Greensburg Salem Lesson Planning Template
NAME: Ty George
COURSE: U.S. History
UNIT/LESSON TITLE: Civil Rights and Segregation
Stage 1 Desired Results
What is this unit/lesson about? Transfer Goals / Big Ideas
Why do all students need to learn or develop the skills associated with this unit/lesson?
Civil Rights Movements and Segregation
To be cognizant of the impact civil rights had for different groups as well as how it is perceived
What are the standards for learning today. Design, construct and assemble a product that helps display the times in which civil
addressed, assessed, and evaluated in this rights were most prominent in the United States.
unit/lesson?
Meaning
Learning Targets / Understandings ESSENTIAL QUESTIONS / I CAN STATEMENTS
D2.His. 1.9-12. Evaluate how historical events Students will understand these concepts:
and developments were shaped by unique Critique areas where race played a
circumstances of time and place as well as Segregation and Civil Rights Actions factor during the 1950’s and 1960’s.
broader historical contexts. taken to expose racism and inflict Analyze the significance the civil
change rights movements had on the 50’s
D2.His. 15.9-12. Distinguish between long- Reasons behind civil rights and 60’s going forward.
term causes and triggering events in movements and the necessity for
developing historical argument African Americans to fight for them
Acquisition
ALL Students will know (include key Students will be skilled at (able to do)…
vocabulary)
Critique areas where race played a
Segregation factor during the 1950’s and 1960’s.
Civil Rights Acts Analyze the significance the civil
March on Washington rights movements had on the 50’s
Montgomery Bus Boycott and 60’s going forward.
Brown vs. Board of Education
Prioritized skills for students with complex
Prioritized knowledge and ideas for students instructional needs
with complex instructional needs:
Label the different civil rights
What group of people most movements
experienced racism Relate images to symbolic events of
How segregation and civil rights the time
influenced the nation
Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
What evidence will be used to evaluate how student meet the What assessments and feedback will be used to determine students
learning targets? are making progress toward learning the key knowledge in this
unit/lesson?
Addition to timeline creation and as well as additional
information Content in the essay that demonstrates knowledge of times
Project on One Civil Rights Act of civil rights to groups during the 1950’s and 60’s and
research available to list and label groups during this time.
Effectively display one of the learned civil rights acts of the
students choosing. They will design and assemble this
product and display it to the class
NAME: Ty George
Course: United States History II
Unit/Title: Civil Rights
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Day Monday
Objective: Complete breakdown of maps of areas of poverty in the 1950’s
Instructional Activities: Map breakdown and hypothesis creation for each territory
Assessments: Ability to create a hypothesis and conclusion and data filled analysis
Materials & Resources: Online Text, Notebook handout, and paper
Barriers to Learning: Misunderstanding the reading and breakdown of the maps given
Day Tuesday
Objective: Complete Essay on Two Americas
Instructional Activities: Write a compare and contrast essay on poverty in the 1950’s to now
Assessments: Summative Writing on Two different time periods
Materials & Resources: Online text, websites and data research, notebook handouts
Barriers to Learning: insufficient use of materials and data
Day Wednesday
Objective: Finish Essay and begin the start of the timeline
Instructional Activities: Creation of web diagram on examples of segregation
Assessments: Essay comparing and contrasting poverty
Materials & Resources: Notebook handouts and online text
Barriers to Learning: Lack of reading comprehension on segregation
Day Thursday
Objective: Construct timeline and determine significant racial events involving segregation and it’s
removal
Instructional Activities: Notebook handout with timeline and segregation web creation
Assessments: N/A
Materials & Resources: Teach TCI text, Notebook handouts and timelines, glue scissors, notebooks
Barriers to Learning: Lack of understanding of chronological order of events and timeline in which events
happened
Day Friday
Objective: Discuss Florida School Shooting
Instructional Activities: Class debate/discussion
Assessments: N/A
Materials & Resources: N/A
Barriers to Learning: Lack of knowledge on the situation and responsiveness to others thoughts and
feelings
Day Monday
Objective: Watch Ghosts of Mississippi Video Determine effects of segregation in the south
Instructional Activities: Watching a video on segregation in the south during the 1960’s
Assessments: Summary questions on and about the video
Materials & Resources: Summary Questions Worksheet
Barriers to Learning: Lack of attention to the video and concepts
Day Tuesday
Objective: Chapter 44 Handouts and Images for timeline demonstrate understanding of key civil
rights movements
Instructional Activities: Adding images to the working timeline including key events from the chapter
Assessments: Project based off of one of the civil rights movements learned from the chapters
Materials & Resources: Computer, scissors, handouts, notes, paper, etc.
Barriers to Learning: Lack of creativity and demonstration on knowledge on project based learning
Day Wednesday
Objective: Chapter 44 Handouts and Images for timeline demonstrate understanding of key civil
rights movements
Instructional Activities: Review of the creation of the timeline as well as the significance of each event
Assessments: informal essay on the most significant civil rights movement during the 50’s and 60’s.
Materials & Resources: Computer, scissors, handouts, notes, paper, etc.
Barriers to Learning: Lack of in depth understanding of impact of different civil rights movements
Day Thursday
Objective: Display an understanding of the different civil rights movements in the 60’s and 70’s
Instructional Activities: Debate between different sets of groups in the 50’s and 60’s to 60’s and 70’s
Assessments: Ability to take sides of an argument based off of different perspectives
Materials & Resources: computer, online text, handout
Barriers to Learning: Lack of in depth understanding and differentiating of impact of different civil rights
movements
NAME: Ty George
Course: U.S. History II
Unit/Title: Civil Rights and Segregation
Individualized Student Planning
Student Name Standards Aligned IEP/GIEP Student-Specific IEP/GIEP Student-specific supports,
Goals accommodations, or
modifications
Baili Zilli Differentiate between races and Pre cut and ordered timeline as
integration well as information. Talk to text
for each section and images for
Connect images of the time to comprehension. Assessment
understanding through flashcards
