ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… Priority Standards: ● generate essential and focusing questions from a reading SS.IS.2.6-8. Ask essential and focusing ● explore how the past mirrors our world today questions that will lead to independent ● analyze how individuals can affect social change research. ● explore how injustice works Meaning SS.IS.3.6-8. Determine sources representing UNDERSTANDINGS ESSENTIAL QUESTIONS multiple points of view that will assist in Students will understand that… ● How does the past mirror our world organizing a research plan. ● injustice is a historical constant--it today? exists in all societies ● How do individuals affect change in SS.IS.4.6-8.MdC. Determine credibility of society? ● past injustices can cause ripple effects sources based upon their origin, authority, and ● How does injustice work? What does through future generations context. it look like in practice? ● individuals taking direct action can Supporting Standards: affect social change Acquisition Students will know… Students will be skilled at… ● the definition of injustice ● annotating narrative nonfiction texts ● examples of injustice during the Civil ● generating essential and focusing Rights Movement questions ● using essential and focusing questions to guide research Stage 2 - Evidence Evaluative Criteria Assessment Evidence PERFORMANCE TASK(S): Common Formative Assessments: ● NA Final Assessment Project Options: ● NA Unit 8: The Civil Rights Movement OTHER EVIDENCE: 1. Claudette Colvin: Twice Toward Justice Packet Stage 3 – Learning Plan Summary of Key Learning Events and Instruction 1. Unit Launch - Inquiry Discussion 2. Claudette Colvin: Twice Toward Justice a. Chapters 1, 3 b. Chapters 4-5 c. Chapters 6-8 d. Chapter 9-10 3. Blackface Mini-lesson 4. Matthew Shepard Mini-Lesson