Unit Theme: How Do Social Movements Start?

Grade: 8th Grade

Timeline: 3 Weeks
Team Members Alex Tara Slade Diana Gaucin
Lipschutz
Subjects Social Social Studies English
Studies
Rationale: Students will learn about social movement because they are changemakers in
society, and must feel that social movements are empowering and not disabling in order to
own and change the society they live in by studying different social movements of our past.
Interdisciplinary Subjects Connection
History unit will not only present historical information, but will also engage students in
conversations to analyze and dissect the makeup of social movements. History will also share
similar writing activities as ELA to maintain structure for student inquiry and reflection to
activate prior knowledge. History will also host writing and internet workshops to promote
technology and writing process. By providing these structures and activities in both History and
English, students will harness expectations and focus on learning and performing rather than the
process of exploration and performance. This unit also promotes proficiency in History
standards and ELA standards by relating content and assessments.
Student Learning Outcomes
Students will become social movement experts.
Students will interact with historical artifacts and articles.
Students will be able to create their own small-scale movements.
Students will feel empowered to stand up for their beliefs and
understand that you are never too young to make a difference!
Students will identify important leaders from various social movements
(Martin Luther King, Jr., Malcolm X, Susan B. Anthony, Emily
Davison, Elizabeth Cady Stanton, and Cesar Chavez) and analyze their
significance to their social movement.
Students will explore and assess the tactics, strategies, and impact of
major social movements in the United States, and make predictions
regarding starting or joining a social movement.
Enduring Theme-Related ● Is there still racism in America?
Understanding: Essential Questions ● Why did take the civil rights act take so
long to be passed?
Social movements ● In what ways has the situation for field
occur throughout workers improved and how has it
the world at any worsened?
given point in time, ● What can be accomplished from a
students must use strike?
their voices to ● Why was the “Back to Africa”
address any future movement started?
issues. By teaching ● Was a hunger strike the best tactic for
this unit plan, the women who were imprisoned during
students will be suffrage protests?
empowered with ● How has the role of women in politics
knowledge of changed over time?
historical ● Will there ever be a female President?
development of ● Why is it important to study women’s
movements and be history?
given the ● How do social movements positively or
opportunity to negatively affect society?
exercise their ● How can I participate in a social
abilities. movement?

Interdisciplinary Student Advocacy Project

Project

Essay Prompt Your own movement: What are some issues in our communities that we
can address? State your chosen issue and propose a solution as well as
strategies for engaging with your community for change.
Common Instructional Strategies
All Learners
● S1 C7 PO 6 Describe the following Progressive Reforms that resulted from the Industrial
Revolution:
a. Labor unions
b. Women’s Suffrage
● S1 C7 PO 8 PO 8.
Identify the following groups’ contributions to the changing social and political structure of the
United States:
a. labor leaders
b. social reformers
● S1 C10 PO 1
Describe current events using information from class discussions and various resources
● S1 C10 PO 2
Identify the connection between current and historical events and Issues studied at this grade
level using information from class discussions and various resources
● S1 C10 PO 3
Describe how key political, social, geographic, and economic events of the late 20th century and
early 21st century affected, and continue to affect, the United States.
● S3 C3 PO 1
Analyze the significance of the following judicial decisions:
b. Plessy v. Ferguson
● S3 C4 PO 5
Describe the impact of Constitutional Amendments and laws (i.e., Thirteenth, Fourteenth,
Fifteenth, Eighteenth, Nineteenth, and Twenty-First Amendments, Jim Crow Laws, Black
Codes, Dawes Act) that came about during the historical time periods studied.)
● 8.RI.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories).
● 8.RI.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text,
video, multimedia) to present a particular topic or idea.
● 8.RI.9
Analyze a case in which two or more texts provide conflicting information on the same topic
and identify where the texts disagree on matters of fact or interpretation.
● 8.W.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well‐structured event sequences.
● 8.W.6
Use technology, including the internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate
with others.
● 8.W.7
Conduct short research projects to answer a question (including a self‐generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration
● 8.SL.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well‐ chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.

Individual Unit Theme: Social Movements in the United States

Subject: Social Studies Grade Level:8
Focus Standards
Civil rights movement with a focus on Rosa Parks, Martin Luther King Jr, and Malcolm
X
Women’s suffrage movement and key players in it
Cesar Chavez and the Delano farm workers’ strike as well as the organization of labor
unions.
Enduring Understanding
Important Concepts:
● Civil disobedience
○ The act of non-violent protest through
peaceful violation of the law, ex: sit
ins
● Boycott
○ A form of protest in which people are
encouraged not to buy a certain
product or use a certain service
● Labor union
○ A group of workers in the same
industry who join together to fight for
good pay and working conditions
● Strike
○ When workers refuse to do their jobs
as a form of protest, generally related
to the union
● Protest rally/march
○ A large protest where a group of
people march through the streets to
bring attention to their cause, usually
accompanied by speeches
● Segregation
○ Both de facto and de jure. Legal or
societal exclusion of a group of
Learning Outcomes
Students will know and be able to do:
● Explain how workers organize
and fight for rights
● Explain the economic
consequences of a boycott
● Compare working conditions in
the grape fields with those of
factory workers in the gilded
age
● Discover the history behind
women’s suffrage.
● Develop vocabulary related to
civics and citizenship.
● Explore world and U.S maps.
● Draw conclusions about
patterns in social movements
(cause and effect).
● Make personal connections to
women’s history, civil rights,
and labor unions.
● Compare and contrast the
different approaches taken by
civil rights leaders
● Understand Southern
opposition to desegregation as
well as attitudes in the northern
states
 people, usually based on race or ● Describe the context of of racial
religion tensions today
● Jim Crow
○ A set of laws passed during the post
reconstruction era designed to
disenfranchise people of color. This
included literacy tests, poll taxes,
segregated schools, and may other
issues.
● Montgomery Bus Boycott
○ Considered to be the beginning of the
Civil Rights movement. Rosa Parks
and MLK
● Delano Grape Pickers’ Strike
○ Cesar Chavez’s movement and the
subsequent protests and grape boycott
● Seneca Falls Convention
○ Considered to be one of the most
important meetings in the suffrage
movement
● Differences between Malcolm X and MLK
○ The merits of non-violent protest vs.
self-defense and self-segregation

Texts Assessment
● Cesar Chavez movie, 2014 Formative: Summative:
● Union organizing activity: Students will The unit will
https://www.pbslearningmedia.org/resource/ be assessed conclude with a
91885268-61ee-4d40-b302- daily through a written assessment in
398d960ba9a4/latino-americans-organizing-
mix of which students will
the-farm-worker-movement-lesson-plan/
1100L discussion, write an essay
● Workers’ rights pamphlet: written exit addressing a
https://www.theadvocatesforhumanrights.org tickets, graphic community issue,
/uploads/workers_rights_fact_sheet.pdf organizers, proposing a solution,
1400L and group and providing
● The Autobiography of Malcolm X, by Alex projects and strategies for
Haley and Malcolm X 1120L
discussions. promoting change.
● Discovering our past: A history of the
Some of these
United States. (2016). Columbus, OH:
will be graded
McGraw-Hill Education. 940L
but the
majority will
 ● Rise Up: The Movement That Changed be informal,
America, produced by The History Channel typically
and LeBron James involving the
● Levinson, C., (2017). The youngest teacher
marcher: The story of Audrey Faye walking the
Hendricks, a young civil rights activist. room and
New York: Atheneum Books for Young listening to
Readers, an imprint of Simon & Schuster students while
Children's Publishing Division. 720L making
● Lee, C. (2018). Young revolutionary: A clarifications
teens guide to activism. Atlanta: YBF and asking
Publishing. 1020L probing
● womenshistory.org 1200L questions.
Learning Plan: Scope and Sequence Differentiation

Week 1: The Civil Rights Movement

Day 1: ● Teacher will put key

KWL Chart: Civil Rights Movement vocabulary words in bold print
Cooperative Learning: Students will participate in ● Teacher will take questions
an interactive bingo activity. This will serve as both from students who are
an anticipatory set as well as a way to activate prior struggling to understand the
knowledge. For the activity students walk around concepts presented
the room and ● Teacher will provide paper
Find someone who _____________. copies of class notes for
i.e. knows what Rosa Parks did. students who need them
The bingo squares will mostly pertain to the Civil
Rights movement, with a few easy ones and pop ● Teacher will walk among the
culture ones mixed in. After the bingo activity, students shoulder checking
we’ll watch a documentary, Rise Up: Movement answers and asking leading
That Changed America, produced by LeBron James questions
(students will be engaged by James’ involvement).

Day 2: Finish up documentary. Then we will

analyze documents from the Jim Crow Era and
classify them according to which rights they
restricted: Marriage and Family, Education, Public
Accommodation, Transportation, or Voting.
Students will put a star next to the document that
shocked them the most, and write a short answer as
to what they the purpose of these laws were (on
corresponding worksheet).
Day 3: Watch Oprah interview the Little Rock Nine.
Close reading of “The Youngest Marcher.”
Academic Journal Prompt: What would it have
been like to go to a desegregated school? Would
you have helped Elizabeth Eckford when she was
separated from the others? Would you have joined
the angry mob? Or would you do nothing? Explore
why.

Day 4: Think-pair-share discussion activities on

Malcolm X and the Black Panthers. Venn diagram
graphic organizer activity comparing similarities
and differences between Dr. King, Malcolm X, and
the Black Panthers.
Brainstorm/Guided Discussion: What would a
social movement look like in smaller scale? What
are some issues that need the support of community
movements?

Day 5: Civil Rights Movement, Game 1: Internet

Workshop: A History Mystery Activity. By
conducting research and using the fewest amount of
clues possible, students must solve a mystery related
to the civil rights movement (integrating
technology).

Week 2: The Women’s Movement

Day 1:
KWL Chart: Women’s Suffrage
Watch actual silent film era footage from the early
20th century showing marches and protests for
women’s rights. Discuss how 100 years later
Arizona now has its first female senator. What
happened in between? Powerpoint lecture on how
the women’s movement started in the UK then
spread to the US.
Cooperative Learning: Conference and peer review
biographical profiles from ELA for accuracy.

Day 2: Analyze documents from the suffragist

movement using ACAPS method (identify author,
context, audience, purpose, and significance) in
small groups. Each group member has a role
(Student Teams Achievement Divisions STAD).

Day 3: Think-pair-share discussion activity

focused on voting rights, inheritance rights, equal ● Teacher will take questions
pay, and employment. about the movie from students
Internet Workshop: Brainstorming issue and if necessary
research day. ● During lecture the teacher will
provide students with paper
Day 4: Write an Unsent Letter to the most copies of the powerpoint
influential woman you know. Tell her how she presentation if they have a
inspires you. predetermined need for one
Academic Journal entry: Have you ever wanted to ● Teacher will walk among the
try something that was considered just for boys or class during group activity and
just for girls? Did you try it anyway? Why or why assess student progress.
not? Teacher will help students
Writing Workshop: Continue researching and progress in the right direction
editing essay. through assistance and asking
leading questions
Day 5: Women’s Rights: A History Mystery
Activity. Internet Workshop: By conducting
research and using clues, students can solve a
mystery related to the women’s rights movement of
the 19th-20th centuries.(Integrating technology)

Week 3:Cesar Chavez and the National Farm

Workers Association
Days 1: Watch Cesar Chavez movie to gain
background information and introduce the Farm
Workers Movement.
Day 2: Anticipation guide before reading/analyzing
newspaper articles written during the strike. Think-
pair-share discussion about what America thought
about the strike, what do you think?
Day 3: Unsent Letter: Write an unsent letter to
Cesar Chavez. Do you support the movement? Why
or why not?
Cooperative Learning: Continue and finish
conferencing and reviewing biographical profiles as
well as integrating documented quotes for ELA.
Day 4:
https://www.theadvocatesforhumanrights.org/upload
s/workers_rights_fact_sheet.pdf
Read short piece on the rights of workers in modern
America and think-pair-share, in small groups,
which ones were influenced by the Delano strikes.
Make comparisons in a graphic organizer to living
and working in major cities during the Gilded Age.
Day 5: Students will participate in a group activity in
which they will act out the organization of a new
labor union. Some students will be given the role of
opposition figures, such as labor bosses and owners,
while most will be assigned as workers. The
workers’ group must self-assess: determine their
own leadership and key roles for certain students,
while others will fill out the ranks of “protesters and
demonstrators”
https://www.pbslearningmedia.org/resource/918852
68-61ee-4d40-b302-398d960ba9a4/latino-
americans-organizing-the-farm-worker-movement-
lesson-plan/

Individual Unit Theme: Dissecting Social Movements

Subject: English Language Arts Grade Level: 8
Focus Standards
● 8.W.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well‐structured event sequences.
● 8.W.6
Use technology, including the internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate
with others.
● 8.W.7
Conduct short research projects to answer a question (including a self‐generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration
● 8.SL.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well‐ chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
Enduring Understanding Learning Outcomes
Important Concepts: Students will know and be able to
● The role of women throughout social do:
movements ● Discuss influences and roles of
● Social movement individual impacts participants of social
● Overall social movement impacts movements
● Explore individual participants of each ● Analyze documents to create
movement conclusions
● Modern movements ● Create narratives for each
● What strategies did different movements use movement
to achieve their success? ● Create a student advocacy
project of their own

Texts Assessment
Multiple Texts Formative: Summative:
Women’s Suffrage Exit Tickets Narratives/Journal
● “Trailblazing Surgeon Mary Walker Still Quizzes entries
One of a Kind” 1020L Notes Cumulative quote
● “An Obstacle” document
Close Reading
● “Why Women Couldn’t Vote” Student Advocacy
● “Bold & Brave” 480L project
● “The Hourglass Factory” 1200L biographical profile
Civil Rights
● “Emmett Till” 1070L
● “Freedom Summer”
Labor
 ● “Organized Labor” 1100L
● “Fair Labor Standard Act”
● “Voices of Freedom” 500L

Learning Plan: Scope and Sequence Differentiation

Week 1: The Civil Rights Movement ● Students work individually and

Day 1: in groups to support
● Quick Write: Define social movement independent abilities as well as
● KWL Chart: Social Movements (Civil refocus students needing more
Rights, Women’s Suffrage, Labor) support to become independent
● Watch “Social Movements|Society and thinkers and workers
Culture” ● Videos and artifacts well help
● Guided Discussion: What kind of social students connect to the various
movement do we know about and what do texts they will read
they symbolize? ● Conferences will assist students
● What are some negative connotations are in writing process
behind social movements? Has this changed? ● Length of essay is flexible
● Academic Journal prompt: what type of ● Work is chunked into different
social movement you would like or would days and each chunk will
not like to take part in? Why? influence completion of essay
● Internet Workshop: Research different ● Culminating assessment will
social movements of history and summarize give students the opportunity to
the participation of one person in each social address a social movement of
movement (2) and submit (technology their choice.
integration).
Day 2:
● Internet Workshop: Students explore and
research two documents on Civil Rights
Movement, putting their findings into a
graphic organizer.
● Summarize research and submit
● Guided Discussion: Students share out in
whole group
● Read “Emmett Till” in CommonLit
● Close Reading: Annotate and write APE
● Identify main idea
● List important quotes in Google doc
● Watch “Mamie Till Speaks of Forgiveness”
 ● Exit ticket: Do social movements call for
forgiveness? Do social movements lead to
unkindness?
Day 3:
● Have students consider issues they face in
their school
● Brainstorm solutions to issues and begin
researching strategies
● Think-pair-share civil disobedience,
racism, and Jim crow laws
● Academic Journal: How would this look in
today’s society?
● Create one diary entry/narrative
Day 4:
● Continue Jim Crow Laws:
● Brainstorm current rights
● Quick Write: What rights do you think we
should have added?
● Guided Discussion: Analyze laws from the
past (Jim Crow) and how these prevent
people from having rights
● Is this possible today?
● Who promotes laws like JC?
● Academic Journal: How would society
change if Jim Crow Laws passed today?
● Analyze how African Americans addressed
the issues they faced
Day 5:
● Take summaries on researched participants
and create a mini biographical profile for
each participant
● Work day
Week 2: The Women’s Movement
Day 1:
● Internet Workshop: View documents of
women’s movement (articles, images,
newspapers, maps, videos)
● Create timeline of major events
● Read “Trailblazing Surgeon Mary Walker
Still One of a Kind” article in CommonLit
● Close Reading: Annotate and write APE on
article
● List important quotes in Google doc
● Ticket out the door: Give three facts about
Mary Walker
Day 2:
 ● Begin with Anticipation Guide on “An
Obstacle”.
● Read “An Obstacle” article in CommonLit
● Close Reading: Annotate and write APE
● Compare/contrast articles in a graphic
organizer.
● Think-pair-share role of women in society
past and present
● Watch Schoolhouse Rock: Women’s
Suffrage video clip
● Shared Document Space/Cooperative
Learning: Create a group document to take
notes on discussion and video clip
● List important quotes in Google doc
● Academic Journal: What obstacles do
women still face? Who could be examples of
suffragists in today’s society?
● Create one diary entry/narrative
Day 3:
● Read “Why Women Couldn’t Vote” in
TeachingTolerance
● Close Reading: Annotate and write APE
● List important quotes in Google doc
● Cooperative Learning:
○ Play a discussion game:
■ students are assigned their
strategy and grouped by
matching strategies
■ students discuss for two
minutes their strategy
■ students are then grouped into
strategies they do not already
have
● Guided Discussion: Discuss three strategies
suffragists used
● Were these strategies effective? What made
other strategies more effective?
● Kahoot! quiz on strategies
● Analyze how women addressed the issues
they faced
Day 4:
● Students begin researching school-wide
issues that affect them
● Begin brainstorming solutions to issues that
arise
 ● Create a contact list for who could support
their movement/who can advise their
solutions and strategies
● Ticket out the door: Brainstorm sheet
Day 5:
● Begin first draft of essay.
● Work day
Week 3: Labor Movement
Day 1:
● Finish writing draft and submit
● Define labor and its aspects
● Internet Workshop: Research participants
of labor movement and summarize their roles
● Brainstorm possibly dangerous or
questionable labor
● What are some issues with working?
● Brainstorm conflicts
● Exit Ticket: how can you tell your employer
that what they are doing to you is wrong?
What are some risks?
Day 2:
● Read “American Labor Movement” in
TeachingTolerance
● Close Reading: Annotate and write APE
● List important quotes in google doc
● Cooperative Learning: Mix and Match
○ Students match events in labor
movement in a timeline
● Brainstorm what steps are needed in a social
movements and consider what needs to be
added to first draft
Day 3:
● Write second draft of essay
● Workshop
● Rubrics and Self-Assessments: One-on-one
conferences
● Work day
Day 4:
● Wrap-up workshop and conferences
● Submit second draft
● Read “Fair Labor Standard Act”
 ● Close Reading: Annotate and write APE
● Watch “The Labor Movement in the United
States”
● Takes notes
● Create and complete biography profiles
● Use quotes google doc to add to biography
profiles
● Submit profiles
Day 5:
● Peer-edit second drafts
● Revise and edit
● Submit final draft
● Rubrics and Self-Assessments: Small group
presentations of essays

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