Social Studies Lesson Plans

ED352 Civil Rights Unit Plan
Lesson Plan: Day 1 – Social Studies
Topic: Civil Rights WebQuest

Grade: 8th
Designers: 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 sources
used
Understanding(s) Essential Question(s)
Students will understand …  What do I know about the civil rights movement
 How their background knowledge in Milwaukee and the United States?
fits in with a general timeline for civil  What do I want to know about it?
rights in the United States  Why have/haven’t I heard a lot about the local
 Some background information civil rights movement?
about local civil rights activist
James E. Groppi
 That veterans of the civil rights
movement are not all famous or
well-known
Students will know… Students will be able to…
 A general timeline for civil rights in  Use the internet to investigate a topic
the United States  Identify people/place/events that they have or
 The basics about the life of James haven’t heard of and know or don’t know a lot
E. Groppi about
 About the experience of at least one  Identify people/places/events that they want to
civil rights veteran know more about
 Compose a personal response to poetry about a
historical event
Stage 2 – Assessment Evidence

 Observation and notation of students’ participation during WebQuest
 Evaluation of student work packet (Rubric)
Stage 3 – Learning Plan

Materials:
 Computers with Internet access
 Civil Rights WebQuest (http://www.civilrightsmke.weebly.com)
 Civil Rights WebQuest student work packets
 Civil Rights WebQuest rubrics
 Final Project descriptions
 Final Project rubrics
 Final Project parent letters
1
Introduction:
 Write: What is civil rights? in a prominent location in the classroom for all students to see. Give
students 60 seconds to ponder the question.
Procedures:
 Explain to students that this is the thematic question that we will explore throughout the next
ten days in our unit on civil rights.
 Pass out information on the final project and discuss with students. Students will have time to
look over the information more thoroughly, share it with their parents/guardians, and ask
questions at a later date.
 Pass out the civil rights WebQuest student packet. Write the URL on the board for students to
copy onto the packet (http://www.civilrightsmke.weebly.com). Take students to a location
where computers with Internet access are available to engage in the WebQuest.
 Students should turn in their WebQuest student work packet once they have completed the
WebQuest.
Closure:
 When students turn in their WebQuest student work packet, ask them to share one thing that
they learned.
 At the end of class, let students know to be ready to engage in a meaningful discussion about
the WebQuest tomorrow.
2
Topic: Civil Rights Unit Introduction

Grade: 8th

Established Goal(s)
B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, or
nations
C.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility for
the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and
majority rule with protection for minority rights
E.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute to
social continuity and change within a community
E.8.6 Describe and explain the influence of status, ethnic origin, race, gender, and age on the
interactions of individuals
Students will understand …  What did I notice about civil rights during the
 The basics about the civil rights WebQuest?
movement in the United States  What really stood out to me?
 (Begin to understand) the influence  What do I want to know more about?
of James E. Groppi on civil rights in  What is included in this unit on civil rights?
Milwaukee
 How the civil rights movement
affected people of all walks of life
 That their questions and insights
will guide some of the exploration
and discuss throughout the unit
 What to expect for the remainder of  Confidently explain their understandings about
the unit and how the concepts from the civil rights movement based on their findings
various lessons and subject areas during the WebQuest and in-class discussion
are linked to one another
 We can not possibly cover every
aspect of civil rights nor answer all
of their questions during the unit
 It is still important to acknowledge
and record these wonderings for
future exploration

 Observation and notation of students’ active participation in classroom discussion

Materials:
 Civil Rights WebQuest student packets (Use rubrics to evaluate before class; this evaluation
will help to guide classroom discussion)
3
Introduction:
 Direct students to the civil rights quote of the day that is posted in the classroom and read it
aloud.
 Ask students to share something that they discovered during the WebQuest this quote reminds
them of.
Procedures:
 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? What
really stood out?
 Use students’ responses from to create a classroom KWL chart about civil rights on an
interactive white board (if available) or large piece of butcher-block paper. Students should
come up and record things that they know (K) and what to know (W) about the civil rights
movement based on their investigations. (They have already begun to think about these things
while completing the WebQuest student work packet.) You’ll want to save this, so that students
can complete the learned (L) column during the self-assessment component on the last day of
the unit in English/language arts class.
 Next, discuss the general layout of the unit with students, so that they can anticipate and
prepare 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 if
you plan to use the supplemental ideas provided in the Unit Guide.) Remind students that their
questions and wonderings (from the WebQuest, Reading Reflections, etc.) will help to guide
discussion and exploration within the unit.
 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 lookout
for current events related to civil rights. Explain that each student will need to provide one local
or state current event and one national or global current event. Have students discuss where
they might find these current events (in the paper, on the internet, etc.).
 Finally, have selected students share their responses from the civil rights poetry that they
encountered 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 to
share with their classmates.
Note: Use responses from completed student work packets to guide questioning during this
lesson. The content and discussion topics within the lesson may vary based on students’
individual responses and areas of need within the topic. By the end of the lesson, you should be
confident that the students’ have met the objectives of the WebQuest and are ready to delve
deeper into civil rights in Milwaukee.
Closure:
 Remind students that they may add questions to the want to know (W) column of the KWL
chart throughout the unit. Although you will not have the time and/or resources to answer all of
the questions during the unit, it is important to acknowledge and record them for future
exploration. Also, remind students that we will fill in the learned (L) column of the KWL chart on
the last day of the unit in English/language arts class.
 Finally, remind students to be on the lookout for current events throughout the unit and that
they are responsible for brining two current events to social studies class on Day 7.
4
Topic: Civil Rights in Milwaukee

Grade: 8th

Established Goal(s)
nations
E.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives
of people
E.8.7 Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to
conflict in a society
Students will understand …  What happened in Milwaukee during the civil
 Milwaukee’s civil rights events rights movement?
 Types of people who contributed to  Who contributed to the civil rights movement in
the civil rights movement in Milwaukee?
Milwaukee  How did prejudices contribute to the rise of the
 How prejudices contributed to the March on Milwaukee?
rise of the March on Milwaukee
 Milwaukee’s civil rights events  Describe local events connected to the Civil
 Types of people who contributed to Rights Movement
the civil rights movement in  Identify types of people who contributed to the
Milwaukee March on Milwaukee
 How prejudices contributed to the  Describe how prejudices contributed to the rise of
rise of the March on Milwaukee the March on Milwaukee

 Students submission of questions for the guest speaker will indicate thoughtful reflection on
the play

Materials:
 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.
 Index cards
 Social studies journals
Introduction:
5
 Remind students of guest speaker (or upcoming field trip). One of the main purposes of this
reading is to get students more familiar with the topics that the guest speaker will talk about.
Procedures:
 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 that
students had after the WebQuest, and topics that the students want to know more about. This
ensures that the students will be fully engaged in this activity.
 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.
 Plan to use ¾ of class time on reading scenes from the play.
 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:
 Dispense index cards. Have students place their name on the card. Students should write
down 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 for
assessment purposes.
they are responsible for bringing two current events to social studies class on Day 7.
6
Topic: Guest Speaker (or Field Trip)

Grade: 8th

Established Goal(s)
used
nations
of people
E.8.12 Describe conflict resolution and peer mediation strategies used in resolving differences and
disputes
Students will understand …  Can I analyze the conflict among the groups
 Conflict that led to March on involved?
Milwaukee  Can I describe resolution strategies?
 Resolution strategies  Can I explain equal opportunity?
 Equal opportunity  Can I describe the ways in which local and ethnic
 Influence of local and ethnic cultures may influence everyday life?
cultures  Can I explain how the groups involved
 How groups/individuals involved contributed to change within the community?
contributed to change
 Conflict that led to March on  Analyze conflict that led to March on Milwaukee
Milwaukee  Describe resolution strategies
 Resolution strategies  Explain equal opportunity
 Equal opportunity  Describe the influence of local and ethnic
 Influence of local and ethnic cultures
cultures  Explain how groups/individuals involved
 How groups/individuals involved contributed to change

 Civil Rights Guest Speaker Presentation Reflection (or Field Trip Reflection)
7
Materials:
 Anything requested by speaker
 Capability to project images from http://www4.uwm.edu/libraries/digilib/march/
 Turn desks or tables if necessary (so that everyone is facing the speaker)
Introduction:
 Introduce speaker, Margaret Rozga
 Reminder of expected decorum for presentation
Procedures:
 Dr. Rozga will address the questions submitted by students, while delivering a presentation
that discusses:
o Milwaukee’s Civil Rights events
o Types of people who contributed to the civil rights movement in Milwaukee
o How prejudices contributed to the rise of the March on Milwaukee
o Conflict that led to March on Milwaukee
o Resolution strategies
o Equal opportunity
o Influence of local and ethnic cultures
o How groups/individuals involved contributed to change
Closure:
 Give thanks to Dr. Rozga for her powerful and moving presentation.
 Review the reflection that will be due for next day’s class.
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.
8
Topic: Reflection on Guest Speaker (or Field Trip)

Grade: 8th

Established Goal(s)
used
nations
of people
E.8.12 Describe conflict resolution and peer mediation strategies used in resolving differences and
disputes
Students will understand …  Can I analyze the conflict among the groups
 Conflict that led to March on involved?
Milwaukee  Can I describe resolution strategies?
 Resolution strategies  Can I explain equal opportunity?
 Equal opportunity  Can I describe the ways in which local and ethnic
 Influence of local and ethnic cultures may influence everyday life?
cultures  Can I explain how the groups involved
 How groups/individuals involved contributed to change within the community?
 Conflict that led to March on  Analyze conflict that led to March on Milwaukee
Milwaukee  Describe resolution strategies
 Resolution strategies  Explain equal opportunity
 Equal opportunity  Describe the influence of local and ethnic
 Influence of local and ethnic cultures
cultures  Explain how groups/individuals involved
 How groups/individuals involved contributed to change

 Informal evaluation of students’ reflections
 Observation and notation during in-class discussion
9
Materials:
 Jigsaw materials (A deck of cards works great!)
Introduction:
 Ask the students what they thought of Dr. Rozga’s presentation. This should be just enough to
get them back into social studies frame of mind.
Procedures:
 As students enter the room, you should hand each a card. Let them know that today’s activity
is a jigsaw activity so they can share thoughts and opinions about Dr. Rozga’s presentation
and ask each other Civil Rights questions.
 Place the following bullet points on chalk board (or marker board, or smart board):
o Milwaukee’s civil rights events
o Types of people who contributed to the civil rights movement in Milwaukee
o How prejudices contributed to the rise of the March on Milwaukee
o Conflict that led to March on Milwaukee
o Resolution strategies
o Equal opportunity
o Influence of local and ethnic cultures
o How groups/individuals involved contributed to change
 Set guidelines that the students should be discussing items from the list. Because of the
strong impact this is having on their learning, students should be actively engaged in relevant
discussion for the entire time frame. Announce that you will be assessing them as they are in
discussion groups.
 Students will start in pairs with like numbers/faces and same color starting together (red two’s
will be one pair, black two’s will be another pair). Next, students will be in groups of 4 (all of a
particular number or face together). Then students progress to groups of 8 (two groups of four
come together). Continue combining until you are back to a large group discussion.
 Students should share memorable moments, and thoughts connected to the specific posted
bullet points. Make sure to prompt students about items not frequently discussed in jigsaw
groups.
Closure:
 Collect reflections that were due today.
 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.
10
Topic: Civil Rights Marches

Grade: 8th

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 place
Students will understand …  What is a march? Who marches? Why do they
 How people use marching as a way march?
to publicly demand rights and  What specific events occurred during these
express opinions marches that made them so important to the Civil
 Where important marches took Rights Movement?
place during the civil rights  What was different about these marches
movement and why they are depending on their geographic location?
important
 How the marches in Alabama and
Washington D.C. compare to the
local marches in Milwaukee
 What a march is, why people  Read and interpret maps about marches
march, and who participates in a  Identify which ethnic groups were active
march members of the march
 About MLK “I Have a Dream”  Analyze the marches and their contributions to
speech the civil rights movement
 About famous local and national  Compare and contrast three civil rights marches
civil rights marches

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

Materials:
 Maps of marches
 “I Have a Dream” speech (audio and written)
 Information packets on individual marches
 Civil Rights Marches Graphic Organizers
Introduction:
11
 During their civil rights vocabulary lesson, students discussed the term “march.” Ask students
what they know about marches. Discuss how people use marches as a freedom of expression.
Further discuss how marches are still organized today in order for people to publicly display
their beliefs, values, and opinions on important issues.
Procedures:
 Break students into three groups. The first group is given the March on Milwaukee information
packet, the second group is given the March on Washington information packet, and the third
group is given information packet on the march from Selma to Montgomery. They will read
through 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?
 Then, students will create groups of three. Each group should contain one student who
examined each march. Students will share the information they found with their new group
mates, and make comparisons using the Civil Rights Marches Graphic Organizer.
 After this, engage the whole group in a meaningful discussion about the information they
learned from their investigations.
 Next, students will listen to a portion of the audio of Martin Luther King’s “I Have a Dream”
speech 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 reflection
in their social studies journals.
Closure:
 Ask students: Has anyone seen anything recently in the news of marches? Use this discussion
to remind students that their civil rights current events are due tomorrow. Students should
bring one “local” current event related to civil rights (from the city, state, or even nation) and
one global current event.
12
Topic: Civil Rights in Current Events

Grade: 8th

Established Goal(s)
of people
E.8.9 Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the United
States, and the world
Students will understand …  Where do we see people fighting for their rights
 How people continue to stand up today? What are they fighting for?
and fight for their rights locally,  Why is it important to fight for your rights as a
nationally, and globally citizen?
 How do other countries respond to an uprising?

 That fighting for rights and  Read a news paper or online article to find
protesting isn’t something that we information on current events
only read about in history; it still  Make connections between the rights of U.S.
occurs today citizens and citizens of other countries
 People stand up for their rights
across the globe
 Some people do not have the rights
we take for granted here

 Information evaluation of students journal reflections
 Observation and notation of students’ contributions to in-class discussion

Materials:
 Videos and pictures of local civil rights protests and/or marches
 Students’ current events
Introduction:
 Show students videos and pictures of local civil rights protests and/or marches. Choose
materials that are appropriate for your classroom during the current time period. Demonstrate
and model the critical thinking that students should be doing in order to create their journal
entry by making connects between the material shown and the material that students have
been learning in social studies and English/language arts.
13
Procedures:
 Pair students, and have them share the two current events that they brought to class with their
partner.
 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 any
connections they made to the material that they are learning in social studies and
English/language arts.
 After this discussion, instruct students to write a reflection in their social studies journal about
the two current events that they shared. In their journal, they should address: How do these
articles relate to civil rights? What connections can I make between these events and the other
material I am learning?
Closure:
 Encourage students to continue reflecting on the current events shared during lesson, as they
will need to integrate current events topics into their final project. Remind students that they
will begin working on this final project during the next class period.
14
Lesson Plan: Days 8 & 9 – Social Studies
Topic: Civil Rights Final Project Review & Workdays

Grade: 8th

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 digital
text, 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 for
multiple avenues of exploration.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
used
Students will understand …  What does civil rights mean to me?
 A local perspective on the civil
rights movement of the 1960’s
 A current event, local and global,
pertaining to civil rights
 The history of the civil rights
movement, based on selected text
 A local perspective on the civil  Define civil rights through
rights movement of the 1960’s o A local perspective on the civil rights
 A current event, local and global, movement of the 1960’s
pertaining to civil rights o A current event, local and global,
 The history of the civil rights pertaining to civil rights
movement, based on selected text o The history of the civil rights movement,
based on selected text

 See Final Project Description and Rubric
15
Materials:
 Final project descriptions
 Final project rubrics
 Other reflections from throughout the unit
 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 pencils
o Assorted colored and construction paper
o Other supplies, as requested (if available)
 Presentation sign-up
Introduction:
 Review criteria and rubric of project, and answer any questions.
Procedures:
 After students begin working, ask each student:
o What presentation format will be used
o If there are materials that will be needed that were not listed
o Any other questions
 Students should spend the majority of time working on their projects.
Closure:
 Remind students that any work not completed in class will be homework.
 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.
16
Lesson Plan: Days 10 (and beyond) – Social Studies
Topic: Civil Rights Project Presentations

Grade: 8th

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 with
relevant 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, strengthen
claims and evidence, and add interest.
used
Students will understand …  What does civil rights mean to me?
 A local perspective on the civil
rights movement of the 1960’s
 A current event, local and global,
pertaining to civil rights
 The history of the civil rights
movement, based on selected text
 A local perspective on the civil  Define civil rights through
rights movement of the 1960’s o A local perspective on the civil rights
 A current event, local and global, movement of the 1960’s
pertaining to civil rights o A current event, local and global,
 The history of the civil rights pertaining to civil rights
movement, based on selected text o The history of the civil rights movement,
based on selected text

 See Final Project Description and Rubric
17
Materials:
 Completed Student Projects
 Rubrics for Presentation of Projects
 Document Camera
Introduction:
 Review order of presentations by projecting or posting the presentation sign-up sheet.
 Answer any last minute questions.
Procedures:
 Students will present their projects. For students who have made visual art or books, please
have a document camera if feasible.
 Students and teacher have the opportunity to ask questions following the presentation.
 Students who are not presenting will have the option to give feedback to the presenter.
Closure:
 Remind students that they will be completing their continuums during their next ELA class.
 All students will complete a final self-assessment checklist, to ensure that the project contains
the necessary requirements.
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ED352 Civil Rights Unit Plan

Lesson Plan: Day 1 – Social Studies

Topic: Civil Rights WebQuest

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

Topic: Civil Rights Unit Introduction

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

Topic: Civil Rights in Milwaukee

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

Topic: Guest Speaker (or Field Trip)

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Topic: Reflection on Guest Speaker (or Field Trip)

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Topic: Civil Rights Marches

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

Topic: Civil Rights in Current Events

Stage 1 – Desired Results

Students will know… Students will be able to…

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

Topic: Civil Rights Final Project Review & Workdays

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Topic: Civil Rights Project Presentations

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

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