CI 401 Civil Rights Unit Plan

8/3/2019 CI 401 Civil Rights Unit Plan

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Freedom Through Struggle: Civil Rights Movements Throughout theWorld

11th and 12th Grade Current World Issues

Collaborating Teachers:

Devin Schaffer

Will Walsh

Mario Nunez

Anna Erickson

Angelica Moreno

Gerardo Gonzalez

Illinois Learning Standards Addressed

16.B.5c (W) Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history.

16.D.5 (US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and

environmental history

Enduring Understandings for the Unit

1. There are many similarities among freedom movements throughout the world

2. Individuals and groups use a variety of methods to help bring political and social changes to their countries.


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Introductory Statement

When beginning this unit there were many elements that would come to play a significant role, especially with freedom as the topic. Brainstorming

allowed us to really decided the message we wanted to convey by the end of the unit. That message is that there are many appearances and

images as to what freedom looks like and how it is attained but there is someone in the backdrop of the scene fighting for it.We collectively decided

that a way in which we wanted portray this message would be to take a popular struggle for freedom, from across the globe, and demonstrate how

these struggles could be similar and different from one another. We took the American Civil Rights Movement due to its familiarity. We would follow

that with some events from Latin America and then it would be followed by the events in South Africa. Students are to take these three very differentregions and critically analyze the similarities and differences between them. The goal is that by the end of the three weeks they could better

understand that although the fuel of the movement may be similar, and that could be a struggle for voice in a controlling government or the

inequalities experienced due to race or ethnicity, there is and underlying desire for full freedom and equality for all people.

In trying to once again convey our message, we knew that we would have to find ways to target different types of learners so within each week of

instruction we provided different methods in which we would present our information. We filled our lesson with different forms of media such as

YouTube clips, movies, poetry, and images, while also including lectures, small group work and primary source documents for the students to

analyze. One reason as to why we emphasized the different forms of media was because over the years it is evident that the way in which we have

been teaching social studies was through text and lectures. This traditional role of instruction has continued to fail student that need something

more visible and direct so they can truly understand the lesson.

Week _____1_____ Main goal(s)/enduring understanding(s) for this week: To impart an understanding of the major events of the American

Civil Rights movement and their continuing significance in modern American society.

Monday Tuesday Wednesday Thursday Friday

Lesson topic(s) for the day Freedom In The U.S., LatinAmerica, South Africa/ U.S.

Civil Rights Movement

Milestones of the U.S.Civil Rights Movement

Milestones of the U.S.Civil Rights Movement

Milestones of theU.S. Civil Rights

Movement

Milestones of theU.S. Civil Rights

Movement/

Modern Day CivilRights Movement

Relationship to previouslearning

Adding to students previousknowledge of the Civil Rights

Movement within the U.S.

Continuation ofprevious days lecture

Group will analyzePrimary sources fromthe day before andprepare a 10 min.

presentation to therest of the class

Each group of fourstudents will

present a 10 min.presentation thatwas prepared theday before to therest of the class

Continuation ofgroup

presentations/discussion of

Modern Day CivilRights Movement

Content, skills, and/or valuesaddressed (Essential

Questions)

16.A.4a Analyze and reporthistorical events to determine

cause-and-effect

16.D.5 (US) Analyzethe relationship

between an issue in

16.A.4a Analyze andreport historical

events to determine

16.A.4a Analyzeand report

historical events to

16.A.4a Analyzeand report

historical events


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relationships.

16.B.5b (US) Analyze howUnited States political historyhas been influenced by the

nations economic, social andenvironmental history.

16.D.4b (US) Describeunintended social

consequences of politicalevents in United States history(e.g., Civil War/emancipation,

National Defense HighwayAct/decline of inner cities,

Vietnam War/anti-governmentactivity).

United States socialhistory and the

related aspects ofpolitical, economicand environmental

history.

cause-and-effectrelationships.

16.D.5 (US) Analyzethe relationship

between an issue inUnited States social

history and therelated aspects ofpolitical, economicand environmental

history.

determine cause-and-effect

relationships.

to determinecause-and-effect

relationships.

Materials used Powerpoint, projector,

Computer, screen, Lecturenotes handout

Powerpoint,

projector, Computer,screen, Lecture noteshandout, PrimarySource Handout

Primary Source

Handout

Materials needed

for studentpresentation

Powerpoint,

projector,Computer, screen,Lecture notes

handouts

Instructional strategies Lecture Lecture/ CooperativeLearning

Cooperative Learning CooperativeLearning

Group Discussion

Checks for

understanding/measurementof learning

Lecture Notes Lecture Notes/

Primary SourceQuestions

Informal Feedback/

Self Reflection

Group Project Group Project/

Group Discussion

Name:___________________________________

Date:_______________

Self-Reflective Learning Handout

1. Do you feel as though you got your point across today?

2. Is there anything you could have done differently during the discussion?


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3. Do you find this sort of discussion to be of use in learning about to this subject?

4. Explain one thing, related to content area or the use of discussion as an educational tool, that you

learned today.

Guiding Questions for Discussion

1. Do you still see the effects of the Civil Rights Movement today?

2. Do you think the goals of the Civil Rights Movement were really met?

3. How are conditions today better for African Americans than they were prior to the American Civil Rights

Movement?

4. Do you recognize any modern civil rights movements in the USA?

5. Can you think of any aspect of race relations in the USA that is in dire need of change?

6. In modern America, do you think there is a sound foundation for continuing the improvement of civil and

human rights?

7. If there was a movement for improved civil and human rights, do you think the change would start from

the bottom-up or vice versa? That is to say, would politicians and the elite instigate any necessary change

to the American social system? Or would those who are in need of the social change be the agents for a

civil or human rights movement?

In-Class Discussion Grading Rubric

Area of Assessment Failed to Meet Expectations forAssessment (-)

Met Expectations forAssessment ()

Met and Exceeded Expectations forAssessment


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Prepared for Discussion

Actively Participated in Discussion

Demonstrated Clear Understanding of

Subject Content

Shower Proper Discussion Etiquette

Total Points:

_____________/20

Week __2__ Main goal(s)/enduring understanding(s) for this week: To convey an understanding of specific modern (political/human rights) events that have

helped shape the Latin American Civil Rights Movement and what these events signify within a 21st century society.


Lesson topic(s) for the day 1969 Tlateloco

Massacre: Mexico

City, Mexico

Political Freedom

from Authoritarian

Regimes: Peru, Chile,

& Argentina

Argentina: The Dirty War Central & South

American Indigenous

Movements

Review of Latin

American Civil Rights

Movement

Relationship to previous

learning

Building on ideas

of political

freedom which

were addressed in

the American Civil

Building onto the Idea

of Political Repression

from Dictatorships

Continuation of previous

days lecture

Introduction to

Peasantry and

Indigenous Social

Political Movements

Reviewing material

learned from the Latin



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Rights Movement

Content, skills, and/or values

addressed (Essential

Questions)

What was the

Tlateloco

Massacre?

Why is this event

important?

How did the

Authoritarian

Governments of Peru,

Chile, and Argentina

successfully establish

their control over the

civilian population?

Was the movie an active

portrayal of what really

happened during The

Dirty War?

What is the significance of

the The Dirty War

How did the

indigenous peoples

and population

successfully lead

resist oppression from

national governments?

What is the relationship

between the political

struggles and freedom

of the Latin American

Civil Rights Movements?

Materials used Projector

Computer

Pictures

Youtube Video:

President Diaz

State of Union

Address

A Handout of a

Poem: Rosario

Castellanos-Memorial de

Tlateloco

Projector

Computer

Power Point

Presentation

Pictures

Projector

Computer/Television

Movie Clips shown from-

The Official Stroy

(Argentinaian)

Pictures

Handouts

Projector

Computer

Power Point

Presentation

Pictures

Handouts

Instructional strategies Lecture

Cooperative

Learning

Small Groups

Lecture

Cooperative Learning

Whole Class Discussion

Small Groups

Lecture

Whole Class

Discussion

Small Groups

Whole Class Discussion

Small groups

Checks for

understanding/measurement

of learning

Students will

write a Self-

Reflection that

Students will take

notes on the material

learned throughout

Students will write a brief

statement on what they

learned and answer

Students will discuss

and participate in a

debate on what

Students will create a

timeline to ensure the

understanding of the


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critically analyzes

the media as a

portrayal of

history

the lesson

and make a

Venn Diagram that

compares and

contrasts Perus,

Argentinas, and

Chiles Regime

questions specifically about

the film

idigenous movements

were more successful

in a convincing

fashion

events that took place

during the Latin


Movement

Week 3

Main goal(s)/enduring understanding(s) for this week: How was music used during Apartheid as a means of demonstrating political struggle


Lesson topic(s) for the day Introduction to

Apartheid

discussing

beginnings of

Apartheid

Continuing struggles

of Resistance

Closure on Apartheid Evaluating Political

Struggles in Song

Relationship to previous

learning

Building on ideas of

political freedom which

were addressed in Latin

America and the United

States.

Building on origins of

Apartheid and its

effects on Black

South Africans.

Building on the

origins of Apartheid

and how it

contributed to the

resistance struggles.

Building on resistance

and the success that

the black South

Africans were able to

achieve.

Concluding the

political freedom

struggles of South

Africa, the United

States and Latin

America.


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Content, skills, and/or values

addressed (Essential

Questions)

What was Apartheid? How did the Afrikaan

government establish

their control over the

black South African

people?

How did black South

Africans resist

oppression from the

Afrikaan

government

How did the black

South Africans

overcome Aparthaid

and establish their

own government?

What is the

relationship between

political struggles

and freedom?

Materials used Whiteboard

Power Point

Projector

TV Movie

Whiteboard

TV Movie

Whiteboard

Whiteboard

TV Movie

Whiteboard

Speakers

Computer/

Projector


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Instructional strategies Engaging classwide

discussion and lecture

with Power Point

Classwide discussion

following film

showing

Small group

discussion following

film showing

Classwide discussion

and reflection

Discussion in small

groups

Checks for

understanding/measurement of

learning

Students will create

timeline to ensure

understanding of events

during Apartheid

Students will write a

brief statement on

what they learned

during the movie or

discussion

Students will, in

groups, transcribe

their discussion

notes

Students will write a

brief statement on

what they learned

during the movie or

discussion

Students will in

groups present their

unit project


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Political Song Unit Project

Throughout the past weeks we have been discussing the role of political struggles and the different civil rights movements across the world. In order

to close out our Political Freedom unit, you will be required to choose a song that has a significant political message and discuss the significance of

the songs message. The song does not have to deal with the events that were covered during class, and you may find it easier to use songs that

deal with different political events than those covered in class.

This project will have two main components:

1. A brief presentation to a group of 4-5 students. During this presentation, you will be required to discuss:

i. the name of the song

ii. the artist

iii. a brief excerpt of the song, or lyrics to the song if you prefer

iv. does this artist have a history of having political messages in their songs

v. the political meaning and significance of the song

1. A 2-3 page paper discussing the same elements as the presentation, with an emphasis placed on the political meaning and significance of

the song including the time period and background to the political struggle for freedom.. This is where you will show me your understanding

of the song. As you can see, it will be important to choose a song with a strong political message behind it.

This project will be worth 100 points which will be the equivalent to one test score. 20 points will be counted toward your presentation. Here I will be

looking for all of the guidelines addressed above to be followed in addition to active engagement during the others presentations. In place of an

exam, I am allowing you to bring some of your own knowledge and interests into the classroom. This will allow for the class and myself to get to

know some of the things that interest you.

Political Song Project Rubricplease attach this with each your paper


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Expectations Meets minimal expectations (5-9 point) Meets exceptions (10-15points) Exceeds Expectations ( 16-20-points)

Content and

Concept

Addresses little, if any, of the

guidelines that are provided in the

instructions

Addresses most of the guidelines

provided but not all.

Addresses all of the guidelines as stated

in the instructions


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Analysis Content includes litt le, if any, analysis.

Content does not articulate the

significance of the song in relation to

the events that it is describing

Content includes some analysis, but

does not fully engage in significance

of the song in relation to the events

that it is describing

Content includes detailed analysis on the

meaning of the song and engages its

significance in relation to the events that

are described in it

Organization Content does not meet page

requirements. Organization is lacking

and does not follow a clear structure.

Paper is difficult to follow.

Content may meet page

requirements, but organization is

inconsistent and makes it difficult to

follow the analysis provided

Content meets page requirements and

provides clear and concise analysis.

Organization provides for a clear and

focused paper with structured ideas


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Writing Writing is filled with errors and makes it

difficult to follow the content. Sloppy.

Writing contains minor errors but

does not hinder the main message of

the paper.

Writing is clear. Use of vocabulary,

grammar and punctuation is carefully

chosen

Documents

CI 401 Civil Rights Unit Plan