School: Subject: Names:Jacob Monzingo

Stage 1 – Desired Results

Big Idea:
A word or short phrase that defines the heart of the unit.
The civil rights movement was a dynamic time with dynamic people.
Unit Summary:
Write a brief summary of your unit, including key points and when it will be taught.
Examination of historical sources from the early 60’s to the mid 70’s. This will include different media
platforms, perspectives, and sources. Overall, we would examine continuity and change during this time in
relation to race, gender, and conflict between different groups. Standard 2.1, 2.4, 2.7
Established Goals:
The State Standard. Reference should clearly indicate which standard you are referring to, but may be
reworded to be more “kid-friendly.”
● What were the contemporary views of civil rights during the 60’s and 70’s?
● How did political, social, and cultural views change or stay the same during this time?
● What people and events shaped these ideas?

Understandings: Essential Questions:

These are generalizations that capture what students
need to understand about the big ideas of the unit
and should be tied to the standards described in the
established goals above.
Students will understand that…
different groups of people viewed events and
prominent figures from the time differently
based on things like race, sex, and class
● Social, cultural, and political views were and
often are very dynamic while resisting change
in some cases.
● The lasting and current impact of different
cases, events, and people from the time
period
These are designed to provoke and sustain inquiry,
and stimulate vital, ongoing thinking about the big
ideas.
● What themes in social and political views
emerge when examining sources from
different race, class, or gender?
● How were issues in civil rights advanced and
how were they resisted?
● Who and what were the impacts various
leaders of the civil rights movement?
● What key events and cases shaped people’s
contemporary views?

Students will know… (KNOWLEDGE) Students will be able to…(SKILLS)

These are the key terms, definitions, facts, important
events, and details that students need to know.
● People: MLK, Malcom X, Rosa Parks,
Ceasar Chavez, JFK, LBJ, Emmett Till
● Events: Brown v. Board, Mendez, et al vs.
Westminster School District of Orange
County, Civil Rights Bill, Title 9
● Terms: Segregation, Integration, Non-Violent
action, discrimination, Human rights v. civil
rights, systemic v. systmatic
Measurable skills (not activities) that demonstrate
proficiency. Refer to pg. 106 in your Guide for some
helpful verbs.
● Examine and Evaluate different sources
from the same time/event
● Analyze continuity v. change
● Investigate the relationship between people’s
actions and events.
● Describe the change in social, political, and
cultural views overtime and how they relate to

Wiggins, Grant P., and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Units.
Alexandria, VA: ASCD, 2011. Print. Module B: the UbD Template
 ● today’s

School: Subject:

Stage 2 – Assessment Evidence

Guiding Questions: What criteria will be used to evaluate whether students have attained the desired results?
What qualities are most important in the assessment?
Performance Tasks:
● Synthesize information from our
textbook and research to create a
poster
● Poster presentation
● Investigate/analyze various
historical sources to gain a deep
knowledge of the various
perspectives of the March on
Washington
● Reflect on prior understanding and
current understanding
● Research Guide and Comparison
● March on Washington Lesson Plan
● Students will reflect on their
visions for the kind of world in
which they would like to live and
discuss how two historians’
perspectives shape their
understanding of personal
responsibility and opportunity
for enacting change.
Other Evidence:
● Group Poster and presentation to
the class on the group poster
● Pre-assess with a chalk talk on
MLK and March on Washington
● Shoulder/table talk about the time
you did something and someone
else got credit for it, share out
● Using the reading/study guide,
compare and contrast the primary
sources to the secondary History
Channel clip
● Exit ticket is a short write up
answering the question Do you
agree with the following
statement: “The goal of the
March on Washington, which
was led by Martin Luther King,
Jr., was to get civil rights for
African-Americans”? Use
specific evidence from the
lesson to support your claim.
● Dr. King's Legacy and Choosing to
participate

School: Subject:

Stage 3 – Learning Plan

Guiding Questions:

W = Help the students know Where the unit is going and What is expected? Help the teacher know Where
the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?      
E = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E = Allow students to Evaluate their work and its implications?    
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
Wiggins, Grant P., and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Units.
Alexandria, VA: ASCD, 2011. Print. Module B: the UbD Template
 O = Be Organized to maximize initial and sustained engagement as well as effective learning?
Learning Progression or Daily Learning
Targets (I Can):
Lesson 1: I can use my research skills to
learn about a specific event in the Civil Rights
movement.
I will also be able to collaboratively create a
poster to then teach the other students about
eventhet.
Lesson 2: I can articulate the different
objectives of the March on Washington.
I can differentiate between the popular
memory of the March and what actually
happened at the March
Lesson 3: I will express in a storyboard the
main ideas in Dr. Martin Luther King’s
“mountaintop” speech and apply them in
discussion about the ways human respond in
the face of injustice.
I will reflect on my visions for the kind of world
in which I would like to live and discuss how
two historians’ perspectives shape my
understanding of personal responsibility and
opportunity for enacting change.
Lesson 4: I can interpret research of a civil
rights leader to create an informative story
map of that leaders life.
Wiggins, Grant P., and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Units.
Alexandria, VA: ASCD, 2011. Print. Module B: the UbD Template
Evidence Outcomes:
● Students will journal and self reflect
based on the prompt, “What comes to
mind when you hear the term Civil Rights
Movement?” “What about this movement
is or isn’t important to you today?”
● After taking some time to journal,
introduce our new unit and the first
activity, poster project. Number off by
7.Poster Project
● Gauge how quickly or slowly research is
going while doing check-ins with each
group
● Depending on time, research and create
the poster one class and present the
next.
● Every student will have to explain at least
one element of their groups poster to the
class.
● Posters will be hung up in class to use as
a timeline reference for the rest of the
unit.
● March on Washington Lesson plan
● Credit Stephen Lazar
● Dr. King's Legacy and Choosing to
Participate Lesson
● Story Map Prompt
● I will introduce the students to story map
and how it works, showing them an
example project either from myself or
previous students work
● By this point in the semester I would have
had a unit of efficient and proper research
● In removing the three prominent leaders
 from their choices it allows them explore
leaders they may not know a whole lot
about
● This will be the last assessment of the
unit

Learning Activities: Corresponding Resources:

Activities that are collaborative: Activity resource needs:
● Poster activity ● Paper, art supplies
● Table discussions ●
● ●
Activities that enable students to direct their own Activities tech resources or weblinks:
learning: ● Computer/internet access
● Story Map ● Story map lesson/examples
●
● Progress Monitoring:
Activities using netbooks/Smartboards/laptops to Planned methods of delivering timely feedback to
enhance learning across the content areas: students:
● ● Real time monitoring
● ● Assessment of journals
● ●
Additional activities that incorporate technology: Formative assessments:
● ● Poster
● ● Story map
● ● Exit ticket/note guides

Wiggins, Grant P., and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Units.
Alexandria, VA: ASCD, 2011. Print. Module B: the UbD Template