Forest Hill High School

Common Core Lesson Design

Teacher(s) R. Scott
Date(s)
Feb. 3

Grade Level: 11-12

Course
Sociology

Unit/Lesson Title
Civil Rights Movement

1. Understand the various schools of sociological thought and trace their

progress.
a. Identify historic backgrounds of modern-day sociology.
b. Identify and analyze various schools of sociological thought.

Unwrapped
Concepts
Students need to know

TSW present their

research and
themes of their
papers with their
classmates for round
robin discussion.

Unwrapped Skills
Students need to be able to
do

TSWBAT articulate
sociological
perspectives within
the Civil Rights
Movement

Standards and
Goals

Performance Level
Descriptors

M-STAR Domains
1.1Plans lessons that demonstrate
knowledge of content and pedagogy
1.2Plans lessons that meet the diversity
of students backgrounds, cultures,
skills, learning levels, language
proficiencies, interests, and special
needs
1.3Selects instructional goals that
incorporate higher level learning for all
students
3.1 Demonstrates deep knowledge of
content during instruction
3.2 Actively engages students in the
learning process
3.3 Uses questioning and discussion
techniques to promote higher order
thinking skills
3.4 Brings multiple perspectives to the
delivery of content
3.5 Communicates clearly and
effectively
4.1 Manages classroom space and
resources effectively for student
learning
4.2 Creates and maintains a climate of
safety and respect and support for all
students

Proficient

(ELA/Math)

Access Prior
Knowledge
Pre-Assessment
Post Assessment
Big Ideas
Essential Questions
Academic
Vocabulary

Forest Hill H.S.

TSW recall the basics of psychology, major sociological thinkers,

and precursors to the Civil Rights Movement
TTW review in class writings for understanding
TSW demonstrate mastery by creating a weebly with historical
fact incorporated into a critical analysis writing. TSW compare
cultural norms across the time frame 1960-2015 America
Why do we study social sciences? What application does it have to
social ills?
What sociological themes can we compare from the Civil Rights
Movement era to 2015 America?
Psychology, sociology, equality, injustice, social norms

2014-2015

Instructional Methods
Cooperative Learning
Groups
Discussion
Discovery Learning
Graphic Organizers
Journals/Blogs
K-W-L/It SaysI SayAnd
So
Learning Centers
Role-play
Scaffolding
Problem Based
Learning/Inquiry
Simulations
Literature circle
Other (list)___________

Materials Used
Common Core State
Standards
Curriculum Pacing Guide
Textbook pp. __________
Handouts
USA Test Prep/Study Island
Whiteboard/Promethean
Board
Overhead/transparency
Computers/Internet
Calculators
Maps
Manipulative(s)
Other (list)____________

Evaluation
Teacher-made test (attach)
Written assignment
Observation
Rubric (attach)
Performance task(s)
Projects/Presentations
Other_______________

Instructional Design
The student will copy down the quote and
respond in 10 lines of complete sentences
in Type 1 style.
Do Now/Bell-ringer

Anticipatory Set

Input/Modeling

Guided Practice

Independent
Practice

Closure
Homework

Literacy Strands
Check all that apply and
provide a brief description of
the task to be performed.

Differentiation
Strategies/
Lesson Adjustments
EES Instructional

Forest Hill H.S.

TSW identify three key characteristics from

the news and why its relevant to sociology.
The teacher will break down a current
events topic and how it fits into sociology
(functionalism, conflict theory, social
darwinism, etc.)
TTW give notes on deviance, social norms,
and have students explain cultural
deviance and its benefit to the CRM and
currently with the #BlackLivesMatter
movement. TTW explain a presentation and
discussion rubric for the day for their paper
presentations.
TSW create a weebly detailing their visit to
the Civil Rights Museum highlighting key
civil rights leaders and events and begin
their critical analysis essay.
TSW share key vocabulary they used and
everyday sociology application.
TSW complete their weebly.

The student will take notes and participate in whole

Writing group discussion. The student will respond to bell
work in 10 lines of original analysis
The student will listen as they take notes to
Listening important concepts and respond verbally to
applicable topics
The student will respond verbally with original
Speaking thought and in whole group conversations. TSW read
aloud from the textbook when applicable.
Remediation
Enrichment
TSW attend before school oneTSW read a current events
on-one tutorial offered upon
article and reflect critically on
request or every Wednesday
its role in social science
morning.
Students with accommodations and modifications will receive

2014-2015

Strategies

them as outlined by their IEP. Lesson focus will be directed toward

ensuring that the students stay on task, take accurate notes, and
can master the objectives taught to the best of their ability

Teacher
Notes/Comments

Forest Hill H.S.

2014-2015