CEP Lesson Plan Form

Teacher: Stephanie Gutierrez Date: April 24, 2017

School: RMHS Grade Level: 12th grade Content Area: We

the People

Title: African American Court Chains Lesson #: 1 of 1

Lesson Idea/Topic and Today I am going to teach my students about the court
Rational/Relevance: chain of African American Supreme Court cases that
What are you going to created the precedents for the protection (or lack
teach and why is this thereof the protection) of African American citizenship
lesson of importance to rights. Today we are continuing our focus on information
your students? How is it regarding African American rights outside of the realm
relevant to students of of events that transpired between 1954 and 1968. Since
this age and background? the precedent provided by the Supreme Court greatly
Why are you teaching contributed to the oppression of African Americans, we
this lesson now (what are going to focus in on 10 cases that set precedents for
came before/what will the enforcement of African American rights. Today I am
come after)? What going to use the method of inquiry to allow my students
teaching to research and discover information on their own, but
methods/strategies will they also must use critical thinking and analysis skills to
you use and why? determine the precedent set forth by each case.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from
the standard)
This lesson addresses civics standards;
4.1. Research, formulate positions, and engage in appropriate civic participation to address local,
state, or national issues/policies.
4.2. Understand the purposes of and limitations on the foundations, structures, and functions of
government.
4.3. Analyze how public policy- domestic and foreign- is developed at the local, state, and
national levels and compare how policy-making occurs in other forms of government.

Understandings: (Big Ideas)

-The precedents set forth by the various supreme court cases regarding African American rights
before 1954 established how the rights of African Americans were going to be handled.
-A precedent in this context is a decision previously made during a prior case that established
how the rights of African Americans would be determined legally.
-The oppression of African Americans rights was made possible by the precedents that came
before 1954.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
-How did precedents help or hinder African Americans during their crusade for rights?
-How did the US Supreme Court historically view the rights of African Americans?
-How did the past of legal cases regarding African Americans define how they would be treated in
the future?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: Students will be able to explain what a precedent established by the Supreme Court is,
and how it affected the treatment of African Americans.

This means: Students will be able to create a presentation that discusses what precedent was
established by various supreme courts regarding the rights of African Americans and how it
impacted African American citizenship.

List of Assessments: (Note whether the assessment is formative or summative)

Formative:
-Circulation during reading to gauge where students are at
-picture quiz about homework to be completed by partners.

Summative:
-Presentation about court precedent established.
-Unit exam

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title - Think of the
purpose as the mini-rationale
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention. To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Court Chain The purpose of this lesson is to inform students how the
precedents determined in the Supreme Court prior to 1954 created the
context and environment for the civil rights movement.
This lesson will last approximately 90 minutes. For this lesson, I will
need a SMART board, Power Point I made discussing groups, and the
court cases readings. Students will need a piece of paper, writing
instrument of their choice, and their laptops.
The first 10 minutes or so of class will be the daily quiz. We start each
and every day off with a quiz to hold students accountable for their
daily homework. The homework emphasizes what information students
need to know about government, and the quiz reinforces student
learning and synthesis about that information. Today students will take
a partner quiz where they have to draw a picture of what judicial review
is and what judicial activism is.
The strategy I intend to use is: partner quiz
I am using this strategy here because: this allows for students to
socialize and get to know each other while completing a quiz. This will
allow for student interaction, but also processing time for any students
that need to verbally process information.

Procedures Teacher Actions Student Actions

(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson in minutes.
-As students walk into the room I
will say hello and good
morning to them. I will also make
small talk about their weekend to
get to know them a little better.
-Students will walk into the room
and chat until the lesson begins.
Any late students will apologize
upon their entrance.

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CEP Lesson Plan Form
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:-whole-class practice,
group practice, individual practice, check
for understanding, other
Colorado State University College of Health and Human Sciences
-To start class off we are going to -Students will listen while quiz
take our daily quiz. I will tell instructions are given. They will
students to get with their sleepy then get up and move with their
partners to complete todays partners and complete the quiz.
quiz. I will tell them the format of
this one is a little different to mix
things up a little bit for the
students. I will instruct them to
with their partner, draw an
example of judicial review on one
side of their paper, and on the
other side draw an example of
judicial activism. Students will
then turn them in and we will go
over the answers as a class (this
should take close to 10 minutes). -Students will listen while I am
giving out directions.
-I will then transition into the
lesson. I will discuss how we are
going to continue to look at Civil
Rights outside of the realm of
1954-1968. I will then define what
a precedent is and then introduce
todays activity and how it will be -Students will be introduced to
graded. This should take between what court case they are going to
5 and 10 minutes. become experts on.
-I will then talk about the readings
with the students. I will ease
anxieties about the length
reinforcing the idea that they need
to read for understanding rather
than reading to finish the material.
I will then discuss with students -Students will read the information
what readings they will be doing regarding the case individually and
and when they will be presenting. answer the 6 court chain questions
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CEP Lesson Plan Form

This should take 5 minutes. to get their research started for

presentations.
-I will release students to read
their information and begin to
individually answer the 6
questions they need to answer
with the activity. This should take
20-30 minutes. I will adjust
reading time for my students on
the fly, that way I can make sure
they have enough time.

-To really impact the students, I

have some statistics about the
average income of African
Americans in 1955, 1963, and
2011 to demonstrate how this has
been an issue for a very long time. -Students will listen as
I also have information about poll expectations regarding their
taxes and why they were so presentations is discussed.
inhibitive to the voting process.
This will help demonstrate to
students the non-social
implications of racism in the
United States.

-I will then explain my

expectations for their work with
their group member(s) and what -Students will then work with their
they need to get done during their partner(s) to prepare their
presentation. I will be sure to presentations.
answer any questions regarding
my expectations. Then we will go
over an example together. I will
then tell them this information will
be on their exams. This should -Students will listen to me
take 5-10 minutes depending on reiterate the expectations and ask

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CEP Lesson Plan Form
How do you intend to engage your
students in thinking during the
PROCEDURE?
Why are you using it at this point in
your lesson?
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
Colorado State University College of Health and Human Sciences
questions. questions about the process if
they have any. They will set up
-I will then release students into their timeline.js so they are ready
working with their group to fill it out while we are preparing.
member(s). They will have class
time to work on their
presentations and synthesize their
information. This should take
about 20-30 minutes.
-I will then reiterate my -Students will be present and
expectations for their attentive during student
presentations. I will again discuss presentations and will complete
what needs to be included. Then I their timelines while people are
will instruct students to create presenting.
another timeline.js to take notes
on. As we go through these
presentations students will take
notes to hold themselves
accountable during the
presentations, but they can also
use this as a study tool. This
should take 10-15 minutes.
-Any time we have left during class
will be for student presentations.
The strategy I intend to use is: a jigsaw with student presentations
I am using this strategy here because: This allows students to be more
engaged with the content and use inquiry methods to learn about
precedent. They will also use analysis and critical thinking to determine
the precedent of a case themselves.
My closure will be within the last 5 minutes of class. Since students
typically lose focus and attention during this time, I d o not want any
presentations going on during this time. That way, students will give
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CEP Lesson Plan Form

presentation to an appropriate conclusion. other students respect during all presentations. I will thank students for
Used to help students bring things their work and talk about how excited I am to see their presentations
together in their own minds, to make and commend any presentations that have already taken place.
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during The strategy I intend to use is: class discussion
CLOSURE? I am using this strategy here because: this will allow me to make sure
Why are you using it at this point in every group receives the same attention and respect from the class.
your lesson? This will also allow me to thank them for their hard work and help sell
the presentations and activity to the students.

Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment Reflection: (data
Today we are going to be getting through some kind of dense reading. I
will calm student anxieties by reiterating that it is more important they
understand the information than they finish the reading. For students
that have a harder time reading, this will ease anxieties. I will also tell
them to use any additional information on the internet to supplement
what they need to know about the court case. This will help students
that are unsure of the information have it explained in a different way
that might be more beneficial to them. Mr. Knierim and I will also be
available to work with any individuals that need more help with the
information. Any IEP and 504 accommodations will also be made.
The quiz my students take in the beginning of class will help myself and
Mr. Knierim assess what student understanding of government

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CEP Lesson Plan Form
analysis)
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
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concepts is. We will also be able to track which students are doing their
homework and see any information students may have had trouble
with.
In presentations, students will demonstrate what their understanding is
of a precedent and how it impacted African Americans throughout
history.
The summative exam will include information from the students
presentations.
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