Unit Topic: Education (In) Equality?

Stage 1 Desired Results Content Standard/Established Goals(s):

Grade level: 5th Grade

Students will explain the game changing (key) moments in the Civil Rights Movement in regards to educational equality and connect its relevance to today: a) describe the significance of the Brown vs. Board of Education court case and explain its impact on the United States b) characterize and describe the events of Little Rock Nine and the story of Ruby Bridges c) synthesize and connect these events to what education looks like today d) analyze, articulate, and connect the achievement gap/graduation rates in the U.S. e) evaluate whether educational equality is being realized today.

Understanding(s) Students will understand that:

the Civil Rights Movement is a political and social movement aimed at giving African Americans equality before the law. the Brown v. Board of Education court case was a key decision for equality in education. despite the landmark court case prejudice, retaliation, and injustices still exist education is a civil right; it should be free, accessible, and equal to all. education is important in order for human beings to be competitive in the global economy/society all people are fundamentally equal will regardless of differences in race, ethnicity, and structure.

Essential Question(s):

What is the purpose of the Civil Rights Movement? Why is it important to study history? How are we supposed to treat each other as human beings? What does discrimination/racism mean and look like? How can this be changed? What are the characteristics and attributes of being a leader/game changer? What is the purpose of education? Why is it important? Is education a civil right? Is the U.S. providing a free, accessible, and equal education to all students?

Student objectives (outcomes): Students will know that the Brown v. Board of Education

Students will be able to

court case allowed for integration in public schools (black and white students could be in the same classroom). that the students of Little Rock Nine and Ruby Bridges still had to go through obstacles to acquire the education they deserved. the characteristics and attributes of being a leader. that despite the landmark court case there is still a lot to be done in providing an equal opportunity in education for all students in the United States. that an achievement gap and graduation deficit is occurring in the

create a sequential timeline that highlights important, key events. reflect on key events and people, while making self-to-text connections on the material. interpret primary and secondary documents in order to describe a particular point in history. interpret primary and secondary documents in order to understand the key people/leaders who underwent these particular events or movements construct and justify their arguments when speaking in a debate. interpret graphs and analyze data given to them.

United States. that teachers around them are working to change this, but need their help to defeat this inequality.

understand news articles and interpret the main ideas. write their own opinion pieces on current events related to education. debate their views by articulating their thoughts and justifying it with solid evidence.

Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Discussion, Debate, and Daily Reflection Journals: a booklet
will be made for the students. Each day, students will be given a prompt to reflect on after the lesson for the day. Teacher will be able track whether students have internalized important events and concepts. I Have a Dream Speeches: Students would have learned about MLKs speech the week before. Now as a final assessment seeing the Brown v. Board of Education, Little Rock Nine, Ruby Bridges, and the reality of education today students will be rewriting the I Have a Dream Speech in regards to education. What do they want for themselves? What do they want to see change in education? Education Commercials: After learning about education as a civil right and seeing that there is still a significant gap between students. I will ask students to create their own 1minute commercials tackling the issue of education inequality. It will allow me to see again if they internalized important events and concepts. o Finished Product: Video taped/performed in front of class o Time Issue: Group will just hand in scripts.

Participation: Students will be given many opportunities to debate issues revolving education. A checklist will be used to see if understanding concepts and who is actually participating. Gallery Walk Posters: At some points, students will be able to view pictures/photography from the CRM. They will post sticky notes with their thoughts. Quizzes/Exit Tickets: This will be given periodically at the end of class to see if students understood the lesson for the day; if I have to review any concepts. Homework: This will reflect the concepts, key people, and key events from class. It may involve reading comprehension, more reflection and opinions, or just review. Presentations from Jigsaw Readings: Throughout the unit, students will be asked to read certain articles/passages in certain groups. They will then share out with the class what they learned as they fill out charts to gather main ideas.

Learning Activity
KWL Charts Brainstorming session View photos of segregated schools Journal/Reflection Period

Stage 3 Learning Plan Objectives/Goals Day 1:

a) SWBAT articulate and understand what schools/classrooms looked like before the Civil Rights

Formative Assessment
Participation during photos/discussion and Brainstorming session will show me what they know (Checklist)

Movement. b) SWBAT define the key terms segregation and integration. Shared Reading Watching Brown v.

Day 2:
SWBAT articulate and understand the significance of the Brown v. Board of Education for the United States of America in relation to educational equality.

Board of Education of Topeka video from

BrainPOP followed by thinking about their thoughts Youtube Video Read Newspaper article Discussion/Debate Journal and Reflection Period Read Aloud during read aloud time slot Brainstorming/Mind Map Session of characteristics Discussion of these characteristics. Gallery Walk session with all key leaders students will place sticky notes of attributes on the picture. Journal and Reflection Period about how they can become leaders. Read Aloud of Ruby Bridges Story during earlier part of the day. Shared Reading of Ruby Bridges. Analysis of controversial Ruby Bridges Picture Mind map activity of leadership characteristics of Ruby. Journal and Reflection Shared reading of Little Rock Nine events. Youtube video of the Little Rock Nine events

Journal Prompt will show me their thinking before and after the lesson Participation in discussions/debate with a checklist Journal Prompts will be read and collected. Homework: write their own version to the newspaper article

Day 3:
SWBAT identify and connect the characteristics/attributes of a leader. SWBAT recall key leaders of the Civil Rights Movement (done previous weeks) and connect their characteristics and attributes.

Discussion and participation with another check list. Gallery walk posters with the sticky notes on it. Journal Prompts will be collected and read.

Day 4:
SWBAT recall the events of the Ruby Bridges Story. SWBAT connect the characteristics/attributes of a leader to Ruby Bridges.

Discussion and participation with another checklist. Journal Prompts will be read and collected. Homework: write a news article

Day 5:

SWBAT recall and understand the events of the Little Rock Nine group.

Discussion and participation with another checklist. Journal Prompts will

Picture critique and analysis of Little Rock Nine events. Journal and Reflection Newspaper article read Creation of the timeline Quiz Journal and Reflection Period. Concept Map where we put everything we learned together.

SWBAT connect the characteristics/attributes of a leader to the Little Rock Nine group.

be read and collected. Homework: write a newspaper article

Day 6: (review day)

SWBAT design a timeline with all key events of the CRM in regards to educational equality. SWBAT connect and relate and the Story of Ruby Bridges together.

Quiz on the weeks events. Timeline rubric Journal Prompts will be read and collected.

Brown v. Board of Education, Little Rock Nine,

Education survey Brainstorming session on importance of education. Review of CRM events and how they affect today cause and effect. Journal and reflection period. Small group discussions about the gap. Jigsaw readings of articles regarding educational inequality with discussion. Graph analysis together Journal Prompts will be read and collected. (During Writing Block) Students will be introduced and start brainstorming ideas for new I Have a Dream speeches they will write. Debate about equal education Journal Prompts will be read and collected. (During Writing Block) Outline their

Day 7:
SWBAT understand that education is a civil right. SWBAT understand the importance of education. SWBAT connect and verify the significance of CRM events for educational equality today.

Survey as a form of pre-assessment; see where they are in terms of importance of education. Journal Prompts will be read and collected. Discussion and participation with checklist. Journal prompts will be ready and collected.

Day 8:
SWBAT articulate and understand the achievement gap present in the U.S. SWBAT analyze a graph to visualize the problem of the achievement gap.

Day 9:
SWBAT evaluate, debate, and justify whether equal education is being realized in the United States. SWBAT use evidence from the graphs, CRM, and news articles to justify their arguments.

Discussion and participation with checklist. Journal prompts will be ready and collected.

Day 10:

SWBAT articulate the

Timeline rubrics Journal prompts will

new speeches (homework) Future timeline creations I will model with my timeline Discussion of the options together Introduction to Commercials. Journal Prompts will be read and collected ** At this point, drafts and final drafts of speeches will be done at home. (During Writing Block) Students will work on commercial drafts Students can begin taping using my cameras for their commercial or continue working on the scripts. Students can continue taping their commercials. If they are finished taping, they are encouraged to complete their final draft of speech. Students will present their work to the rest of the class. Speeches will be read in groups of 3 or 4. Commercials will be viewed as a party at the end of the day.

importance of education in the United States of America and articulate the viable pathways for each individual student. SWBAT prematurely plan out their educational future.

be read and collected.

Day 11:
WORK DAY Completing I Have a Dream Speech or Commercials.

No formal assessments

Day 12: WORK DAY Completing I Have a Dream Speech or Commercials Day 13: PRESENTATION DAY.

No formal assessments

Rubrics of speeches Rubrics of commercial.