INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Renata Intravaia Subject: History Grade:11th

Common Core State Standards:

 HS.H4.1 Examine how historically marginalized groups have affected change on political and social
institutions. • HS.H4.2 Explain how artistic, philosophical, and scientific ideas have developed and
shaped society and institutions. • HS.H4.3 Examine how access to information and technology has
been used to influence society.
Objective (Explicit):
By the end of the lesson student will be able to:
 Analyze the key events and struggles during the Civil Rights Movement
 Learn key vocabulary of the civil rights movement
 Name key persons of the civil right movement
 Discuss the role of art, music and technology within the civil right movement
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response

 Students will be able to name at list 3 past and 3 modern day civil rights issues.
 Student will be answering the question: what influenced the civil right movement and what did this
movement hope to accomplish?
Sub-Objectives, SWBAT (Sequenced from basic to complex)
 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

 In the previous lessons on WWI, WW2, and Postwar America, it will be discussed how minorities in
the New World struggled to be accepted and receive the same rights as their white American
counterpart. The content of the previous modules will help students see a discrepancy in the way
people of color and other minorities live in the United States. This will help students understand the
importance of the Civil Rights Movement and how this movement, which was the result of the
exacerbated relationships between the African American and other minorities, and the rest of the white
American society, ultimately reconfigured social structures in the U.S.
 Students will be directly engaging in discussion with a modern-day Civil Rights activist. Students will
be taking notes and ask questions. Notetaking skills and critical thinking skills are required for this
lesson.
 The Civil Rights Movement of the 50 & the 60s’ paved the path to modern day’s activism. The themes
of the modern Civil Rights Movement may be a little different, but the core issue is still the same.
Helping marginalized people find their voice. Students of all ages need to become acquainted with old
as well as modern Civil Rights issues to be active and responsible members of society.
 Past learning will be reviewed with Kahoot!
Key vocabulary: Civil Rights Movement, Activist, Civil Materials: vocabulary list with activity
Disobedience, Non-violence, Demonstration, Boycott…
Engage
How will you activate prior knowledge? Pair and share activity to define the concept of “civil rights” based on
background knowledge.
How will you hook student attention? Civil Rights activist guest speaker (Skype video chat)
What question will you pose, based on your objective, that students will seek to answer in Explore? How
can we as activists create
awareness of current civil rights issues within our community? (Driving Question)

Teacher Will: Students Will:
Ask one to two key question to guest speaker to facilitate Ask questions and take notes
comprehension.
After skype video chat, the teacher will ask the students to brainstorm Students will first think of ways for them to advocate against the
some ways they could create awareness of current civil rights issues violation of Civil Rights and then will share with the rest of class
within their community. in a brainstorming session.

Explore
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?

After discussing the Civil Rights movement of the 50 and 60s’ and how this decade push for socio-cultural
and artistic changes, and after reviewing the modern Civil Rights movement and its current issues students
will be provided with some in class time to research some modern Civil Rights Issues as well as the various
means used by activists to advocate for their cause. Some resources available for the students are Google,
YouTube, Netflix, Hulu, Amazon Prime, Amazon Music, multimedia art galleries and libraries, and much more.
As the facilitator, I will be there to ask open-ended H/W questions to help the students engage with critical
thinking and creativity.

Teacher Will: I will provide a list of modern Civil Rights issues as well Students Will: pick a modern-day civil rights issue to explore and
as available resources. I will be also creating the groups. make connections with past issues,

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?

Students will make a bullet point list of the most important aspects/elements they discovered and
share it on google classroom. During this phase students will be divided into small groups of 5. Each
group will choose a modern-day Civil Right issue (LGBTQ rights, Black Lives Matter, Police brutality,
Human Trafficking, disability discrimination in the workforce, weight bias, pregnancy discrimination, etc.)
After establishing the group’s members, students will then decide which specific form of artistic expression
pivotal to the movement such as art, music, poetry, literature, television, and film industry each would like to
research and analyze individually.
Teacher Will: provide a specific list of what is that the students need Students Will: create a google drive document with the member
to research and where to search for information. of the group and share it with the teacher. Each member is
required to contribute 2-3 bullet points. (this will be a at home
activity)
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Students will be required to make connections between past and present Civil Rights movement events and
leaders after having researched past and present Civil Rights Movements themes, leaders and events.
Teacher Will: Provide students with the necessary material to make Students Will: engage in critical thinking while looking for
such connections. connection between past and present Civil Rights Movement.

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Student will be required to write a one paragraph reflection to the prompt “The Civil Right Movement of the
past and present has impacted the lives of millions of people. Explain how the specific issue you
researched is effecting your life and that of people in your community,” please explain why it is important for
you to advocate for this specific cause and what changes you would like to see within your community.
Teacher Will: Provide students with key concepts and vocabulary Students Will: will answer to the prompt provided by the teacher at
of the topic as well as some specific and critical thinking based the end of class.
questions.