Lesson 1
Lesson Plan Focus: Social Issue and Cause
Class: APD Grade: 9-12 Co-Curricular: Social Science, Music, Technology, Literacy
Time Allotment: 4 class periods (56 minutes per class)
Standards Addressed:
CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Social movements are all around us all the time. There are many ways in which these movements spread and succeed (or fail). Through this lesson, students will look at some of artifacts of three major social movements from the late 19th, early 20th centuries. They will acquire knowledge of these historical movements as well as build a framework around the theme of ‘social movements’ from which to begin thinking about how they can be involved in social movements and how these movements could change their world.
I am focusing here on a theme through which US history may be taught. The theme is ‘social movements’. Many events and time periods may be addressed through this theme while connecting to today’s world at the same time.
Essential Questions
· How do people attempt to influence others to support their social movement?
· Are social movements positive or negative for a society? Why might people have different answers?
· How can a social movement change a society?
Enduring Understandings
· The goals and ideals of social movements are spread to the public using a variety of methods, each intending for a specific audience.
· Social movements impact society in many ways and people will view them as positive or negative depending on their ideology.
Materials/Equipment/Resources/Facilities
Computer, Smartphone, Library/Computer Lab
Assessment
Students will present their images of social movement and then create choreography to Kendrick Lamar’s “Alright” lyrics.
Setting the Purpose
Upon the first lesson, engage the students in a group discussion around current day issues that they think should be fixed (or that people are already trying to fix). Discuss, also, what types of issues people disagree on. This conversation should be wrapped-up with a focus on how they know about these issues and what types of ideas they have as to how more people could know about them.
All students have background knowledge about one or more issues in the world (or even their school, community, or country) that needs attention. As well, they typically possess strong emotions around this or other issues. This will get them thinking about what a social movement is before the lesson begins.
Students have various levels of background knowledge on a wide variety of issues. Some may know about issues in their community, others know of issues in their country, and others still are familiar with issues around the world. A number of students may also be able to discuss issues within all three spheres. As well, they will have differing opinions on these topics and are likely to feel strong emotions about at least one issue. In this lesson, that background knowledge and personal ideology will be brought out as a way to provide a connection from the unit to the students.
Assessment
Observation through discussion and images pulled for photostory.
Do Now:
Vocabulary: (Write on the words on the white board. Have students look the definitions up at the start of class when they come in.
- Social movement: a group of people with a common ideology who try together to achieve certain general goals
- Ideology: the body of ideas reflecting the social needs and goals of an individual, group, class, or culture.
- Cause: a principle, ideal, goal, or movement to which a person or group is dedicated
Ask students to read and explain the definitions before starting the lesson.
Procedure
Ask the students:
a. What was that a video of?
b. Why were those people there?
c. What was Dr. King talking about?
Ask Students.
Against: https://www.youtube.com/watch?v=BMYBl2uzXEw
For: https://www.youtube.com/watch?v=a1LY7Rl66V4&nohtml5=False
Ask Students:
Direct students toward discussing people fighting for equal rights and why they were fighting for this.
Ask the students:
a. if there are any issues within their community that they wish could be changed.
b. if there are any issues within the country they wish could be changed.
c. if there are any issues within the world they wish could be changed.
As each of these questions is addressed, allow for natural conversations to be had.
Directions may include:
a. What can people do to change it?
b. Why is it like it is now?
c. Why do some people disagree with certain issues? (point out, here, that in this lesson, there may be some disagreements, but the expectation is to remain respectful of people’s opinions).
d. How do the students even know about these issues? (parents, news, internet, billboards, TV, personal experience…)
Brainstorm with the class what type of people might be against the movements and agree with these documents.
a. What would their reasons be?
b. How would these movements affect their lives?
5. Record or have student write this brainstorm on the board or butcher paper.
Sources
The battle over inter-racial marriage in the U.S.. (2016). Religioustolerance.org. Retrieved 6 April 2016, from http://www.religioustolerance.org/hom_mar14.htm
Lesson Plan Focus: Social Issue and Cause
Class: APD Grade: 9-12 Co-Curricular: Social Science, Music, Technology, Literacy
Time Allotment: 4 class periods (56 minutes per class)
Standards Addressed:
CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Social movements are all around us all the time. There are many ways in which these movements spread and succeed (or fail). Through this lesson, students will look at some of artifacts of three major social movements from the late 19th, early 20th centuries. They will acquire knowledge of these historical movements as well as build a framework around the theme of ‘social movements’ from which to begin thinking about how they can be involved in social movements and how these movements could change their world.
I am focusing here on a theme through which US history may be taught. The theme is ‘social movements’. Many events and time periods may be addressed through this theme while connecting to today’s world at the same time.
Essential Questions
· How do people attempt to influence others to support their social movement?
· Are social movements positive or negative for a society? Why might people have different answers?
· How can a social movement change a society?
Enduring Understandings
· The goals and ideals of social movements are spread to the public using a variety of methods, each intending for a specific audience.
· Social movements impact society in many ways and people will view them as positive or negative depending on their ideology.
Materials/Equipment/Resources/Facilities
Computer, Smartphone, Library/Computer Lab
Assessment
Students will present their images of social movement and then create choreography to Kendrick Lamar’s “Alright” lyrics.
Setting the Purpose
Upon the first lesson, engage the students in a group discussion around current day issues that they think should be fixed (or that people are already trying to fix). Discuss, also, what types of issues people disagree on. This conversation should be wrapped-up with a focus on how they know about these issues and what types of ideas they have as to how more people could know about them.
All students have background knowledge about one or more issues in the world (or even their school, community, or country) that needs attention. As well, they typically possess strong emotions around this or other issues. This will get them thinking about what a social movement is before the lesson begins.
Students have various levels of background knowledge on a wide variety of issues. Some may know about issues in their community, others know of issues in their country, and others still are familiar with issues around the world. A number of students may also be able to discuss issues within all three spheres. As well, they will have differing opinions on these topics and are likely to feel strong emotions about at least one issue. In this lesson, that background knowledge and personal ideology will be brought out as a way to provide a connection from the unit to the students.
Assessment
Observation through discussion and images pulled for photostory.
Do Now:
Vocabulary: (Write on the words on the white board. Have students look the definitions up at the start of class when they come in.
- Social movement: a group of people with a common ideology who try together to achieve certain general goals
- Ideology: the body of ideas reflecting the social needs and goals of an individual, group, class, or culture.
- Cause: a principle, ideal, goal, or movement to which a person or group is dedicated
Ask students to read and explain the definitions before starting the lesson.
Procedure
- Most students will be, at least slightly, familiar with the Civil Rights Movement and Dr King’s “I Have a Dream” speech. Play the video, or a clip of it, for the students.
Ask the students:
a. What was that a video of?
b. Why were those people there?
c. What was Dr. King talking about?
- Now introduce the idea of marriage equality. Advise students that it was once illegal for two different races to get married. And even only 50 years ago laws were still on the books forbidding the mixing of different racial groups to wed legally. In 1958 only 4% of Americans favored interracial marriage, which means 94% were still opposed.
- Do you think that number still rings true today? (Ask for percentage of favor in 2016)
Ask Students.
- What changed? Why do you think? (ask for opinions)
Against: https://www.youtube.com/watch?v=BMYBl2uzXEw
For: https://www.youtube.com/watch?v=a1LY7Rl66V4&nohtml5=False
Ask Students:
- What are these videos of?
- Let’s talk about video 1- Who is speaking? What is his viewpoint? What is his background? What are they trying to express?
- Now on to video 2- Who created this message? What is the point of the message? What might this person’s background be? What are they trying to express?
- How can you compare the civil rights movement to marriage equality movement? What was similar? What did people do?
Direct students toward discussing people fighting for equal rights and why they were fighting for this.
Ask the students:
a. if there are any issues within their community that they wish could be changed.
b. if there are any issues within the country they wish could be changed.
c. if there are any issues within the world they wish could be changed.
As each of these questions is addressed, allow for natural conversations to be had.
Directions may include:
a. What can people do to change it?
b. Why is it like it is now?
c. Why do some people disagree with certain issues? (point out, here, that in this lesson, there may be some disagreements, but the expectation is to remain respectful of people’s opinions).
d. How do the students even know about these issues? (parents, news, internet, billboards, TV, personal experience…)
Brainstorm with the class what type of people might be against the movements and agree with these documents.
a. What would their reasons be?
b. How would these movements affect their lives?
5. Record or have student write this brainstorm on the board or butcher paper.
Sources
The battle over inter-racial marriage in the U.S.. (2016). Religioustolerance.org. Retrieved 6 April 2016, from http://www.religioustolerance.org/hom_mar14.htm