March 31-April 4

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

 

  • Human Rights Comparison

 

  • Recap: Civil Rights Review
  • Human Rights Comparison

Instructional Goal: Students will be able to anaylze a primary document compare it to the issues of the 1960s and see what relevance it has today.

 

Eagle Challenge

(3-5 minutes)

      Students will work on their “Marching Assignment” (due at the end of class)

Students will select a cause that they want to draw attention towards and encourage their peers to march with them.

Learning Tasks/Activities

 

 

     

Mini Lesson #1: Students will volunteer to share their experiences with their Civil Rights interview

Mini Lesson #2: “I Have a Dream” Speech- Students will read, highlight, and analyze the important messages within the speech and see if the dream has been achieved today.

 

Text/Materials

United States History 1877-Present, “I Have a Dream” speech video, Civil Rights Portfolio

Closure 

Teacher will remind the students that their interviews and Marching Assignment are due on Tuesday.

Remediation/Intervention 

Students will be asked to not only define the important terms, people, and events of the Civil Rights, but they will also be asked explain why the terms, people, and events were important and how it impacted history and the Civil Rights.  Students who are on a lower level will be ask to complete all there terms and to make what connections to the impacts that they can.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Enrichment/Challenge for upper 25%

Students will be asked to not only define the important terms, people, and events of the Civil Rights, but they will also be asked explain why the terms, people, and events were important and how it impacted history and the Civil Rights.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Group Composition (If used)

Students are working in their groups on their human rights comparison activity.  Each student will be given a specific role in their group according to their ability level.

Assessment (pre and/or post)

Formal post-test on the Civil Rights on Thursday

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Continue the Civil Rights Movement in the 1960s
  • Recap Civil Rights in 1950s
  • Recap other human rights movements

Instructional Goals: Students will be able to compare and contrast four different human rights movements:

            Black Power  vs. Civil Rights (South)

                    Women’s Rights vs. Civil Rights

                    Red Power vs. Black Power

                    Chicano Movement vs. Civil Rights Movement (South)

 

Eagle Challenge

(3-5 minutes)

Students will work on their Civil Rights portfolio

Learning Tasks/Activities

 

  • Civil Rights Movement Continues

Mini Lesson #1: Students will share what cause they decided to march in the name of

Mini Lesson #2: Students will continue into the CivilRights Movement in the 1960s

Mini Lesson #3: Students will watch President JFK & LBJ’s Presidency and say whether or not they would have accomplished the same thing

Mini Lesson #3: Group Activity: Human Rights Comparison- Students will compare and contrast different human rights movements.

Mini Lesson #4: Students will march around the school and hang up their “Marching Assignment”

 

Text Materials

United States History 1877-Present, The Presidents (video), Civil Rights Portfolio

Closure

Teacher will remind the students that their test and portfolio are due on Thursday

Remediation/Intervention 

All students are expected to write an essay on Civil Rights including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and Cold War in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  The teacher will work one on one with the lower level students making sure they have an outline in which to write their essay.

Enrichment/Challenge for upper 25%

All students are expected to write an essay on Civil Rights including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and WWII in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Group Composition (If used)

: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues of the Civil Rights

Assessment (pre and/or post)

Informal questioning from the teacher to see if the students are retaining the information.  Formal assessment on Thursday.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Civil Rights Review
  • Civil Rights Review

Instructional Goal: Students will review all needed objectives for their Civil Rights Test

 

Eagle Challenge

(3-5 minutes)

Student will work on their important terms, people, and events in their Civil Rights Portfolio.  (Terms due Friday)

Learning Tasks/Activities

Mini Lesson #1: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues of the Civil Rights Era.

Mini Lesson #2: The teacher have the students return to their normal seats then they will play a word connection game.  The teacher will have a list of terms, people, and events that affected the Civil Rights  Era.  The students will then connect as many things to that term, person, or event.   Extra credit will be assigned for students who make 25 word connections to each topic.

Mini Lesson #3: The teacher will go over any remaining test items needed.

Mini Lesson #4: Students will participate in Civil Rights review: quiz, quiz, trade.  They will work in pairs on Civil Rights questions.

 

Text/Materials

United States History 1877-Present, The Presidents (video),  Civil Rights Portfolio

Closure

Civil Rights test & portfolio due on Thursday

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from the Civil Rights Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Civil Rights Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Civil Rights Era.

Group Composition (If used)

The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues of the Civil Rights

Assessment (pre and/or post

Civil Rights Test on Thursday

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

 

  • Civil Rights Test
  • Cold War Part II (1964-1991)
  • Civil Rights Test

Instructional Goal: Civil Rights Assessment

Eagle Challenge

(3-5 minutes)

Students will study for their Civil Rights Test

Learning Tasks/Activities

Mini Lesson #1: Students will take their Civil Rights Test

Mini Lesson #2: Students will turn in their Civil Rights Portfolio

Mini Lesson #3: Student will work on their Cold War Part II Portfolio

Text/Materials

Civil Rights Test, Cold War Portfolio, United States History 1877-Present

Closure

Cold War Terms due on Monday

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from the Civil Rights era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Civil Rights Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Civil Rights Era.

Group Composition (If Used)

n/a

Assessment (pre and/or post

Civil Rights Test

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

 

  • Cold War Part II
  • 1960s culture
  • re-cap of Civil Rights in the 1950s & Dwight Eisenhower
  • Civil Rights issues in the 1960s

Instructional Goal: Students will be able to analyze the effects of the Vietnam War on the counter culture in the United States and how the generation gap widened. 

Eagle Challenge

(3-5 minutes)

Students will work on the Cold War Part II Terms due Monday

Learning Tasks/Activities

Mini Lesson #1: The teacher will continue such topics as: What was the generation gap that separated Americans during the 1960s?  What were our reasons for getting involved in Vietnam?

Mini Lesson #2: Students will watch a video on LBJ’s presidency. 

Mini Lesson #3: The students will be working in partners to discuss President LBJ’s accomplishments.  They will also be able to collectively work on their Cold War Portfolios.

Mini Lesson #4: Students will work on their Cold War Portfolio terms due Monday

 

 

Text/Materials

United States History 1877-Present, The Presidents (video), Cold War Part II Portfolio

Closure

Teacher will remind the students that their Cold War terms are due on Monday.

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from the Cold War Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Cold War in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Cold War Era.

Group Composition (If Used)

Students will be able to work in pairs with their portfolio.  Students may choose their partners they think they work the best, but the teacher may rearrange if it deems necessary. 

Assessment (pre and/or post)

Pre-Cold War Test

IEP Accommodation (if applicable)

Please read additional notes

Resources/Materials

United States History 1877-Present, The Presidents (video), Cold War Era Portfolio