Step Standards

John A.
Robinson II
Grand Canyon University: SEC-490
March 1, 2020
Student Teaching Evaluation of Performance (STEP)

Template
© 2020. Grand Canyon University. All Rights Reserved. Page 1 of 33

 STEP 1 will be found in portfolio as a PDF document.
STEP Standard 2 - Writing Standards-Based Measurable Objectives

and Learning Goals
Week 6 - Monday March 16, 2020

Unit Topic: Unit 10: Vietnam and America-60s & 70s
Unit Title: How did Vietnam and the 70s change life for Americans?
National or State Academic Content Standards: [Integrated] describe U.S. responses to Soviet
aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North
Atlantic Treaty Organization, the Berlin airlift, and John F. Kennedy's role in the Cuban Missile
Crisis. [8A]
[Integrated] explain reasons and outcomes for U.S. involvement in foreign countries and their
relationship to the Domino Theory, including the Vietnam War. [8D]
[Integrated] describe the impact of events such as the Gulf of Tonkin Resolution and the War
Powers Act on the relationship between the legislative and executive branches of government.
[20A]
Learning Goal: We will explain the causes and effects of the Vietnam War.
Measurable Objectives: Students will be able to identify key terms in Unit 10.

Week 6 – Tuesday March 17, 2020
National or State Academic Content Standards: [Integrated] analyze the major issues and
events of the Vietnam War such as the Tet Offensive, the escalation of forces, Vietnamization,
and the fall of Saigon. [8E]
[Integrated] describe the responses to the Vietnam War such as the draft, the 26th Amendment,
the role of the media, the credibility gap, the silent majority, and the anti-war movement. [8F]
[Integrated] evaluate various means of achieving equality of political rights, including the 19th,
24th, and 26th amendments and congressional acts such as the American Indian Citizenship Act
of 1924. [23B]
[Integrated] discuss historical reasons why the constitution has been amended. [21B]
[Integrated] discuss the importance of congressional Medal of Honor recipients, including
individuals of all races and genders such as Vernon J. Baker, Alvin York, and Roy Benavidez.
[26F]
[Integrated] use a variety of both primary and secondary valid sources to acquire information and
to analyze and answer historical questions. [29A]
Measurable Objectives: Students will be able to analyze video footage of the Tet Offensive.

Week 6 – Wednesday March 18, 2020
National or State Academic Content Standards: [Integrated] analyze the major issues and
events of the Vietnam War such as the Tet Offensive, the escalation of forces, Vietnamization,
and the fall of Saigon. [8E]
[Integrated] describe the responses to the Vietnam War such as the draft, the 26th Amendment,
the role of the media, the credibility gap, the silent majority, and the anti-war movement. [8F]
[Integrated] describe the economic impact of defense spending on the business cycle and
education priorities from 1945 to the 1990s.[17C]
[Integrated] explain constitutional issues raised by federal government policy changes during
times of significant events, including World War I, the Great Depression, World War II, the
1960s, and 9/11. [19B]
[Integrated] describe the impact of events such as the Gulf of Tonkin Resolution and the War
Powers Act on the relationship between the legislative and executive branches of government.
[20A]
of 1924. [23B]
Measurable Objectives: Students will be able to analyze video footage of the Tet Offensive.

Week 6 – Thursday 19, 2020
National or State Academic Content Standards: [Integrated] describe the responses to the
Vietnam War such as the draft, the 26th Amendment, the role of the media, the credibility gap,
the silent majority, and the anti-war movement. [8F]
[Integrated] explain constitutional issues raised by federal government policy changes during
times of significant events, including World War I, the Great Depression, World War II, the
1960s, and 9/11. [19B]
of 1924. [23B]
[Integrated] use the process of historical inquiry to research, interpret, and use multiple types of
sources of evidence. [29D]
[Integrated] evaluate the validity of a source based on language, corroboration with other
sources, and information about the author, including points of view, frames of reference, and
historical context. [29E]
Learning Goal: We will analyze the counterculture of the 1960s and 70s.
Measurable Objectives: Students will be able to distinguish patterns throughout revolutionary

music in the 1960s.

Week 6 – Friday March 20, 2020
National or State Academic Content Standards: [Integrated] describe the roles of political
organizations that promoted civil rights, including ones from African American, Chicano,
American Indian, women's, and other civil rights movements. [9B]
[Integrated] identify and analyze methods of expanding the right to participate in the democratic
process, including lobbying, non-violent protesting, litigation, and amendments to the U.S.
Constitution. [23A]
[Integrated] explain actions taken by people to expand economic opportunities and political
rights, including those for racial, ethnic, and religious minorities as well as women, in American
society. [26A]
Learning Goal: We will analyze the causes and effects of the women's liberation movement.
Measurable Objectives: Students will be able to distinguish the concept of the glass ceiling and
its relevancy.

Week 7 – Monday March 23, 2020
National or State Academic Content Standards: [Integrated] describe the roles of political
organizations that promoted civil rights, including ones from African American, Chicano,
American Indian, women's, and other civil rights movements. [9B]
[Integrated] identify and analyze methods of expanding the right to participate in the democratic
process, including lobbying, non-violent protesting, litigation, and amendments to the U.S.
Constitution. [23A]
[Integrated] explain actions taken by people to expand economic opportunities and political
rights, including those for racial, ethnic, and religious minorities as well as women, in American
society. [26A]
Learning Goal: We will analyze the causes and effects of the women's liberation movement.
Measurable Objectives: Students will be able to distinguish the concept of the glass ceiling and
its relevancy.

Week 6 – Tuesday March 24, 2020
National or State Academic Content Standards: [Integrated] describe the impact of events
such as the Gulf of Tonkin Resolution and the War Powers Act on the relationship between the
legislative and executive branches of government. [20A]
[Integrated] describe how litigation such as the landmark cases of Brown v. Board of Education,
Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop I.S.D., Edgewood I.S.D. v.
Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority during the civil
rights movement.[9I]
[Integrated] describe Richard M. Nixon's leadership in the normalization of relations with China
and the policy of détente. [10A]
[Integrated] compare the impact of energy on the American way of life over time. [10C]
[Integrated] analyze the causes and effects of changing demographic patterns resulting from
migration within the United States, including western expansion, rural to urban, the Great
Migration, and the Rust Belt to the Sun Belt. [13A]
[Integrated] identify the roles of governmental entities and private citizens in managing the
environment such as the establishment of the National Park System, the Environmental
Protection Agency (EPA), and the Endangered Species Act. [14B]
[Integrated] describe the dynamic relationship between U.S. international trade policies and the
U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC)
oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free
Trade Agreement (NAFTA). [17E]
[Integrated] describe the effects of political scandals, including Teapot Dome, Watergate, and
Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal
government and its leaders. [19C]
[Integrated] analyze the effects of landmark U.S. Supreme Court decisions, including Brown v.
Board of Education, and other U.S. Supreme Court decisions such as Plessy v. Ferguson,
Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester. [21A]
[Integrated] describe qualities of effective leadership. [24A]
Learning Goal: We will analyze the accomplishments and failures of the Nixon Administration.
Measurable Objectives: Students will be able to analyze the Watergate Scandal.

Week – Wednesday March 25, 2020
National or State Academic Content Standards: [Integrated] describe Richard M. Nixon's

leadership in the normalization of relations with China and the policy of détente. [10A]
[Integrated] discuss the solvency of long-term entitlement programs such as Social Security and
Medicare. [11F]
[Integrated] describe the economic impact of defense spending on the business cycle and
education priorities from 1945 to the 1990s. [17C]
[Integrated] describe the effects of political scandals, including Teapot Dome, Watergate, and
Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal
government and its leaders. [19C]
[Integrated] analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing and contrasting, finding the main idea, summarizing, making
generalizations, making predictions, drawing inferences, and drawing conclusions. [29B]
[Integrated] identify bias in written, oral, and visual material. [29F]
[Integrated] identify and support with historical evidence a point of view on a social studies issue
or event. [29G]
Posted Objective: We will analyze the accomplishments and failures of the Nixon
Administration.
Posted Product: Students will be able to analyze the Watergate Scandal.
STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment
Raise Your Answer –
Students will be asked a small series of multiple-choice questions about the unit they will be
starting. There will be four answers the students can choose to each question such as (A, B, C,
and D). They will be given 4 pieces of paper which will have answer choices. They will have 15
seconds to choose their answer. Next, they will hold up the answer they think is correct which
will allow the teacher to assess the number of correct answers to the questions. This will allow
the teacher to get an idea of the level of prior knowledge, if any on the unit topic. The topic will
be the Modern Civil Rights Movement and important information regarding Martin Luther King

Jr. I have a Dream Speech, SCLC, SNCC, Selma, Birmingham, Nonviolent Protest, Sit-ins,
Black Nationalism, Malcolm X, Black Panther Party, American Indian Movement, Cesar
Chavez, and Dolores Huerta, and United Farm Workers.
Question 1) Martin Luther King, Jr. was known best for what?
A) His involvement in the Nation of Islam
B) His non-violent/civil disobedient tactics
C) His protest Motown album “I Have a Dream”
D) His work in the United Farm Workers union
Question 2) Civil Rights groups such as Student Non-Violent Coordinating Committee (SNCC)
and Southern Christian Leadership Conference (SCLC) were_______________?
A) Protest musical groups that made a big impact
B) State and federal agencies
C) College requirement committees
D) Organizations that promoted /civil disobedience and non-violent tactics
Question 3) Malcolm X and The Black Panthers were examples of what phase during the Civil
Rights Movement?
A) Islamic
B) Militant
C) Animal Right Activists
D) Christian
Question 4) Cesar Chavez was best known for organizing which group?
A) Chicanos United
B) United Farm Workers
C) Los Zetas
D) The Manhattans
Pre-Assessment Data: Whole Class

Number of Students
Highly Proficient (90%-100%) 3

Proficient
(80%-89%) 4
Partially Proficient
(70%-79%) 11
Minimally Proficient
(69% and below) 6
Pre-Assessment Analysis: Whole Class

The material is relatively new information for the students. They may have previous heard of the historic
figures, organizations, and events of the Modern Civil Rights Movement, but demonstrated a rather
average to low amount of knowledge on the given topic. This comes as expected. No differentiation to
the unit lesson plans will be needed, but will be optional if necessary, as determined by the teacher after
conducting formal assessments as the lessons are presented.
Post-Assessment
19.20 US History Unit 9: The Modern Civil Rights

Movement and the 1960s
Some questions (c) 2017 by The Texas Education Agency.
Some questions (c) 2017 by Region 10 Educational Service Center.
ON
1) Which theme formed the basis of the Chicano Mural Movement?
A Environmental preservation
B Assimilation
C Education
D Cultural pride
2) President John F. Kennedy responded to reports that the Soviet Union was constructing
missile sites in Cuba by —
A ordering a naval blockade of Cuba
B asking Congress to declare war on Cuba
C authorizing military strikes on strategic
targets in Cuba
D seeking United Nations approval for
economic sanctions against Cuba
3) Which U.S. action is Khrushchev challenging in this excerpt?

A Preventing Soviet advisors from meeting with revolutionaries in South America
B Establishing a naval blockade to stop the shipment of missiles to Cuba
C Enforcing a ban on military aid to communist forces in North Vietnam
D Conducting air shipments of vital supplies to East Berlin
ON

4) How did the Brown v. Board of Education decision influence the Civil Rights movement?
A By discouraging activists from relying on the judicial system
B By guaranteeing scholarships to minority college students
C By providing a judicial basis for achieving equality in other areas
D By eliminating social barriers associated with hiring practices
5) During the Civil Rights movement, the Black Panther Party’s tactics differed from those of
Dr. Martin Luther King, Jr., because the Black Panthers called for —
A the use of the court system to gain equality
B respecting government authority
C the use of armed resistance if necessary
D enduring injustice through religious faith
6) In the late 1800s, the Supreme Court’s decision in Plessy v. Ferguson —

A established a legal remedy for victims of discrimination
B created a legal justification for segregation laws
C affirmed the legality of federal regulation of state elections
D recognized public protests as a legal form of civil disobedience
7) The federal government responded to which issue by passing the Civil Rights Act of 1964?
A Unfair lending practices by banks
B Unequal representation in local legislatures
C Inadequate medical services in urban areas
D Discrimination by employers
ON
8) Which of the following provides evidence to support President Obama’s assertion that
America became more free and more fair”?
A The passage of the Civil Rights Act of 1964
B The ratification of the Eighteenth Amendment
C The passage of the USA PATRIOT Act
D The establishment of the Socialist Party
9) Jackie Robinson first rose to national prominence in the late 1940s when he —
A organized sit-ins to desegregate lunch counters
B enrolled in the racially segregated University of Mississippi
C helped bring an end to racial segregation in Major League Baseball
D participated in the Freedom Rides to desegregate interstate bus terminals
10) What was the main result of the events referred to in these headlines?
A The growth of insurance and welfare programs for elderly citizens
B The growth of radical political parties on the East Coast
C The expansion of political and economic opportunities for minority citizens
D The expansion of economic cooperation between northern and southern states
ON
11) Which pair of goals best completes this table?
A 1: Ensure the availability of affordable housing
2: Provide health insurance for senior citizens
B 1: Increase turnout of minority voters
2: Increase federal funds for public universities
C 1: Create an urban renewal movement
2: Increase the number of volunteers for community projects

D 1: Enforce equal access to public education
2: Provide programs to assist with food purchases
12) The name of which civil rights leader best completes the title of the graphic?
A Booker T. Washington
B Martin Luther King, Jr.
C Stokely Carmichael
D Malcolm X
13) The passage of legislation to end these practices resulted in —

A increase in political participation by minorities
B the adoption of electronic ballots in federal elections
C a reduced number of congressional districts
D the implementation of limits on lobbying
ON
14) How did W. E. B. Du Bois combat prejudice like that described in the excerpt?
A He demanded the passage of women’s suffrage.
G He established an early civil rights group.
H He advocated making political compromises with segregationists.
J He sought court orders to protect the rights of voters.
ON
15) How did Chavez accomplish the change referred to in this excerpt?
A By promoting military service as an opportunity for minority youths
B By filing legal cases to overturn segregation in public facilities
C By organizing an economic boycott to improve working conditions for migrant farmers
D By protesting fines imposed on employers for hiring illegal immigrants
16) The primary objective of the executive order excerpted here was to —
A establish a timeline for eliminating segregated facilities in government buildings
B reduce the fines paid by corporations for discriminatory hiring practice
C promote fair employment practices in government agencies
D establish hiring quotas for female workers in private corporations
GO ON
17) Who was most instrumental in the event described in this headline?
A Rosa Parks
B Ella Baker
C Marshall
D Medgar Evers
ON
18) What was the goal of the protests depicted on this map?
A To pressure Congress to prohibit discrimination against disabled citizens
B To demonstrate the economic impact of discriminatory practices on interstate
transportation
C To challenge the federal government to enforce Supreme Court rulings against
discrimination in interstate transportation
D To persuade states to abandon discriminatory voter-registration procedures
GO ON
19) Under affirmative action, businesses with federal contracts are required to —
A pay employee for job training.
B provide employee benefits for healthcare.

C guarantee equal opportunities for employees.
D require photographs for employee applications.
20) Which of the following Presidents are MOST responsible for funding programs such as
FDIC, Social Security, and the War on Poverty?
A Franklin Roosevelt and Dwight Eisenhower
B Franklin Roosevelt and Lyndon Johnson
C Dwight Eisenhower and Lyndon Johnson
D John F. Kennedy and Lyndon Johnson
21) What is a major result of the campaign described by Martin Luther King, Jr.?
A The national identity of the United States has become more inclusive.
B The ideal of religious freedom is accepted throughout the United States.
C There is a larger gap in the standard of living between rich and poor citizens.
D There are fewer citizens who support the practice of civil disobedience.
22) How did the Voting Rights Act of 1965 contribute to the changes shown in this table?
A It helped reduce voter discrimination at polling sites.
B It increased state revenues associated with poll taxes.
C It contributed to increased involvement of lobbyists in political campaigns.
D It helped voters determine educational policy based on literacy test results.
23) Which action occurred as a result of the Supreme Court decision excerpted above?
A The requirement of equal access to school facilities for disabled students
B The expansion of science in school curricula
C The implementation of requirements for federal certification of private-school teachers
D The desegregation of public schools
GO ON
24) Which earlier protest was most similar to the one described above?
A The gathering of disillusioned youth at Woodstock
B The burning of draft cards by opponents of the Vietnam War
C The March on Washington for Jobs and Freedom
D The labor demonstrations during the Pullman strike
25) Which Civil Rights leader referred to himself/herself as a “Black Nationalist Freedom
Fighter?”
A Malcolm X
B Martin Luther King, Jr.
C Rosa Parks
D John Lewis
BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS

ON YOUR ANSWER DOCUMENT
Scoring criteria

Highly Proficient: 90% - 100%
Proficient: 80% - 89%
Partially Proficient: 70% - 79%
Minimally Proficient: 69% and below
Scoring O

STEP Standard 4 - Unit and Lesson Planning
Grade Level: 10
Unit/Subject: Modern Civil Rights Movement
Day 1 Day 2 Day 3 Day 4 Day 5

National/State [Integrated] compare and analyze the effects of analyze the effects of explain the explain the
Learning Standards contrast the approach landmark U.S. landmark U.S. Supreme significance of the significance of the
List specific grade- taken by [some civil Supreme Court decisions, Court decisions, following years as following years as
level standards that rights groups such as] the including including Plessy v.
are the focus of the
turning points: 1898 turning points: 1898
Black Panthers with the Plessy v. Ferguson, Ferguson, Brown v.
lesson being presented. (Spanish-American (Spanish-American
nonviolent approach of Brown v. Board of Board of Education,
Martin Luther King Jr.; Education, Hernandez v. Hernandez v. Texas,
War), 1914-1918 War), 1914-1918
[9E] Texas, Tinker v. Tinker v. Des Moines, (World War I), (World War I),
[Integrated] describe the Des Moines, and and Wisconsin v. Yoder; 1929 (the Great 1929 (the Great
roles of political Wisconsin v. Yoder; and[20A] » describe the Depression begins), Depression begins),
organizations that and[20A] roles of political 1939-1945 (World 1939-1945 (World
promoted African » describe the roles of organizations that War II), 1957 War II), 1957
American, Chicano, political promoted African (Sputnik launch (Sputnik launch
American Indian, and organizations that American, Chicano, ignites U.S.-Soviet ignites U.S.-Soviet
women's civil rights;[9C] promoted African American Indian, and space race), 1968 space race), 1968
[Integrated] explain the American, Chicano, women's civil rights;[9C] (Martin Luther (Martin Luther
significance of the American Indian, and » identify the roles of
King Jr. King Jr.
following years as women's civil rights; significant leaders who
turning points: 1898 [9C] supported various rights
assassination, 1969 assassination, 1969
(Spanish-American War), » identify the roles of movements, including (U.S. lands on the (U.S. lands on the
1914-1918 (World War significant leaders Martin Luther King Jr., moon), 1991 (Cold moon), 1991 (Cold
I), 1929 (the Great who supported various Cesar Chavez, Dolores War ends), 2001 War ends), 2001
Depression begins), rights movements, Huerta, Rosa Parks, and (terrorist attacks on (terrorist attacks on
1939-1945 (World War including Martin Luther Betty Friedan;[9D] World Trade Center World Trade Center
II), 1957 (Sputnik launch King Jr., Cesar and the Pentagon), and the Pentagon),
ignites U.S.-Soviet space Chavez, Dolores Huerta, and 2008 (election and 2008 (election

race), 1968 (Martin Rosa Parks, and of first black of first black
Luther King Jr. Betty Friedan; [9D] president, Barack president, Barack
assassination, 1969 (U.S. » explain how the Obama).[2B] » Obama).[2B] »
lands on the moon), 1991 contributions of people analyze the effects analyze the effects
(Cold War ends), 2001 of various racial, ethnic, of landmark U.S. of landmark U.S.
(terrorist attacks on gender, and
Supreme Court Supreme Court
World Trade Center and religious groups shape
the Pentagon), and 2008 American culture; decisions, including decisions, including
(election of first black and[25C] Plessy v. Ferguson, Plessy v. Ferguson,
president, Barack » explain actions taken Brown v. Board of Brown v. Board of
Obama).[2B] by people to Education, Education,
expand economic Hernandez v. Hernandez v.
opportunities and Texas, Tinker v. Texas, Tinker v.
political rights for racial, Des Moines, and Des Moines, and
ethnic, gender, Wisconsin v. Wisconsin v.
and religious groups in Yoder; and[20A] » Yoder; and[20A] »
American society; explain why explain why
[25A]
landmark landmark
constitutional constitutional
amendments have amendments have
been proposed and been proposed and
ratified from 1877 ratified from 1877
to the present.[20B] to the present.[20B]
» identify and » identify and
analyze methods of analyze methods of
expanding the right expanding the right
to participate in the to participate in the
democratic process, democratic process,
including lobbying, including lobbying,
non-violent non-violent
protesting, protesting,
litigation, and litigation, and
amendments to the amendments to the
U.S. Constitution; U.S. Constitution;

[22A] » evaluate [22A] » evaluate
various means of various means of
achieving equality achieving equality
of political rights, of political rights,
including the 19th, including the 19th,
24th, and 26th 24th, and 26th
amendments and amendments and
congressional acts congressional acts
such as the such as the
American Indian American Indian
Citizenship Act of Citizenship Act of
1924;[22B] » 1924;[22B] »
evaluate the evaluate the
contributions of contributions of
significant political significant political
and social leaders in and social leaders in
the United States the United States
such as Andrew such as Andrew
Carnegie, Thurgood Carnegie, Thurgood
Marshall, Billy Marshall, Billy
Graham, Sandra Graham, Sandra
Day O'Connor, and Day O'Connor, and
Hillary Clinton; Hillary Clinton;
and[23A] » explain and[23A] » explain
how the how the
contributions of contributions of
people of various people of various
racial, ethnic, racial, ethnic,
gender, and gender, and
religious groups religious groups
shape American shape American
culture; and[25C] » culture; and[25C] »
explain actions explain actions

taken by people to taken by people to
expand economic expand economic
opportunities and opportunities and
political rights for political rights for
racial, ethnic, racial, ethnic,
gender, and gender, and
religious groups in religious groups in
American society; American society;
[25A] » explain [25A] » explain
how Jim Crow laws how Jim Crow laws
and the Ku Klux and the Ku Klux
Klan created Klan created
obstacles to civil obstacles to civil
rights for minorities rights for minorities
such as the such as the
suppression of suppression of
voting;[9B] » voting;[9B] »
describe the roles of describe the roles of
political political
organizations that organizations that
promoted African promoted African
American, Chicano, American, Chicano,
American Indian, American Indian,
and women's civil and women's civil
rights;[9C] » rights;[9C] »
identify the roles of identify the roles of
significant leaders significant leaders
who supported who supported
various rights various rights
movements, movements,
including Martin including Martin
Luther King Jr., Luther King Jr.,
Cesar Chavez, Cesar Chavez,

Dolores Huerta, Dolores Huerta,
Rosa Parks, and Rosa Parks, and
Betty Friedan;[9D] Betty Friedan;[9D]
» compare and » compare and
contrast the contrast the
approach taken by approach taken by
[some civil rights [some civil rights
groups such as] the groups such as] the
Black Panthers with Black Panthers with
the nonviolent the nonviolent
approach of Martin approach of Martin
Luther King Jr.; Luther King Jr.;
[9E] » discuss the [9E] » discuss the
impact of the impact of the
writings of Martin writings of Martin
Luther King Jr. Luther King Jr.
such as his "I Have such as his "I Have
a Dream" speech a Dream" speech
and "Letter from and "Letter from
Birmingham Jail" Birmingham Jail"
on the civil rights on the civil rights
movement;[9F] » movement;[9F] »
describe describe
presidential actions presidential actions
and congressional and congressional
votes to address votes to address
minority rights in minority rights in
the United States, the United States,
including including
desegregation of the desegregation of the
armed forces, the armed forces, the
Civil Rights Act of Civil Rights Act of
1964, and the 1964, and the

Voting Rights Act Voting Rights Act
of 1965;[9G] » of 1965;[9G] »
explain how George explain how George
Wallace, Orval Wallace, Orval
Faubus, and the Faubus, and the
Congressional bloc Congressional bloc
of southern of southern
Democrats sought Democrats sought
to maintain the to maintain the
status quo;[9H] » status quo;[9H] »
evaluate changes in evaluate changes in
the United States the United States
that have resulted that have resulted
from the civil rights from the civil rights
movement, movement,
including increased including increased
participation of participation of
minorities in the minorities in the
political process; political process;
and[9I] » describe and[9I] » describe
how Sweatt v. how Sweatt v.
Painter and Brown Painter and Brown
v. Board of v. Board of
Education played a Education played a
role in protecting role in protecting
the rights of the the rights of the
minority during the minority during the
civil rights civil rights
movement.[9J] movement.[9J]
Specific Learning Students will analyze the Students will analyze Students will analyze Students will
Target(s)/Objective rising militancy of the the major leaders of the key Civil Right cases. review for the Civil Students will
s Based on state Civil Rights Movement. Chicano Movement. Students will be able to Rights Test. demonstrate their
standards, identify Students will be able to Students will be able to differentiate key legal Students will be mastery level
what is intended to be analyze the different

measured in learning. approach to Civil Rights analyze the cultural cases in the Civil able to answer how
utilized by Malcolm X. impact of the murals Rights Movement. Civil Rights comprehension and
through OPTIC. changed life for understanding of
Americans. Content the Modern Civil
Vocab Rights Movement.
Students will be
able to answer how
Civil Rights
changed life for
Americans.
Academic Segregation, Jim Crow Segregation, Jim Crow Segregation, Jim Crow Segregation, Jim Segregation, Jim
Language General Laws, De Jure Laws, De Jure Laws, De Jure Crow Laws, De Crow Laws, De
academic vocabulary Segregation, De Facto Segregation, De Facto Segregation, De Facto Jure Segregation, Jure Segregation,
and content-specific Segregation, Plessy v.
vocabulary included in
Segregation, Plessy v. Segregation, Plessy v. De Facto De Facto
Ferguson, Brown v
the unit. Ferguson, Brown v Ferguson, Brown v Segregation, Plessy Segregation, Plessy
Board of Education,
Thurgood Marshall,
Board of Education, Board of Education, v. Ferguson, Brown v. Ferguson, Brown
NAACP, CORE, Thurgood Marshall, Thurgood Marshall, v Board of v Board of
Freedom Rides, Doll NAACP, CORE, NAACP, CORE, Education, Education,
Test, James Farmer Jr., Freedom Rides, Doll Freedom Rides, Doll Thurgood Marshall, Thurgood Marshall,
Integration, Sweatt v Test, James Farmer Jr., Test, James Farmer Jr., NAACP, CORE, NAACP, CORE,
Painter, Massive Integration, Sweatt v Integration, Sweatt v Freedom Rides, Freedom Rides,
Resistance, Painter, Massive Painter, Massive Doll Test, James Doll Test, James
Desegregation, Rosa Resistance, Resistance, Farmer Jr., Farmer Jr.,
Parks, Montgomery Bus Desegregation, Rosa Desegregation, Rosa Integration, Sweatt Integration, Sweatt
Boycott, Literacy Tests, Parks, Montgomery Parks, Montgomery v Painter, Massive v Painter, Massive
Poll Taxes,
Bus Boycott, Literacy Bus Boycott, Literacy Resistance, Resistance,
Disenfranchisement, The
Little Rock Nine, Civil
Tests, Poll Taxes, Tests, Poll Taxes, Desegregation, Desegregation,
Rights Act of 1957, Civil Disenfranchisement, Disenfranchisement, Rosa Parks, Rosa Parks,
Rights Act of 1964, The Little Rock Nine, The Little Rock Nine, Montgomery Bus Montgomery Bus
Lyndon Baines Johnson, Civil Rights Act of Civil Rights Act of Boycott, Literacy Boycott, Literacy
Martin Luther King Jr. 1957, Civil Rights Act 1957, Civil Rights Act Tests, Poll Taxes, Tests, Poll Taxes,
SCLC, SNCC, Malcolm of 1964, Lyndon of 1964, Lyndon Disenfranchisement Disenfranchisement

X, Black Panther Party, Baines Johnson, Martin Baines Johnson, Martin , The Little Rock , The Little Rock
Selma, Birmingham, Luther King Jr. SCLC, Luther King Jr. SCLC, Nine, Civil Rights Nine, Civil Rights
Nonviolent Protest, Sit- SNCC, Malcolm X, SNCC, Malcolm X, Act of 1957, Civil Act of 1957, Civil
ins, American Indian Black Panther Party, Black Panther Party, Rights Act of 1964, Rights Act of 1964,
Movement, Cesar Selma, Birmingham, Selma, Birmingham, Lyndon Baines Lyndon Baines
Chavez, United Farm
Nonviolent Protest, Sit- Nonviolent Protest, Sit- Johnson, Martin Johnson, Martin
Workers, Dolores Huerta,
Hector Garcia, March on ins, American Indian ins, American Indian Luther King Jr. Luther King Jr.
Washington, I have a Movement, Cesar Movement, Cesar SCLC, SNCC, SCLC, SNCC,
dream speech, The Great Chavez, United Farm Chavez, United Farm Malcolm X, Black Malcolm X, Black
Society, John F. Workers, Dolores Workers, Dolores Panther Party, Panther Party,
Kennedy, The New Huerta, Hector Garcia, Huerta, Hector Garcia, Selma, Selma,
Frontier, Space Race, March on Washington, March on Washington, Birmingham, Birmingham,
Mercury, Gemini, Apollo I have a dream speech, I have a dream speech, Nonviolent Protest, Nonviolent Protest,
Projects, War on Poverty, The Great Society, The Great Society, Sit-ins, American Sit-ins, American
Medicaid, Medicare, John F. Kennedy, The John F. Kennedy, The Indian Movement, Indian Movement,
Food Stamps, 24th New Frontier, Space New Frontier, Space Cesar Chavez, Cesar Chavez,
Amendment, Elementary
Race, Mercury, Race, Mercury, United Farm United Farm
and Secondary Education
Act Gemini, Apollo Gemini, Apollo Workers, Dolores Workers, Dolores
Projects, War on Projects, War on Huerta, Hector Huerta, Hector
Poverty, Medicaid, Poverty, Medicaid, Garcia, March on Garcia, March on
Medicare, Food Medicare, Food Washington, I have Washington, I have
Stamps, 24th Stamps, 24th a dream speech, a dream speech,
Amendment, Amendment, The Great Society, The Great Society,
Elementary and Elementary and John F. Kennedy, John F. Kennedy,
Secondary Education Secondary Education The New Frontier, The New Frontier,
Act Act Space Race, Space Race,
Mercury, Gemini, Mercury, Gemini,
Apollo Projects, Apollo Projects,
War on Poverty, War on Poverty,
Medicaid, Medicaid,
Medicare, Food Medicare, Food
Stamps, 24th Stamps, 24th
Amendment, Amendment,

Elementary and Elementary and
Secondary Secondary
Education Act Education Act
Unit Resources, Print out of warm-up Print out of warm-up Print out of warm-up Print out of unit exam Unit Exam question
Materials, activity, print out of slide activity, print out of slide activity, print out of slide study guide, large packets, scantron
Equipment, and lecture notes, print out of lecture notes, print out of lecture notes, print out of note cards, dry erase answer sheet,
Technology activity, provided activity, provided activity, print out of unit markers, white board, provided pencils as
List all resources, pencils/highlighters as pencils/highlighters as exam study guide, small magnets, needed
materials, equipment, needed; teacher laptop, needed; teacher laptop, provided provided
and technology to be overhead overhead pencils/highlighters as pencils/highlighters
used in the unit. projector/screen, white projector/screen, white needed; teacher laptop, as needed
board board overhead
projector/screen, white
board
Depth of Who was Malcolm X? Who was Cesar What case came first Unit Exam Review Unit Exam
Knowledge Lesson Chavez? chronologically? Questions covering
Questions What was unique about every topic discussed
What questions can be the Black Panthers? during the unit
How did the United What is the thematic
posed throughout the
lesson to assess all Farm Workers seek to connection of the
Why did the Civil Rights What did you find
levels of student Movement see a rise in
improve the plight of cases?
the most interesting
understanding?
militancy towards the end impoverished in Unit 9? Why?
 Level 1: Recall Hispanics? Which case had the
of the 1960s?
 Level 2: longest lasting impact?
Skill/Concepts
What are the How successful was Explain.
 Level 3: Strategic
Thinking similarities and the Cesar Chavez in
 Level 4: Extended differences of the accomplishing his Which court case do
Thinking tactics of MLK and goals? you think has been the
Malcolm X in most important in
achieving Civil Rights. In what was Cesar protecting Americans'
Chavez similar to civil liberties? Why?
MLK and how was he
different?
Anticipatory Set Students will do warm-up Students will do warm-up Students will do warm-up Unit exam review in Unit Exam

How will students’ activity to refresh what activity to refresh what activity to refresh what Jeopardy game
prior knowledge be they had learned the they had learned the they had learned the
activated as well as previous week during the previous week/day previous week/day
gain student interest in unit to build upon for the during the unit to build during the unit to build
the upcoming content?
upcoming week unit. upon for the upcoming upon for the upcoming
day/week unit. day/week unit.
Presentation of Content
Multiple Means of Visual aids on print out Group Q & A session, Visual aids on print out Unit Exam Review in Unit Exam
Representation of slide notes/lecture Visual aids on print out of slide notes/lecture Jeopardy Game,
Describe how content notes, visual aid on of slide notes/lecture notes, visual aid on study guide, All IEPs
will be presented in projector screen, written notes, visual aid on projector screen, written and Documents will
various ways to meet notes/objectives/academi projector screen, written notes/objectives/academi be followed, Visual
the needs of different c language listed on notes/objectives/academi c language listed on aids for vocabulary
learners.
white board, All IEPs and c language listed on white board, All IEPs and
Documents will be white board, All IEPs and Documents will be
followed, Visual aids for Documents will be followed, Visual aids for
vocabulary followed, Visual aids for vocabulary
vocabulary
Multiple Means of Differentiation for Differentiation for Differentiation for Differentiation for Differentiation for
Representation 504/SPED/ ELL/GT: 504/SPED/ ELL/GT: 504/SPED/ ELL/GT: 504/SPED/ 504/SPED/
Differentiation All IEPs and All IEPs and All IEPs and ELL/GT: All IEPs ELL/GT: All IEPs
Explain how materials
Documents will be Documents will be Documents will be and Documents will and Documents will
will be differentiated
for each of the followed Visual aids followed Visual aids followed Visual aids be followed Visual be followed Visual
following groups: for vocabulary for vocabulary for vocabulary aids for vocabulary aids for vocabulary
 English
Language (ELL)-translation tools (ELL)-translation tools (ELL)-translation tools (ELL)-translation (ELL)-translation
Learners tools tools
(ELL) (SPED)-individually (SPED)-individually (SPED)-individually
 Students with prescribed instruction prescribed instruction prescribed instruction (SPED)-individually (SPED)-individually
special needs assistance assistance assistance prescribed instruction prescribed instruction
 Students with assistance assistance
gifted abilities
(Gifted/early finishers)- (Gifted/early finishers)- (Gifted/early finishers)-
Early finishers (those
who finish early and
work on assignment in work on assignment in work on assignment in (Gifted/early (Gifted/early
may need additional class for completion. class for completion. class for completion. finishers)- work on finishers)- work on
sources/support) assignment in class assignment in class
for completion. for completion.

Application of Content
Multiple Means of Students will read, write Students will read, write Students will read, write Students will answer Unit Exam
Engagement and discuss the questions, and discuss the questions, and discuss the questions, questions during the
How will students notes to lecture, analyze notes to lecture, analyze notes to lecture, analyze Jeopardy game to
explore, practice, and visual aids/illustrations, visual aids/illustrations, visual aids/illustrations, review for the unit
apply the content? teacher guided teacher guided teacher guided exam. They will write
questioning, work questioning, work questioning, work the correct answers
individually or in groups individually or in groups individually or in groups on the study guides
on class activity. on class activity. on class activity. provided.
Engagement 504/SPED/ ELL/GT: 504/SPED/ ELL/GT: 504/SPED/ ELL/GT: 504/SPED/ 504/SPED/
 English
 Students with assistance assistance
gifted abilities
work on assignment in work on assignment in work on assignment in
may need additional class for completion. class for completion. class for completion.
sources/support)
Assessment of Content
Multiple Means of Warm-up questions to be Warm-up questions to be Warm-up questions to be Jeopardy unit exam Unit Exam
Expression answered in written and answered in written and answered in written and review game
Formative and verbal format, answers to verbal format, answers to verbal format, answers to
summative assessments in depth-guided/strategic in depth-guided/strategic in depth-guided/strategic
used to monitor questioning throughout questioning throughout questioning throughout
student progress and lecture, exit ticket lecture, exit ticket lecture, exit ticket
modify instruction.
comparison activity comparison activity comparison activity

Expression 504/SPED/ ELL/GT: 504/SPED/ ELL/GT: 504/SPED/ ELL/GT: 504/SPED/ 504/SPED/
 English
 Students with assistance assistance/extra time
gifted abilities
work on assignment in work on assignment in work on assignment in (Gifted/early
may need additional class for completion. class for completion. class for completion. finishers)- work on
resources/support) assignments in other
classes or have
personal time quietly
Extension Activity and/or Homework
Identify and describe Print out of Malcolm X Independent Finish Chicano cultural Study for Unit Exam
any extension activities speech “The Ballot or the Work/Group Mural OPTIC
or homework tasks as Bullet” to be analyzed
appropriate. Explain
Practice/Activity: assignment
and started in class and OPTIC analysis of the
how the extension
taken home as
activity or homework Hispanic murals
assignment supports
homework. Students will
the learning submit assignment next
targets/objectives. As day or as needed for extra
required by your time. Assignment will be
instructor, attach any discussed in class next
copies of homework at day. Assignment requires
the end of this student to analyze speech
template. discuss in depth the
various aspects.

STEP Standard 5 - Implementation of Instructional Unit
Video Recording Link: https://youtu.be/LrU-oBj2eeI
Summary of Unit Implementation: The unit was successfully implemented through direct-instruction,
teacher-guided/led discussion, visualizations, cooperative learning, the use of technology, inquiry-based
learning, differentiation, and various forms of informal/formal and summative assessments. The students
with special needs such as 504/IEPs, ESL, ELL, Gifted/Early Finishers were accommodated adequately
according to the differentiation needed. About 75% of the students participated in the class discussions
and about 85% of the students completed/submitted homework and in-class activities.
Summary of Student Learning: The student learning process was successful in that the 32 out of 38
students were Approaching Grade Level, 21 out of 38 students Meets the Grade Level, and 17 out of 38
students Mastered Grade Level. Learning retention will be assessed for the state standard exam.
Reflection of Video Recording: https://youtu.be/r3Gadwn2zko
STEP Standard 6 - Analysis of Student Learning
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient 3 17
(90%-100%)
Proficient
4 21
(80%-89%)
11 32
(70%-79%)
Minimally
Proficient 6 3
(69% and below)
Post-Test Analysis: Whole Class
Based on my analysis of the whole class post-test data, I see that there was an increase of learned
knowledge and retention when compared to the pre-assessment results. Obviously, students will
know more about a given topic after you teach it to them and have them do the assigned

activities/homework than before being presented the information and completing the objectives.
The post-assessment shows an increase in students. That is due to a lack of present students on
the day the pre-assessment was administered.
Post-Assessment Analysis: Subgroup Selection

A subgroup of students I am focusing on would be those considered “at risk” due to /parent’s low
socioeconomic status. Many students in the Waco ISD are living below the poverty line and
therefore do not have access to as many learning opportunities or exposure as their peers living
above the poverty line do. This is simply due to the fact they and/or their parents cannot afford
the money and/or time to dedicate to further learning besides what is required in the classroom.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
(90%-100%)
Proficient
3 13
(80%-89%)
10 5
(70%-79%)
Minimally
Proficient 9 2
(69% and below)
Post-Assessment Analysis: Subgroup
Their performance on the post-assessment placed most of them in the approaching grade level to meets
grade level percentages. I believe these students showed improvement in their learning and exam
performance. Being that they are the largest group within the entire class(es)/school/district, they represent
most performance results. The goal is how to help them improve to a higher level of learning while
meeting those needs of lower learning students and at the same time challenging those higher-learning
students.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
(90%-100%)
Proficient
4 5
(80%-89%)
2 2
(70%-79%)
Minimally
Proficient 5 2
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
The subgroup improved with approaching to meeting grade level performances while the
remainder of the class performed with an increase from minimally proficiency to proficiency.
The next steps to improving student learning and performance would be to review the objectives
which were unmet to the greatest degree and reassess the approach to instruction to meet those
objectives. One objective to aim for would be further in-depth student comprehension prior to the
unit assessment.
STEP Standard 7– Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Plan to Reach the Goal

Short-Term Goal
1. Better technical use of Practice presenting visual aids in a lesson
technology/visual aids before presenting in class to ensure proper
functioning of lesson slides/technology.

2. Increased student engagement Collaborating with veteran
teacher/colleagues on implementing creative
and highly effective cooperative learning
ideas and strategies to engage students.
3. Better post-lesson assessment analysis I want to improve my exit ticket, post-lesson

assessments to get a better assessment
analysis so I can improve the instruction.
Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal: To become highly proficient in lesson plan creating
Rationale: I do fine with making good lesson
plans now, but I feel it takes me much longer than
a seasoned teacher, which is absolutely rationale.
However, I stress more about them because I have
not been creating lesson plans for years now.
When I can make lesson plans quicker while
maintaining a high level of proficient substance, I
can commit more of my time to students as well
as my personal life such as my wife and kids. For
my students, they will benefit from having a
teacher who is a pro at being flexible with the
lesson plan so that student questions/discussions
can be addressed without losing track of time and
objectives still needing to be met. It will help me
manage my time better inside and outside of the
classroom as well as being able to provide
experience and knowledge to students and
assistance to new colleagues.
End Date: After the end of my third-year
teaching, if not sooner. I want to be realistic and
give myself enough time, so I do not miss out of
quality.
Action Timeline: I will collaborate with
colleagues in my school, department and my
Personal Learning Conference (PLC) and practice
writing lesson plans by shadowing every lesson
plan used that has been written already. I will start
08/2020 and continue until 05/2021

Resources: State standards of Texas Essential
Skills and Knowledge (TEKS), Google Drive
share, Teams (software used by Waco ISD) and
communication with colleagues.


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John A.

Student Teaching Evaluation of Performance (STEP)

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STEP Standard 2 - Writing Standards-Based Measurable Objectives

Week 6 - Monday March 16, 2020

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Unit Topic: Unit 10: Vietnam and America-60s & 70s

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Unit Topic: Unit 10: Vietnam and America-60s & 70s

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Unit Topic: Unit 10: Vietnam and America-60s & 70s

Measurable Objectives: Students will be able to distinguish patterns throughout revolutionary

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Unit Topic: Unit 10: Vietnam and America-60s & 70s

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Unit Topic: Unit 10: Vietnam and America-60s & 70s

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Unit Topic: Unit 10: Vietnam and America-60s & 70s

Measurable Objectives: Students will be able to analyze the Watergate Scandal.

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Unit Topic: Unit 10: Vietnam and America-60s & 70s

National or State Academic Content Standards: [Integrated] describe Richard M. Nixon's

Posted Product: Students will be able to analyze the Watergate Scandal.

STEP Standard 3 - Assessment and Data Literacy

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Pre-Assessment Data: Whole Class

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Highly Proficient (90%-100%) 3

Pre-Assessment Analysis: Whole Class

19.20 US History Unit 9: The Modern Civil Rights

3) Which U.S. action is Khrushchev challenging in this excerpt?

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6) In the late 1800s, the Supreme Court’s decision in Plessy v. Ferguson —

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13) The passage of legislation to end these practices resulted in —

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BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS

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Unit/Subject: Modern Civil Rights Movement

Day 1 Day 2 Day 3 Day 4 Day 5

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© 2020. Grand Canyon University. All Rights Reserved. Page 27 of 33

Video Recording Link: https://youtu.be/LrU-oBj2eeI

Reflection of Video Recording: https://youtu.be/r3Gadwn2zko

STEP Standard 6 - Analysis of Student Learning

© 2020. Grand Canyon University. All Rights Reserved. Page 28 of 33

Post-Assessment Analysis: Subgroup Selection

Number of Students Number of Students

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

© 2020. Grand Canyon University. All Rights Reserved. Page 29 of 33

STEP Standard 7– Reflecting on Instruction to Improve Student