Name: Andrew Nicolarsen Date lesson taught: 2/21/2021

Content Area: Social Science

Course Title & Grade Level: US History, 9th Grade
Standards: Analyze how diverse ideologies impacted political and social institutions during eras such as Reconstruction, the
Progressive Era, and the Civil Rights movement.

Objectives:

Content—Students will investigate important terms from the Civil Rights area to prepare them for the understanding of different
ideologies from that era.

Language—Students will be introduced to important Civil Rights vocabulary terms, people and concepts via a student handout.
The students will investigate the concepts and vocab words individually by organizing them into correct categories to demonstrate
knowledge on the Civil Rights era. They will then work in groups sharing what they know individually with each other to further
their understanding of these important terms and concepts.

Student-friendly—I can identify and explain important Civil Rights vocab words, people and concepts.
Assessment: Students will be assessed through the individual completion and turning in of a Civil Rights word sort. The
assessment is summative and geared towards establishing a baseline of knowledge prior to the Civil Rights section.
Proactive Management: Students will be asked to work quietly on their own completing the Word Sort. They will then work
in groups communicating at a conversation level comparing and sharing their results. After group work student will be called upon
to share different sections of the Word Sort.

Instructional Strategies: Completion of a Word Sort Literacy worksheet, group work and group discussion.

Note Taking Strategy: Students will sort by writing Civil Rights vocab terms, people and concepts into categories.

Questions: The specific questions that will be asked are geared towards the meaning of the specific terms from the Word Sort
literacy sheet. The questions are convergent in nature and are targeted. Students will be individually called upon after the group
work.

Anticipatory Set: The following question will be posted at the beginning of class: “Define what the Civil Rights area means to
you?” Students will share their answers with the class by raising their hands.

The Lesson:
Anticipatory Set (10 min) – Students will Answer the question: “Define what Civil Rights means to you.” And then share their
answers with the class by raising their hands.

Individual Literacy Worksheet (20 min) – Students will work individually organizing vocab terms, people and concepts from the
Civil Rights era in a Word Sort. (This represent the Gradual Release of Responsibility).

Group Work (10 min) – Students will be organized randomly in groups of 4 and share their Word Sort results. Students are not
allowed to edit their individual Word Sorts at this point only conversations allowed. NO FURTHER ADDITIONS OR CHANGES.

Questions (10 min) – Call all students individually to share their specific Word Sort results and help them organize the words into
their correct columns. AGAIN, NO CHANGES SHOULD BE MADE TO THEIR WORD SORTS.

Closure:
Procedural—
Content Summary— Students will be asked to look at their Word Sorts and identify one word they did not know and circle that
word. Call on specific students to share that word and items meaning and relevance.
References: The students US History Textbook is used to develop the terms used in the Word Sort.
Lesson Plan Reflection (required):
1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
The Civil Rights topic itself is geared towards CRT as the aim of the lesson is to help to better understand the important os
Civil Rights terms a develop a baseline of what actually happened during the Civil Rights era. Terms for the Word Sort will
be chosen to be inclusive of all different types of people from racial and cultural backgrounds.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Students are asked to work in groups after the individual completion of the Word Sort. This group work is aimed at allowing
peer to peer support for deeper understanding of the Civil Rights terms so as to help striving students gain a better
understanding. In addition the group work will help to promote engagement within the lesson.