Name: Matthew Slisik Date lesson taught: March 31, 2022

Content Area: United States History

Course Title & Grade Level: U.S. History & 10th Grade
Standards: SS-US.9-12.25. Analyze how regional, racial, ethnic and gender perspectives influenced
American history and culture.
Objectives:

Content: Students will analyze how key aspects of the Black Power Movement influenced American culture.

Language: Students will be able to identify and analyze key aspects that define the Black Power Movement
by answering six statement questions through writing and discussion, in an Anticipation Guides activity.

Student-friendly: “I can explain how at least three aspects define the Black Power Movement.”
Assessment: Student learning will be evident by written and discussion results of Anticipation Guides
• Anticipation Guides: The instructor will write and speak the introductory “provocative” statement in
the beginning of the lesson, to grab student attention. After the video and lecture, students will be
provided with a series of statements on the board (I DO). They will answer if they Strongly Agree,
Agree, Neutral, Disagree, and Strongly Disagree, to the statements (WE DO IT). Student will then be
asked to read the assigned text to support their opinions with evidence (YOU DO IT ALONE).
Students will debate with the instructor on these statements and answers (YOU DO IT TOGETHER).
Proactive Management:
• Students will be politely greeted upon entry, and will be expected to sit in their assigned seats. Once
seated, we will provide students with a verbal and physical cue that the lesson is beginning.
• Materials: pencil, paper, Chrome-notebooks, textbook, and Google Slides
• Anticipation Statement, Video, Lecture, Anticipation Statements
• Productive Discussion: each student writes their statement answers and each shares their answers to
the class. Students are encouraged to back-up their arguments with written information from the
assigned text.
Instructional Strategies:
• Direct Instruction—mindful minute, review, preview, introductory lecture with Google Slides (I DO)
• Modeling—Questioning, Note-Taking, and Anticipation Guides (WE DO IT)
• Indirect Instruction—reading text, student analysis of statements (YOU DO IT ALONE)
• Group Instruction—student discussion and debate of statements (YOU DO IT TOGETHER)
• Literacy Strategy— Anticipation Guides
Note Taking Strategy:
• Students will write or type notes when they hear and view the words “key aspects” of the topic
• Students will write T-Charts with answers to their statements and key words on the left, with
explanations on the right.
Questions:
• How did civil rights activists change their strategies and goals in the 1960s and 1970s, and how
successful were they in achieving racial equality?
• What were the differing tactics of the civil rights movement of the 1960s?
• What key aspects define the Black Power Movement and how did it change America?
Beginning of Lesson: (4-5 minutes)
• “Mindful minute” relaxation/meditation (1-minute)
• Review—Timeline of Civil Rights Events: What’s been discussed so far. (1-minute)
• Preview—Malcolm X video: how is this different from Martin Luther King Jr.? (3-minutes)
• Hook— First Statement: “Violence is wrong, and is not the answer for change, EVER!” (Anticipation
Guide) (30-seconds) (Student provide a verbal and written answer)
The Lesson: “Introduction into Black Power Movement” lesson is approximately 50-minutes long

• Mindful Minute: Have students silently meditate (1-minute)

• Review, Preview, Hook: (4-minutes)
• Direct Instruction: lecture to class and provide Google Slides (10-15-minutes)
1) Define: Black Power
2) Explain events leading to the Black Power Movement
3) Stokely Carmichael (Key Aspect)
4) Malcolm X and Black Nationalism (Key Aspect)
5) Black Panther Party (Key Aspect)
6) Afrocentrism (Key Aspect)
• Gradual Release: Anticipation Guides: series of statements on the google-slides; student will write,
analyze, and discuss their results. (10-minutes) Statements: Self-defense is wrong when protesting;
Malcolm X is too aggressive; Stokely Carmichael’s decision to exclude white people in the SNCC is
right; the Black Panther Party should be allowed to carry weapons in public; the actions of the Black
Power movement are too assertive.
• Indirect Instruction: students will read and select information from pages 591 to 597 for evidence
pertaining to their answered opinions (5-minutes)
• Whole-Class Discussion: students and teachers reflect findings from readings, writings, and video,
and determine how the statements and answers from the Anticipation Guides helped their
understanding of the Black Power Movement. (10-minutes)
• Closure (3-minutes)
Closure: Conclude the lesson by asking the students: What key aspects defined the Black Power Movement?

Content Summary—The Black Power Movement provided African Americans with another perspective and
course in the Civil Rights Movement. Black Power called for self-defense, self-empowerment, self-respect,
and community enlightenment.

Procedural—Students submit their Anticipation Guides writings to instructor, return to assigned seats, wait
for bell.
 References:

Facing History and Ourselves. (2022). Anticipation Guides. https://www.facinghistory.org/resource-

library/teaching-strategies/anticipation-guides.

Hart, D. (Ed). (2008). History Alive! Pursuing American Ideals. Teachers’ Curriculum Institute.

Oakes, James. (2017). Of the People: A History of the United States. Oxford University Press.

Smithsonian Channel. (2018, February 16). Malcolm X’s Fiery Speech Addressing Police Brutality.
YouTube. https://www.youtube.com/watch?v=6_uYWDyYNUg.

Lesson Plan Reflection:

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your
lesson. How did you demonstrate high expectations, make learning relevant, and motivate students?

Culturally responsive teaching is found by integrating various strategies throughout the 50-
minute class. Students are provided with a review on various events throughout the Civil Rights
Movement. However, students are then provided a video of Malcom X and another perspective of Civil
Rights. There is written, visual, and auditory aspects to the lesson to provide students with diverse
learning opportunities. There is direct instruction, that consists of review, preview, hook, lecture, and
google slides and the beginning of the Anticipation Guides assignment where students are to answer
their opinions on a variety of statements. There is indirect instruction where students are asked to defend
their opinions with evidence from the video, lecture, and assigned text. Students are provided the
opportunity to learn through the student-to-student cooperation with the integration of modern
technology. Students communicate their findings through an analytical auditory discussion and describe
how this lesson enhanced their understanding of Black Power Movement.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. How did you differentiate to meet the
needs of ALL learners?

Students are given the opportunity to communicate and share their ability to analyze the assigned
video, lecture, and text through the Anticipation Guides strategy. This strategy provokes analysis
through reading, writing, and discussion Students provide their insights and knowledge of the topic and
students are given the opportunity to work on their communication skills through dialogue. This lesson
incorporates auditory, visual, written, and spoken components to ensure students are able to proficiently
understand the definition and impact of the Black Power Movement.