Author
Demetrious Battle
Date
April 12, 2011
Title of Lesson
Civil Rights Movement Continued
Grade Level(s)
11th grade
Content Area
United States History
Unit Topic
The Civil Rights Movement
Standards
New York State Learning Standards and Key Ideas
New York State Learning standards and Key Ideas
1) Social Studies Learning Standard- Know the roots of American culture: its development from many different traditions and the ways many people from a variety of groups and backgrounds played a role in creating it.
Key Idea-Central to civics and citizenship is an understanding of the roles of the citizen within American, constitutional democracy and the scope of a citizens rights and responsibilities.
2) Social Studies Learning Standard- Trace the evolution of American values, beliefs, and institutions
Key idea-The state and federal governments established by the constitution and the United States and the state of New York embody basic civic values(such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government.
3)Social Studies Learning Standard- Participate as informed citizens in the political justice system and processes of the United States, including voting
Key Idea-The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational and conclusions, and develop and refine participatory skills.
1) Social Studies Learning Standard- Know the roots of American culture: its development from many different traditions and the ways many people from a variety of groups and backgrounds played a role in creating it.
Key Idea-Central to civics and citizenship is an understanding of the roles of the citizen within American, constitutional democracy and the scope of a citizens rights and responsibilities.
2) Social Studies Learning Standard- Trace the evolution of American values, beliefs, and institutions
Key idea-The state and federal governments established by the constitution and the United States and the state of New York embody basic civic values(such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government.
3)Social Studies Learning Standard- Participate as informed citizens in the political justice system and processes of the United States, including voting
Key Idea-The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational and conclusions, and develop and refine participatory skills.
Backward Design Overview
What should students know, understand, and be able to do by the end of this lesson?
Know: Students should know the key events during the the civil rights movement such as the difficulties blacks had when it came to voting, the Alabama bus boycott, and the components to the Jim Crow Laws. They should also know the key players involved such as Martin Luther King Jr. and Rosa Parks.
Understand: Students should understand the importance of equality for all people and the long path that was taken to get to where we are today.
Do: Students in tiered activities should be able to create a timeline of the events from the civil rights movement by using resources given to them. They should also be able to write a short essay on the importance of voting in America. They should also be able to write and verbalize the differences of how society is now versus back in the civil rights movement.
Understand: Students should understand the importance of equality for all people and the long path that was taken to get to where we are today.
Do: Students in tiered activities should be able to create a timeline of the events from the civil rights movement by using resources given to them. They should also be able to write a short essay on the importance of voting in America. They should also be able to write and verbalize the differences of how society is now versus back in the civil rights movement.
What will you accept as evidence?
A written timeline of the key events of the civil rights movement, a two page hand written paper on the importance of voting, or a written evaluation on the differences of today's society versus during the civil rights movement.
Essential Question
What is the significance of the Civil rights movement?
Who were the key players in the civil rights movement and what impact did they have during this time period?
Who were the key players in the civil rights movement and what impact did they have during this time period?
Objectives
Student-Centered Instructional Objectives and Bloom's Taxonomy
Through the use of text, film and in-class discussion students should be able to identify the key players in the civil rights movement and understand the importance of it as well important key events.
Lesson
The Opening
Last time we discussed the key players involved in the civil rights movement such as Martin Luther King Jr. and Rosa Parks.
Today we are going to continue our discussion on them as well as talk about other important events that occured during this time such as the difficulties that African Americans had when it came to their right to vote.
Today we are going to continue our discussion on them as well as talk about other important events that occured during this time such as the difficulties that African Americans had when it came to their right to vote.
The Flow of Teaching and Learning Experiences
| Time | Teaching-Learning Sequence of Learning Experiences | Materials | |
| 5 minutes | Teachers: Give recap of last lesson and introduce the day's assignments | Students: Students will listen to instructor and wait for further instructions. | none |
| 15 minutes | Teacher will put in movie and students will watch a section of "Eyes on the prize" | Students will watch the section of the documentary on the blacks and voting rights. | Movie: "Eyes on the Prize" |
| 35 minutes | Teacher will assign three different groups for a tiered assignment. The first group will be given the assignment of creating a timeline of important key events during the civil rights movement using web 2.0. The next group will individually begin to write on their personl blog spot that we will create and post their feelings on how they think Dr.king and his fight for them the right to vote has affected them and the society as a whole whileThe third group will be assigned to show us three different media outlets on the importance of voting and show how each eventhough are different can still have same affect/importance | Students will work on their assignments given to them by the teacher. Students will be allowed to use resources for their assignment. | Books:My dream of Martin Luther King Freedom's children:Young civil rights activists tell their story Fannie Lou Hamer:Fighting for the right to vote. |
| 5 minutes | Teacher will end the class by recapping what was done in the lesson and play a game of jeopardy. | Students will listen to teacher instructions on finishing their assignment for homework. | Text given to the students to read as well as notes taken in class by students. |
Individualized Student Adaptations
For the lesson a tiered assignment was made up to support the different academic abilities and readiness. The first group was assigned to create a timeline on the key events that occured during the civil rights movement using web 2.0 they will events in chronological order as well as using web 2.0 to edit each others timeline. The children assigned to this group are children such as Ashanti who have difficulties with writing in essay format and analyzing situations leanred in class. For Ashanti who has difficulties writing and becomes easily frustrated she will be given extra time to complete her assignment of creating her timeline.The second group was given the assignment to act as if they where writing Martin Luther King Jr a letter telling how they feel his actions during the civil rights movement has affected them and society today they would do this by creating their own website such as blogger word press etc so other people can view and express their feelings or concerns as well on their pages and viceversa. This group will benefit students who are capable of writing in essay form yet still may lack some ability to critically analyze what they have learned about so this personal space of theirs gives them thier own voice and mistakes are obsilete its like their own personal journal. The third group will be assigned to show us three different media outlets on the importance of voting and show how each eventhough are different can still have same affect/importance. As a class we all set up twitter and linkedin accounts to converse with political figures or historians on the civil right years to gain more insight and a connectivity to that time period. to wrap up the unit and to see what the students have learn we will play a game of jeopardy in four groups using the smartboard to assess what the students have learned.
Conclusion
Closure Statements:
"Today we learned about the difficulties African Americans had when it came to voting as well as continued our discussion on the civil rights movement. We will continue next class with the Civil rights movement and focus on other aspects."
Assessment procedures:
The assessment procedures include the different tiered activites such as the timeline, letter to MLK and the short hand written essay on the importance of voting.
Follow-up Activities for Students:
Students will finish what they did not finish in class and continue reading from the text. Freedom's Children Young Civil RightsTell Their Story.
"Today we learned about the difficulties African Americans had when it came to voting as well as continued our discussion on the civil rights movement. We will continue next class with the Civil rights movement and focus on other aspects."
Assessment procedures:
The assessment procedures include the different tiered activites such as the timeline, letter to MLK and the short hand written essay on the importance of voting.
Follow-up Activities for Students:
Students will finish what they did not finish in class and continue reading from the text. Freedom's Children Young Civil RightsTell Their Story.
