Social Studies Lesson Plan
Lesson Created By: William Wickham
Lesson: Civil Disobedience: When is too much enough?
Introduction: Students will explore the topic of civil disobedience as a direct recourse to social injustice.
Grade Level: High School
Objectives: Students will be able to write a persuasive paper based on evidence and data they discover through the provided materials. They will understand how civil disobedience has brought incredible changes within American society. Students will also become familiar with primary source documents.
WA Standard Addressed:
Social Studies
4.2.1: Evaluates how individuals and movements have shaped contemporary world issues
3.2.1: Evaluates how human interaction with the environment has affected economic growth and sustainability
4.2.3: Evaluates the ethics of current and future uses of technology based on how technology has shaped history
WA Standard Addressed:
Language Arts
1. Write arguments focused on discipline-specific content.
2. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Relative Advantage: Students will access print, audio and video in this exploration into civil disobedience. By using primary sources, students will better understand the emotional and social frustration people who turn to civil disobedience feel. They will then write a persuasive essay and submit it via google docs. This will provide a public arena in which to view the completed essays
Timeline: This class will take approximately one week. Day one will introduce the lesson and assign the listening and reading homework. Day two, students will watch the video and create their discussion questions. Day three and four will be used for writing essays.
Technology Standards Addressed:
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
d. Process data and report results
AECT Standards:1.1 Instructional Systems Design
1.2 Message Design
1.3 Instructional Strategies
1.4 Learner Characteristics
2.2 Audiovisual Technologies
2.3 Computer-Based Technologies
2.4 Integrated Technologies
3.1 Media Utilization
3.2 Diffusion of Innovations
Materials:
Home or library computer
Speakers or headphones
Google account
Learning Activities:
Activity 1: In class, we will have an initial discussion on the meaning of civil disobedience. Students can create a definition and offer any examples. Assign homework
Activity 2: Students listen to the podcast and read the two primary sources. They should take notes on places in the podcast. They should collect three quotes each from the readings to be used during discussion.
Activity 3: Students will create question to be asked during the class discussion.
Activity 4: Students write their essays in class. The computer lab may be accessed for this activity.
Assessment: A persuasive essay rubric will be used to evaluate the essay.
Lesson Created By: William Wickham
Lesson: Civil Disobedience: When is too much enough?
Introduction: Students will explore the topic of civil disobedience as a direct recourse to social injustice.
Grade Level: High School
Objectives: Students will be able to write a persuasive paper based on evidence and data they discover through the provided materials. They will understand how civil disobedience has brought incredible changes within American society. Students will also become familiar with primary source documents.
WA Standard Addressed:
Social Studies
4.2.1: Evaluates how individuals and movements have shaped contemporary world issues
3.2.1: Evaluates how human interaction with the environment has affected economic growth and sustainability
4.2.3: Evaluates the ethics of current and future uses of technology based on how technology has shaped history
WA Standard Addressed:
Language Arts
1. Write arguments focused on discipline-specific content.
2. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Relative Advantage: Students will access print, audio and video in this exploration into civil disobedience. By using primary sources, students will better understand the emotional and social frustration people who turn to civil disobedience feel. They will then write a persuasive essay and submit it via google docs. This will provide a public arena in which to view the completed essays
Timeline: This class will take approximately one week. Day one will introduce the lesson and assign the listening and reading homework. Day two, students will watch the video and create their discussion questions. Day three and four will be used for writing essays.
Technology Standards Addressed:
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
d. Process data and report results
AECT Standards:1.1 Instructional Systems Design
1.2 Message Design
1.3 Instructional Strategies
1.4 Learner Characteristics
2.2 Audiovisual Technologies
2.3 Computer-Based Technologies
2.4 Integrated Technologies
3.1 Media Utilization
3.2 Diffusion of Innovations
Materials:
Home or library computer
Speakers or headphones
Google account
Learning Activities:
Activity 1: In class, we will have an initial discussion on the meaning of civil disobedience. Students can create a definition and offer any examples. Assign homework
Activity 2: Students listen to the podcast and read the two primary sources. They should take notes on places in the podcast. They should collect three quotes each from the readings to be used during discussion.
Activity 3: Students will create question to be asked during the class discussion.
Activity 4: Students write their essays in class. The computer lab may be accessed for this activity.
Assessment: A persuasive essay rubric will be used to evaluate the essay.