Teacher: Katie Chandler Course: New American Studies (Elective) Title/Subject of Lesson: Civil Rights

Date(s): February 10, 2012 Grade(s): 10th, 11th, and 12th Period #: 6

OVERVIEW/RATIONALE: This lesson is part of the unit on the Civil Rights Movement in the 1960s, which aligns with Black History Month. As a whole, the unit teaches students about the goals, methods, key figures, and results of the Civil Rights Movement, focusing primarily on the fight for Civil Rights by African Americans. However, the purpose of this lesson is to help students better understand other social and ethnic groups in American society who were also part of the Civil Rights Movement. By the end of the lesson, the students should be able to identify the different social groups involved in the movement and explain the goals, methods, strengths, and weaknesses of each of them. With this knowledge, the students should be able to compare those movements with the African American Civil Rights movement. GOALS: Goal: The purpose of this lesson is to provide students with an understanding of different groups who were fighting for their civil rights in the United States during the 1960s. By the end of the lesson, the students should be able to explain the different aspects of each movement and be able to compare them to what they have already learned about the well-known movement of the African Americans. Fit: This lesson fits into the middle of a unit on the Civil Rights Movement in the 1960s. The students have already studied the background, methods, and resistance to the African American Civil Rights movement. After this lesson, the students should be able to compare that movement with the other social groups who fought for their Civil Rights. OBJECTIVES: 1. Students will be able to identify the different social and ethnic groups who fought for their civil rights in the 1960s. 2. Students will be able to explain the goals, strengths, and weaknesses of groups fighting for the civil rights in 1960s America. 3. Students will be able to compare and contrast different movements that strove for civil rights. MATERIALS: - Teacher Materials: o Civil Rights Movement Power Point presentation o Group Observation Sheets o Civil Rights Movement TABA Chart o Information Sheets o Promethean Board/Post Boards

Student Materials: o Class notebook o Civil Rights Movement TABA Chart (33 / 1 per student) o Information Sheets (8 / 1 per group)

PROCEDURES: - OPENER o Announcements: the teacher will talk with the students about the upcoming course schedule and important due dates o Warm-Up: Students will respond to the following question: which people and groups do you associate with the Civil Rights Movement? Once they have a few minutes to think about their answer, the teacher will create a master list on the Promethean board. The teacher will introduce other groups that were also fighting for increased civil rights in the United States at the time. Why are those groups not talked about as much? - BODY OF THE LESSON o Group Work: the students will be divided into groups and each group will be assigned a different group in society and will be provided them with information about that groups fight for more rights. Each group will have 20 minutes to review the information and determine what to present to the class. Who was involved in that movement? What were their strengths and weaknesses? What did they want to accomplish? What did they actually accomplish? o Share Out: the groups will take turns sharing their information with the rest of the class, focusing on key information from the central questions given to them. While the other groups present, the students should fill out a TABA chart on all of the different civil rights movements. - CLOSURE o Wrap-Up Activity: after the presentations, the students will have to write down one thing that the learned that day and one thing that surprised them. Some students will share their answers and explain why to the rest of the class. o Homework: the students have to write a newspaper article that introduces one of the other social groups of the Civil Rights movement. The article should be from the perspective of an American journalist in the 1960s.