|Day 2||Beginning of Movement|
|Day 3||Rosa Parks (lesson plan)|
|Day 4||Marches \ Rallies (lesson plan)|
|Day 5||Marches \ Rallies|
|Day 6||Field Trip - African American History Museum|
|Day 7||Field Trip follow-up|
|Day 9||M.L.K. (lesson plan)|
|Day 10||Black Muslims (lesson plan)|
|Day 11||Black Panthers|
|Day 12||Riots (lesson plan)|
|Day 14||Unit Review|
|Day 15||Essay Test (rubric)|
|Day 16||Conclusion \ Introduction of new unit|
|1.2||Comprehending the past|
|1.3||Analyzing and interpreting the past|
|1.4||Judging decisions of the past|
|2.1||Diversity of people, places, and cultures|
|3.2||Ideals of American democracy|
|6||Public discourse and decision making|
|1.2.2||Challenge arguments of historical inevitability by formulating examples of how different choices could have led to different consequences.|
|1.4.10||Evaluate the responses of individuals to historic violations of human dignity involving discrimination, persecution and crimes against humanity.|
|2.1.9||Describe how major world issues and events affect various people, societies, places and cultures in different ways.|
|3.2.8||Identify the benefits and challenges of diversity in American life.|
|6.1.9||Identify the benefits and challenges of diversity in American life. Conversations would examine the public policy and help to make reasonable and informed decisions.|
After putting together the puzzles the students will:
To recognize the names and major events in The Civil Rights movement in the 60's
Room will be marked with a sign for five stations.
Students will be asked to count off "1, 2, 3, 4 ,5, 1, 2,..."
All students with each number will be designated to go to that station.
At each station students will find an envelope lettered "A". As a group, unscramble the letters to make words that have something to do with history in the 1960's. After accomplishing this task, write it on the top of your sheet where it says name of unit. DO NOT SHARE YOUR INFORMATION WITH YOUR NEIGHBORS. Come to me and get envelope "B", return to your seats and repeat this procedure again.
After envelope B is completed, come and get envelope "C" and match the
statements in envelope "C" with the people and events in envelope "B".
Continue to record this information on handout provided. After students
have finished this they will use the dictionary and read the text to come
up with a group definition of Civil Rights and a statement why they think
this period was significant in history.
Discuss activity, list the people and events on the board, and come with a group consensus as to what Civil Right in the 60's meant.
Share photos from old magazines, discuss content leading into tomorrow's lesson.
While still in groups have students put all information away and have a contest to see who can recall the various people and events that were in the puzzle. Winners get 5 extra credit points losers get 1.
After a day of discussion and group activity students will:
For students to understand why the movement started.
Students divide into the same groups as yesterday. Using the magazines, brainstorm and come up with various group issues that you think were involved in The Civil Rights movement.
Give each group a slip paper with one of the following names: Black Southern Baptists, African-American citizens, Governor of Alabama, Governor of Mississippi, Protesters.
Students will pretend they are members of each of these groups and collectively list issues that would relate to them as a group at this time in history. Each student in the group will have a copy of the list with the issues he or she thinks are involved.
Next, students will divide up to have one member of each group form another group and define the problems and listen to the sides of the other groups' issues.
List on the board all the issues that the students came up with, discuss and students copy.
Teacher adds to the list on the board, students copy and discuss.
All students are given a piece of paper that looks like a bus pass with nothing but a date written on it. Students are asked to keep until tomorrow.
Homework: Each student writes an editorial for a newspaper representing one of the groups. The editorial should discuss reasons (including the ones we listed in class) why the group is e being discriminated against.
To provide students with a simulated segregated experience in order to understand why Rosa Park's bus ride was so significant to the movement in the 60's
Greet each student as they walk into class with either a white or black paper plate.
Students are to cut slits marked for eyes and attach string on the sides to use the plates as a mask.
Give directions to move chairs around in the room to simulate a bus.
Students put on their masks.
Each student with a white mask gets an envelope that tells them that they will not let a person with a black mask sit next to them; white-masked students do not tell the other students their directions.
Students are instructed to take a seat on our pretend bus. The teacher plays the bus driver.
White plate students follow the directions on instructions and do not let black plate students sit next to them and force them to the back of the pretend bus.
After this mass confusion we return to our seats and discuss the simulation and see if they know what players were involving from the previous lesson.
Discuss, and introduce fact sheet, have students read.
List on board the important facts of this events, along with Geographical information and dates, students record this information.
WRAP-UP AND TRANSITION
Show 15 minute video relating to this event and the protesting that followed. Discuss. This is also the transition into the next day.
Each student records two facts from this video to share with class
Students get out the bus ticket that was given to them and list the date of the event, city and state, and person involved in this event on the back of the paper.
Students will record the event that happened that day along with their feeling about this event.
Students will be able to
Living in a multi-cultural area we must strive to understand each other.
Understanding how the black Civil Rights movement affected people of this area heightens student's awareness.
Video clip showing masses of people on the mall in Washington DC and ask the students what reason could make these people all come together.
Assigned group reading will have given to each small group the night previous to the start of this lesson.
For 10 minutes, students will break into small groups for short discussion to answer these three questions:
Teacher will ask each group representative if the group thought the march or rally they were assigned was a success or failure.
Discuss with each group their reasoning.
3 essay questions to be given in the last 15 minutes of class. Questions are as follows:
After evaluating students responses to essay questions let the students know that in tomorrow's class you are planning a peaceful march on school grounds to protest the most cited reason to essay question #3.
Students will be able to answer essay questions 1 & 2 on the evaluation essay questions.
The most common and feasible reason for protest from the essay questions on Day 4, will be the basis for a mock march/rally. The teacher will act as the march administrator. For the first half of class the students will create teacher approved placards for themselves. The second half will be an outdoor march/rally on school grounds under the direction of the teacher. The principal along with other school administrators will be witness to the march. The teacher will make an impromptu speech regarding the reason for the protest.
This lesson will give the students an idea of the actual feelings and
thoughts that arise in this situation. It will give the students a perception
to what a real march/rally entails.
Living in the metropolitan Detroit area means that the students will belong to or come in contact with the African-American culture on a daily basis. The field trip to the African-American History museum in Detroit will be planned on the basis of studying the Black Civil Rights movement in the 1960's. Only a portion of the museum is going to be dedicated to this topic. Therefore the trip will have to incorporate more than just the study of the Civil Rights movement. The students will be able to immerse themselves in the culture of the African-American. By doing so they will get a feel of the way that this cultural group views the United States of America.
Students will answer three questions posed to them by the teacher in written form.
The students' answers will provoke a class discussion that is mediated by the teacher.
The teacher will ask each student to write a 5 paragraph essay on the state of the African American culture due on Day 8. The class discussion along with the perceptions gathered during the field trip will provide enough material for the essay. The essay topic should be one of the following:
The student will examine seven (7) key media
strategies used by Dr. Martin Luther King, Jr. and interpret the importance
of each one to the Civil Rights Movement.
The instructor will use the students' worksheets to demonstrate the
performance task, to ensure student competence.
CHECKING FOR UNDERSTANDING
The students will then be asked if they have any questions or concerns about the performance tasks.
The instructor will have the students answer sample questions provided on the students' worksheet, to minimize students practicing errors.
The students should now be able to rank and order the seven(7) media strategies independently of teacher supervision.
The student will learn to appreciate the value and significance of the
Civil Rights Movement.
To demonstrate the importance of non-violence in resolving civil rights conflicts.
Opening Lesson:Label the bulletin board as follows:
An overhead projector will be used to magnify, all the cards of a single group together. Using class discussion, the students will be aided by the instructor in arriving at a formalized and inclusive definition in each category. After the activity, all the cards will be hung on the bulletin board under their designated categories, so the students can read them over at their leisure.
This is a self-assessed activity designed to cover the social, legal, and political aspects of civil rights. Also to assess how much the students know about civil rights.
Developing the Lesson
A 1960 civil rights play entitled The Greensboro Sit-ins will be used to fuse the students prior learning activity on civil rights, with the effects of segregation on those rights. The students experience social contempt and degradation of the white establishment
Teacher Guided Practice
Instructor will familiarize the students with terms and segregation practices prior to the play production, to prepare them for any discomfort or frustration as a result of the play.
The play will be performed in the classroom. The cast will be chosen by lottery, and the performers are to carry their own scripts.
PROJECTED OUTCOME OF SIMULATION
APPLICATION OF LEARNING
Apply what you have learned. Imagine how you would feel if you were an African American living in the South in the 1960's. Write an essay answering the following questions:
|Essay assessment||Evaluation of Essay|
|Organization and Grammatical Form||
|22 - 25||A|
CONCLUDING THE LESSON
Problem: The Michigan Legislature is moving the driving age from 16 to 18 years of age, because of the tremendous amount of alcohol related accidents concerning teenage drivers. Consider this as a violation of your civil rights.
Goal The goal of the class will be to use Dewey's Six Step Problem Solving Model to create non-violent civil rights strategies to voice your opposition.
An organization will be created by the class to advocate this conflict. The class will name and define the purpose of the organization.
The class will be divided into cooperative learning groups of five members each.
Each group will be provided with a copy of Thomas Dewey's Six Step Problem Solving Model, in which directions are spelled out.
Each group will create 5 non-violent civil rights strategies that could be used to demonstrate or protest the new driving legislation.
After a limited group discussion, the class will resume as a whole. Each group will outline their strategies on the chalk board. The class will weigh the value and appropriateness of each groups strategies, and select a 5-point strategy by class consensus, based on all the strategies presented,
The instructor will preview Dewey's Model for the students and clarify such terms as reflective, listening hidden agendas and unilateral agreements. See Dewey's Model.
Each group will be assessed on a 100 point scale. The instructor will take each point missed from the three sections and multiply it times 4 then subtract it from 100.
|88 - 100||A|
|80 - 87||B|
|70 - 79||C|
|65 - 69||D|
Section 2 ( Maximum Points = 5 )
EXTENDING THE LESSON
I would have the students do research on Mahatmas Ghandi's Leadership style and then compare and contrast it with the leadership style of Martin Luther King, Jr. I would, also, have the students discuss the important people and events that influenced the leadership styles of both men.
Anticipatory Set: Students respond to following journal entry written on board. "What do you know about the Black Muslims in the 1960's."
Instructional Input: Students will spend five minutes responding to journal entry and be given information by teacher.
Modeling: Teacher will show students brief video and ask students to describe what they see. The video used is entitled, Eyes on the Prize II-America at the Crossroads
Checking for Understanding: Students will break into groups and discuss sheet Black Muslims Discussion Sheet then share with class.
Guided Practice When students break back into class setting teacher will correct misunderstandings
Independent Practice: Students will take mini-quiz. Quiz will be discussed before end of class.
Homework: Student will write a one to three paragraph standard
essay and discuss, compare/contrast of civil rights movements.
This lesson is the second dealing with militant civil rights movements.
Anticipatory Set : Journal Entry
Purpose: Similar to Black Muslim movement concentrating on Black Panther movement.
Input: class discussion
Modeling : video
Checking for Understanding : group work
Guided Practice : class discussion
Independent Practice : quiz
Homework : writing assignment
Have students get into groups and brainstorm using a semantic map
Have each group go to a specific predetermined site
Have students printout findings
Tomorrow we will discuss the major points of the riots.
Have students write a paragraph or two on the information found on the
World Wide Web to be turned in at the start of class tomorrow.
Opener: Have students hand in paragraphs for credit.
Have students get into groups.
Pass back paragraphs for reference.
Begin with discussion of main points of World Wide Web articles.
Incorporate semantic map into discussion.
Verify the points of discussion as factual or not.
Give the students the opportunity for general questions
Notes and handouts from previous lessons
Discuss what type of information will be covered on the exam
Discuss the format of the exam
Review vital information from previous lectures
Field questions from students
Closure: Good Luck on Exam!!!
Response uses citings from text to answer questions.
Mechanics Response has no spelling, punctuation, or grammatical errors.
Response follows standard paragraph format with topic sentence, supporting
ideas, and conclusion.
Organization Response has beginning, middle, and end.
Response follows chronological order or order of importance.
Directions -Answer three of the following five essay questions. Use complete, organized paragraphs. Cite the text to defend your responses.
To wrap-up the 16 day Unit Plan on the 1960's Civil Rights movement.
Students will be able to:
The wrap-up is designed to reinforce ideas and concepts that have developed in the students minds over the duration of the Unit Plan.
On the board, put the five topics that have been discussed in class.
Break the students into five small groups and give them one of the five topics to discuss and these two questions to answer.
As a class discuss what things were learned about each topic on the field trip.
An essay test will be given to the students the following day.
The rubric-graded essay test will serve as an evaluation of the student's
understanding of the Unit Plan.
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