Goals and Objectives
Students will learn about the Civil Rights movements beginnings and be able to identify the events and people of the civil rights movement during the 1950’s and 1960’s and organize the major events into a timeline based on in class readings.
California State 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
Students will begin the class as a whole group filling out a KWL chart about the Civil Rights movement testing the students as to how much they retained from the prior lecture.
KEY Vocabulary
Filibuster
Freedom riders
Jesse Jackson
Student Nonviolent Coordinating Committee
Freedom Riders
The vocabulary listed will be found in the reading for the day and will be added to the student’s vocabulary diary as the words are found. For the first half of reading at each major vocabulary word teacher will stop the class and have the students write down the importance of the word. For independent work students will be required to do this in the time given.
Freedom riders
Jesse Jackson
Student Nonviolent Coordinating Committee
Freedom Riders
The vocabulary listed will be found in the reading for the day and will be added to the student’s vocabulary diary as the words are found. For the first half of reading at each major vocabulary word teacher will stop the class and have the students write down the importance of the word. For independent work students will be required to do this in the time given.
Content Delivery
The first section of Reading (Chapter 29 section 1) will be read aloud as students. After each heading is read I will summarize what has been read and direct students to tell me what they believe the main theme of the section is, this prepares them for the later timeline activity.
Chapter 29 section 2 will be read silently and every 5 minutes teacher will interrupt the class and ask what the students have been able to infer from the reading so far, also during this time students should be maintaining their summary writings.
Chapter 29 section 2 will be read silently and every 5 minutes teacher will interrupt the class and ask what the students have been able to infer from the reading so far, also during this time students should be maintaining their summary writings.
Student Engagement
Once the class
has completed their readings the teacher will tell the students to take out
their civil rights timeline which is in their Unit Packets (teacher will have
extra’s in the extra file drawer in the front of the class). Students will work
with an assigned partner to complete their timelines of major events and
people. Students are to work on their timelines from their summary notes not
from the book as they should have been able to summarize each section
effectively. If there are questions on spelling teacher will write out the
correct spelling on the board.
value="http://www.timetoast.com/flash/TimelineViewer.swf?passedTimelines=679265" />
Lesson Closure
As a lesson closure students are to participate in filling out the what you learned section of the KWL chart in front of class.
Assessment
Progress Monitoring: Students during the lecture will be asked various progress questions checking students for understanding.
(Formative and Summative) As students are working on their timelines the teacher will check on the groups checking the quality of the information they are writing. If students are not demonstrating understanding, the teacher will ask questions, and guide students to relevant sections in the text that will aid them..
(Formative and Summative) As students are working on their timelines the teacher will check on the groups checking the quality of the information they are writing. If students are not demonstrating understanding, the teacher will ask questions, and guide students to relevant sections in the text that will aid them..
Accommodations
The vocabulary diary and illustrated timeline will be the primary aid for special need students and striving readers. Along with these supports students will be partnered with English proficient students to work on various activities.