LESSON PLAN Based on the MOPTA Lesson Plan Template

Teacher: Brian Chervitz Date: 2 December 2016 School/Grade: 12th Grade History/Social Studies Topic: Education

Standards/Quality Indicators/Skills Missouri and national standards, quality indicators, and skills addressed by this lesson State Standards can be found at http://dese.mo.gov/sites/default/files/cle-social-studies.pdf

MO SS 3a.Y.US History (DOK 2) o Describe the changing character of American society and culture (i.e. arts and

literature, education and philosophy, religion and values, and science and technology)

MO SS 6.M.US History (DOK 2) o Describe the major social institutions (family, education, religion, economy and

government) and how they fulfill human needs

MO SS 6.N.US History (DOK 4) o Predict the consequences that can occur when: 1) Institutions fail to meet the

needs of individuals and groups, 2) Individuals fail to carry out their personal responsibilities

MO SS 7.F.US History (DOK 3) o Interpret maps, statistics, charts, diagrams, graphs, timelines, pictures,

political cartoons, audiovisual materials, continua, written resources, art and artifacts.

Learning Objectives/Goals The lesson’s objectives and learning outcomes appropriate for meeting curricular and student needs. Must be measurable and observable.

The student will be able to:

Identify the role of race in educational disparities, including the Achievement Gap

Evaluate racial equity in their own school’s US history curriculum

Construct an analytical report about racial equity in their education

Assessment Types Assessment(s) before, during, and after the lesson.

During:

Students will identify important information from their information sources related to their topic and list them on their Analytical Report worksheet.

Students will construct a short analytical report on a specific topic related to racial equity in education.

After:

Students will write a few statements on the relevancy of the information they are researching on their own life and their school’s curriculum.

Lesson Structure and Procedures Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g. Engagement/Opening, Procedures, Guided Practice, Conclusion) (Limit Lecture time to the age of the students; ex. High school seniors get 20 min max)

Total Class Time: 90 MIN 1. Pre-Lesson (7 MIN):

a. BELL RINGER: The teacher will ask the students to pull out their Analytical Report worksheet from the previous class (attached to this lesson plan). The students will review the component parts of an analytical report:

i. Introduction and Purpose Statement ii. Data Collection Sources

iii. Data Analysis iv. Conclusion v. Recommendations

b. The students will individually write down their purpose statements and data collection sources from the data provided to them and the data they researched in the last class period.

2. Opening (3 MIN): a. LEARNING OBJECTIVES: The teacher will state and present the learning

objectives to the students. b. AGENDA: The teacher will give a quick preview of the lesson activities, so the

students know what to expect throughout the class. 3. Lesson:

a. CLASS DISCUSSION (5 MIN): The teacher will ask the students to share their purpose statements and discuss why some are good but also how they can improve.

b. MODELING (10 MIN): The teacher will redirect the students to the rest of their Analytical Report worksheet. The next component is data analysis. The teacher will provide an example of a purpose statement and some data for the class to consider together. The teacher will model some analysis techniques, given below. An example is attached to this lesson plan.

i. Trend or Pattern Recognition ii. Cross-Tabulation

iii. Information Summary c. MODELING (10 MIN): The teacher will model for the students how to draw a

conclusion and make a recommendation. The teacher should make sure to model making conclusions that are 1) logical and 2) consistent with the data. As for making a recommendation, the teacher should ensure they are 1) logical, 2) related to the conclusion, and 3) practical. An example of this modeling is attached to this lesson plan.

d. ANALYTICAL REPORT WORKSHEET (50 MIN): Students will break into the same groups as the last class (based on their specific focus on racial equity), and

work together to complete their Analytical Report worksheet for their specific purpose and data. The students will collaborate to synthesize a purpose statement, analyze their data, draw a conclusion, and offer a recommendation.

i. The teacher will keep track of time. The data analysis will be allocated 30 minutes, and the conclusion and recommendation sections will be allocated 10 minutes each.

ii. The teacher will shadow each group and ensure they are on task and working effectively and efficiently.

4. Closing (5 MIN): a. EXIT SLIP: For the last five minutes, students will write out in their journals the

relevancy of the concept of educational equity to their life and how they might use this information as they move forward with their educational career.

Instructional Strategies List of structures, systems, methods, techniques, tools, procedures, or processes that a teacher uses during instruction.

Class Discussion: A class discussion is a technique used to get students to share their ideas and thoughts about the lesson, and to allow students to learn from other students in addition to the teacher. The teacher will ask the students after the bell ringer what they wrote for their purpose statement, with the purpose of teaching effective purpose statements.

Modeling: The teacher will show the students the proper/effective skill or method of completing the activity. The teacher will model how to analyze data, draw conclusions, and offer a recommendation, which will benefit the students who do not know how to effectively perform those skills.

Group Work: The students will work in groups to collaboratively achieve a goal. The teacher will put students into groups so they can help each other achieve the learning objectives.

Shadowing: The teacher will float among the groups to answer questions they have, offer skill-building techniques to aid in their acquisition of analysis skills, and remind the groups of their time table.

Learning Activities Description of a specific activity, assignment, or task that a student completes in order to achieve a specific learning objective or outcome. Must focus on a set of clear learning objectives.

Analytical Report Worksheet: Students will complete the worksheet which prompts them to utilize the data analysis, conclusion-drawing, and recommending skills that were modeled for them by the teacher. The worksheet includes scaffolding for the students to identify relevant and significant information from their data sources that connect to their focus/purpose statements. Then the students are prompted to use three strategies to analyze that identified information. Next, the students are asked to draw a conclusion about race and education based on the analysis they completed. Finally, the students offer Dr. Stiepleman a recommendation for creating change. After completing the worksheet, the students will have all their thinking and work laid

out, and then they will just have to convert their work into a narrative style, to be completed the next class period.

o Learning objective met: Students will identify important information from their data sources related to their topic and list them on their Analytical Report worksheet.

o Learning objective met: Students will construct a short analytical report on a specific topic related to racial equity in education

Exit Slip: Students will answer the question, “How does the information I researched today affect my education?” The point of the activity is to get students thinking about the relevancy and significance of the research they are doing, and how racial inequities in education affect everyone. The students will take 5 minutes to think about the implications of their work on their lives, and write out a few sentences in their journal, which they will access to later in the semester.

o Learning objective met: Students will write a few statements on the relevancy of the information they are researching on their own life and their school’s curriculum.

Resources and Materials List of materials used in the planning of and during the instruction of the lesson.

Analytical Report worksheet

Information sources (provided previously)

Information Analysis worksheet (provided previously)

Journal

Any assistive technology as needed for students

Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning.

Possibly laptops/computers for students to access their information sources, look up new information sources, or print any documents they need

Assistive technology to help students write, such as pencil grips or computers

Differentiations/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences, cultural and language differences, etc.

1. To assist my ELL students and students with reading difficulties, I ensure that the readings and sources of information are modified for their reading level, including providing vocabulary instruction. According to Universal Design for Learning, clarifying vocabulary offers students multiple means of representation.

2. To assist my ELL students and students with learning disabilities, I will provide a model of the finished project prior to their completing the assignment. According to Universal Design for Learning, modeling will guide information processing, which offers students multiple means of representation.

3. To assist my ELL students, all students will be split into groups, so they can collaborate with each other, and engage in authentic academic speech. According to Universal Design for Learning, promoting understanding across languages offers students multiple means of representation.

4. To assist my students with disabilities, certain students will be ensured that they get to choose which focus group they get to be a part of. According to Universal Design for Learning, which recruits interest in the project, offering students multiple means of engagement.

Classroom Management Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help keep students on task and actively engaged

It is imperative that the classroom environment maintain a positive learning environment and the students be respectful, cordial, and civil with each other as we engage in group work. To keep the students on task and engaged:

The teacher will float around the classroom to answer questions, engage with students with questions, offer praise and encouragement, and serve as a reminder to follow classroom rules.

Rude, disrespectful, or uncivil students will be managed on an individual basis. The teacher will try to keep the student in the classroom as to not miss any more learning time.

The teacher will demonstrate civil dialogue and discussion by honoring all comments and questions as valid contributions to the classroom environment.

Extensions and Enrichment Activities for early finishers that extend students’ understanding of and thinking about the learning objectives by applying their new knowledge in a different way

Students who finish early will be able to:

Write a letter to Dr. Stiepleman, their teacher, their community, the Missouri Department of Elementary and Secondary Education, or anyone else with a stake in racial equity in education, explaining how their personal feelings have evolved about their specific focus on racial equity since beginning the project. They will follow a worksheet provided by the teacher. The student will have the option to have the letter included in the final report or just to send it separately.

Follow-up to Today’s Lesson Quick activity for review or building on today’s learning that will deepen student understanding and interconnect concepts (may be incorporated tomorrow or throughout the unit

Students will have one more class period to complete their Analytical Report worksheet and convert their work into a narrative format to be included in the final version of the report to be submitted to Dr. Stiepleman.

Hopefully, Dr. Stiepleman or the Columbia Board of Education will respond to the report and the class will read and evaluate their response. In order to increase the likelihood of a response, the teacher will inform the superintendent of the project beforehand as well as when to expect the report.

Special Circumstances/Focus for Observation/Additional Information Any special circumstances of which an observer should be aware Any area or lesson component that may not have been covered by this format that you think is vital to include in this lesson

This lesson is Day 3 of a 5-day long project in which students complete a report about race in their 12th grade US history classes.

Day 1: Introduction, group formation, data distribution

Day 2: Research and data collection

Day 3: Data analysis and completing the Analytical Report worksheet

Day 4: Constructing a narrative for the report

Day 5: Finishing the report, choosing a title, and sending the report Attached to this lesson plan:

Student groups based on specific focuses related to racial equity in education

Structure of the final report to be sent to Dr. Stiepleman

Analytical Report worksheet

Teacher’s example of finished analytical report

Information Analysis worksheet

Extension activity: personal growth letter

Follow-Up: Use this space to summarize major observations, reflections, evaluative comments, and future goals of the lesson.

Date Lesson Plan and Lesson:

Notes:

Student Groups

Student and Community Demographics

Faculty Demographics

Funding per school (And their funding sources)

Exploration of African Americans in their textbooks/curriculum

Exploration of Asian Americans in their textbooks/curriculum

Exploration of Latinx Americans in their textbooks/curriculum

Exploration of Middle Eastern Americans in their textbooks/curriculum

Exploration of Native Americans in their textbooks/curriculum

Behavior Punishment Disparities

Achievement Gap and Testing Gaps

Final Report Structure

I. Title Page a. Title: (To be decided by the class) b. Date: c. Class: d. School:

II. Letter from Our Teacher to CPS Superintendent, Dr. Peter Stiepleman III. Student Authors

a. Each student includes one portrait picture and 50-word description IV. School Information

a. Students and Communities Demographics b. Faculty Demographic c. Funding Sources and Distribution

V. Disparities a. Behavior Punishment Disparities b. Achievement Gap and Testing Gaps

VI. Race in Our Curriculum a. African American Identities b. Asian American Identities c. Latinx American Identities d. Middle Eastern American Identities e. Native American Identities

VII. References

Name: ______________Teacher Example__________________ Date: ____________________

Analytical Report Worksheet Directions: You and your group are completing an analytical report to give to Dr. Stiepleman, the superintendent of Columbia Public Schools. Your report is about the current state of race and education in our 12th grade US history classes. Complete the following sections of an analytical report. The data will be provided by the teacher.

1. Introduction and Purpose Statement

What is your group focused on? ___My group is focused on college and career readiness, and how race affects who is enrolled and who succeeds in those classes. ____________________ ____________________________________________________________________________ In one sentence, write down the purpose of your report: ___The purpose of this report is to evaluate racial inequity in college and career readiness classes. ________________________ ____________________________________________________________________________

2. Data Collection and Sources

What data are you using and who published it? ___”2013-2014 Civil Rights Data Collection: A First Look” published by the US Department of Education, Office for Civil Rights. List 5 important pieces of information from your data source. Make sure the information is related to your group focus and/or purpose statement. Your information can be statistics, quotes, narratives/anecdotes, facts, descriptions, etc.

1. Only 33% of high schools with high Black and Latinx student enrollment offer calculus, compared to 56% of high schools with low Black and Latinx student enrollment.

2. Black and Latinx students represent 42% of student enrollment in schools that offer gifted/talented education programs, yet they only represent 28% of the students in those gifted/talented education programs. White students represent 49% of all students, but 57% of students in gifted/talented programs.

3. Black and Latinx students represent 38% of students in schools that offer AP courses, yet they only represent 29% of students enrolled in at least one AP course.

4. Black students make up only 16% of the total high school student population, yet 30% of all high school students held back are Black.

5. Latinx, Native American, Pacific Islander, and multiracial high school students represent 27% of all high school students, yet also represent 36% of all high school students held back.

3. Data Analysis

There are 3 techniques to analyze the information you identified above. In the space provided, show your thinking as you analyze the information. Refer to Information Analysis worksheet provided to you at the beginning of the year for more information about these 3 techniques.

1. Trend or Pattern Recognition

Black and Latinx students are constantly less likely to be enrolled in more challenging classes or programs.

Black and Latinx students are more likely to be underprepared for college or careers after high school.

2. Cross-Tabulation

Black and Latinx students are consistently underrepresented in more challenging classes (42% of all students vs. 28% of gifted/talented students), while White students are overpresented (49% of all students vs. 57% of gifted/talented students).

Black students are slightly more likely to be held back than Latinx, Native American, Pacific Islander, and multiracial students.

3. Summary

Non-white students are less likely to enroll in STEM or accelerated courses. In addition to racial inequities, gender and ability inequities exist as well.

4. Conclusion

Consider the analysis of the data above. What conclusions can you draw? Don’t forget to connect your conclusion to your purpose statement! Conclusion: _____There must be an issue with how students become enrolled in STEM and accelerated classes, and other college/career readiness programs, because there are huge inequities based on race. These inequities can harm non-white students from achieving more after high school, perpetuating economic inequities in our society. _____________________

5. Recommendations

Based on the data analysis and your conclusion, offer one recommendation to Dr. Stiepleman on what he can to create change. Your recommendation should be related to your conclusion, should be logical, and should be practical. Recommendation: ____ I recommend that school re-evaluate how they choose to enroll students in which courses, and create a team of administrators focused on ensuring that all students enroll in the courses they deserve to take. __________________________________

Name: ________________________________________________ Date: ___________________

Analytical Report Worksheet

4. Introduction and Purpose Statement

What is your group focused on? _________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In one sentence, write down the purpose of your report: _____________________________ ________________________________________________________________________________________________________________________________________________________

5. Data Collection and Sources

Who created or published the data you are using? ___________________________________ ____________________________________________________________________________ List 5 important pieces of information from your data source. Make sure the information is related to your group focus and/or purpose statement. Your information can be statistics, quotes, narratives/anecdotes, facts, descriptions, etc.

1.

2.

3.

4.

5.

6. Data Analysis

There are 3 techniques to analyze the information you identified above. In the space provided, show your thinking as you analyze the information. Refer to Information Analysis worksheet provided to you at the beginning of the year for more information about these 3 techniques.

1. Trend or Pattern Recognition

2. Cross-Tabulation

3. Summary

4. Conclusion

Consider the analysis of the data above. What conclusions can you draw about the current state of race and education in our 12th grade US history classes? Don’t forget to connect your conclusion to your purpose statement! Conclusion: __________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Recommendations

Based on the data analysis and your conclusion, offer one recommendation to Dr. Stiepleman on what he can to create change. Your recommendation should be related to your conclusion, should be logical, and should be practical. Recommendation: ____________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: ________________________________________________ Date: ___________________

Information Analysis Techniques Trend and Pattern Recognition It’s helpful to look for trends, or any repeatable patterns taking place over time or across areas of research. Be on the look-out for data trends indicating growth, decline, or cycles of both growth and decline. By looking at data over a period of time, or across various sections, you can detect patterns and relationships that will help you answer important questions. For example, we can observe that White students were consistently earning a score of around 310 on NAEP math tests from 1973 to 1990. But Black students had been raising their scores on the NAEP math test from around 270 in 1973 to around 289 in 1990. Thus we can say that not only are Black students doing better on the NAEP math test over time, but that the difference between the White students’ scores and the Black students’ scores was getting smaller. Cross-Tabulation It’s also useful to explore the relationships between subsets of data. Cross-tabulation is the technique in which you break down data or statistics into more variables. For instance, nationwide, 48% of high schools offer calculus classes. But if we break down that data based on racial makeup of those schools, we can see that only 33% of high schools with high Black and Latinx enrollment offer calculus classes, while 56% of high schools with low Black and Latinx enrollment offer calculus classes. Keep in mind that numbers are easy to misinterpret, even with computer tools and spreadsheets. Make sure to double check all your calculations and document all the operations you do. Also, don’t forget to occasionally set back and ask yourself, do these numbers make sense? Summary When you summarize, you are presenting the gist or main ideas of the material in fewer words than the original information in presented in. An effective summary identifies the main ideas and major support points from your source materials, but leaves out most details, examples, and other information that is less critical to your audience. Make sure to not change the original intent or meaning of the material, that is ineffective and unethical summarizing. Additionally, don’t forget to cite any ideas that are not your own.

Name: ________________________________________________ Date: ___________________

Personal Letter Activity Before you start this extension activity, make sure that your entire group has finished all their work for the analytical report to Dr. Stiepleman. If your entire group does finish early, you can each work individually on this activity. Directions: Write a letter to Dr. Stiepleman, the Columbia Board of Education, the Missouri Department of Elementary and Secondary Education, our community, or even to me, or anyone else who should be concerned about the report that you just finished. Your letter should be about your own personal feelings and opinions about the report and the information presented in it. Consider the following questions in your letter:

How has your feelings or opinions about race changed since completing this activity?

How have your views of our school and curriculum changed?

What other recommendations do you think will help achieve more racial equity in education?

What more information or research do you wish was available?

How does the conclusion you drew affect your education and you personally? Dear ______________________________________, ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________.

Sincerely,

(Signature) ______________________________

(Printed Name) ______________________________