Task A-2 Lesson Plan Format

Name: Jennifer Anderson # of Students: 23 Date: December 7, 2012 Age/Grade Level: Juniors # of LEP Students: 0 Lesson Length: 5 days; 50 minute class periods # of IEP Students: 3 # of GSSP Students: 0

Subject: Social Studies Unit Title: The 1970s

Major Content: American History (1865-present)

Lesson Number and Title: Lesson 1; Inequalities on the Home Front

Context Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic. Most students are familiar with the Civil Rights movement of the 1960s, but many do not realize that that fight continued on into the 1970s, or that other minority groups started their own fights for equality. For students to understand the United States they live in now, they have to understand the way the United States was and the struggles it took to get to where it is now. Describe the students prior knowledge or the focus of the previous lesson. Since this lesson is the first in the new unit, students will be very familiar with the Civil Rights movement of the 1960s and the major players. Students will also have touched on the womens movement, but will not have gone as in-depth as the Civil Rights movement. Most students will probably have no prior knowledge of AIM or the Wounded Knee occupation of 1973. Describe generally any critical student characteristics or attributes that will affect student learning. There are 3 IEPs in the class which means that they may need more time to digest the documents/photographs. For the group activity I will pair the IEP students with non-IEP students that way students will be exposed to different interpretations then ones that they may have come up with. The short essay then will show what connections they were able to make outside of what their small group came up with. IEP students will be given more time to complete the essay if they ask for it. Objectives 1) In an analysis sheet, students will be able to interpret a particular minoritys issues in the 1970s with 90 % accuracy. (DOK 3) 2) Students will be able to write a short essay with 80% accuracy. (DOK 3) Connections Essential Questions What effects from these movements do you see today? What did past movements help to fuel these new fights in the 1970s? Academic Expectations 2.20: Students understand, analyze, and interpret historical events, conditions, trends and issues to develop historical perspective. Program of Studies SS-H-HP-S-1: Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data.) Core Content

SS-HS-5.1.1: Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present.)

Asses

Assessment Plan Objective Number 1 Type of Assessment Formative Objective/Assessment Plan Organizer Depth of Knowledge Description of Assessment Level Students will be able to DOK 3 discuss what they saw as the major issues within their minority group. They will be taking into account not only what they learned but also what their other group members interpreted and learned. This will allow students to gain a better understanding of their assigned group, along with a different perspective. Students will be able to DOK 3 discuss in their own words what the overarching themes and issues of their minority group. This will also tell the teacher what the students thought was important and where they are as far as their understanding of the material. Adaptations and/or Accommodations Students with IEPs will be given more time to complete the readings and analysis sheet if they ask for it.

Formative

Those students with an IEP will be given more time to complete their assignment if they ask for it. Teacher will also help students if they have trouble understanding the prompt by rewording it or just answering questions.

Resources, media and technology List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the students. Packet 1 and Packet 2 Analysis sheets (both for photographs and documents) Loose-leaf paper Writing utensils If appropriate, list technology resources for the lesson including hardware, software, and Internet URLs, and be sure to cite the sources used to develop this lesson. Projector Computer with internet access http://www.nbc.com/saturday-night-live/video/1976-debate-i/1417202/ http://www.hulu.com/#!watch/196932 http://www.feministezine.com/feminist/modern/images/International-Feminism-01.jpg http://www.jofreeman.com/buttons/images/feminist.jpg http://images5.fanpop.com/image/photos/25300000/Feminist-poster-feminism-25351676-500-649.jpp http://www.now.org/history/purpos66.html http://www.volcanopress.com/pages/news.cgi?newscatid=8&newsid=40#top http://news.google.com/newspapers?id=rtBSAAAAIBAJ&sjid=KX8DAAAAIBAJ&pg=6977,4206776&dq=woman's+movem ent+feminists+feminism+g:locunited_states&hl=en http://rortybomb.files.wordpress.com/2012/01/free_breakfast.jpeg?w=640 http://www.allposters.com/-sp/Black-Panther-Sign-1970Posters_i5139626_.htm?AID=96280778&ProductTarget=53105754223 http://24.media.tumblr.com/tumblr_kz123hOAju1qzynq4o1_500.jpg http://www.blackpanther.org/TenPoint.htm http://news.google.com/newspapers?id=mqspAAAAIBAJ&sjid=AOUDAAAAIBAJ&pg=1258,4988159&dq=civil+rights&hl =en http://news.google.com/newspapers?id=8UsmAAAAIBAJ&sjid=D_4FAAAAIBAJ&pg=644,211930&dq=black+is+beautiful+ g:locunited_states&hl=en http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf * http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf * * Both the analysis sheets were modeled after the examples from these websites.

Procedures Activities: DAY 1 1. Students will be starting a new unit on the 1970s. The teacher will introduce the unit by having students watch a clip from Saturday Night Live (Debate 76). After class gets seated and teacher runs through role, (REFER TO SEATING CHART 1) the teacher will explain that the students are going to be watching a clip and ask students to jot down words or phrases that stick out to them, for them to make notes on the issues being discussed and perceptions and impersonations of the different people being portrayed. (http://www.nbc.com/saturday-night-live/video/1976-debate-i/1417202/ ) (15 minutes.) After the video, teacher will then start off the discussion. Teacher will ask students: what was your general impression of the video? Did you find the video funny? Why or why not? What were some of the issues they were discussing? What did that tell you about the time? What were some of the words or phrases used that surprised you? Why? What does this video say about Americans perceptions of America and their government at this time? (15-20 minutes.) Teacher will then close the discussion and lay out how the unit is going to go. The first part of the unit is going to focus on the domestic issues of the decade and the second part on the international issues. (5 minutes.) The teacher is then going to bring discussion back to video and point out (if it hasnt already been brought up) the issue of race and gender and how it was portrayed. Teacher will then explain that for the next week the students were going to be looking at minority struggles and inequalities. (5-10 minutes.) Students will enter the classroom and take their seats (REFER TO SEATING CHART 1.) After teacher goes through roll, the teacher will split the class in half by numbering students off. After students move with their assigned groups the teacher will pass out their packets: Packet 1 contains documents and primary sources on women in the decade and Packet 2 contains documents and primary sources on African-Americans in the decade. (5 minutes.) Teacher will then explain what students are to do with the packets. One packet deals with women and the other packet deals with African-Americans. Within your packets are 3 readings, a newspaper article from the time, a letter, something like that, and 3 images. I want everyone to read all the documents, just so everyone has a good idea of whats going on with your particular group. Then I want you to divide up into groups of three within your group; so there should be four groups of three for each packet. Three of the groups are going to read one of the articles and the fourth group is going to examine all three of the images. So for example, you three students (teacher motions to three students in group number 1) would take Documents 1, 2, and 3. You group of three (teacher motions to another set of three students in group number 1) will take Document 4, another group of three (teacher motions to yet another set of three students in group number 1) will take Document 5 and you three (teacher motions to the last three students in group number 1) will take Document 6. Within your group of three youre going to read your Document and fill out the analysis sheet and discuss it with your group members. (REFER TO SEATING CHART 2.) When everyone is done, not just your group, youre going to circle up into your big group of 11 or 12. (REFER TO SEATING CHART 3.) Each group will give a brief description of their Document and discuss what your group came up with: What are the issues being discussed in your document(s)? What does this tell you about America at this time? What surprised you about what you were reading or what you were seeing? On a separate sheet of paper or on the back of your analysis sheet you need to take notes on what the other groups are saying. Then as a whole group youre going to determine the major themes and issues. Youre going to have the rest of the class period to work on this and then tomorrow were going to discuss it as an entire class. Ill be walking around just listening to your discussions and answer any questions you have. Questions? If there arent any questions the teacher will then pass out the analysis sheets. The students who have Documents 1-3 in packet 1 and packet 2 will be given the Inequalities on the Home Front Analysis Sheet Photographs. Every other student who has written documents will be given the Inequalities on the Home Front Analysis Sheet Documents. (40-45 minutes.) Students will enter the class and take their seats (REFER TO SEATING CHART 1.) After teacher goes through roll, the teacher will start off the class discussion. The teacher will have one student from the womens group and one student from the African -American group to discuss what they read and what the overall themes and issues were of their minority group (other group members can contribute to the discussion if they want.) Students will take notes on what the other groups themes and issues were. (15 minutes.) After the discussion, the teacher will explain the video the class will be watching for the next two class periods. Weve focused on women, weve focused on blacks, and theres one other gr oup that I want us to focus on during this decade and that is American Indians, as a collective whole. Prior to this time, they were still divided amongst their tribal lines, but the 1970s is really when we start to see the emergence of American Indian people. Were going to be watching an episode from the We Shall

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Remain series about the Wounded Knee takeover in 1973. So, on a separate sheet of paper I want you to take notes as you watch. I want you to look for the same kinds of themes and issues that you did when you were analyzing your documents. Also, pay attention to the language thats used, and that can include a phrase that stuck out to you or a word in the context of a bigger topic. This video is going to take up the rest of today and mo st of tomorrow. Are there any questions? (5 minutes.) If there are no questions the teacher will start the video: http://www.hulu.com/#!watch/196932; the teacher will start the video at the 3 minute mark and will play the video for the remainder of the class. (30 minutes.) Students will enter the class and take their seats (REFER TO SEATING CHART 1.) After teacher goes through roll, the teacher will start the video where the class left off yesterday. The rest of the video should take up the entire class period. (49 minutes.) After video is over, teacher will tell the students that they are going to answer a short essay tomorrow, so if any student missed class or didnt have notes on a particular topic, they needed to check with a fellow classmate. Students will enter the class and take their seats (REFER TO SEATING CHART 1.) Teacher will ask for students to share some of the notes they wrote down while watching the film : What was some of the language or were there any quotes that struck you? Why? What surprised you while watching the film? Why? Was there anything that stuck out to you that made you go, oh we talked about that with the womens movement or I read about that with the black movement? What were some of the common threads or themes that you saw between all three of the movements weve studied thus far? (15-20 minutes.) Teacher will then pass out the short essay. You will have the rest of the class period to complete your essay and I will allow you to use your analysis sheets for reference. As soon as youre done, make sure your name is on both your essay and analysis sheet and hand them into me, then return to your seat and work on something quietly until the rest of the class is done. No talking, no iPods, no electronic devices. Are there any questions? If there are no questions the teacher will pass out the essay prompt. Students will have remainder of class to complete essay. If students need extra paper or a writing utensil to borrow, teacher will provide it. (30-35 minutes.)

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Rubric for Inequalities on the Home Front Analysis Sheet:

CATEGORY Notes

4 Above Standards

3 Meets Standards

2 Approaching Standards

1 Below Standards

Score

Notes are recorded and organized in an extremely neat and orderly fashion.

Notes are recorded legibly and are somewhat organized.

Notes are recorded.

Notes are recorded only with peer/teacher assistance and reminders.

Amount of Information

All topics are addressed and all questions answered with at least 2 sentences about each. Information clearly relates to the main topic. It includes several supporting details and/or examples.

All topics are addressed and most questions answered with at least 2 sentences about each. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

All topics are One or more topics addressed, and most were not addressed. questions answered with 1 sentence about each.

Quality of Information

Information clearly Information has little relates to the main or nothing to do with topic. No details the main topic. and/or examples are given.

Rubric for Short Essay:

CATEGORY Focus or Thesis Statement

4 - Above Standards

3 - Meets Standards

2Approaching Standards 1 - Below Standards

Score

The thesis statement names the topic of the essay and outlines the main points to be discussed.

The thesis statement The thesis statement names the topic of outlines some or all of the essay. the main points to be discussed but does not name the topic.

The thesis statement does not name the topic AND does not preview what will be discussed.

Accuracy

All supportive facts and Almost all supportive Most supportive facts statistics are reported facts and statistics and statistics are accurately. are reported reported accurately. accurately.

Most supportive facts and statistics were inaccurately reported.

Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content. Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Capitalization & Punctuation

Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.