Goals and Objectives
Students will identify the key events and key people of the civil rights movement during the 1950’s and 1960’s. Students will analyze these events and interpret the impact of these events today.
California content 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.
Common Core Standards
Reading Standard Key Ideas and Details
3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Lesson Introduction
Teacher will lead a whole group discussion asking students in what was have they experienced racism today and what they did to combat this racism.
Vocabulary
Students will
create a vocabulary diary in which they write out important words, their
meaning and illustrate the words based on teacher description. Vocabulary will be delivered through the lesson
NAACP
KKK
Martin Luther King
Mendez v. Westminster
Segregation
NAACP
KKK
Martin Luther King
Mendez v. Westminster
Segregation
Content Delivery (Lecture)
Student Engagement
Students during lecture will complete a guided notes worksheet these guided notes will aide in organizing the materials and help keep students on track and paying attention. When completed with lecture students knowledge and understanding will be assessed through various interpretive critical thinking questions.
Lesson closure
As a whole group
students will participate in a “whip around” discussion in which all students
will share one thing that they learned.
Assessment
Students during the lecture will be asked various progress questions checking students for understanding. In addition to progress monitoring orally students critical thinking questions will assess the students understanding of the materials and ability to apply these materials to their own life.
Accommodations for English Learners, striving readers and students with special needs
The vocabulary diary and guided notes will be the primary aid for special need students and striving readers. Along with these supports students will be given an extra graphic organizer to provide students with more clarity on the lecture.