Grade Level(s): 7, 8, 9
Subject(s):
Social Studies
Science
Vocational/Technical
Learner Outcomes: 
1. The Students will demonstrate their knowledge
of the Fugitive Slave Act, the Voting Rights Act, and the Civil Rights
Act of 1964.
2. Students will complete a comparison
chart on the differences between the three acts.
3. The student will list when each
act was passed, its importance in the history of Civil Rights, important
leaders in the passage of each act and whether the act has been amended
since its inception.
Duration of Lesson: 1-2 50 minute periods
Materials:
Technology Tools/Courseware: Computer,
Microsoft Word, Video, TV, VCR
Teacher Notes:
Procedures:
1. The teacher will talk briefly about
each of the Civil Rights Acts, their importance
in the history of Civil Rights, when each came about and why, as well as
other significant details concerning each act.
2. The teacher will draw a comparison chart on the chalkboard, and students will call out the appropriate responses as the teacher fills them in.
3. Students will make a Microsoft Word table and fill in the correct responses on their own comparison chart.
4. The teacher will show the video segment
from "A Time for Justice" about the acts of Congress.
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:
Make up a 10 question quiz using funbrain
on the three acts discussed in this lesson.
Evaluation/Assessment:
Students will compare and contrast the various Acts of
the Civil Rights Movement using a comparison chart. Special attention
will be to the date the act was enacted, its importance in the Civil Rights
Movement, and important people within the passage of the act.
Students will identify through a written quiz, the importance, procedure, and figures associated with the Civil Rights Acts. (Answer key)
Students will be given a numerical grade on the technical
content of their Civil Rights writing piece.
West Virginia
Instructional Goals and Objectives:
Science: 7.16, 8.16, 9.8
Social Studies: 7.19, 7.45, 7.48, 7.50,
7.52, 8.4, 8.8, 8.9, 8.10, 8.12, 8.49, 8.50, 8.53, 9.2, 9.4, 9.6, 9.9,
9.14, 9.15, 9.16, 9.42, 9.44
Computer/Technology: 7.78, 7.80,
7.83, 7.85, 7.87, 8.59, 8.60, 8.61, 8.62, 8.63, 9.51, 9.52, 9.53, 9.54
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: "A Time for Justice", 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 |