S1+Mull,+Casey

=Stage 1 - Identify Desired Results= E1 Historical knowledge, concepts, themes and patterns Grades 6-8 "Civil Rights Movement 1955-1968" Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: Social Studies- E. History

//What understandings are desired?//
•major enduring themes are important in understanding the Civil Rights Movement. •different evidence provides different perspectives during the Civil Rights Movement. ||
 * **//Students will understand that://** **(U)** ||
 * •historical influences in the history of Maine, the United States, and various regions of the world are critical to the Civil Rights Movement.

//What essential questions will be considered?//
•Why is it important to focus on major enduring themes during the Civil Rights Movement? •Why do different perspectives and evidence effect our interpretations of the Civil Rights Movement? ||
 * **Essential Questions:** **(Q)** ||
 * •How have decisions in the past made about the Constitution and democracy shaped decisions made during the Civil Rights Movement?

//What key knowledge and skills will students acquire as a result of this unit?//
civil disobedience, social inequality, de facto and de jure racism.
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Vocabulary: racism, bigotry, white supremacy, civil rights,

•Important events and people: Freedom Riders, Black Panther Party, NAACP, Martin Luther King Jr., Malcolm X, Thurgood Marshall, Rosa Parks

•Sequence and Time lines: the enslavement of African people, de facto and de jure racism, advent of the NAACP and contemporary movements, Garvey-Dubois-Washington, Desegregation of military, desegregation of schools, Freedom Riders, Montgomery Bus Boycott, MLK, Black Power Movement, Civil Right Act 1964, Thurgood Marshall, Barack Obama || •express that different evidence provides different perspectives during the Civil Rights Movement. •make meaning of why historical influences in the history of Maine, the United States, and various regions of the world are critical to the Civil Rights Movement. •decide what major enduring themes are important in understanding the Civil Rights Movement. •analyze the different evidence and perspectives during the Civil Rights Movement. •relate to historical influences in the history of Maine, the United States, and various regions of the world and why they are critical to the Civil Rights Movement. •recognize that major enduring themes are important in understanding the Civil Rights Movement. ||


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**