Grade Level(s): 7, 8, 9
Subject(s): Social Studies
Science
Vocational/Technical
Learner Outcomes
1. Students will characterize the movement
participants as ordinary people committed to non-violent action and having
a willingness to assume great personal risk.
2. Students will demonstrate an understanding
of the risks taken by movement activists, and reflect on the meaning of
individual sacrifice through verbal conversation with the teacher and class.
Duration of Lesson: 1-2 50 minute periods
Materials:
1. A semantic web for overhead
2. Pen or pencil
3. Students will be provided with a blank
web to be filled out during discussions.
4. 3 x 5 index cards
5. Poster paper and markers
6. Tape or pins to stick to poster
7. Video-"A Time for Justice"
Technology Tools/Courseware: Overhead projector, TV, VCR
Teacher Notes:
Procedures:
1. The teacher will introduce the Civil Rights
Unit by introducing the prominent figures of the Civil Rights Movement
through the use of a semantic web (Answer
key).
2. Five prominent and influential people will be discussed. Martin Luther King, Jr., Medgar Evers, A. Philip Randolph, Rosa Parks, and Thurgood Marshall. The teacher will give their importance during the Civil Rights Movement and the struggles they went through fighting for equality.
3. After the students have filled in the facts around the semantic web, the teacher will remove the facts from the semantic web on the overhead relating to the figures and the students will discuss the facts. The students will then try to match the facts with their proper individual and then transfer the information on their web to be kept in their notebook.
4. The teacher will show the video segment from "A Time for Justice" on the prominent figures in the Civil Rights movement.
Modifications:
Students with special needs will be assisted by a Special Education teacher or aide. Modifications to lesson plan will be made according to students in each class.
Enrichment Activities:
1. Place each fact about each prominent person
on a separate index card. Shuffle the cards.
2. Divide into 6 groups and pass out 9 cards each.
3. Display poster and give each group 5 minutes
to determine which person each fact relates to.
4. Starting with group 1, members will attach each
fact card under the correct person.
5. The teacher will remove the incorrect facts
and give points for each correct fact.
6. Repeat with all groups.
7. Mix up the remaining incorrect fact cards.
Individual students may come up and draw a card and place it under the
correct name and win additional points for their group.
Evaluation/Assessment
1. Students will reconstruct a semantic web after
the lesson is finished. The teacher will evaluate the students finished
product for accuracy.
2. Students will identify through verbal interaction the differences among the leaders of the Civil Rights.
West Virginia
Instructional Goals and Objectives:
Science: 7.16, 7.17, 8.13, 8.16, 8.17, 9.8, 9.9
Social Studies: 7.2, 7.19, 7.33, 7.45, 7.48, 7.50, 7.52,
7.54, 8.4, 8.9, 8.10, 8.12, 8.23, 8.49, 8.50, 8.53, 9.2, 9.9, 9.16, 9.30,
9.42, 9.44, 9.45
Computer/Technology: 7.60
National
Standards:
Science:
1. Know that there is no fixed
procedure called "the scientific method," but that investigations involve
systematic observations, carefully collected, relevant evidence, logical
reasoning, and some imagination in developing hypotheses and explanations.
2. Uses appropriate tools (including computer hardware
and software) and techniques to gather, to analyze, and interpret scientific
data.
3. Establishes relationship based on evidence
and logical argument (e.g. provides cause and effect).
Social Studies:
1. Understands the struggle for
racial and gender equality and for the extension of civil liberties.
2. Understands the development
of the civil rights movement (e.g. the Supreme Court case Brown v. Board
of Education and its significance in advancing civil rights; the resistance
to civil rights in the South between 1954 and 1965; how the "freedom ride,"
"civil disobedience," and "non-violent resistance" were important to the
civil rights movement; Martin Luther King Jr.'s "I Have a Dream" speech
in the context of major events)
Computer/Technology:
1. Uses a word processor to edit, copy, move,
save, and print text with some formatting (e.g., centering lines, using
tabs, forming paragraphs)
2. Uses menu options and commands
Resources: "America's Civil Rights Movement", Teaching Tolerance, Montgomery, Alabama.
Photo Credits: www.civilrightsmovement.com
Author(s):
Rodena Belcher
Brenda Jackson
Francine Windon
School Name: Eastern Greenbrier Junior High
| Lesson 1
Prominent Figures |
Lesson 2
Important Acts |
Lesson 3
Important Events |
Lesson 4
Confrontations |
Lesson 5
Organizations |