Unit Plan Notes Overview Unit Title: People and Protests Theme: Protests and their success Grade

Level: Key stage 3, Year 8 B1/Hi Content Area: History Districts curriculum: England has had a national education curriculum since 1988 following the
Education Reform Act. However, the national curriculum does allow some personalization to the city/town the school is based in. The national curriculum has three aims. It should enable all young people to become:

successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society.

Calderstones School follows the national curriculum. In key stage 3 year 8, students are expected to establish key concepts: 1.1 Chronological understanding 1. understanding and using appropriate dates, vocabulary, and conventions that describe historical periods and passing of time. 2. developing a sense of period through describing and analyzing the relationship between the characteristic features and periods and societies. 3. building a chronological framework of periods and using this to place new knowledge in its historical context. 1.2 Cultural, ethnic, and religious diversity 1. understanding the diverse experiences and ideas, beliefs, and attitudes of men, women, and children in past 1.3 Change and Continuity 1. identifying and explaining change and continuity within and across periods of history 1.4 Cause and consequence 1. analyzing and explaining the reasons for, and results of, historical events, situations, and changes. 1.5 Significance 1. considering the significance of events, people, and developments in their historical context and in the present day 1.6 Interpretation 1. understanding how historians and others form interpretations. 2. Understanding why historians and others have interpreted events, people, and situations in different ways through a range of media. 3. Evaluating a range of interpretations of the past to assess their validity. Students are also expected to do the following key processes

2.1 Historical enquiry 1. Identify and investigate, individually and as part of a team, specific historical questions or issues, making and testing hypotheses 2. Reflect critically on historical questions or issues 2.2 Using evidence 1. Identify, select, and use a range of historical sources, including textual, visual, and oral sources, artifacts and the historic environment 2. Evaluate the sources used in order to reach reasoned conclusions 2.3 Communicating about the past 1. Present and organize accounts and explanations about the past that are coherent, structured, and substantiated, using chronological conventions and historical vocabulary 2. Communicate their knowledge and understanding of history in a variety of ways, using chronological conventions and historical vocabulary. How is the unit aligned with these standards? Over the course of this unit, all of these standards will be focused on in at least one lesson. Chronology, cause and consequence, and significance are focused on the most frequently. The pre-assessment focuses on chronology, which we continue to come back to throughout the unit. Every lesson, we focus on cause and consequence to understand why the monarchs decisions caused people to protest and what were results from the protests. We then focus on significance, and see how the protests are still relevant today with the formation of modern democracy. Rationale: Part of key stage 3 is to study the development of political power from the middle ages to the twentieth century, including changes in the relationship between rulers and ruled overtime, the changing of relationship between the crown and parliament, and the development of democracy. In this unit, the students will be focusing on protests by the people to the British government from King John and the Magna Carta to the Suffragettes in the early 1900s. The students will be able to see how monarchy and government has developed overtime due to the demands of the people and how these demands have shaped modern day democracy in Great Britain. Big Ideas: Who is protesting- this changes overtime from the wealthy barons to the poor working class Who are they protesting against- this is often the monarchs, but for various reasons Why are they protesting- money, religious reasons, want more power Was the protest a success- students will see some protests were successful while others were not. Some protests are classified as both. The Unit Objective State Content Standards: Since England is on a national curriculum, there standards are different from how states in America set up their curriculum (such as GLECs in Michigan). Therefore, see the above standards outlined. Those are the content standards that are used at the Key Stage 3 level which the year 8s perform at.

Objectives for Learners: Unit objectives are built within the lesson objectives and within the assessments. By the end of this unit, all students will be able to place all protests in chronological order on a timeline. By the end of this unit, all students will be able define new vocabulary terms and significant people. By the end of this unit, all students will be able to identify 4 different types of people who protested. By the end of this unit, all students will be able to give 1 reason for every protest studied. By the end of this unit, all students will be able to explain whether each protest was successful, not successful, or both. By the end of this unit, all students will be able to give 5 different reasons why people in the past have protested. By the end of this unit, all students will be able to identify on the time line, where power began to shift from the hands of the monarchy to the hands of the people. By the end of this unit, all students will be able to explain the different between violent and non-violent protests and give their own explanation on which they think is more effective and why. By the end of this unit, all students will be able to explain 2 different reasons why there are different interpretations of history, especially in regards to protests.

Content Outline Lesson 1- Poor Decisions, Popular Document 1. Objectives a. By the end of this lesson, all students will be able to write 2 reasons why King John was unpopular. Most students will be able to write 3 reasons why and a few students will be able to write 4 or more reasons why. b. By the end of the lesson, all students will be able to give a definition of the Magna Carta. Most students will be able to give 2 reasons why the Magna Carta was written. A few students will be able to write why King John needed to sign it. 2. Major Concepts a. Power shifting from the monarchy to barons b. First document for England giving specific rights to the people and holding the king accountable Lesson 2- A Failed Revolt 1. Objectives a. By the end of this lesson all students will be able to write 1 reason why the Peasants Revolt occurred. Most students will be able to write 2 reasons why the Peasants Revolt occurred. A few students will be able to write 3 reasons why the peasants revolted. b. By the end of the lesson all students will be able to define 2 things from the memory game. Most students will be able to define 3 things from the memory

game. A few students will be able to define 4 or more things from the memory game. 2. Major Concepts a. Violent protests, using uprisings as a form of protest b. The results of a failed protest c. Peasants protesting Lesson 3- A Failed Pilgrimage 1. Objectives a. By the end of the lesson, all students will be able to give 1 reason why the pilgrimage occurred, most students will be able to give 2 reasons why the pilgrimage occurred, and a few students will be able to give 3 or more reasons why the pilgrimage occurred. b. By the end of the lesson, all students will be able summarize the series of events during the pilgrimage in 2 sentences. Most students will be able to write 3 sentences of the chronological events, and a few students will be able to write 4 or more sentences on the series of events. c. By the end of the lesson, all students will be able to write 1 consequence of the pilgrimage, most students will be able to write 2 consequences, and a few students will be able to write 3 or more. 2. Major Concepts a. Peaceful protests b. Religious reasons for protesting c. The results of a failed protest Lesson 4- For King or Country 1. Objectives a. By the end of the lesson, all students will be able to define the royalists and the parliamentarians, most students will be able to give one reason why they either supported the king or the parliament, and a few students will be able to give 2 or more reasons. b. By the end of the lesson, all students will be able to explain 2 steps that led to the Civil War in detail, most students will be able to explain 3 steps, and a few students will be able to explain 4 or more steps. 2. Major Concepts a. Different sides of protests, royalist vs parliamentarians b. Unfair taxation, reasons for protests Lesson 5- Off Goes the Head 1. Objectives a. By the end of the lesson, all students will be able to give the chronological date for King Charles execution in relation to the rest of the war. b. By the end of the lesson, all students will be able to explain 1 reason for the change in opinion from peace treaty to execution, most students will be able to explain 2 reasons, and a few students will be able to explain 3 or more reasons. c. By the end of the lesson, all students will be able to identify 2 different perspectives of Oliver Cromwell and give 1 reason for the differing views. 2. Major Concepts

a. Violence as a form of protest b. Loss of power from the monarchy Lesson 6- Whats Your Fate in Peterloo 1. Objectives a. By the end of the lesson, all students will be able to give one political reason that the people in Manchester protested, most students will be able to give one political reason and one economic reason, a few students will be able to give a political, economic, and social reason for their protests. b. By the end of the lesson, all students will be able to give two consequences of the massacre, most students will be able to give three consequences, and a few students will be able to give four or more. 2. Major Concepts a. How peaceful protests can lead to violence b. How propaganda can influence how people view an event Lesson 7- Exam Time 1. Objectives a. By the end of this lesson, all students will have competed their exam on Peterloo. 2. Major Concepts a. The school requires an examination just on Peterloo b. The exam is source based, assessing the skills and information given during the previous lesson on different biased and propaganda images and sources from the Peterloo protest. Lesson 8- Tax the Skittles 1. Objectives a. By the end of the lesson, all students will be able to give 2 causes of the American Revolutionary War, most students will be able to give 3 reasons, a few students will be able to give 4 or more reasons. b. By the end of the lesson, all students will be able to give 2 comparisons between the American protesters and the British protests they have studied. 2. Major Concepts a. Looking at protests from another perspective, how the Americans protested against the British. Protests can extend across countries too, not just within countries b. Taxation issues c. How the Magna Carta influenced it- drawing connections from the unit Lesson 9- Law Makers or Law Breakers 1. Objectives a. By the end of the lesson, all students will be able to write 2 ways the suffragettes protested and campaigned for their right to vote. Most students will be able to give 3 ways, and a few students will be able to give 4 ways. b. By the end of the lesson, all students will be able to give 1 reason why the suffragettes used militant actions to achieve their aims and will write down whether they agree with their actions or not. c. By the end of the lesson, students will be able to identify the 2 different sides of the debate

2. Major Concepts a. Violence as a form of protest b. Different sides of the protest c. Women protesting Theme The theme of this unit is protests. At Key Stage 3 in England, the curriculum is designed in themes, not in chronological order of events. However, this unit does stress putting the protests in chronological order. This particular unit is designed to cover all of the major protest that happened in British history that shows the power shifting from the hands of the monarchs to the hands of the people. However, there are 2 lessons about American protests. Since I am an American, this allows the students the opportunity to study something they would not normally look at and make connections across cultures and counties. There are similarities between protest techniques and reasons for protests from both countries. While the content standards do not specify exact topics that must be covered, they do outline certain expectations which were highlighted under the overview section (to study the development of political power from the middle ages to the twentieth century, including changes in the relationship between rulers and ruled overtime, the changing of relationship between the crown and parliament, and the development of democracy). Calderstones School does a protest unit at Key Stage 3 to cover this standard. I chose to focus on the people aspect of protests-who are protesting and why. By focusing on this, students can better see the relationship between the rulers and those being ruled. Interdisciplinary 1. Lesson 2- Music a. Students will listen to a song about the revolt and Wat Tyler b. Students will see how music can help teach history 2. Lesson 3- English a. Students have to write their own journal entry about being a participant of the failed pilgrimage 3. Lesson 8- Math and English a. The tax collectors must gather the skittles then do math to figure out how many skittles go to the king, tax collectors, and members of Parliament b. Students will study poems from the revolutionary war and explain how they show different sides of the protest Meeting Diverse Needs This class is a high level class that does not have any students registered as special education needs. However, I have tried to incorporate multiple different learning styles in every lesson and use different levels of Blooms Taxonomy. These are highlighted in each individual lesson plan.

Behavior Management Calderstones discipline procedure is students can receive one warning if they talk out of turn, disrupt classmates, or act out in anyway. If the teacher needs to address a students behavior again, the students name is written on the board. If the behavior continues to be a problem, tick marks will be added to the students name. One tick mark takes 5 minutes off of their break time, two tick marks takes 10 minutes off, and three tick marks means immediate removal from the classroom. The student will be sent to the referral room and a phone call will be administered home to the students parents/guardians. In this unit, I will follow the schools policy. However, I have my own classroom management techniques I can implement as well. The most important classroom management technique I will use during this unit is to know every students name. By knowing the students names and building relationships with the students, a mutual respect is established in the classroom. Since this is the first unit I am teaching the students, it is imperative that I get to know them as soon as possible. I also ensure classroom management by stating all directions clearly so the students are always aware of what I expect. Another way I manage the classroom is the seating arrangement. For this unit, I arranged the tables in groups to allow group work, but I ensure that every student has the ability to see the front of the classroom and the projection screen. This layout allows me to easily move around the classroom so I can reach each student. I use body language to manage the classroom. I believe that things such as proximity, eye contact, and facial expressions go a long way towards keeping students on task. These techniques work with most students because it lets them know that I am aware they are not doing what I expect of them. This is fairly easy to implement because my classroom arrangement will allow me to move among the students with relative ease. As I continue to progress throughout this unit, alternations will be made to the individual lesson plans addressing any behavior issues I may have and how I will address them. Materials These are included in the lesson plans. It is divided up between the materials for myself and the materials the students need to bring to class. Assessments Calderstones school does not give summative assessments and often does not give homework. This makes assessments a difficult area to address, especially since I am used to both formal exams and homework as a way of assessing a students progress. They do not do these forms of assessments because they do not give GPAs. Their learning is assessed when they take their GCSEs at the end of year 11. Therefore, in this unit I am going to try and do a number of different assessment techniques in order to ensure that the students are meeting the objectives and learning the material. 1. Questioning: My main form of formative assessment is questioning. Each individual lesson has checking for understanding questions that are built in throughout the lesson to ensure the students are meeting the objectives and understanding the material. Each question is labeled what level of Blooms Taxonomy it is reaching. This will help me evaluate the students understanding and higher order of thinking. 2. Worksheets: Another form of assessments that I use is worksheets. By assigning in class worksheets, I can throughout the class and see the students responses. All of the

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worksheets are designed to be meeting the objectives. Nearly every lesson has a worksheet accompanying it that promotes different history skills and helps meet the lessons objectives Anticipatory and plenary on the white boards: Various lessons have activities that are to be done on the white boards. These are used as starters and closers to the lesson. They require the students to work in groups to answer various questions or examine pictures that relate to the lessons objectives. Writing assignments: I will assign various writing assignments that require the students to write in different perspectives. One lesson requires the students to write as if they were participating in the protest. Another writing assignment requires they write as a journalist from opposing viewpoints. These kinds of assessments help me see how well the students understand the material. Homework: there are a few lessons where I will include a homework assignment. These will serve as the same kind of assessment as the in class worksheets; however, they will be more accurate because they will be showing the students individual understanding without the help of their partner. Peterloo assessment: the school requires the year 8 class to take a Peterloo assessment that is a summative test of just one lesson. This test focuses on history skills more than content. Therefore, I have designed the Peterloo exam to focus on source analysis and different perspectives in history. This exam will not allow me to test the students knowledge over all the content, but will allow me to see how well they are progressing in history skills. Final project: this project will serve as the summative assessment. Since they do not want me to give them a final exam for the unit, the students will need to make a poster. Students must research a more recent protest and explain how it is both similar and different from one of the protests we studied. There will be specific criteria outlined that the students will need to follow that will address the big ideas of the unit.