| Lesson Plan ID: |
12564 |
| Title: |
The Civil Rights Movement |
| Overview/Annotation: |
This is a lesson to help students learn important historical information about the Civil Rights Movement of the 1950's and 60's. It is designed to introduce students to common beliefs of the time as well as important individuals in the movement. It will also help students to make judgments about how society today is different because of the Civil Rights Movement. The lesson will also utilize technology to bring the lesson alive for the students. |
| Content Standard(s): |
| SS(11) United States History From 1877 to the Present | 12. Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery bus boycott, the desegregation of Little Rock Central High School, the march on Washington, and the Freedom Rides. | | TC2(9-12) Computer Applications | 9. Practice ethical and legal use of technology systems and digital content. | | TC2(9-12) Computer Applications | 11. Critique digital content for validity, accuracy, bias, currency, and relevance. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
Students will describe the attitudes of society toward African Americans in the 1950's and 60's. Students will identify important leaders in the Civil Rights Movement and analyze the differences among them with regard to the purpose of the movement. Students will compare society of the 1950's and 60's with that of today and hypothesize what today's society would be like if the Civil Rights Movement had not occurred.
Students will develop slideshow presentations dealing with different aspects of the Civil Rights Movement. |
| Additional Learning Objective(s): |
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| Approximate Duration of the Lesson: |
Greater than 120 Minutes |
| Materials and Equipment: |
textbook, teacher notes |
| Technology Resources Needed: |
Computer lab with Internet access and presentation software, LCD projector for large-group viewing of websites and presentations |
| Background/Preparation: |
The societal and governmental policies toward African Americans since the Civil War should already have been discussed in class. A basic orientation to the presentation software to be used should also have been given. |
| Procedures/Activities: |
1.)After a discussion of the Civil Rights Movement that will take place over a period of approximately 1 1/2 weeks, the students will be given a typed page detailing what they will be expected to do to complete a digital slideshow presentation on one specific aspect of the Civil Rights Movement.(see attachment)
2.)Students will view in the classroom using the LCD projector, different websites they can visit to find information. Some suggestions are to view videos on the Alabama Virtual Library Website-Britannica Online, and the lesson plan Ordinary People, Ordinary Places: The Civil Rights Movement found in EDSITEment from MarcoPolo. ( Teaching on the Web) This is a website with valuable resources for teachers for all grade levels and subject with links to other websites.
3.)Students will then decide on which part of the Civil Rights Movement they would like to do their presentations, so that several different aspects will be presented. ( Alabama Virtual Library) This is a website with a lot of resources and links to other websites.
4.)Students will then spend a class period in the computer lab searching and viewing websites that deal with the Civil Rights Movement.
5.)Students will then spend three days in the computer lab working on their slideshow presentations.
6.)At the end of the three days, each student will present their powerpoint to the class, which will be evaluated based on the attached rubric.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
Rubric for PPT.xls
Civil Rights Movement PowerPoint Presentation.htm
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| Assessment Strategies: |
Assessment will be made through the use of the attached rubric. |
| Extension: |
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| Remediation: |
Additional time in the computer lab may be arranged for after school for those having difficulty. |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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