2 Civic Engagement Lesson Plan

Teacher Candidate's Name: Karl ‘Alec’ Schoettle
Lesson Plan Template: Backward Planning

Unit Title: Civics
Lesson Title: Civic Engagement
Content: Make civic engagement relatable for them; show them the ways they already do this; show
them the potential power of civic engagement as an agent for change through examples of major
changes brought about by school aged kids.
Grade/Level: 8th
Date of Lesson: 2/25/2020
Length of lesson: 50 min
Alignment CCSS for ELA/Math

to
Objectives (or MLR and/or Next Gen Science for other content areas)
MLR for Social Studies; Grades 6-8; Civics and Government 2: (F1) Explaining the constitutional and legal
1,2
status of "citizen" and provide examples of rights, duties, and responsibilities of citizens.
MLR for Social Studies; Grades 6-8; Civics and Government 2: (D2) Analyzing how people influence
government and work for the common good including voting, writing to legislators, performing community
1,2 service, and engaging in civil disobedience through selecting, planning, and implementing a civic action or
service-learning project based on a school, community, or state asset or need, and analyze the project’s
effectiveness and civic contribution. *
Essential Question(s)
What does civic engagement mean for you as 8th graders?
Objectives and Assessments

Objective Objective(s) (Number each objective.) Assessment(s) for Each Objective
Number (In parentheses, mark each I for
informal or F for formal.)
Students realize they already participate in civic engagement I Class discussion; guided
1
questioning
Students recognize the potential power of civic engagement I Class discussion; guided
2
questioning
Students understand that fighting for change often requires personal I Class discussion; guided
3 sacrifice questioning
Necessary Prior Knowledge/Skills (Describe where/when/how each has been learned.):

Understanding of the basic ideas of what civics means. This was covered in class yesterday.
Alignme Instructional Components

nt to What Teacher Does What Students Do
Objectiv
es
EHD 498/CHF 424

Recap of yesterday’s class; what is civics Discuss
Question students about how they think Come up with potential examples of civic
1 they already participate in civic engagement
engagement
Guide students to ways in which they have Discuss, listen
participated in civic engagement in their
1,2 social studies class, discuss how the things
they have done can be considered civic
engagement
Guide student discussion about the Discuss
potential power and potential danger of
large civic movements, specifically
movements led by people their age; Greta
2,3 Thunberg and the climate strike, Newsies
(put on in the school this past fall) and the
newsboys strike of 1899. Did those people
put themselves in potential danger by their
actions? Was it worth it?
Show slideshow of past protests by school Watch slideshow, discuss
2,3 aged kids that had major impacts; discuss
relevant points
After slideshow, ask students if they think Discuss
the protestors they have just seen put
3
themselves into danger. Why? Was it
worth it?
For tomorrow, think if there are any issues Think of issues facing society that you would like to
1,2,3 today that you would make this kind of change
sacrifice to try and change
Links to Technology:
Timeline of student led protests that resulted in major change:
https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?
source=1Gb0pxJvQFAmOaIixYPzljrM2iCTysEkOwV3rJBbA97A
Materials and Supplies: Computer, internet connection, projector
Accommodations/Adaptations/Differentiation:
Information in class will be shared through lecture, discussion and use of visual aids to try and reach
multiple learning styles. Class format will also be such that questioning and discussion of the topics
being covered is expected; any students who are not participating of their own volition will be called
upon to ensure they are paying attention and understanding the information being covered.
Maine Common Core Teaching Standards (MCCTS) (Check those that are part of this lesson.):
Check only those that are part of the lesson plan, not those that are part of lesson implementation.
The Learner and Learning Instructional Practices
EHD 498/CHF 424

X S1 Learner Development X S6 Assessment
X S2 Learning Differences X S7 Planning for Instruction
X S3 Learning Environments X S8 Instructional Strategies
Content Professional Responsibility
S9 Professional Learning and Ethical
X S4 Content Knowledge
Practice
X S5 Application of Content S10 Leadership and Collaboration
Technology
X S11 ISTE Standards.T
Reflection about teaching of lesson: What went well? What would you change and why? What
evidence do you have that students learned? Based on assessment results, what are the logical next
steps in your planning for teaching and learning?
I think that the lesson in general went well. For the first couple of sections in the morning, I
think that I spent too much time on the slideshow of past protests. As the day went on, I spent less
time on most of the slides and more time on discussion before the slideshow. I think that in the future
I would like to have a little more time after the slideshow as well, both to discuss what we looked at in
the slideshow and to discuss the sacrifice involved in this sort of civic engagement.
The evidence that I saw of student learning came in the form of their discussion about the
topics. The students seemed, in this discussion, to recognize the ways that they had/could make a
difference in their own communities, as well as the potential power/danger of large scale protests.
The next step will be to have the students work in pairs on worksheets that will ask them to
answer in their own words some of the major issues we have covered in the past couple of days; then
will ask them to think about and write down any laws/issues they see today that they would like to
change, how they would go about trying to change this issue, and what (quantifiable) sacrifices they
would be willing to make to bring about this change.
If this lesson plan documents Application of Content (critical thinking, creative thinking, and/or
problem solving), respond to the following:
⮚ Why was critical thinking and/or creative thinking and/or problem solving appropriate to this
lesson? (i.e., How does this lesson fit into a larger unit of which it is part? How does the higher
order thinking help students to make connections among concepts and/or engage in
examining differing perspectives?)
This lesson documents critical thinking in that the students need to analyse civic
engagement in several ways: how they have done it; what other people have done that has resulted
in major change; what power civic engagement can have; and what sacrifices or danger might come
with that.
Critical thinking was appropriate to this lesson because students need to be
considering the potential power of civic engagement. I want the students to realize that they have the
power to bring about change if they really want to do so; but that doing so usually requires a degree
of personal sacrifice.
The next step for them will be to think creatively about what they would want to
change/improve in their own community (community here meaning any size group to which they
belong: neighborhood, school, town, state, country, world, and anything in between), how they
EHD 498/CHF 424

would go about doing this, and what sacrifices they would have to/be willing to make to make change
happen. In order to think creatively about this, I think that they need to have a solid grasp on what all
parts of this have looked like when people have tried to change issues in the past. In order to do that,
they need to have critically analyzed past examples of civic engagement.
If this lesson plan documents Technology, respond to the following:

⮚ In a list of a minimum of five bullets, show your key beliefs about technology’s role in teaching
and learning. (Base your list primarily on the highlighted ISTE-T performance indicators in the
resource that accompanies this assignment.) Consider the role of technology for both the
learner and the teacher. In what ways does the lesson plan that includes technology address
some of these key beliefs?
- I think that technology is an aid to good teaching. It does not replace it. In this class, I used technology to assist in
student understanding of the topic being covered, but I started the lesson without it. The technology used in this
instance simply supplemented what was going on in the class.
- Technology can be used to help reach students with different learning styles. In this case, thanks to the slideshow
used, students were shown information through pictures of events, text descriptions of the pictures and my own
oral summary of the information.
- Technology is often interesting of itself to students, so can make materials covered in class more interesting to
them. I think that in this case, showing the students slides from a website on the projector as opposed to giving
them hand-outs with the same information definitely made it more interesting for them, as well as making it so
that the whole class was looking at the same thing at the same time.
- Technology used in the classroom is generally also accessible to students outside the classroom, as most of the
technology used in the social studies classroom is simply using computers (supplied by the school) to access
things available online. This can help show the students a path to finding out more information on any topics
from class that they might want to research further. As some of the pictures were not working on the slideshow, I
had another page open that I went to so that I could pictures of protests up onto the board for the students. In
doing so, they would have seen how readily available this information is on the internet if they want to look into
it on their own.
- Teachers should model good, responsible and capable use of technology, to help encourage the same from their
students. In this lesson I found and applied an appropriate tool from the internet, navigated through it fluidly and
dealt with hiccups (text appearing too small on the screen, pictures failing to load) easily (blew up text to make it
legible, found relevant pictures from other sources)
EHD 498/CHF 424

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What is the purpose of this lesson?

What examples of civic engagement are discussed in the lesson?

Teacher Candidate's Name: Karl ‘Alec’ Schoettle

Lesson Plan Template: Backward Planning

Alignment CCSS for ELA/Math

Objectives and Assessments

Necessary Prior Knowledge/Skills (Describe where/when/how each has been learned.):

Alignme Instructional Components

EHD 498/CHF 424

Materials and Supplies: Computer, internet connection, projector

The Learner and Learning Instructional Practices

EHD 498/CHF 424

EHD 498/CHF 424

If this lesson plan documents Technology, respond to the following:

EHD 498/CHF 424

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