Civil Rights Movement

1. Benchmark/Standard a. 8.3.1 Civil Rights Movement Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including the impact of WWII and the Cold War (e.g., racial and gender integration of the military) Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965)) protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955 1956), March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Nonviolent Coordinating Committee (SNCC), Nation of Islam, Black Panthers) resistance to Civil Rights (National Geography Standard 6, p. 195) 2. Behavioral Objective: After the lesson, the learner will understand 3 or more different Civil Rights Movement events and how it effects their lives today. They will be able to make connections to how those events have resulted in America allowing for more equality and be able to apply it to issues of today. 3. Anticipatory Set: The students will be shown photos of major civil rights leaders (MLK Jr, Malcolm X, Rosa Parks, Muhammad Ali) and be asked if they can identify who the person is and what impact they had on the Civil Rights Movement. Individual students will be called on randomly to identify. If that student does not know, they can phone a friend or pick a volunteer student to answer. 4. Objective/purpose: Today we will learn some of the most notable events during the African American Civil Rights Movement. This will provide you all with a perspective of how far we have come in less than 60 years. You are the change agents to societal acceptance, so you need to know what has happened, so you know what you can do if you ever see things in the world today that have any similarities. 5. Input a. Task Analysis i. Students will learn the following 1. MLK a. I have a dream speech

b. Non-violence 2. Malcolm X a. Any means necessary b. Nation of Islam i. Muhammad Ali 1. Boxing title stripped and jail time for refusal to enter war a. Belief blacks were unfairly used in war effort c. Personal connection to Malcolm 3. Rosa Parks a. Who was she b. Refusal to give up seat i. Plenty of other open seats in white section c. Bus Boycott i. Effects b. Thinking Levels i. Knowledge: What did Muhammad Ali have happen when he refused to enlist in the military after being drafted? ii. Comprehension: Students will explain why Rosa Parks refused to give up her seat. iii. Application: Students will show how the bus boycott was effective. iv. Analysis: Compare the philosophies of Malcolm X and MLK Jr. v. Synthesis: Students will be able to predict who the next minority group to engage in a civil rights movement will be. vi. Evaluation: Students will criticize and defend the philosophies of both Malcolm X and MLK Jr. c. Learning Styles i. Remediation: Students will be given a situation from their own lives that can connect to the movement. Ex. Rosa Parks was arrested for refusing to move seats, imagine they were grounded because they sat in the wrong part of the living room at home. d. Methods and Materials i. Discussion based lecture. Teacher as facilitator of the info, students discuss the details. 1. Assessment during lesson: see Checking for Understanding ii. Materials needed 1. Computer with projector 2. Photos/videos to display for students 6. Modeling a. ROLEPLAY-Rosa Parks

i. Take empty section of classroom and put 8 chairs 2 by 2 in 4 rows. An additional seat in front (bus driver) ii. Set 1 student ROSA in 1st row, another as the bus driver. iii. Teacher then has another student walk onto bus and tell Rosa to move. Rosa will then refuse to move because of the 7 other seats that are open. iv. 2 more students will then walk onto the bus (cops) v. Cops will force Rosa off the bus and put her in a jail in corner of the room. 7. Checking for Understanding a. Placed throughout the lecture/discussion (end of the topic). i. Rock, Paper, Scissor for teacher questions on details of MLK/Malcolm X differences/similarities. ii. Back to Back Boards with questions about the impact of ROSA PARKS and Montgomery Bus Boycott. iii. 3-2-1 to END CLASS 3 things they learned, 2 things they liked learning about, and 1 thing they have questions about. 8. Guided Practice a. Students will be given note sheets with sections for each topic that allows them to organize the info they are learning. b. Teacher will make sure that the crucial details are written on the board during the lecture/discussion. 9. Independent Practice a. Students will ask a relative/neighbor, etc who lived through the CRM to tell them what they remember/experienced during this time and be prepared to share it with the class. This will be done in 1 week so they have time to find this person and talk with them. They will also be asked to write a 1 page recap and reflection on the conversation they had with their person. This will be a guide for them to use during the discussion, and also allows me to see their information. Participation grade (Pass/fail just for doing it). 10. Closure a. Remind students that if they would like to talk with me about anything outside of class, I will be available to do so. b. Commend them on grasping the content c. Remind them to always remember Rosa the next time they see someone being mistreated. d. Wish them a great rest of their day, Collect 3-2-1s as they exit paired with a high-five.