service-learning unit plan - guilford county schools grade ss-safety and security.pdf ·...

Service-Learning Unit Plan

NYLC for Guilford County Schools of 13

Title: Safety and Security “Postwar NC through the 1970s”

Grade Level: 8th-grade

Subject: Social Studies

Course: 8th-grade Social Studies

Duration: 1 Semester

Stage 1

Big idea and desired outcome

The learner will analyze the themes of change in North Carolina during the postwar period up to the 1970s.

Essential Questions (1-2, complex, provocative, ambiguous)

- EQ: Why did significant social change occur in NC between WWII and the 1970s?

- EQ: What was the role and influence of local, state, and national governments upon the

forces for and against social change in NC?

- EQ: What lessons can be learned from the Civil Rights period that can provide guidance

for our lives and the social issues we face today?

Knowledge and Skills

Key Concepts: Separate-but Equal; Civil Disobedience, and Equal Rights. Skills:

- Be able to connect historical events to current experiences and social issues. - Be able to discuss the social impact of key concepts such as segregation, integration,

discrimination, racism, and civil rights. - Be able to identify key historical figures of social change. Connect their work to

current figures for social change. Include students’ own work for social change.

NCSCOS Goals/Objectives

Goal 7: The learner will analyze changes in North Carolina during the postwar period up to the 1970s. 7.02 Evaluate the importance of social changes to different groups in North Carolina. 7.04 Compare various political viewpoints surrounding issues of the post World War II era. 7.05 Evaluate major changes and events that have affected the roles of local, state, and national governments.

Stage 2

Assessments: Formative and Summative Student Products and Performances

Unit Test that assess students’ knowledge and understanding of the social changes that took place in America and North Carolina during postwar times through the 1970s. Formative assessments like journals, teacher/student check-ins, quizzes that ensure adequate progress and direction. Role playing Activities/Student-created Posters, Graphs and/or Charts that allow students to demonstrate an understanding of current social issues such as bullying, oppression, and resisting change that include how they relate to postwar times in North Carolina.



Small-group Project: - Power-point project or Movie Maker: Create a presentation to assess students

understanding of the need for and agents of social change at the local, state, and national level. Choose one social issue during postwar times in North Carolina, and show how the issue relates to a current social issue. .

Rubrics

Power-Point Rubric Based on presentation

Group Assessment/Rubric

TO BE PRESENTED IN LESSON PLANS

Stage 3 Academic Instructional Procedures and Activities

Pre-service Academic Learning Activities Investigation Planning and Preparation

Investigation: Focus on Civil Rights Students will investigate the political and social environment that existed in North Carolina between the end of WWII and the 1970s. Students will investigate the individuals and groups who had a vital role in creating social change in Greensboro, North Carolina, and the US. Students will investigate the events that served as vehicles for social change in postwar North Carolina. Students will investigate and determine/verify the need for social change on a local, state, and national level Students will investigate their own lives to determine if and when they experienced a current social issue such as bullying, oppression and/or a resistance to change. Planning: Students will role play situations in local, state, and national history that called for social change. This will allow students to understand the need for social change in postwar America. Students will then role play current social issues and identify how lessons learned from the postwar period could provide guidance for their current lives. Students will brainstorm to produce solutions to the identified current social issues, utilizing lessons learned from postwar America. Preparation: Utilizing what was identified in their own lives during the investigation period, students will create posters, graphs, and/or charts that demonstrate the connection between social issues they've faced and situations that existed in postwar America (Equality in Education, social classes and classism, Opportunities for Social and Economic Equality). Each student will interview one person who lived in either North Carolina or the US between 1945 and 1970 to better understand how their lives were affected by social issues in postwar times. Students should prepare for these interviews by completing a set of pre-



interviews of community members, local media, government officials, family members to help them determine who they should target for an interview. Based upon their research, students could identify key community leaders then inviting them in to have discussions with middle school students about civil rights and the impact that civil rights movements can have on a community. Students will help select and visit various sites in Greensboro linked to the Civil Rights such as Greensboro’s International Civil Rights Museum, NC A&T State University, Greensboro Underground Railroad Tour, Bennett College (Based on student choice and availability). The purpose of the visits will be to gather facts around major social issues and changes that have taken place at or related to these sites. Students will brainstorm how they could be agents of social change and which current issues they might have a better understanding of since investigating postwar America. Students may survey the larger student body to determine how they view current social issues, which issues they see as the most critical to address, and how they see themselves as agents of social change. Working in small groups based on student interest, students will discuss how to implement service-learning opportunities for the 8th-grade related to the issues identified. Each small group will create a PowerPoint or Movie Maker presentation that demonstrates an understanding of one social issue during postwar times in North Carolina, who the agents for social change were, and how the issue relates to a current social issue. The presentation will propose how the students plan to address the current social issue, being agents of social change.

Possible Service Activities

1. Host a Unity Week that would include a Community Night to explore current issues of diversity and what connects the community. This could include a recreation of the March during which Students, Parents, Teachers and the Neighborhood March to School

1. 2. Create artwork that illustrates a current social issue and youth activities (games) for K-5

students to be used as a traveling exhibit in elementary schools and eventually in historical museums (Greensboro Civil Rights Museums), encouraging students and community members to act as social change agents.

3. Create an education campaign for students in grades 4-6 that addresses the current issue of bullying and helps students learn how to be agents of social change (as there were in postwar North Carolina).

4. Re-interview subjects and record their insights into the relationship between current social issues and issues faced in postwar North Carolina. Interviews can be edited and sent to the Smithsonian Institute and/or the Library of Congress.

Closing/Demonstration Activities

1. Closing demonstrations will depend upon which of the proposed service activities are

selected. Key at this point is to ensure that the students recognize the whole of what they have achieved, in both the academic context as well as the service to community. Ultimately this summative activity should answer the question, “Now what” and allow future classes to build upon the work of this group.

2. In the case of the 4-6th grade students taking on the issue of bullying (service idea #4)



a summative activity could involve a student led organizing that would shape district policy recommendations, a report to the school board, a presentation of a model to another school, a banner with signatures demonstrating commitment to a set of ideals and values shared.

Reflection Activities (share, process, generalize, analyze, evaluate)

1. Students will keep a weekly reflection journal related to current social issues they face in their daily lives that seem significant to both themselves and community as a whole.

2. Students will create and administer a survey about current social issues and perceptions about students' ability to be social change agents.

3. Students will give feedback to the teachers to help prepare the next class of 8th-graders so that the service-learning process may be enhanced.

4. Students will write an essay about how they intend (or don't intend) to be agents of social change in the future.

Pre-Reflection, Reflection During, and Post-Reflection Questions

Materials Needed Resources Available Textbooks: North Carolina and US History Community Leaders The Complete Guide to Service-Learning NCCJ Website http://www.nccjtriad.org/ Pennsylvania Service-Learning Website

- http://www.paservicelearning.org/Project_Ideas/Reflection.html Learn and Serve America’s National Service-Learning Clearinghouse

- http://www.servicelearning.org/ Library of Congress www.loc.gov Smithsonian Institution www.si.edu

http://www.nccjtriad.org/

http://www.paservicelearning.org/Project_Ideas/Reflection.html

http://www.servicelearning.org/



Teacher: Grade/Subject: 8th-grade A Cry for Change Date:

Goal & Objective: Evaluate the importance of social changes to different groups in North Carolina.

Essential Question: Why was there a strong need for social change in NC between WWII and the

1970s?

Warm-Up: 5 min

(Bell Ringer)

Class activity on Social injustices

- For the first 5 minutes of the class focus on mistreating a certain group of students based on specific criteria (Hair, eyes, those w/glasses, color, height, etc.)

Review/Mini Lesson: 15 min - After the unjust treatment of the certain group of students is recognized by most of the students, discuss the feelings that were evoked during the activity (Both sides).

APK: 5-10 min

(Activate Prior

Knowledge/Elicit)

Lead a discussion to identify what students already know about social injustices

that took place in the United States or another country.

Me: 15-20 min

(Teacher Input/Engage)

Human Rights Case-Study Document: Apartheid in South Africa

We: 10-15 min

(Student Participation or

/Explain/Elaborate)

Read: “Origins of the Civil Rights Movement” NC Textbook pg. 513-515

- Create a table to identify areas in American society where social injustice was highly evident.

Two: 5-10 min

(Guided Practice/Explore)

Small Group Activity: Discrimination on the Menu

You: 10 min

(Independent

Practice/Evaluate)

Small Group Activity: Discrimination on the Menu



Check for Understanding:

5 min

Ticket Out the Door: What is discrimination? Give examples of the forms of

discrimination. Have you ever faced discrimination?

Homework/Extend: Write a reflection paragraph about why there was such a strong need for social

change in North Carolina after WWII.

Teacher: Grade/Subject: 8th-grade SS Resisting Social Change Date:

Goal & Objective: Discuss the community’s response to social change.

Essential Question: What were the role and influence of local, state, and national governments

upon the forces for and against social change in NC?

Warm-Up: 5 min

(Bell Ringer)

Class Activity on sharing power

- Students will have a class election where only a small group of students are allowed to nominate and vote on student representatives.

- Students will have a second class election that allows everyone to nominate and vote.

Review/Mini Lesson: 15 min - Students will discuss the warm-up activity and review the class discussion on discrimination.

APK: 5-10 min

(Activate Prior Knowledge/Elicit)

Have students write about having to share something that they did not want

to share.

-What feelings were evoked as they were forced to share?

- Why were they so unwilling to share?

Me: 15-20 min


Short Power-point and/or video showing clips of resistance cases of resistance

to Civil Rights Movement

“Brown VS Board of Education of Topeka”

We: 10-15 min


/Explain/Elaborate)

Students will read in North Carolina Textbook

- Massive Resistance and Showdown in Little Rock (pg 516 and 517) - Civil Rights in North Carolina (pg 523 – 526)

Two: 5-10 min


Discussion Questions related to the reading in the textbook (KKK, Aryan

Nation, Skinheads)



You: 10 min

(Independent Practice/Evaluate)

Students will Create small posters to reflect what they have learned about

local, state, and national resistance to social change.


5 min

Students may choose to share their reflections

Homework/Extend: Interview someone who lived in the US during between 1950 and 1970, or someone who has lived through discrimination in their country.

Teacher: Grade/Subject: 8th-grade SS: A Joint Effort Date:

Goal & Objective: Analyze the roles of various political, social, and special interest groups

who were instrumental in advocating for social change in postwar NC.

Essential Question: What forces were instrumental in creating social change in postwar NC?

Warm-Up: 5 min

(Bell Ringer)

Word Association Activity (Community groups, civil rights organizations,

special interest groups)

- Place the names of several individuals, groups, organizations on the board to see if students can identify which groups were associated with civil rights in NC, as well as their roles in the movement

Review/Mini Lesson: 15 min Discuss students’ responses to the word association activity

APK: 5-10 min


Ask students if there were any individuals, groups, or organizations left off

the list.

Me: 15-20 min


Visit Greensboro Sit-in Website

http://www.sitins.com/

We: 10-15 min


/Explain/Elaborate)

In small groups or as a class, students will interview community leaders or

other adults who lived during the civil rights period. Get parent and

grandparent volunteers. (Invite people from the community)

- Use pre-generated questions developed by students - To prepare for the interviews, students will complete a set of pre-

interviews of community members, local media, government officials, family members to help them determine who they should target for an

http://www.sitins.com/



in-depth interview.

Two: 5-10 min


In small groups or as a class, students will interview community leaders or

other adults who lived during the civil rights period. Get parent and

grandparent volunteers. (Invite people from the community)

Use pre-generated questions developed by students

To prepare for the interviews, students will complete a set of pre-

interviews of community members, local media, government officials,

family members to help them determine who they should target for an in-

depth interview.

You: 10 min


In small groups, students will discuss the outcomes of the interviews.


5 min

Students will share what they have learned with the class.

Homework/Extend: Create your own civil rights organization. How will they be organized, and what issues will they address?

Teacher: Grade/Subject: 8th-grade SS Discrimination on the Menu Date:

Goal & Objective: Examine the effects that discrimination has on various communities.

Essential Question: How does discrimination impact the community?

Warm-Up: 5 min

(Bell Ringer)

Discrimination on the Menu Activity

Teaching Tolerance Website:

http://www.tolerance.org/activity/discrimination-menu

Review/Mini Lesson: 15 min Discuss civil rights organizations that students created as homework

assignment.

http://www.tolerance.org/activity/discrimination-menu



APK: 5-10 min


Review activities from Lessons #1 and #2, and discuss how the activities

affected the class.

Me: 15-20 min


Video and Video Questions: Possible Videos

1. The Long Walk Home 2. Ruby Bridges

We: 10-15 min


/Explain/Elaborate)



Two: 5-10 min




You: 10 min





5 min

Students will share reactions and responses to video

Homework/Extend:

Teacher: Grade/Subject: 8th-grade SS The Civil Rights Movement Expands Date:

Goal & Objective: Compare the various political viewpoints surrounding issues of the post World War

II era.

Essential Question: What were the national social changes taking place at this time? Were there aspects

that were unique to NC?

Warm-Up: 5 min

(Bell Ringer)

Editorial Cartoons

Review/Mini Lesson: 15

min

Vocabulary and Events Activity: March on Washington, Civil Rights Act of 1964,

Freedom Summer, Voting Rights Act, bilingual education, Equal Rights Amendment



(pg. 519 – 522)

APK: 5-10 min

(Activate Prior

Knowledge/Elicit)

Video Clips, PBS “Eye On the Prize” video series

http://www.pbs.org/wgbh/amex/eyesontheprize/resources/res_video.html

Me: 15-20 min


Follow-up questions for video, based on the video(s) viewed by the class.

We: 10-15 min


/Explain/Elaborate)

Read in Textbook: Civil Rights Movement Expands (pg 519 – 522)

Two: 5-10 min

(Guided

Practice/Explore)

Students will answer discussion questions related to the reading, and that show the

relationship between national and state movements for social change.

You: 10 min

(Independent

Practice/Evaluate)

Students will answer discussion questions related to the reading, and that show the

relationship between national and state movements for social change. Are there

any similar social issues occurring today?

Check for

Understanding:

5 min

Verbal Reflection, ticket out the door: What were the state and national changes

that took place during the civil rights period?

Homework/Extend: Brainstorm ideas for a Power-point or Movie-maker activity related to civil rights at the local, state, and national level; one particular social issue during postwar times in North Carolina; and how the issue relates to a current social issue (Project Procedures and Grading Rubric to follow)

Teacher: Grade/Subject: 8th-grade SS The Civil Rights Movement Expands Date:

Goal & Objective: Visit a place(s) related to the Civil Rights Movement

Essential Question: What lessons can be learned from the Civil Rights period that can provide

http://www.pbs.org/wgbh/amex/eyesontheprize/resources/res_video.html



guidance for our lives today?

Warm-Up: 5 min

(Bell Ringer)

Field Trip Possibilities:

- NC A&T, Bennett College, Greensboro International Civil Rights Museum

Review/Mini Lesson: 15 min Field Trip Possibilities:


APK: 5-10 min




Me: 15-20 min




We: 10-15 min


/Explain/Elaborate)



Two: 5-10 min




You: 10 min


Students Reflection worksheets


5 min

Students will share what they have experienced by visiting a historical

place.

Homework/Extend: With a partner, students will begin creating a Power-point or Movie-maker activity related to civil rights at the local, state, and national level; one particular social issue during postwar times in North Carolina; and how the issue relates to a current social issue. (Project Procedures and Grading Rubric to follow)



Teacher: Grade/Subject: 8th-grade SS Making the Connection Date: This lesson will extend throughout the unit.

Goal & Objective: Students will analyze why there is still a need for social change in America

today and determine how they might become agents of social change.

Essential Question: What lessons can be learned from the Civil Rights period that can provide

guidance for our lives today? What current social issue such as bullying,

oppression and/or a resistance to change have you faced in your life?

Warm-Up: 5 min

(Bell Ringer)

Video clip on Rights of people with Disabilities in the US

http://www.ada.gov/videogallery.htm

Review/Mini Lesson: 15 min Students will share any current social issue they face in their own life. Students

will brainstorm and investigate areas with strong need for social change within

the school community. Students might survey the larger student body to

determine how they view current social issues, which issues they see as the

most critical to address and how they see themselves as agents of social

change.

APK: 5-10 min


Students will brainstorm and investigate areas with a strong need for social

change within the school community.

Me: 15-20 min


Teacher will present mini-lesson on service-learning and intrinsic value that

students will place on service-learning projects. 1. Host a Unity Week; 2.

Create artwork that illustrates a current social issue and youth activities to

be used as a traveling exhibit; 3. Create an educational campaign for

students that addresses the current issue of bullying; 4. Re-interview

subjects and record their insights into the relationship between current

social issues and issues faced in postwar North Carolina for submission to the

Smithsonian or the Library of Congress.

We: 10-15 min


/Explain/Elaborate)

Students will brainstorm ideas for a service-learning project, based on the

needs of the community.

http://www.ada.gov/videogallery.htm



Two: 5-10 min


The teacher and students will work together to develop meaningful service-

learning projects, based on identified needs. Have students to develop

practical ways to make the service-learning project work.

You: 10 min


Students will begin working on service-learning projects.


5 min

A closing demonstration of understanding will depend upon which service

activities are completed.

Homework/Extend: Students will write an essay about how they intend (or don't intend) to be agents of social change in the future.

Wrap-up and Reflections

Objective: Students will evaluate the overall experience of developing and implementing their service-learning project.

EQ: How has our service-learning project enhanced your understanding of the need for social change in postwar North

Carolina, and even today?

service-learning unit plan - guilford county schools grade ss-safety and security.pdf ·...

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