Project CRISS Framework for Teaching: Lesson Plan Design

Civics:
3.11 The student will explain the importance of the basic principles that form the foundation of a
republican form of government by:
b) identifying the contributions of George Washington; Thomas Jefferson; Abraham
Lincoln; Rosa Parks; Thurgood Marshall; Martin Luther King, Jr.; and Cesar Chavez;
Big Question:
To what extent did the Civil Rights Movement expand democracy for all Americans?

Assessment
Formative
Summative
Content Materials

Formative- groups will be questioned, observed throughout content. At the end, each group will
present their art/facts.

Background Knowledge:
Prompt(s)
Activity(ies)

Discussion: Take a few minutes to talk to students about what they already know about
A. what the civil rights movement was
B. what expanding democracy means
C. if any of them have any prior knowledge about the contributions of Rosa Parks and Martin Luther
King Jr (the focus of this lesson).

Purpose (in Student Friendly

words)

Gives students a chance to exchange ideas and convey prior knowledge on the subject. Also gives
teacher a chance to assess what may need to be focused on most.

PREPARE

PLAN

Enduring Understandings
Content Goals & Standards
Process Goals
Language/Tech/IEP Goals

https://www.brainpop.com/socialstudies/ushistory/civilrights/

TRANSFORM EN

Active Learning:
Writing
Discussion
Visualization
Organizing

How will you model new

strategies?

A. Watch a short video giving them some facts about who Rosa Parks and Martin Luther King Jr were.
B. Present informational packet or text material of either Rosa Parks or MLK Jr on alternating tables
(groups of 4-5).
C. Have groups draw a picture of their assigned person and list one fact each about how their assigned
person contributed to expanding rights for others, or contributed to being a good citizen.
D. HAT Have students compare the two given texts and the informational video. Ask the students
these two inquiry questions after groups have communicated their pictures and ideas to the class:
1. Does the information the class has learned about both Rosa Parks and MLK Jr give the idea
that both were trying to make a way for the United States to accept all people equally?
2. What did Rosa Parks do differently and what did she do the same as MLK to try to accomplish
this equal treatment?
Put a mystery box at the teachers work station. Ask the students to answer the following question:
What is a way you could have helped Rosa Parks or Martin L. King Jr to accomplish equal rights?

Teacher/Instruction Reflections:
Enduring Understandings
achieved?
Activities matched
goals and
assessments?
Appropriate modeling and
classroom management?

Teacher needs to engage in discussion throughout the lesson as well as observation.

Teacher needs to be careful to give enough information to answer the reflection part of the lesson plan.

REFLECT

Student Reflections:
Metacognitive Prompt(s)
Content Based