations, such as political, physical, and topographic maps,a globe, aerial photographs, and satellite images, to gather and compare information about a placeE.8.6 Describe and explain the influence of status, ethnic origin, race, gender, and age on theinteractions of individualsUnderstanding(s)Students will understand

y How people use marching as a wayto publicly demand rights andexpress opinions

y Where important marches took

place during the civil rightsmovement and whythey areimportant

y How the marches in Alabama andWashington D.C. compare to thelocal marches in Milwaukee


y What is a march?Who marches?Why do they march?y What specific events occurred during these marches

that made them so important to the Civil RightsMovement?

y What was different about these marches depending ontheir geographic location?

Students will knowy What a march is, why people

march, and who participates in amarch

y About MLK I Have a Dreamspeech

y About famous local and nationalcivil rights marches

Students will be able toy Read and interpret maps about marchesy Identify which ethnic groups were active

members of the marchy Analyze the marches and their contributions to

the civil rights movementy Compare and contrast three civil rights marches


y Maps of marchesy I Have a Dream speech (audio and written)y Information packets on individual marchesy Civil Rights Marches Graphic Organizersy Social studies journals

Introduction:

y During their civil rights vocabulary lesson, students discussed the term march. Ask studentswhat they know about marches. Discuss how people use marches as a freedom of expression.


y Informal evaluation of students completed Venn diagrams (for completion)y Observation and notation of students contributions to in-class discussion


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Further discuss how marches are still organized today in order for people to publicly displaytheir beliefs, values, and opinions on important issues.

Procedures:

y Break students into three groups. The first group is given the March on Milwaukee informationpacket, the second group is given the March on Washington information packet, and the thirdgroup is given information packet on the march from Selma to Montgomery. They will readthrough their information and answer the following questions:

o What was the distance marched?o What ethnic groups were present, how many people total?o How was the march perceived by the opposition?o What was the most important event from this march? Why?

y Then, students will create groups of three. Each group should contain one student whoexamined each march. Students will share the information they found with their new groupmates, and make comparisons using the Civil Rights Marches Graphic Organizer.

y After this, engage the whole group in a meaningful discussion about the information theylearned from their investigations.

y Next, students will listen to a portion of the audio of Martin Luther Kings I Have a Dreamspeech that was given during the March on Washington. Provide students with a text of the

speech to follow along. After listening to the speech, instruct students to write a short reflectionin their social studies journals.

Closure:

y Ask students: Has anyone seen anything recently in the news of marches? Use this discussionto remind students that their civil rights current events are due tomorrow. Students shouldbring one local current event related to civil rights (from the city, state, or even nation) andone global current event.


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Topic: Civil Rights in Current EventsGrade: 8thDesigners:Andrea Derrick, Katie Miszewski, and Molly Rozga


Established Goal(s)E.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday livesof peopleE.8.9 Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the UnitedStates, and the worldUnderstanding(s)Students will understand

y How people continue to stand upand fight for their rights locally,

nationally, and globally


y Where do we see people fighting for their rights today?What are they fighting for?

y Why is it important to fight for your rights as a citizen?y How do other countries respond to an uprising?

Students will know

y That fighting for rights andprotesting isnt something that weonly read about in history; it stilloccurs today

y People stand up for their rightsacross the globe

y Some people do not have the rights

we take for granted here


y Read a news paper or online article to findinformation on current events

y Make connections between the rights of U.S.citizens and citizens of other countries


y Videos and pictures of local civil rights protests and/or marchesy Students current eventsy

Social studies journals

Introduction:

y Show students videos and pictures of local civil rights protests and/or marches. Choosematerials that are appropriate for your classroom during the current time period. Demonstrateand model the critical thinking that students should be doing in order to create their journalentry by making connects between the material shown and the material that students havebeen learning in social studies and English/language arts.

Procedures:


y Information evaluation of students journal reflectionsy Observation and notation of students contributions to in-class discussion


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y Pair students, and have them share the two current events that they brought to class with theirpartner.

y Then, as a large group, engage students in a meaningful discussion about their articles.Specifically, ask them to talk about what information they found interesting and anyconnections they made to the material that they are learning in social studies andEnglish/language arts.

y After this discussion, instruct students to write a reflection in their social studies journal aboutthe two current events that they shared. In their journal, they should address: How do these

articles relate to civil rights?What connections can Imake between these events and the other materialIam learning?

Closure:

y Encourage students to continue reflecting on the current events shared during lesson, as theywill need to integrate current events topics into their final project. Remind students that theywill begin working on this final project during the next class period.


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ED352 Civil Rights Unit PlanLesson Plan: Days 8 & 9 Social Studies

Topic: Civil Rights Final Project Review & WorkdaysGrade: 8thDesigners:Andrea Derrick, Katie Miszewski, and Molly Rozga


Established Goal(s)L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digitaltext, video, multimedia) to present a particular topic or idea.W.8.7. Conduct short research projects to answer a question (including a self-generated question),drawing on several sources and generating additional related, focused questions that allow formultiple avenues of exploration.W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts,

eyewitness interviews, and other primary source materials, and evaluate the credibility of sourcesusedC.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility forthe common good, equal opportunity, equal protection of the laws, freedom of speech, justice, andmajority rule with protection for minority rightsE.8.9 Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the UnitedStates, and the worldUnderstanding(s)Students will understand

y A local perspective on the civilrights movement of the 1960s

y A current event, local and global,pertaining to civil rights

y The history of the civil rightsmovement, based on selected text


y What does civil rights mean to me?

Students will know





y Define civil rights througho A local perspective on the civil rights

movement of the 1960so A current event, local and global,

pertaining to civil rightso The history of the civil rights movement,

based on selected text


y Final project descriptionsy Final project rubrics


y See Final Project Description and Rubric


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y Social studies journalsy Other reflections from throughout the unity Materials for student use:

o Computers with presentation and word processing programs (in class only)

o Internet access (in class only)

o Printing capabilities (in class only)

o Blank books

o Crayons, markers, colored pencilso Assorted colored and construction paper

o Other supplies, as requested (if available)

y Presentation sign-up

Introduction:

y Review criteria and rubric of project, and answer any questions.

Procedures:y After students begin working, ask each student:

o What presentation format will be usedo If there are materials that will be needed that were not listedo Any other questions

y Students should spend the majority of time working on their projects.

Closure:

y Remind students that any work not completed in class will be homework.y Allow students to select a presentation time. Because presentation may take more than one

class period, students should be able to select which day and when within the class period.


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ED352 Civil Rights Unit PlanLesson Plan: Days 10 (and beyond) Social Studies

Topic: Civil Rights Project PresentationsGrade: 8thDesigners:Andrea Derrick, Katie Miszewski, and Molly Rozga


Established Goal(s)L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner withrelevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,adequate volume, and clear pronunciation.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthenclaims and evidence, and add interest.B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts,eyewitness interviews, and other primary source materials, and evaluate the credibility of sources

usedC.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility forthe common good, equal opportunity, equal protection of the laws, freedom of speech, justice, andmajority rule with protection for minority rightsE.8.9 Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the UnitedStates, and the worldUnderstanding(s)Students will understand


y A current event, local and global,

pertaining to civil rightsy The history of the civil rights

movement, based on selected text


y What does civil rights mean to me?

Students will know





y Define civil rights througho A local perspective on the civil rights

movement of the 1960so A current event, local and global,

pertaining to civil rightso The history of the civil rights movement,

based on selected text


y Completed Student Projectsy Rubrics for Presentation of Projectsy Document Camera


y See Final Project Description and Rubric


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Introduction:

y Review order of presentations by projecting or posting the presentation sign-up sheet.y Answer any last minute questions.

Procedures:y Students will present their projects. For students who have made visual art or books, please

have a document camera if feasible.y Students and teacher have the opportunity to ask questions following the presentation.y Students who are not presenting will have the option to give feedback to the presenter.

Closure:

y Remind students that they will be completing their continuums during their next ELA class.y All students will complete a final self-assessment checklist, to ensure that the project contains

the necessary requirements.

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