Introduction to Civil Rights Movement
A- Analyze Learners
- This lesson is designed for 10th grade U.S. History students. The students in my classes range in skills greatly. They are of mixed genders and varied interests.
- Students have done research projects in pervious classes, and have a fair amount of exposure to technology. They would still need help determining credible sources.
- The majority of my students are predominantly visual or kinesthetic learners. Students are of a middle-class background, and the majority of students are in the middle, “college preparatory,” academic track. Students respond well to class activities.
S- State Standards and Objectives
- Analyze the origins, major developments, controversies, and consequences of the civil rights movement with emphasis on:
a. Brown v. Board of Education
b. Changes in goals and tactics of leading civil rights advocates and organizations
c. The linkages between the civil rights movement and movements to gain justice for other minority groups
- In pairs and based on prior knowledge, the students will be able to formulate a list of at least ten examples of the problems and inequalities that African Americans faced prior to the Civil Rights Movement.
- After viewing the video, The Fifties: Volume 6, the students will be able to summarize in written form, racism present in the Emmet Till story
- After viewing the video, The Fifties: Volume 6, the students will be able to verbally explain their emotional reactions to the film
- As a class, following the discussion of the video, the students will be able to create at least four additional examples of problems and inequalities that African Americans faced prior to the Civil Rights Movement.
S- Select Strategies
Since the students have prior knowledge of examples of racism against African Americans, the class will start the Civil Rights unit by reviewing. Students will be allowed to choose a partner and together they will have a little over five minutes to make a list of the problems or inequalities that African Americans before civil rights protests. Each pair will try to create a list of at least ten items that show discrimination against minorities. The use of partners will help students build off of one
another’s prior knowledge. After the majority of pairs are finished, the class will share their lists. On
the chalkboard or on the overhead projector, the teacher will create a master list based on the responses of the partners. The verbal learners will benefit from hearing their classmates share their lists of U.S. race problems, while the visual learners will benefit from seeing the list written as their classmates share.
For a transition, I’ll explain to the class that this list clearly shows there was a need for the Civil Rights Movement, as there were so many inequalities that needed to be addressed.
U- Utilize Technology, Media, and Materials
During this unit I will set up at least one time where my students will have access to the internet to research the topic.
R- Require Learner Participation
During the partner activity, each student will be expected to contribute to the list and turn in their own drafts.
Students will be expected to actively pay attention to any videos shown in class.
There will also be a class discussion that will require participation from all students.
E- Evaluate and Revise
Students will be evaluated for participation points. As students take part in the conversation, points will be recorded in the grade book, when they answer a question or share information. From the discussion in class, the teacher will determine whether or not the students displayed an understanding of the lesson concepts.
The final way, I would like to revise the lesson would be to add elements of instruction that assist students who are kinesthetic learners. Students were active in the lesson, but did not leave their seats, except for their initial pairings. Trying to find a way to incorporate movement or a hands-on experience would help these learners more than the lesson does as it is currently written.
Here are links to ISTE-S standards and Content Standards.