Student Teaching UbD Unit Design Template

Student Name: Allison Miller Intended Grade Level of Unit: 4 & 5

Theme of Unit: Civil Rights Content Area: Social Studies, Language Arts
Classroom Demographics:
4th grade- 2 girls (1 low achieving with Alaska Native background, but good speller; 1 easily distracted high-achieving caucasian),
1 boy (average-achieving, but struggles with comprehension)
5th grade- 2 girls (1 caucasian with IEP for overall cognitive struggles associated with FAS who reads at 4th grade level; 1 part-
Alaska Native who does not identify with indigenous background who displays slight comprehension troubles, but performs average
overall); 3 caucasian boys (1 with IEP for overall cognitive and behavioral troubles associated with FAS who reads on level; 1
high-performing; 1 French speaking ELL)

Alaska Content Standards:

SS:
GY.B.5 Describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty.
H.A.7 Understand that history is dynamic and composed of key turning points.
H.A.6 Know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas
and attitudes of a specific time and know how the cultural elements influence human interaction.
ELA:
4.RL.2 Determine a theme or author’s message or purpose of a story, drama, or poem using details and evidence from
the text as support; summarize main ideas or events, in correct sequence, including how conflicts are resolved.

5.RL.1 Locate explicit information in the text to support inferences drawn from the text. Quote accurately from a text
when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.1 Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn
from the text.
RI.4.4 Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade
four topic or subject area.
RI.4.6
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, on diagrams, time lines,
animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of
the text in which it appears.
RI.5.3 Explain the relationships (e.g., cause- effect) or interactions among two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons and
information a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are
grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using
words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section that reinforces or
restates the opinion presented.
Cultural: CS.B.1 Acquire insights from other cultures without diminishing the integrity of their own.
Transfer Goal(s) - Unpacked Standards
Students will interpret explicit information about significant people and events from the Civil Rights Movement to
describe primary source photographs.
BIG IDEA of the Unit:
African Americans struggled for civil rights

STAGE 1 – Essential Questions and Enduring Understandings (Bank of EUs and EQs for Unit)

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Enduring Understanding(s) Essential Questions to be Considered:
Students will understand that…. Who benefited and who suffered from segregation?
• Photographs are primary sources of historical information. What is worth standing up for?
• African Americans and others fought for civil rights many take How do primary source photos contribute to my
for granted. understanding of the Civil Rights Movement?
STAGE ONE: (Bank of Objectives for Unit) STAGE TWO: (Bank of Assessments for Unit)
Objectives/Learning Targets: Assessments Sources of Evidence of
Knowledge and Skills: K & S Learning
Students will know: Pre-Assessment: Cooperative Word/
Concept Web & KWL
• important events and people in the Civil Rights movement Formative: reflections during story
• photographs are primary sources that enhance understanding of the past time, questions about historic photos,
• vocabulary necessary to discuss the history of civil rights discussions during close reading
Students will be able to: Summative: Comprehension
questions on close reading, Analyze a
• ask and answer important questions relevant to civil rights photograph worksheets
• read text closely as a strategy to enhance comprehension Cumulative: Original Photo Captions
• synthesize multi-media information to caption photos

STAGE TWO: Culminating Performance Task

Culminating Performance Task –
Original Historic Photo Caption Creation

STAGE THREE: Learning for Understanding/ Instructional Activities

Pre-Requisites for the entire unit: What are the prior knowledge and skills students have to have in place before
starting this Unit of Study?
Students should have background knowledge of slavery and the Civil War, and be proficient at reading and
comprehending at (or approaching) grade level.
Unit Overview/Introduction/Main Hook
Stella by Starlight by Sharon M. Draper will be read during story time prior to the introduction of the unit. Students will
be prompted to keep questions in mind and provide reflections after each session.
Action/ Mini-hook for Process: Specific strategies
Lesson each lesson: Teacher does/ Student Does to accommodate specific student
connection to Product: variability/ accommodate all
prior learning/ Assessment/ Evidence of Learning learners
knowledge Lesson closure
Materials for lesson #1: Poster paper and markers, “KWL Chart”, “Civil Rights Photos”, “Civil Rights Photos
Inquiries”, “Primary Source Quiz”
Essential Question: What was the Civil Rights Movement?
Objectives: Students will collaborate to describe their familiarity with the Civil Rights Movement and generate inquiries
Students will be able to differentiate primary from secondary sources and first-hand accounts from second-hand
accounts.
Standards/Content areas covered in lesson #1: GY.B.5, RI.4.6, RL.5.2

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Lesson Teacher will Process: Teacher will facilitate a student- Strategies: ELL- French student
1: Civil connect student generated concept web on the Civil Rights will receive brief individual direct
Rights, questions and Movement. Students will record personal informal instruction on America’s
Primary reflections during reflections on a KWL chart. Students will then past with slavery and the Civil War
Sources story time to look closely at iconic photos of the movement and prior to the launch.
& introduce a closer record questions they have about each photo.
Photos look at events Teacher will provide instruction on primary This is a small group, so
Inquiries during the Civil source information and first hand accounts of individualized attention will be
Rights Movement events. Students will complete quiz. possible if necessary for students
(2) 30 Products: Concept Web, KWL charts, Photo with LDs. They may need extra
minute Inquiries, Primary Source Quiz scaffolding for forming appropriate
sessions Lesson Closure: Add student questions to bottom questions and primary source
of concept web. Students will update KWL chart. instruction.
Materials for lesson #2: “Civil Rights Movement Vocabulary and Close Reading” handout/worksheet, highlighters,
pencils
Essential Question: Who benefited and who suffered from segregation? What is worth standing up for?
Objectives: Students will gain knowledge about and be able to reflect upon causes and effects of
the Civil Rights Movement ; students will improve reading comprehension through self monitoring and questioning
Content areas covered in lesson #2: H.A.7, H.A.6, RI.4.1, RI.4.4, RI.5.3

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Lesson Remind students Process: Teacher will ask students for ideas on Strategies: ELL- French student
2: Civil of some of the some ideas about what good readers do to may benefit from frequent partner
Rights deeper questions understand what they read when it’s hard to discussion with a low-
vocab & generated by KWL understand. Teacher will write ideas on the board comprehension student who can
Big & Photos. and steer discussion toward vocabulary, giving a scaffold language
Events brief explanation of important words on a vocab misunderstandings. The low-
close Tell students they sheet. comprehension student will also
reading will be able to Teacher will read and think aloud about reading benefit from talking about text and
answer many of difficult non-fiction, modeling pausing and gaining insights from the French
(2) 30 those questions questioning, recording questions, and rereading. student.
minute through reading Students will read the next paragraph of the Civil
sessions and asking Rights Close reading sheet, think about a question The guided portion of close reading
questions while they have, pair up with a neighbor, and share their could be prolonged until students
they’re reading. questions with the class. Teacher will write gain enough independence.
questions on the board, reread paragraph aloud,
and model answering student questions with help Teacher will provide small group
from students. Teacher will stress that it’s okay if guided reading for those who
your question wasn’t answered by rereading. continue to struggle.
Keep the question in mind as you read further.
Students will read the following paragraph and
record individual questions in the margins, reread
for answers, and share with class. Teacher will
ask a low-comprehension reader for the main idea
of the paragraph they just read.
Before the first session is over, remind students to
check back with their KWL to update with
answers to wonderings, add new wonderings, and
new things they learned.
During the next session, students will read closely
independently with teacher prompting discussion
several times to check for comprehension.
Students will update KWL
Products: Close reading comprehension checks
in margin, updated KWL
Lesson Closure: Teacher will ask students for
unanswered questions, class will discuss and
teacher will stress that some questions cannot be
answered by the text, but the practice of asking
questions helps good readers think deeper about
what they are learning.
Materials for lesson #3: Civil Rights Photos, Civil Rights Photo Analysis Forms, poster paper for large version of
photo analysis questions
Essential Question: How do primary source photos contribute to my understanding of the Civil Rights Movement?
Objectives: Students will synthesize information acquired through close reading of text with visual details of primary
source photographs to analyze photos.
Content areas covered in lesson #3: RI.4.6, RI.4.7, RI.5.3

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Lesson Teacher will Process: Teacher will write the questions on an Strategies: Students should be
3: Photo display one of the anchor chart. Students will volunteer possible partnered strategically to provide
Analysis Civil Rights answers to the questions based on their close peer-scaffolding. Avoid partnering
and photos on the reading. Teacher will prompt students to provide highly-opinionated confident
Caption smart board and evidence from the text to support their answers, students with compliant
Creation ask students what scaffolding as needed. personalities.
their initial Teacher will tell remind students that photographs
(2) 30 questions were are primary sources of information about Circulate among students to drop in
minute about the photo. historical events, and their details can be analyzed on conversations, but avoid offering
sessions to make inferences and come to conclusions about much guidance other than
those events in a powerfully meaningful way reminding then to refer to the close
much different than reading about the events or reading text.
people pictured. In what ways are photographs
different than reading information? In what ways Where students appear to be
are they similar? coming to surface conclusions,
Explain that historians use primary source prompt them to think deeper by
photographs to come to important conclusions asking critical questions about
about events in the past so we can understand it mood, setting, perspective,
better. What kinds of information can we get from emotions, and gestures in the
photos that we can’t learn from reading text? photos.
Teacher will model analyzing the photograph
using the large version of the photo analysis form, Students will draft captions for the
requesting student input and discussing the photos, using photos in non-fiction
guiding questions. books about the Civil Rights
Students will partner up and use the Civil Rights Movement as examples. Teacher
Photo Analysis forms to analyze photos posted on should offer immediate formative
the wall. Teacher will encourage students to use feedback so students can draft
their questioning skills they have been practicing successful captions. After their
throughout the lesson to act like historians to rough draft is approved, they can
discuss and come to conclusions with their write their caption in marker to post
partner. with the photos for a display.
Teacher will ask for a volunteer to help
demonstrate how historians might disagree about
the details of a photograph. Teacher will make an
obviously incorrect inference about the photo that
the volunteer disagrees with. Teacher will ask the
volunteer how they will prove that his or her
inference is correct. If you and your partner
disagree about an inference you make about a
photo, you will use details from the text to support
your claim. It’s important that you and your
partner come to an agreement about details in the
photos because you will be using the information
you write on these forms to create accurate
captions for the CIVIL RIGHTS NEWSPAPER.
Students will update KWL and write a caption for
the Civil Rights Movement photos. Teacher
should show students examples of captions from
books and provide guidance, timely feedback, and
offer suggestions for improvement.
Product: Partner-created Photo Analysis forms (1
for each photo), updated KWL; photo caption
Lesson Closure: Students will share the
challenges they encountered with their partners
and how they overcame them.

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Materials for lesson #4: Flipgrid online recording application; lined paper and pencils with erasers; poster paper and
marker for modeling opinion outline.
Essential Question: What was the most important event of the Civil Rights Movement?
Objectives: Students will be able to state their opinion in essay form by supporting their opinion with three reasons.
They will practice opinion writing, using introductions, transitions, and concluding paragraphs.
Content areas covered in lesson #4: W.4.1
Lesson Teacher leads Process: Teacher will model an outline for an Strategies: Teacher should be sure
4: Civil discussion about opinion essay on a piece of poster paper, using an to incorporate all students ideas
Rights important people important person as the topic. “I think that Rosa into the modeling exercise, perhaps
Moveme in the Civil Rights Parks was the most important person during the waiting to write reasons down until
nt Movement, asking Civil Rights Movement”. Teacher will ask for everyone has contributed and idea.
Opinion for student input input from students to develop three reasons why. Each reason should refer back to
Essay about who students Students will then be directed to do some the main opinion, and should be
believe are brainstorming of their own via flipgrid. They will broad enough that a paragraph can
(2) 30 important people record a video of themselves talking about what be written about it, but also specific
minute that made changes they think was the most important event of the enough that each is its own distinct
sessions during this time. Civil Rights Movement. reason.
They will then further develop those ideas by Be sure to stress with students that
writing a 5 part opinion essay supported by these are opinion essays and should
evidence from the close reading text and books be written from their point of view,
available to them in the classroom. giving reasons for why they feel the
Products: Flipgrid oral brainstorm prewrite way they do. It is not a research
video; Opinion 5 paragraph essay paper, so they should be able to
Lesson Closure: Teacher will hold conferences generate enough information for
with each student to discuss strengths and the their essays without looking
writing process of their essays. Students will elsewhere for information.
record 2 suggestions made by the teacher or Students may play with the flipgrid
developed during the conference that they’d like application, so be sure to give them
to incorporate into their essays. a limited time with plenty of
warning when their time will be up.
Unit Closure: Students will watch a subtitled remastered video of Martin Luther King, Jr.’s “I Have A Dream” speech.
Prior to watching video, they will be asked for predictions about the things they already know and what his speech will
be about. While they are watching it, it will be important to scaffold some of the more dense portions to give them
access to the language and vocabulary. The video can be paused and they should be asked for their impressions on how
the people are reacting and what the general mood is. Afterward, a discussion should be held that asks for student
reflection about the importance of this speech for the entire Civil Rights Movement.

UNIT REFLECTION Cultural Capital: Discuss how this Unit increases your students’ access to “Cultural
Capital.” This unit gives students background knowledge to help them access aspects of our cultural past to
help them understand history and the present controversies that involve race and equality. This unit asks them
to consider the concept of equality and fairness, what is worth fighting for, and what are the best ways to
create change in societies.

Attachments: Graphic Organizers, Quizzes, Worksheets, Assessment Rubrics etc. for each Lesson. (You can embed
them as screenshots)

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 Name

Civil Rights Movement

Vocabulary

boycott- refuse to buy, use, or participate in something until changes

are made.

desegregation- the end of a policy that keeps people of different races

apart.

discrimination- the practice of unfairly treating a person or group of

people differently.

equality- having the same rights.

freedom- the power to do what you want to do.

integration- to make a person or group of people part of a larger group.

protest- to show or express strong disagreement with or disapproval of

something.

race- a group of people who share the same history, language, culture,
or skin color.

resistance- effort made to stop or fight against someone or something.

segregation- the practice or policy of keeping people of different races

separate from each other.

sit-in- a protest where people sit or stay in place and refuse to leave
Name_______________________________ until they are given what they demand.

Historical Photo Analysis Form Photo # _______

Meet the Photo

Observe its Parts
Try to Make Sense of it

What do you see? Describe the details. What are people doing in the photo?
Who do you think might have taken this
photo? Why?

Where do you think this photo was

What are objects used for in the taken? What makes you think that?

photo?

Civil Rights Movement

Photo Inquiries
Why do you think the photo was taken?

Look closely at each historic photo. Think about what you already know about
the Civil Rights Movement and what you want to know. Ask questions about
each photo.

Write two adjectives that describe

what is happening in the photo. How does this photo compare to modern Photo #1

times?

Question 1 Question 2 Question 3

Name ____________________

Primary and Secondary Source Quiz

Directions: Fill in the blank with the correct word

Photo #2

1. A ______________________________ source is a first-hand

Question 1 Question 2 Question 3
account about an event or place from the person who experienced it.

2. A ______________________________ source is a second-hand

account about an event or place. The person who created it did not
experience it.

3. Which one would be more likely to give you more reliable information
for researching the past?
_________________________________________________

Directions: Mark each item with P or S to indicate what kind of historical

source it is.

Photo #3

______ Your grandmother’s diary about her family’s move to Alaska

Question 1 Question 2 Question 3

______ A letter about your friend’s vacation

______ An essay about the Civil Rights Movement written in 2014

______ A photograph of Martin Luther King, Jr. giving a speech

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______ Your social studies book to teach you about Civil Rights