Interdisciplinary Unit Plan

English / History
Taliah Rodriquez & Karina Higuera
Teacher's Version & Student's Version

Introduction/Overview of Experience

Students will be working asynchronously throughout the whole unit. Students will
work throughout the whole week (five days) in order to build up their knowledge on
historical events, such as the Civil Rights Movement (the main focus) and how
different perspectives vary how people look at the event. Students will start off on a
Google Doc where each day is separated, they will be using various online
resources such as Padlet to engage in meaningful discussions about their views on
the compelling question.
Standards (include ELA and Content)

History Standards

● HS.SP1.1 Evaluate how events and developments were shaped by unique

circumstances of time and place as well as broader contexts.
● HS.SP1.2 Analyze change and continuity in historical eras.
● HS.SP1.3 Evaluate the significance of past events as they relate to their own
lives and the world.
● HS.SP1.4 Use compelling questions generated about individuals and groups
to assess how the significance of their actions changes over time and is
shaped by the historical context.
● 11‐12.RH.6 Evaluate authors’ differing points of view on the same historical
event or issue by assessing the authors’ claims, reasoning, and evidence.
● HS.SP2.1 Analyze how contexts shaped and continue to shape people’s
perspectives.
● HS.SP2.2 Analyze the ways in which perspective shapes recorded history.
● HS.SP2.3 Demonstrate historical empathy when examining individuals or
groups in the past whose perspectives might be very different from those
held today.
● HS.SP3.2 Gather relevant information from multiple sources representing a
wide range of views while using origin, authority, structure, context, and
corroborative value of the source to guide the selection.
● HS.SP3.4 Evaluate the credibility of a source by examining how experts value
the source.

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English Standards

● Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence. (11‐12.W.1)
● 9-10.RL.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text
● 9-10.RL.2 Determine a theme or central idea of a text and analyze in detail
it’s development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text
● 9-10.RL.3 Analyze how complex characters (e.g., those multiple or conflicting
motivations) develop over the course of the text, interact with other
characters, and advance the plot or develop the theme
● 9-10.RL.4 Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choice on meaning and tone
● 9-10.RL.6 Analyze how points of view and/or cultural experiences are
reflected in works of literature, drawing from a variety of literary texts.
● 9-10.W.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
● 9-10.SL.3 Evaluate a speaker’s point of view, reasoning, use of evidence, and
use of rhetoric, identifying and fallacious reasoning or exaggerated or
distorted evidence.
● 9-10.SL.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9-10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively
● 9-10.SL.5 Make strategic use of digital media in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.

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Learning Outcomes

● Students will be able to identify a literary theme or themes

● Students will be able to look for and identify authentic, credible information
from various sources
● Students will be able to identify why there are various perspectives on the
same historical events
● Students will be able to develop an argument based on the essential
question
● Students will also be able to collect documents and articles that can be used
as evidence in their argument
● Students are able to identify the causes of the Civil Rights Movement
● Students will be able to make connections between literary themes and their
relevance to the civil rights movement.
● Students will be able to evaluate the causes leading up to historical events
● Students will be able to identify key figures in this unit and their contribution
● Students will be able to identify the relevance of historical events and their
effect on modern society

Texts/Text Types (list, describe use, include images)

https://wke.lt/w/s/8PY5GF

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Lessons:

Lesson One: Ask A Compelling

Question / The Reconstruction Era

Inquiry Question: How does documentation and literature inform our

understanding of historical events through various perspective lenses?

Directions: Students will activate their prior knowledge and read through articles
and watching videos:

Hook: Many think that after the Civil War was done and the north won, that all
slaves were freed and black people were treated as equal. The truth is the opposite,
if anything the violence got worse and people of color were living a life where their
voices weren’t heard or seen as equal.

Activity:
- Students will activate prior knowledge by using this Padlet & this Google Doc.
- Students will watch this video about the context of life before the Civil Rights
Movement. This includes referring back to the Civil War.

Closing:
- Students will then read this short article and write a quick summarization to
prepare for tomorrow.

Lesson Two: Jim Crow

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Hook: Jim Crow is the era that everyone refers to when we think about the days of
segregation. Jim Crow is what made all this discrimination legal.

Activity: Students will take guided notes after watching two videos concerning life
about the Jim Crow era and how people, specifically people of color lived in that
time period.

Instruction: Students will then go over author bias and read two articles on how to
identify it in their readings. Students will then go over vocabulary for the next day to
finish off the lesson.

Lesson Three: The 1950’s

Activities/Instruction:
1. Students will start off with watching a crashcourse video.
2. Students will choose between a video or an article about Emmett Till.
3. Students will read an article about the Montgomery Bus Boycott.
4. Students will refer back to their vocab and complete a vocab activity.
5. Students will then go over what author bias is by reading two articles and will
complete the following worksheet

Lesson Four : Historical Perspectives

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Activities/Instruction:
● We will analyze images from the Civil Rights Movement.
● Students will reflect on the images using guided questions.
● Instruct students to reflect on the images via Jamboard

Lesson Five : Project

Activities/Instruction:

● Students will break into groups to complete their final project.

● Students will select a resource to support their research throughout the
week and sustain their reflection of supplementary perspective for the Civil
Rights Movement.
● Students will utilize their response notes, information and articles, from
throughout the week to reflect on the essential question.
● They will answer the essential question based on their research notes,
observations and discussion from throughout the week and create a Flipgrid
video to answer the essential question.