DP unit planner 1

Teacher(s) Joslyn Hunscher-Young Subject group and course History - DP2 (Group 3)
Course part Civil Rights (Prescribed topic 4: Rights & protest) SL or HL/Year 1 or 2 SL & HL / Dates Feb.-Mar.
and topic Year 2
Unit description and texts DP assessment(s) for unit
Students will learn about the U.S. Civil Rights Movement as required for Paper 1
Paper 1 on the IB external exams (Rights & protest) - covering from
Practice Paper 1 questions (formative)
1954-1965, but will also extend those dates and their understanding
slightly, more accurately covering the time frame from the late-1940s
through the mid-1970s.
Texts draw from various textbooks catered to the IB program and also
other online and primary sources about the U.S. Civil Rights Movement.

INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
Students will be able to:
1. Evaluate sources for values and limitations for a specific research focus or purpose;
2. Analyze multiple factors in complicated problems (i.e. diverse causes and effects); and
3. Question and evaluate when, how, and why particular views, stories, or perspectives are valued over others and to what extent they agree with
those decisions.

DP unit planner 1
ACTION: teaching and learning through inquiry
Content/skills/concepts—essential understandings
Students will know the following content:
● Nature & characteristics of discrimination
○ Racism & violence against African Americans; the
KKK; disenfranchisement
○ Segregation & education; Brown v. Board of
Education 1954); Little Rock (1957)
○ Economic & social discrimination; legacy of Jim
Crow laws; impact on individuals
● Protests & action
○ Non-violent protests; Montgomery bus boycott
(1955-1956); Freedom Rides (1961); Freedom
Summer (1964)
○ Legislative changes: Civil Rights Act (1964); Voting
Rights Act (1965)
● The role and significance of key actors/groups
○ Key actors: Martin Luther King Jr; Malcolm X;
Lyndon Johnson
○ Key groups: NAACP, SCLC, SNCC, Nation of Islam
● Additional information and key events of the Civil Rights
Movement in terms of origins of the movement and
lasting impacts
Students will develop the following skills:
● Evaluating sources for their values and limitations;
DP unit planner 1
Learning process
Check the boxes for any pedagogical approaches used during the unit. Aim for a
variety of approaches to help facilitate learning.
Learning experiences and strategies/planning for self-supporting learning:
☑ Lecture
☐ Socratic seminar
☑ Small group/pair work
☑ PowerPoint lecture/notes
☑ Individual presentations
☑ Group presentations
☑ Student lecture/leading
☐Interdisciplinary learning
Details:
☑Other/s: group debates and discussions
Formative assessment​:
At the end of each class period, students will complete a “cool down” individually. This
cool-down activity will mimic questions on Paper 1 of the IB History exam by providing them
with a source (relevant to the content of the day’s lesson) and a question - to summarize or
identify key ideas of the source, to compare and contrast two sources, to evaluate a source
for its values and limitations, etc. Students will be given a suggested time frame for writing
each style of response as well - to better support their abilities to write in the 65 minutes
given for a real IB Paper 1 exam.
 ● Analyzing sources for similarities and differences around a Summative assessment (​sources​ and ​questions​):
central idea; Students will complete a mock Paper 1 of the IB History exam focused on the U.S. Civil
● Recognizing and evaluating different perspectives of Rights Movement. It may be similar to the above link, but not exactly the same as the
historical events; previous IB exam.
● Communicating clearly and concisely in writing for a
Differentiation:
particular audience (IB exam graders) and purpose (IB
Paper 1). ☑ Affirm identity—build self-esteem
☑ Value prior knowledge
Students will grasp the following concepts: ☑ Scaffold learning
● How societal change can happen - considering influences ☑ Extend learning
of work from the grassroots up and the top down as well Details: Students will have multiple opportunities to share their prior knowledge
as the approaches to change of different key leaders and with affirmation in the class as well as consideration of how their identities may
groups inform their existing knowledge and why different groups and communities value
● Development of truth in history - considering who and support these stories and truths. Learning throughout this unit is supported
decides what events, people, and stories or versions of with multiple sources and ways to engage while also extended with new
the truth are significant information and perspectives for students to consider and evaluate.
Approaches to learning (ATL)
Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see ​the guide.​
☑ Thinking ☐ Social ☑ Communication ☑ Self-management ☐ Research
Details: Students are consistently engaged in critical thinking throughout the daily cool down activities that analyze sources. They develop strong written
communication skills for a particular audience (IB exam graders) through these activities as well. They are also consistently engaged in development of
their communication skills throughout class discussions, group work, and debates. Finally, self-management is required as they work throughout this unit
to prepare themselves for their external IB history exam. This is our last content unit before we review for the exam, so there is lots of embedded
self-management in the unit in regards to time management.

DP unit planner 1
Language and learning
Check the boxes for any explicit language and
learning connections made during the unit. For
more information on the IB’s approach to
language and learning, please see ​the guide​.
☑ Activating background knowledge
☑ Scaffolding for new learning
☑ Acquisition of new learning through practice
☑ Demonstrating proficiency
Details: We start the unit by activating students’
existing knowledge of the Civil Rights Movement
as well as existing skills from previous courses.
The new information presented is scaffolded with
clear links to this existing knowledge and sets of
skills and supports and structures for suggested
writing and assessments. The formative
assessments of daily cool downs reinforce new
learning through practice and ensure that
students demonstrate proficiency in skills before
their summative assessment where these skills
must be used under time constraints.
Resources
List and attach (if applicable) any resources used in this unit
Resources and materials used can be found in this Google Drive Folder: ​https://drive.google.com/drive/folders/1UNT_p-nZxKbWLNNBEiPkSsGn3dTpUeBV?usp=sharing
DP unit planner 1
TOK connections CAS connections
Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS connections.
made during the unit If you check any of the boxes, provide a brief
note in the “details” section explaining how
students engaged in CAS for this unit.
☑ Personal and shared knowledge ☐Creativity
☐Ways of knowing ☐Activity
☐Areas of knowledge ☐Service
☐The knowledge framework Details:
Details: Throughout the unit we discuss ways in N/A - no direct connections to CAS during this
which people develop their knowledge and unit.
understanding of the Civil Rights Movement. We
analyze and evaluate the typical stories of the
movement presented in textbooks and other
more traditional academic classes, especially at
younger grades. This helps to highlight how and
why individual people and communities/groups
may have different versions of the truth as we
consider what the shared knowledge of this
event is in our country today and what this
shared knowledge should be.
Stage 3: Reflection—considering the planning, process and impact of the inquiry
What worked well
List the portions of the unit (content, assessment,
planning) that were successful
● Cool downs were a good way to give
students practice and feedback while also
synthesizing information from that day's
lesson
● Students appreciated multiple practice
opportunities before selecting a few of the
cool downs to be graded officially
● Many students expressed that they learned
something new from this - an event that
they had not previous learned about, a
different perspective on change, etc.
● Students made clear links and connections to
how this movement is continuing to impact
their own lives, thus often feeling more
connected and invested in learning
DP unit planner 1
What didn’t work well
List the portions of the unit (content, assessment,
planning) that were not as successful as hoped
● COVID-19 put an abrupt end to this unit
where we stopped meeting in person and
many students then stopped engaging in
online learning, especially after IB exams
were canceled for this year.
● The unit is a bit hap-hazard as this was the
first time I taught it: sometimes it works
more thematically, sometimes more
chronologically, which may be confusing to
students as they try to envision the entirety
of the movement and its historical context.
● No feedback on the summative assessment
at this point as we canceled it once we
switched to remote learning and seniors
were done with coursework.
Notes/changes/suggestions:
List any notes, suggestions, or considerations for the
future teaching of this unit
● Consider starting or ending the unit with
having each student create a timeline (or
perhaps doing this as a class) of the events
discussed so that the thematic and
chronological events can be viewed more
completely and all together
● Consider adding more clarification and
reserving time for students to understand
the formative cool downs and prepare them
before submitting for their grades. (Note:
This may be less of an issue if you are not
teaching students during first block when
many seniors are lacking in motivation and
ability to come to school at 7:45 am.)