The Civil Rights Movement 20th Century HistoryGrade 11

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The Civil Rights Movement20th Century
History-Grade 11

• Tega Sisk

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Introduction

• This unit focuses on analyzing the Civil Rights
  Movement that took place in America during the
  1950s and 1960s.
• It is designed as an 11th grade 20th Century
  History Honors class. Typically, 16 and 17 year
  old students will be in this class.

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West Virginia Content and State Objectives

• SS.11.1.7- Identify and explain the importance of
  the personal and political responsibilities,
  privileges, and rights of citizens.
• SS.11.1.8- Explain the concept of civil
  disobedience, provide examples and evaluate its
  use.
• SS.11.5.12- Investigate concerns, issues, and
  conflicts related to universal human rights
  (e.g., Holocaust, diversity, tolerance,
  genocide).
• SS.11.5.14- Sequence and assess the development
  of Civil Rights in the United States and the
  world and describe the contributions of
  significant Civil Rights leaders.
• SS.11.5.27- Analyze the goals and actions of
  reformers and reform movements (e.g., social,
  economic, political).
• SS.11.5.28- Develop skills in discussion, debate,
  and persuasive writing by evaluating different
  assessments of the causes, costs, and benefits of
  major events in the twentieth century.

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Select Methods, Media, and Materials

• Civil Rights Movement Timeline
• http//www.infoplease.com/spot/civilrightstimelin
  e1.html
• Martin Luther King, Jr. and the Civil Rights
  Movement
• http//seattletimes.nwsource.com/mlk/
• The Civil Rights Movement 1955-1965 Introduction
• http//www.watson.org/lisa/blackhistory/civilrig
  hts-55-65/
• USM Oral History Civil Rights Documentation
  Project
• http//www.usm.edu/crdp/
• Teaching with Documents Lesson Plan
• http//www.archives.gov/digital_classroom/lessons
  /civil_rights_act/civil_rights_act.html

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Select Methods, Media, and Materials

• Paper
• Pens
• Pencils
• Computers with internet access and a printer
• Worksheets
• Handouts
• Poster board
• Scissors
• Markers
• Radio with tape deck
• Audio recording of Martin Luther King, Jr.s I
  Have a Dream speech
• Construction paper
• Glitter
• Glue
• Portfolio folders

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Utilize Media and Materials

• Day One
• Civil Rights Movement prior knowledge writing
  assignment. Share assignment with class.
  Handout of Civil Rights timeline. Lecture about
  Rosa Parks and the bus boycott. Students write
  Rosa Parks Critical Analysis in pairs.
• Day Two
• Provide Research Poster handout. Begin
  designing Research Poster. Seattle Times
  Website-explore and discuss Martin Luther King,
  Jr.
• Day Three
• Play audio recording of I Have a Dream speech.
  Give students the instructions for writing their
  own I Have a Dream speech. Lecture on Malcolm
  X and John F. Kennedy. Continue designing
  Research Poster.

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Utilize Media and Materials Cont.

• Day Four
• Turn in I Have a Dream speeches. Divide
  students into six groups and provide each group
  with a handout of a particular sit-in or protest.
  Groups will design and act in a skit based off
  of their handout. Give instructions for writing
  a paragraph assessing the goals of the
  sit-ins/protests.
• Day Five
• Turn in Assessing Goals paragraph. Log onto
  computers and visit Civil Rights Documentation
  website. Assign each student a transcript to
  read and then write a critique of the transcript.

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Utilize Media and Materials Cont

• Day Six
• Turn in transcript critiques. Finish designing
  Research Posters. Handout and discussion on
  Brown v. BOE. Handout and discussion on 1957
  Little Rock school crises.
• Day Seven
• Debate on integration of public schools.
  Provide students with a copy of the Civil Rights
  Act of 1964.
• Day Eight
• Fill out Written Document Analysis Worksheet.
  Discussion about the Civil Rights Act of 1964.
  Open forum discussion about the unit. Turn in
  Research Posters.

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Required Learner Participation

• In order to keep students interested and on task
  I will employ a variety of methods. Letting
  students have partners and work in groups lets
  them interact with their peers in a fun
  environment while learning the material. I also
  use assignments such as critiques, goal
  assessments, personal speeches, debates,
  discussions, open forums, etc. as a means of
  letting students voice their own ideas, thoughts,
  feelings, and opinions on the subject. This lets
  students have a voice in the learning process,
  which ultimately make it more interesting and
  personal to them. I also incorporate the
  computer and internet into the lessons. This
  helps students visually see concepts and ideas
  while allowing them to sharpen their technology
  skills

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Evaluate and Revise

• Students are mainly evaluated by the contents of
  their unit portfolio. This portfolio contains
  the Civil Rights Movement knowledge writing
  assignment, the critical analysis on Rosa Parks,
  the I Have a Dream speech, the paragraph
  assessing the goals of the sit-ins and/or
  protests, the transcript critique, the Written
  Document Analysis Worksheet, and the research
  poster. Evaluation for each student will be
  based on their display of original thought,
  understanding of material, creativity, and
  critical analysis skills. Students will also be
  evaluated on their participation in class
  discussions, skits, and the integration debate