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
- 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
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.