Common Core Lesson Planner

Grade Level: 11th Grade Teacher: Ms. Verdugo, Lesson 1.

Subject: U.S History Civil Rights
Select grade level appropriate standards:

CCSS.ELA-LITERACY.RH.11-12.2
1 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.
Common Core
CCSS.ELA-LITERACY.RH.11-12.3
and Content Evaluate various explanations for actions or events and determine which explanation best accords with
Standard(s) textual evidence, acknowledging where the text leaves matters uncertain.

2 What materials and resources will you and the students need for the lesson?
Materials/  Powerpoints
Resources/  Word Doc
Lesson  Notes (worksheets)
Preparation
What should students know and be able to do after the lesson?
3  Students will be able to identify the historic violations of human rights in regards to social and legal
Objective(s) discrimination. 

 Students will describe how the media helped spark public awareness and activism for civil rights.

 Students will describe how the Civil Rights Movement has influenced modern U.S society.

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Explain how the lesson addresses each box you checked:

In their formative assessment they will have to recall any of the people and vocab that they
4
might already know.
Webb’s Depth of During group work students will practice Extended Building by having to discuss and break
Knowledge Level down Martin Luther King Jr’s speech. For example students will have transfer knowledge
across prior Social Science courses as well as critical thinking skills learned English classes
along with our class in order to make connections and form relationships to what MLK
meant when he said  “Instead of honoring this sacred obligation, America has
given the Negro people a bad check, a check which has come back marked 'insufficient
funds,'” What does MLK mean by a ‘bad check…..insufficient funds.’

5 Demonstrating independence Building strong content knowledge

College and Responding to varying demands of audience, task, purpose, and discipline
Career Ready
Skills Comprehending as well as critiquing Valuing evidence
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
Explain how the lesson addresses each box you checked:
Students will need to understand the excerpt from the primary source they are given (MLK
speech), and will need to critique if it should have been included in the speech and what title

SAUSD Common Core Lesson Template (adapted)

 would the speech have if only a specific excerpt was aired. Students could use either digital
recording of the speech, written or both outlets, for understanding the speech. Understanding
perspectives, cultures and building strong content knowledge will come naturally from being
exposed and coached throughout the lesson plan and primary source selection. Students will
learn to value evidence in its extended form, it will help them see a larger picture than what the
media and historians decide to include in textbooks and on the news.

Communication Collaboration Critical Thinking Creativity

Explain how the lesson addresses each box you checked:

6 This lesson plan address each of these boxes. Students are expected to communicate and collaborate
21st Century with their group members and later the classroom. They will use critical thinking skills and have to
Skills form a thoughtful and creative title for their excerpt of the speech.

Lesson Delivery
Identify vocabulary and key terms that are important for students to know to understand the lesson:
● Jim Crow ● Roy Bryant
● Earl Warren ● J.W Milam
● Linda Brown ● double jeopardy
7 ● Homer Plessy ● Look Magazine
● “Separate but Equal” ● Jet Magazine
Vocabulary/Key
● Desegregation ● Civil disobedience
Terms
● Emmett Till ● Freedom Riders
● Mamie Till ● Martin Luther King
● “I Have a Dream Speech”
● March on Washington

8 Describe how you will adapt your lesson for the following learners:
Differentiated
 English Learners
Instruction
Both ELL students and Sped students will have guided notes to help them with note
taking. In addition to having guided notes, I will help them with sentence starters,
provide them with a lower Lexile level article that is more realistic yet still challenging.

 Special Needs
Ell students and Sped Students will have access to the slides prior to class on the website,
where they could print them prior to class, and will have guided notes. I will have to
circulate the room and must work one on one with students to explain how their activity
is going to be modified if necessary. For example with my sped students I will give them
2 of the 4 sources they will need in order to do the presentation. This will help save them
time to keep it moving and not get started because they got lost looking for sources. It
serve as modal or example.

 Accelerated (Gifted/Talented) Gifted learners will have the opportunity to show off their
skills when it comes to analyzing primary source documents.

9 Describe at least TWO different types of formal or informal assessments you will use during your
Assessments lesson to check for student learning:
Informal Formative:
In their formative assessment they will have to recall any of the people and vocab that they
might already know.

SAUSD Common Core Lesson Template (adapted)

 Powerpoint (Prezi) includes questions throughout the lecture to make sure students are
grasping the knowledge.
Summative:
 Students (groups of 3) will create a PowerPoint on a specific person or event within the topic. It will be a
great way of assessing how well students can put into practice the skills they learned with the activities,
group discussions, and most importantly it will allow them to demonstrate how well they could
incorporate various sources into one project. It will serve as a good review for the exam. The unit exam
will be a blend of multiple choice, fill in answers, and short answer questions.

10 Prior Knowledge, Context, and Motivation (How will you connect the beginning of the lesson
Lesson to what students already know and/or motivate them to learn about the topic?)
Delivery
I will connect the beginning of the lesson to whatever current event is going on regarding
Civil/Human rights issues. Students will use their prior knowledge of U.S history, practically the
Civil War.
Describe each step of the lesson
Teacher will… Students will…
Teacher will present lesson plan via an
online presentation tool, Prezi. -Students will demonstrate that they are
able to interpret and analyze MLK speech
Teacher will provide guided notes that
and how the media selected certain parts
will aid students as a point of reference
of the speech in order for it to become the
and reflection.,
famously titled “I have a dream speech”
Teacher will break students into groups
Work on Group Presentation that will be
of 4, Group work , will allow students to
used to evaluate student’s ability to
collaborate with classmates. interpret and analyze primary sources.
Teacher will model an example of how
she wants students to come up with a title
for a specific excerpt of the speech.

SAUSD Common Core Lesson Template (adapted)

Click Below for Prezi Lecture

MLK Prezi.pdf

Guided Notes:
(Prezi)
What was Brown Vs Board of Education about?

Describe the following people:

Linda Brown

Homer Plessy

Roy Bryant
J.W. Milam

Martin Luther
King

SAUSD Common Core Lesson Template (adapted)

Desegregation in the South 1954-1964
What conclusions can you make about the south based on the map?

Question?
 Do you think Emmett’s fate might have been different if he had been raised in the
south? How so?

 If you were Emmett’s mother, would you chosen to have an open casket? Why, or
why not?

Civil Disobedience: is non-violent protest.

The movement followed after the Supreme Court case in 1961 which expanded the ban on segregated
interstate travel to include station restrooms, waiting areas and restaurants. Freedom Riders tested this
ruling by going deeper into the south. As predicted they were met with by angry mods, the riders were
beaten and arrested. It was clear that many southern states had no intention in reinforcing which is why
by November, Attorney General Robert Kennedy and the Interstate Commerce Commission intervene to
force integration. In just a few months, the Freedom Riders had integrated interstate travel. 

Define Segregation? Define Desegregation?

What where Jim Crow Laws about? Do you agree or disagree with the
statement, “Separate but Equal”?
Explain your response.

SAUSD Common Core Lesson Template (adapted)

 Martin Luther King “I have a Dream Speech”
(Example)
Title: “ We will not be satisfied” 8.3 mins ~ 9.3 mins Excerpt

“We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in
the motels of the highways and the hotels of the cities.

We cannot be satisfied as long as the colored person's basic mobility is from a smaller ghetto to a larger
one.

We can never be satisfied as long as our children are stripped of their selfhood and robbed of their
dignity by signs stating "for white only."

We cannot be satisfied as long as a colored person in Mississippi cannot vote and a colored person in
New York believes he has nothing for which to vote.

No, we are not satisfied and we will not be satisfied until justice rolls down like waters and righteousness
like a mighty stream.”

Group Work:
Directions: Each group will be given a section of the speech.
Questions:
* What title did you give your section?
* Why do you think this part of the speech is left out? Does it offend anyone accuse anyone?

Group 1
I am happy to join with you today in what will go down in history as the greatest demonstration for
freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand signed the Emancipation
Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves
who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long
night of captivity.
But one hundred years later, we must face the tragic fact that the Negro is still not free. One hundred
years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of
discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a
vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of
American society and finds himself an exile in his own land. So we have come here today to dramatize
an appalling condition.
Group 2
In a sense we have come to our nation's capital to cash a check. When the architects of our republic
wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing
a promissory note to which every American was to fall heir. This note was a promise that all men would
be guaranteed the inalienable rights of life, liberty, and the pursuit of happiness.
It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are
concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check
which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is
bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this

SAUSD Common Core Lesson Template (adapted)

nation. So we have come to cash this check -- a check that will give us upon demand the riches of
freedom and the security of justice. We have also come to this hallowed spot to remind America of the
fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing
drug of gradualism. Now is the time to rise from the dark and desolate valley of segregation to the sunlit
path of racial justice. Now is the time to open the doors of opportunity to all of God's children. Now is
the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.
Group 3
It would be fatal for the nation to overlook the urgency of the moment and to underestimate the
determination of the Negro. This sweltering summer of the Negro's legitimate discontent will not pass
until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a
beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a
rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in
America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake
the foundations of our nation until the bright day of justice emerges.
But there is something that I must say to my people who stand on the warm threshold which leads into
the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds.
Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.
Group 4
We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our
creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights
of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro
community must not lead us to distrust of all white people, for many of our white brothers, as evidenced
by their presence here today, have come to realize that their destiny is tied up with our destiny and their
freedom is inextricably bound to our freedom. We cannot walk alone.
And as we walk, we must make the pledge that we shall march ahead. We cannot turn back. There are
those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied
as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways
and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller
ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a
Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will
not be satisfied until justice rolls down like waters and righteousness like a mighty stream.
Group 5
I am not unmindful that some of you have come here out of great trials and tribulations. Some of you
have come fresh from narrow cells. Some of you have come from areas where your quest for freedom left
you battered by the storms of persecution and staggered by the winds of police brutality. You have been
the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.
Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the
slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed.
Let us not wallow in the valley of despair.
I say to you today, my friends, that in spite of the difficulties and frustrations of the moment, I still have a
dream. It is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold
these truths to be self-evident: that all men are created equal."
I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former
slave owners will be able to sit down together at a table of brotherhood.
I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of
injustice and oppression, will be transformed into an oasis of freedom and justice.
I have a dream that my four children will one day live in a nation where they will not be judged by the
color of their skin but by the content of their character.
I have a dream today.
Group 6
SAUSD Common Core Lesson Template (adapted)
I have a dream that one day the state of Alabama, whose governor's lips are presently dripping with the
words of interposition and nullification, will be transformed into a situation where little black boys and
black girls will be able to join hands with little white boys and white girls and walk together as sisters
and brothers.
I have a dream today.
I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the
rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord
shall be revealed, and all flesh shall see it together.
This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew
out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling
discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work
together, to pray together, to struggle together, to go to jail together, to stand up for freedom together,
knowing that we will be free one day. Group 6 End.

This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis
of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from
every mountainside, let freedom ring."
And if America is to be a great nation this must become true. So let freedom ring from the prodigious
hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring
from the heightening Alleghenies of Pennsylvania!
Let freedom ring from the snowcapped Rockies of Colorado!
Let freedom ring from the curvaceous slopes of California!
But not only that; let freedom ring from Stone Mountain of Georgia!
Let freedom ring from Lookout Mountain of Tennessee!
Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring.
And when this happens, when we allow freedom to ring, when we let it ring from every village and every
hamlet, from every state and every city, we will be able to speed up that day when all of God's children,
black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and
sing in the words of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free at
last!"

Additional notes:

SAUSD Common Core Lesson Template (adapted)

Power Point Instructions: Biography of ____________
This assignment will measure your ability to apply the knowledge and skills
learned in previous assignments into your very own Power Point. You will
become an expert on your topic/person.

Must Have:
* 3 pictures
* 3 quotes
* 10 Slides

Include the following information in your presentation.

Persons Background:
Date: When was he/she born?
Location: Where was this person from? What type of environment where they
raised in? How did there location shape their character?
Family: Add family background, parents’ occupation, ethnic background, and
socioeconomic status?
Education: What is the educational background of your person. Where did they
attend school? Did they attend College? Did their parents attend college?
Major Events: List events this person was involved in.
What organizations was this person affiliated with?
What did this person accomplish?
Why is this person important to the Civil Rights movement? Did you find any
conspiracy theories? Scandals?

SAUSD Common Core Lesson Template (adapted)

PowerPoint Content Rubric
Student(s) Name: __________________________________________________ Date: ________________

Fair: (Minus Points

Great Good
50% ) Possible Good Fair Score
Many inaccuracies,
Relevant, Relevant, inconsistent with
informative, accurate informative, accurate topic and task
Introduction: information.. Shows information.. Shows requirements. May 30 20 15
understanding of understanding of be unnecessarily
persons background. persons background. repetitive. Few or
no illustrations.
Content
inconsistent with
Content consistent to Content consistent
Overall instructions.
instructions. with instructions
Quality Careless 15 10 5
Was edited (spelling, Minor spelling
Quantity misspellings, and
grammar) mistakes
grammatical
mistakes
Material shows
little attention to
Inspires curiosity
style. Inspires little
about topic, while Good style choices,
curiosity about
being appropriate for font, color and
Style: topic, or is 20 15 10
topic and audience. pictures are
distracting. Font
Readable font and appropriate.
and color scheme
color scheme.
make it hard to
read.
Topic follows
Topic follows some
logical pattern and
logical pattern and Topic flow is very
flow. Easy to follow.
flow. Could of used unorganized and
Includes proper
Organization better headings, choppy. Poor
headings or outlines. 30 20 15
: outlines and flow. transitions
There is great flow
Introduction and throughout
and transitions
conclusion flow presentation.
between introduction
well.
and conclusion.
Work Cited page
All sources used for Missing a few Missing many
Sources: 5
quotes, statistics and citations. citations 2 0
facts.
Total: . 100

NOTE: Top 2 presentations will get a homework pass.

SAUSD Common Core Lesson Template (adapted)