Goals and Objectives
Students will review what has been learned about the civil right movement through a class jeopardy game.
Standards
11.10 Students analyze the development of federal civil rights and voting rights.
11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
11.10.3 Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
11.10.4 Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.'s "Letter from Birmingham Jail" and "I Have a Dream" speech.
11.10.5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
11.10.3 Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
11.10.4 Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.'s "Letter from Birmingham Jail" and "I Have a Dream" speech.
11.10.5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
Lesson Introduction
Teacher will begin the day by explaining the upcoming activity and will break the class into 4 teams and give the students a moment to come up with an appropriate Team name.
Content Delivery (interactive)
Teacher will set up the interactive jeopardy program on the projector. Students are directed to have nothing on their desk as this is a review assignment that if students been paying attention will be able to answer. Students will also be told to write the terms and definitions that that they could not remember for future studying for the summative test that will occur the next day.
Student engagement
At the beginning of the game each group will have will select a leader of the group who will send students to the front of the class to act as contestants in the Jeopardy game . Each student will be given one try to answer the question just as in jeopardy and if wrong the next team will be given an opportunity, if no one gets it the first to quietly raise his/her hand will be given the opportunity to answer giving point to the group. The students who are the contestants will then tag in another student to take their spot and the game will continue. The student group that wins the jeopardy game will receive 3 points on their test
Lesson Closure
As a lesson closure students are to participate in a whip around in which they say one thing they were able to recall right away when hearing the questions
Assessment
Progress Monitoring: Progress Monitoring: This Interactive assignment is one progress monitoring assessment that allows students to recall prior information as both a group assessment and an individual assessment if students all miss one question that question can quickly be gone over.
Accommodations of ELL, Striving Readers and Students With Special Needs
As a game ELL and Special Needs students should be actively engaged in the activity if needed students can be given a handout of the jeopardy game that lists the terms used and the definitions of those terms used in the game.
resources
http://www.superteachertools.com/jeopardyx/jeopardy-review-game.php?gamefile=1300670073