Goals & Objectives
Students will understand how society shaped the Civil Rights Era.
Students will be able to name 3 major civil rights milestones.
Students will be able to name 3 major civil rights milestones.
California State Content Standards
11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
11.10.4 Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
11.10.6 Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
11.10.4 Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
11.10.6 Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
Common Core Literacy Standards
CCSS.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Driving Historical Question
How did America achieve such massive changes in civil rights in just over a decade?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 Minutes
The teacher will walk along the student desks counting off numbers. Each student will be a “1” or a “2”. After everyone has a number, each group will stand on a different side of the room. Then the teacher will ask the students to vote on their favorite food: burgers or pizza. The teacher will ask the “1” group how many prefer pizza over burgers. Then I’ll tally the number on the board. Next, I’ll ask the “2” group the same question. As they raise their hands, I’ll tell them to put their hands down because their vote doesn’t count. Then I’ll announce the result based solely on the “1” group. I’ll explain how many Americans were denied the right to vote just 50 years ago. And I’ll inform the students that demanding that right could get you killed back then. As we transition to the lecture, I’ll ask students to think to themselves about ways to compare and contrast voting today with voting 50 years ago.
Vocabulary (Content Language Development) ‖ Time: (throughout lesson)
Key vocabulary will be underlined in the presentation and explained in the lecture. Those words will allow the students to fill in the blanks in the guided notes graphic organizer. The words and phrases to look for:
1) Brown V. Board
2) “Separate but equal”
3) Segregation
4) Integrate
5) “Stand in the Schoolhouse Door”
6) The March on Washington
7) "I Have a Dream" speech
8) 1964 Civil Rights Act
9) “Bloody Sunday”
10) 1965 Voting Rights Act
11) “Jim Crow”
12) Poll taxes
13) Literacy tests
1) Brown V. Board
2) “Separate but equal”
3) Segregation
4) Integrate
5) “Stand in the Schoolhouse Door”
6) The March on Washington
7) "I Have a Dream" speech
8) 1964 Civil Rights Act
9) “Bloody Sunday”
10) 1965 Voting Rights Act
11) “Jim Crow”
12) Poll taxes
13) Literacy tests
Content Delivery (Method of Instruction) ‖ Time: 30 minutes
Content will be delivered during a PowerPoint presentation on the major civil rights milestones. During the lecture, the teacher will tap into the students’ prior knowledge of the Civil Rights Era while covering content areas 11.10.2., 11.10.4 and 11.10.6. The lecture will allow the students to synthesize events in society and events in government to better understand how the two are intertwined. The lecture will include major figures like Dr. Martin Luther King, Jr., President Lyndon Johnson and Governor George Wallace. We will also discuss major movements like the march from Selma to Montgomery, Alabama and the March on Washington. Using pictures, videos, text and a discussion, students will be able to draw connections between the critical elements in the Civil Rights Era. Guided notes will help the students stay connected to the lecture while they analyze key vocabulary words and phrases.
Civil Rights PowerPoint
More presentations from Kevin Tripp
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 15 Minutes
During the lecture the teacher will give the students multiple opportunities to pause and analyze the material. The teacher will take breaks from the lecture and pose questions to the class as a way to reflect on the material and assess student learning. Students will also participate in a think/pair/share session as they comprehend how the Civil Rights Era changed America. During the lecture, students will also fill in their guided notes as they engage with the content and make deeper connections between the major events. The anticipatory set will also engage the students by grabbing their attention by letting them experience a discriminatory act. The exit slips will allow the students to better synthesize the different events and people so they can understand the historical connections between them._
Lesson Closure ‖ Time: 5 Minutes
At the conclusion of the lecture, students will fill out short exit slips that ask the same question: “Which person or event had the most lasting influence on the Civil Rights Era?” Students will be able to use their guided notes as they examine the impact of different people and places. The various conclusions that students make will be used as an anticipatory set the following day.
Assessments (Formative & Summative)
Formative Assessment:
The anticipatory set and questions during the lecture will serve as formative assessments because they will demonstrate how much students know about government-enforced discrimination. The questions during the lecture will allow the teacher to assess the learning progress of the students. The students will also participate in a think/pair/share activity. They will discuss and debate how effective Brown v. Board was in desegregating Southern states. This will give the students an opportunity to think critically about the struggle to integrate. And it will give the teacher an opportunity to hear student responses and gauge the depth of student learning. That will suggest if more scaffolding is needed.
Summative Assessment:
At the conclusion of the lecture, students will fill out short exit slips that ask: “Which person or event had the most lasting influence on the Civil Rights Era?” Students will be able to use their guided notes as they examine the impact of different people and places. The various conclusions that students make will be used as an anticipatory set the following day. The exit slips will serve as summative assessments because the teacher will be able to determine if students are able to fully synthesize the content and make a rational argument based on evidence from the lecture and their guided notes.
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The anticipatory set and questions during the lecture will serve as formative assessments because they will demonstrate how much students know about government-enforced discrimination. The questions during the lecture will allow the teacher to assess the learning progress of the students. The students will also participate in a think/pair/share activity. They will discuss and debate how effective Brown v. Board was in desegregating Southern states. This will give the students an opportunity to think critically about the struggle to integrate. And it will give the teacher an opportunity to hear student responses and gauge the depth of student learning. That will suggest if more scaffolding is needed.
Summative Assessment:
At the conclusion of the lecture, students will fill out short exit slips that ask: “Which person or event had the most lasting influence on the Civil Rights Era?” Students will be able to use their guided notes as they examine the impact of different people and places. The various conclusions that students make will be used as an anticipatory set the following day. The exit slips will serve as summative assessments because the teacher will be able to determine if students are able to fully synthesize the content and make a rational argument based on evidence from the lecture and their guided notes.
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Accommodations for English Learners, Striving Readers and Students with Special Needs
The visual nature of the PowerPoint presentation will assist many English learners, striving readers and students with special needs. In addition, the class discussion will allow those students to make connections between the different moments in the Civil Rights Era. The think/pair/share activity will give students with language or communication barriers an opportunity to collaborate. The vocabulary and guided notes will also be a benefit for students struggling with the language. The notes will have pictures as well as fill-in-the blank sentences so students will have additional ways to understand the material.
Resources (Books, Websites, Handouts, Materials)
PowerPoint lecture, overhead projector, 35 exit slips and 35 guided notes.