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Unit 8: The Civil Rights Movement

Stage 1 Desired Results


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

Resources:

https://museumandmemorial.eji.org/museum

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