Teachers Name: Michael Pechon

Unit 7- What is involved in the

Electoral Process
Unit 8: What does equality mean
in America? How has it changed
over time?
AIM &
Objectives
Daily Formative
Assessment
(ex: Exit Slip)
Lesson Scope

Monday
Aim: What is Campaign Finance?
Objective: SWBAT explain what Campaign Finance is.
Homework

Agenda
Close read and discussion
of article on Campaign
Finance

Instructional
Strategies
Differentiation

Week: 5/2/2016-5/6/2016
Course/ Period: Civics 1, 2,4
Curriculum Mandates:
SSR
Evidence Based Writing Assignment

Time
20

CFUs
Talk moves
Cold calls

Homework: AECR, 2
paragraphs. Corporations
and private individuals can
now spend unlimited
amounts on elections. Is
that right?
Direct Instruction, AECR, Partners, Primary Sources, close
reading
Struggling
Struggling students will be paired up with advanced students for
additional help.
Advanced
Advanced students will be able to help out struggling students.

CCSS/ GLEs

CCSS.ELA-Literacy.RH.9-10.1, CCSS.ELA-Literacy.RH.910.2, CCSS.ELA-Literacy.RH.9-10.4,

CCSS.ELA-Literacy.RH.9-10.9, C.5.4, C.5.5, C.5.6 ,
C.5.7

Tuesday
Aim: What do I need to know about the Election Process to be
successful on the test on Friday?
Objective: SWBAT explain what they need to know about the Election
Process to be successful on the test tomorrow.
Review document sheets.

Agenda

Time

Review material for Unit

7,Election Process test.
Students work with a partner to
answer questions, class
participates in review of
answers.

CFUs
Review Documents

90

Direct instruction, partners, AECR, close reading

Struggling
Ask weaker students "leading" questions to bring them "step by
step" to the depth of understanding necessary.
Advanced
Ask stronger students higher level questions during class
discussions to challenge them and increase depth of thought.
CCSS.ELA-Literacy.RH.9-10.1, CCSS.ELA-Literacy.RH.9-10.2,
CCSS.ELA-Literacy.RH.9-10.4,
CCSS.ELA-Literacy.RH.9-10.9, C.5.4, C.5.5, C.5.6 ,
C.5.7

AIM &
Objectives

Daily
Formative
Assessment
(ex: Exit
Slip)
Lesson
Scope

Wednesday
Aim: How much did I learn about the Election
Process during this unit of instruction?
Objective: SWBAT demonstrate what they
learned about the Election Process during this
unit of instruction.

Thursday
What did equality look like in the early days of
the United States?
What did equality mean to the founding
fathers?
SWBAT explain the view of equality in the late
1700s.
SWBAT analyze multiple perspectives.
SWBAT synthesize information to determine
the roles of African Americans and women in
the United States in the late 1700s.

Test

AECR

Agenda
Test

Time
90

CFUs
Test

Agenda
Lesson Starter/Do
Now and
Discussion
Students will
receive a packet of
readings and
questions. We will
complete reading 1
(founding fathers
on equality)
together, and they
will work with a
partner to
complete the other
readings (founding
fathers on slavery,
African Americans
on slavery,
womens role in the
1700s, women on
equality).

Time

CFUs

10

Talk moves

45

Work sheets

15

Writing
assignment

Friday
Civil Rights of African Americans- 4
Days
Day 1
How did African Americans gain equal
rights?
What impact did the Reconstruction time
period have on African Americans?
Can a group which has been denied rights
for so long ever truly be equal?
What tactics were used by Civil Rights
leaders to get their messages across?
SWBAT explain the causes of the Civil
Rights Movement.
SWBAT explain the goals of the Civil Rights
Movement.
SWBAT analyze multiple perspectives.
SWBAT synthesize information about Civil
Rights to determine if African Americans
gained equality.
Amendments Worksheet, Jim Crow
Documents Sheet

Agenda

Time

Lesson Starter/Do
Now and
Discussion

10
min.

The class will read

about Dred Scott
v. Sanford
together and
answer questions.
Discussion.

15
min.

Students will read

and watch videos
about the Civil
War and
Reconstruction,
focusing on the
13th, 14th, and 15th
amendments.
Discussion.

30
min.

Students will

15

CFUs
Talk Moves
Cold Call

Stop and Jot

Teacher will
pick up

20
Discussion of
answers

Exit ticket

AECR: What did

equality look like in
the United States
during the late
1700s?

complete a
handout on the
amendments.

min.

Students will read

with a partner and
answer questions
about Plessy v.
Ferguson.
Discussion.

20
min.

Students will
watch short clips
about Jim Crow
and complete a
reading about
that time period.
Discussion

Think-pairshare

Stop and Jot,

Cold Call

20
min.
Teacher will
pick up

Students will look

at pictures from
20
the Jim Crow time
min.
period and
determine which
rights were being
limited.
Discussion.
Primary documents, think-pair-share, group
work

Instructiona
l Strategies

Group work, graphic organizer, real world

application

DBQ, group work, modeling, think-pair-share

Differentiati
on

Struggling
Make sure students receive all
accommodations.

Struggling
Ask weaker students "leading" questions to
bring them "step by step" to the depth of
understanding necessary.
Advanced
Ask stronger students higher level questions
during class discussions to challenge them
and increase depth of thought.

Struggling
Ask weaker students "leading" questions
to bring them "step by step" to the depth
of understanding necessary.
Advanced
Ask stronger students higher level
questions during class discussions to
challenge them and increase depth of
thought.

GLEs: C.2.2, C.5.1, C.5.2, C.5.3

GLEs: C.2.2, C.5.1, C.5.2, C.5.3

Advanced
None

CCSS/ GLEs

CCSS.ELA-Literacy.RH.9-10.1, CCSS.ELALiteracy.RH.9-10.2, CCSS.ELALiteracy.RH.9-10.4,

CCSS.ELA-Literacy.RH.9-10.9, C.5.4, C.5.5,
C.5.6 ,
C.5.7