Simpsons+Lesson+Modifications

Type in the content of your page here.By: Adam Van De Ven
 * === I. Content of Lesson (Topic/Key Concept): The Civil Rights Movement Adam Van De Ven ===

Grade level: 10-12 Subject: US History
**Classroom Description: (Inclusion class)** **- Bart is a smart student who struggles to maintain attention in class. He likes to be the center of attention and may act out to gain attention. Bart likes to be chosen to demonstrate tasks and is willing to work given the right expectations. He reflex answer to and question is often “ I didn’t do it”. Bart likes to skateboard. **  **-Lisa is a student who is often not challenged enough by class expectations. She is a good leader, and desires to go beyond typical curriculum standards. Lisa likes music and is skilled at playing the saxophone. Helping others also motivates Lisa** **.** ||
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//What national and state standards and district benchmarks does this lesson target?//
o B. 12.1 Explain different points of view on the same historical event, using data gathered from various sources such as letters, journals, diaries, newspapers, government documents, and speeches. |||||| === Connections: ===

Why is this content important? How does it apply to real life?
Wisconsin has experienced growth among such groups as the Hmong and Hispanic populations, which has created challenges regarding cultural understanding and acceptance. || === What do you want the students to know and be able to do? What overarching questions do you want them to be able to answer? Are there IEP goals for particular children that could be incorporated into this lesson? === 1. Students will experience segregation and discrimination first hand to better identify with victims of discrimination. 2. Students will consider the effect of the press on the civil rights movement as well as consider their reactions to the murder of Emmett Till. ||
 * === Goal(s)/Objective(s) of the Lesson: ===
 * ====== Assessment Targets and Methods : ======

Describe how you intend to assess to determine whether students achieved lesson goals. Include assessment tools (tests, projects, graphic organizers, etc.)
Students will complete an exit slip to answer at the end of class. Students will have the choice of answering the questions using the computer and my online blog or they can hand write the questions. LINK to BLOG: http://www.manitowocpublicschools.com/webpages/avandeven/ || **Prior Knowledge:** What should students know to engage in the lesson? How will you build on previous knowledge? What are common misconceptions regarding the content in this lesson? A pre-test was given to assess prior knowledge. Students have basic prior knowledge of the terms/historical figures: Civil Rights Movement, Martin Luther King Jr., and Malcolm X. These terms will be addressed following experience of segregation and discrimination. || **Classroom Management:** What positive management strategies will you utilize during the lesson? How will you communicate your expectations of student behavior? Are there specific behavior intervention plans for particular students? What positive behavioral supports will be in place (Think RtI tiers 1, 2, & 3)? Students will be positively reinforced verbally throughout the lesson; individuals who attempt answers will receive a small treat as a reward. Students who are absent will listen to the text using the Kurtzweil computer-reading program. || - Teacher computer and projector will be needed for the Emit Till Video clip. - Students will need computers or paper to answer exit slip questions. - Absent students will need computers to use the Kurtzweil program and answer the blog questions. |||||||| -Student may choose not to use the computer or not to listen closely- treats may be used as an incentive for listening and responding to questions. -If the computers are not working students will need to respond on paper or complete the questions as homework on a computer during study hall or at home. || **Advanced Preparation**  |||||||||| What type of preparation is needed before you can begin the lesson (seating arrangement, lab set-up, audio/video equipment, etc.)? What instructional resources/materials will you need? What other adults will be present and how will you explained their roles within the lesson? Textbook & Kutrzweil version of text; Teacher Computer, projector & access to the 5 student computers in the classroom. Emmett Till murder clip beginning to 6:30: [|http://video.google.com/videoplay?docid=536339677935896178&ei=qUOyS5GYOKSArQKC7bzeAw&q=eyes+on+the+prize+emmet+till&hl=en&view=3#] Add exit slip questions to the online blog: 1. __Critical Thinking Question Homework__: What reaction did you feel during the class simulation? What role did the press play in the murder of Emmett Till? How would you have felt if you were a teenager in the 1950’s and read about Till’s murder? Treats ||  || = List the steps of the lesson, including transitions between steps. Remember to include instructional arrangement, lesson format, and other important organizational information for each step in your lesson. = |||||| = Questions for Learners = = Identify specific questions you will use to guide instruction and check for understanding. =    |||| = Rationale Statements = = Identify and explain how the components of this lesson meet the specific needs of individual students including receptive and expressive needs of students and ways to keep the students engaged. = || **Introduction**  || 1. When students enter the room, have them divide into three groups of their choosing. 2. Assign the reading and questions for Lesson 5: Challenge and change in the 1950’s (P. 259-265: Questions 1-5), but give group three a bigger assignment by telling them they must also finish the chapter 11 review Q 1-20 on pg. 269). Students will pick work roles: readers, summarizers, and recorders. -After a few minutes have passed the third group will be chastised for talking too much. Assign the second set of questions.   -Open the option to go get a drink to the class, but do not allow the 3rd group to go.  -Refuse to answer the questions of group three, be dismissive.  -Send students from group 3 that complain into the hallway to cool down.  -Remove members from the group to complete work on their own.  -When the first two groups have finished their questions tell them they may use the time to relax.  -If the other two groups try to come to the aid of group one, either be nice and tell them to not be concerned about other groups they aren’t a part of. Or be critical and accuse them of being just as bad as group three. 3. Continue treating group four unfairly for roughly 10-15 minutes.  4. Abruptly stop student work within about 10-15 minutes and tell students they do not need to turn in questions. -Announce that these students have just experienced a small taste of what it is like to be in a segregated environment, the chapter questions do not need to be completed or handed in. -Discuss what just happened. |||||| Discussion Questions for the end of the intro activity. -What were you thinking during the first 10 minutes of class? -Did you feel angry at any point during the first 10-15 minutes? -Did you feel confused at any point during the first 10-15 minutes? -Did you feel powerless at any point during the first 10-15 minutes? -Did they want to aid their peers? -Did they feel their peers deserved what I was doing to them? -Have they ever felt that they have been treat unjust in their own lives? |||| As many students in this history class have an attention deficit disorder. By treating one group unjustly the class will focus their attention on the unjust acts. * The group that will be discriminated against will be Lisa’s group. This should get Bart to question why his A student sister is getting in trouble and not him. This should help to sustain attention. *after the activity ask Bart if he has fever felt discriminated against, this will him create connections between the material and his everyday life. *After the activity Challenge students willing to find other examples of discrimination and bring them to class tomorrow. || **Core Instruction**  || Concept Development: After discussing the opening activity the class will read “how did the civil rights movement begin?” as a group. The reading is pgs. 260-262 and the teacher will read aloud to the class. (this is to fulfill accommodation requirements for students with learning disabilities in the area of reading) -During reading continually check for understanding by asking comprehension questions and reward attempted answers with treats. Ask students to remember the beginning of class and explain that while they were pretty angry and upset at my treatment of them, imagine if my prejudice could take their right to vote, to go to school, or their life. Ask students if they have herd of the Emit Till Murder. Explain that The emancipation proclamation in 1862 set slaves free in rebelling states, the military wasn’t desegregated until 1948, schools until 1954. It was 93 years after the Emancipation Proclamation in 1955 that Emmett Till was killed for talking to a white girl, and an all white jury found his murderers not guilty. -Watch Video: (see lesson description) |||||| Does anyone have a prediction about how the civil right movement began? __Comprehension Questions__: -What did the court case of Brown v. the Board of Education force schools to do? -How did Rosa Parks help being the civil rights movement? -What type of protest did Martin Luther King Jr. Use? -What happened at an all white school in little rock in 1957? Emit Till- Has anyone herd of the Emit Till Murder? ||||  The reading will be done out loud by the teacher to accommodate for students with reading disabilities. Students who are absent will have the option of using the Kurtzweil reading program. * Ask Bart if he would like to be the reader for the day. To improve motivation to answer questions about the reading students will be offered treats for attempted answers. *Provide Bart a guided notes sheet so that his attention is sustained on the reading. The emit till video is meant to evoke a sense of anger about the historical event. || **Closure**  || Teacher will ask for reaction to the Emit Till video. Ask students for any other reactions to today’s class Ask students to please not tell any other classes about the simulation. __Independent Practice__: Students will answer critical thinking questions on the online blog or on paper. __Critical Thinking Question Homework__: What reaction did you feel during the class simulation? What role did the press play in the murder of Emmett Till? How would you have felt if you were a teenager in the 1950’s and read about Till’s murder? |||||| Would anyone like to talk about his or her reaction to the video clip? How would you have felt if you were alive during this and saw this trail happening on the news? |||| * Bart may answer the critical thinking questions verbally with the teacher to check for verbal comprehension and maintain focus. *Ask Lisa to help students who are struggling with the questions, while the teacher talks with Bart. Some students will answer the independent practice using a computer and others will answer using pencil and paper to accommodate for students who have difficulty with hand written assignments. || **Adjustments**  || **Possible Lesson Adjustments:** What will you do if you run short on time and are unable to finish the lesson or if your lesson took less time than expected and you have extra time? If we run out of time we will continue to finish this the next day. If they finish early, we will watch a you tube video about the little rock 9. http://www.youtube.com/watch?v=RGjNqrQBUno |||||| |||| *Offer an extended learning assignment for students (Lisa) to research current discrimination of gays and lesbians. ||
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