Sam Scogin Standards Based Unit Outline with Lesson Outline Using Planning Backward Approach

Unit/Course Title: The Civil Rights Movement and Non-Violent Resistance Subjects: Secondary Social Studies Participants Population: 10-14 Students per group, Ages 15-16 (High School Sophomores) Time Frame: 80 Minute block Periods Summary of Unit: Students will understand the history of the civil rights movement and the tactics used to make a successful cultural, political, and economic change throughout history. Essential Questions: 1) What were the national conditions politically, culturally, and economically that place the Civil Rights Movement in Context? 2) How were the various associations and committees of the Civil Rights era organized in order to be effective agents of change? 3) Why is non-violence a powerful tool in changing the culture, politics, and economics of a democratic society? Enduring Understandings: 1) Students will understand the various political, cultural, and economic situations that led to the Civil Rights movement success in the 1950s and 1960s. 2) Students will understand that organizations such as the NAACP, SNCC, and CORE used a high level of training and thoughtful organization to be able to be successful. 3) Students will understand the role that non-violent resistance can play in changing society through practicing it themselves. What students will be able to do or know: Students will understand that changes in society can be deliberate and require planning, organization, training, and leadership. They will also continue to develop writing skills, multimedia editing, group collaboration, and leadership. Maine Learning Results Standards Addressed B2 Rights, Duties, Responsibilities, and Citizen Participation in Government

a) Explain the relationship between constitutional and legal rights, and civic duties and responsibilities in a constitutional democracy. b) Evaluate the relationship between the government and the individual as evident in the United States Constitution, the Bill of Rights, and landmark court cases. e) Evaluate how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.

Evidence of learning: Students will be assessed using a rubric of their own design, collaborated on across class periods and compiled by the instructor. The rubric includes elements of organization, integration of content and research, creativity (as defined by students), and time management. Assessment / Performance Task Teaching Strategies Used: Socratic questioning peer editing collaboration digital research methods Resources: iPads Maine Marvel and Ebscohost Google Drive Folders with excerpts from books handheld cameras lighting booms microphones tripods editing software and additional laptop computers Books and articles: Voices of Freedom: an Oral History of the Civil Rights Movement by Henry Hampton and Steve Fayer, Brown V. Board of Education, Eyes on the Prize (PBS), Handbook for Nonviolent Campaigns published by War Resisters International (2009) Websites: Ebscohost Detailed Lesson Plans and Daily Activities:

Day One 1) Students will come to class having read excerpts from Voices of Freedom and answered open questions about the reading. The questions will focus on the role that the federal government had in desegregating the school systems as per Brown V. Board of Education. 2) Students will engage in class discussion for forty minutes as per the student designed class discussion rubric. 3) Students will spend the rest of the evening reviewing the supreme court case Brown V. Board of Education. They will complete a writing assignment reflecting on the various 4) Students will be assigned the next chapter of Voices of Freedom Day Two 1) Students come prepared to talk about student sit ins and have again answered questions pertaining to the reading. The questions focus on the organization, tactics, and training that participants took part in to make the movement successful. 2) Students will engage in class discussion for twenty minutes as per the student designed class discussion rubric. 3) Students will then take part in a mock training for non-violent protest, led by the instructor. 4) Students will finish the draft of their written component for homework. Day Three 1) Instructor and students will discuss the various aspects that are required to have a successful nonviolent resistance movement, drawing on knowledge of the Civil Rights movement and more contemporary examples such as the Occupy movement. 2) Students will write what those successful elements are, and then how various organizations successfully integrated those elements in to their movements. This will be done on the board in a brainstorming session. 3) Students will then be assigned the task of creating a how-to video on putting on a successful nonviolent resistance movement. 4) Students will choose a director from within their class periods.

Day Four-Six 1) Students will break up all of the various aspects of creating a video in to manageable steps. Director will assign tasks. Tasks must include: research writing script creating props / costumes blocking and read-through filming editing Students have three class days to work on this with instructor guidance to assist in plot, research, and navigating use of the digital tools. Directors will meet with instructors throughout the process to assist in assigning homework for this process. Day Seven and Eight 1) Students have time to put finishing touches on their videos in class and view each class periods final product.