PROJECT DESIGN: OVERVIEW page 1

Name of Project: Civil Rights Project Duration: 2 Weeks

Subject/Course: ELA and SS Teacher(s): Rodriguez Grade Level: 6
Other subject areas to be included, if any:

Key Knowledge and W.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
Understanding selection, organization, and analysis of relevant content.
(CCSS or other standards) a. Introduce a topic or thesis statement; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension. CA
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.

Success Skills Critical Thinking/Problem Solving Self-Management

(to be taught and
assessed) Students are assessed in their explanation/analyzing
of the impact a person had on Civil Rights, and their
person’s long-lasting impact on our world to this day.
Collaboration
Students are assessed in their self-management as
they are completing an informative essay on their
own with the information they are able to gather
individually.
Other:

Students are assessed in their collaboration in how

they are able to work together to present their
information in a final project.

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Project Summary
(include student role,
issue, problem or
challenge, action taken,
and purpose/beneficiary)
Driving Question
Students begin the project by introducing themselves to the Civil Rights Era and the people and events important to Civil
Rights. Students take that information and create a work of art that highlights what they first learned about an event or
person that had an impact on Civil Rights. Next, students are posed with the task of researching a person who had a
positive impact on Civil Rights, and follow established guidelines for their research. Students’ research then helps them in
writing an informative essay on their chosen person’s bio, impact on Civil Rights, and impact on today’s world. Finally,
students work together with students who have the same person, or a similar person, to create a final presentation or work
of art that highlights what they have discovered.
Why do people take a stand?

Entry Event Students will research a person or event that has left a significant and positive impact on civil rights and our world of
today, and display that information with an art piece.

Products Individual: Informative essay Specific content and competencies to be assessed: The ability
to write an informative essay, based on the ELA standard for
informative essays

Team: Art piece and presentation of choice (Google Slides, Specific content and competencies to be assessed: The ability
art piece, Powtoon, etc.) to present information on a subject in a variety of means

PROJECT DESIGN: OVERVIEW page 2

Making Products The projects will be made project through a class website, and will include people interacting through the website with
Public comments and views of the projects that students have created.
(include how the
products will be made
public and who students
will engage with
during/at end of project)

Resources Needed On-site people, facilities: Classroom

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 Equipment: Chromebooks

Materials:Art supplies (varying depending on students’ choice)

Community Resources: N/A

Reflection Methods Journal/Learning Log No Focus Group No

(how individual, team,
and/or whole class will Whole-Class Discussion Yes Fishbowl Discussion Yes
reflect during/at end of
project)
Survey No Other: Small Group and Partner Discussions Yes

Notes:

PROJECT DESIGN: STUDENT LEARNING GUIDE

Project: Civil Rights Project
Driving Question:Why do people take a stand?

Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners
Presentations, knowledge, understanding & success skills needed to check for learning and ensure provided by teacher, other staff, experts; includes
Performances, Products by students to successfully complete products students are on track scaffolds, materials, lessons aligned to learning outcomes
and/or Services and formative assessments

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 (individual ​and Students should have an understanding Students are required to take Cornell Students will have support in the form of
team) of a person or event’s lasting impact on Notes on a person or event and meet the structured cornell notes, checklists, rubrics,
our world of today minimum amount of notes anchor charts, small group support, peer
support, and sentence frames
Students will be able to write an Students will have a research checklist to
informative essay ensure that they are researching the
correct information for a person or event

Students will be able to create a Students will be given multiple checklists

presentation or work of art that conveys and rubrics to ensure that they are
the lasting impact of an individual or completing their informative essay by
event meeting the necessary guidelines

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