Goals & Objectives
The students will learn about religious groups and their impact on civic and social reform in the United States. The students will research and analyze the role of Christianity, Judaism, and Catholicism on the formation and reforming of social values through completion of a storyboard project.
California State Content Standards and Common Core Standards
11.3.1
Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).
WHST. 11-12.8
Draw evidence from informational texts to support analysis, reflection, and research.
Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).
WHST. 11-12.8
Draw evidence from informational texts to support analysis, reflection, and research.
Lesson Introduction
The teacher will introduce the concept of the project, and the lesson content. The teacher will introduce the basic concepts of the three religious groups and the three social reform movements. The teacher will explain the project and explain the requirements for the project.
Vocabulary
The students will engage the vocabulary through the research of the project in preparing for the storyboard. The students will research the project and in the process will examine the vocabulary meaning.
-Christianity
-Catholicism
-Judaism
-Civil-rights
-Antimonarchy
-Family-centered
-Christianity
-Catholicism
-Judaism
-Civil-rights
-Antimonarchy
-Family-centered
Content Delivery
The Teacher will arrange a gallery walk around the room to familiarize students with the content. The gallery walk will have six posters arranged by the teacher around the room. The teacher will provide pertinent facts and images to draw the student’s interest and engagement. The teacher will direct the students as they move around the room and read each poster. The teacher will conclude the gallery walk exercise and give the students directions on how to prepare the project.
The teacher will direct the students into groups of four and have the groups designate three researchers and a project coordinator. The teacher will explain to the students the requirements of the project.
The teacher will direct the students into groups of four and have the groups designate three researchers and a project coordinator. The teacher will explain to the students the requirements of the project.
Student Engagement
The students will engage the content by moving around the room reading and analyzing the gallery walk posters. The students will use the images and text to decide which religious group and reform movement to base their project work on.
The students will then enter groups of four to begin their project.
The group will designate researchers as follows, one to research the historical impact, one to research the present day impact,
and one to research the continuum, the project manager will be responsible for bringing all three together and onto the storyboard. The group will then decide which religious group and social reform they will research and use to create a storyboard.
The students will then enter groups of four to begin their project.
The group will designate researchers as follows, one to research the historical impact, one to research the present day impact,
and one to research the continuum, the project manager will be responsible for bringing all three together and onto the storyboard. The group will then decide which religious group and social reform they will research and use to create a storyboard.
Lesson Closure
The teacher will break up the groups and recap the requirements for the project. The teacher will then hand out the materials needed for the storyboard project and dismiss the students.
Assessment
Formative- During the gallery walk the teacher will walk around asking questions and checking for comprehension. During the student engagement, the teacher will monitor group’s selection and student involvement level.
Summative- The teacher will grade the storyboard and student presentations to assess student comprehension.
Summative- The teacher will grade the storyboard and student presentations to assess student comprehension.
Accommodations for English Learners, Striving Readers, and Students with Special Needs
The teacher will provide accommodations for English Learners, Striving Readers, and Students with Special Needs to ensure their proficiency in the class content. The teacher will provide alternative research materials and partially constructed storyboards to ensure student comprehension. The teacher will also provide additional assistance to students if needed.