Secondary Lesson Plan Template Topic of lesson: Introduction to the American Civil Rights Movement Description: This lesson

is an introduction to the American Civil Rights Movement. Students will explore the concepts of civil rights, prejudice, racism and civil disobedience. Subject: American History Length of class: Two class periods Grade Level: 9-10 Who are your students and what are their specific learning needs? This lesson would be taught to 9th or 10th graders who are in a United States history course. Since this is a general history classroom, there are a variety of developmental levels. Some students will understand the material as it is presented to them and some will need additional help, working with students who have a higher level of understanding, to grasp the material. Standard(s) to be addressed in this lesson: Understand how and why people create, maintain or change systems of power, authority, and governance. Understand the role of individuals and groups within a society as promoters of change of the status quo. Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.

Resources Used: Items provided by the teacher: o Timeline of Civil Rights Movement (Paper copy and electronic copy) o Key words and concepts word bank o Concept formation map For scaffolding purposes provide some students with concept map already filled out o Guided Research note-taking handout for each student o Print-out of helpful websites for research o Rubric for Debate activity Research Tools o Textbook o Computer for each student o Internet access for each student o School library Possible Resources for Debate Presentations

o Posterboard o Art supplies (markers, pens, glue, construction paper, etc.) o Computer with Internet access o Projector o Microsoft PowerPoint o Microsoft Word o Printer Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy and in ABCD format): After group research students will be able to analyze a method of change promoted by a Civil rights activist and formulate an argument with three main ideas supporting that method of change. After classroom discussion students will be able to identify and define key concepts involved in the Civil Rights movements and fill out a worksheet of those key concepts. After in-class debates students will be able to evaluate the events of the Civil Rights movement and form their own conclusions of effective methods of change and support those conclusions with three main arguments. Lesson Sequence: (How will you organize your lesson?) Day One 1. As students enter the room, they will see a warm-up question on the board. The warm-up question will be What do you know about the Civil Rights Movement? a. The students will be given 5 minutes to write down everything they know about the Civil Rights Movement. I will suggest that the students start with the five Ws (Who, What, Where, When, Why is it important). 2. Students will participate in a think-ink-pair-share. a. Students will share their understanding with their table partner for two minutes. 3. Students will transition to concept formation activity. a. Ask the students what they think key concepts mean (civil rights, racism, prejudice, etc.). b. Teacher will present the students with specific examples of each concept in relation to the Civil Rights movement. c. The students will next have to come up with an example of their own that fits into these concepts. d. Students will complete a concept map for each of the key concepts on a provided template. 4. Students will be provided additional background knowledge through a lecture. a. Teacher will give a brief presentation about the main events/people of the Civil rights movement. b. Students will have a handout with the timeline of main events.

c. Students will fill in any additional information that they find relevant. 5. Questions- Ask the students guiding questions to assess their learning so far on the key concepts and the chronology of main events. a. Why does racism still exist? What are some of the steps that would be necessary to eliminate racism, not only in the United States, but also in other parts of the world? b. What events most impacted change in the society of the time? c. What past historical attitudes and events created the hostile environment in the United States that led to action by Civil Rights groups? Day Two 6. Students will be place in Cooperating Learning Groups (Tiered Instruction) a. Separate the class into groups of 3 or 4. These groups would be organized based on a pre-unit assessment of knowledge. The pre-unit assessment would be a combination of short answer and selected response questions to check for student understanding of large concepts and the specific details of the era. Students that scored high on the preunit assessment (above 80%) would be grouped together. Students that scored in the middle range on the assessment (50-79%) would be grouped together. Students that scored in the low range on the assessment would be grouped together (49% and below). Students could also move groups based on their reaction and response to the days activity. For example if a student scored around average on the assessment, but in class they were drawing connections to the present and other units of history, that student may understand the material at a deeper level and could be moved to a higher tiered group. The purpose of grouping the students this way would be to have students that struggle with the material and large concepts work together to understand those over-arching basic ideas, while the students that have a highly developed understanding of those basic ideas are challenged to create connections and deeper understandings of those ideas and the era as a whole. The three tier level groups would all be working on different assignments during their cooperative learning time. i. Group A or the students that scored above average on the assessment would be given a question such as Compare and contrast the ideologies of Malcolm X and Martin Luther King Jr. in promoting the Civil Rights movement and analyze which ideology was more effective from 1955-1968. and would have to research primary and secondary documents to find evidence to support both sides of the argument. ii. Group B or the students that scored about average on the assessment would be given a question such as Compare and contrast the ideologies of Malcolm X and Martin Luther King Jr. in promoting the Civil Rights movement. with some sources already

identified for them such as some primary documents from the time period. This tier would focus on defining and understanding the difference in methods, while the group A tier focuses on pushing of conclusions and making connections between past events and actions and how those events and actions are reflected in todays society. iii. Group C or the students that scored below average on the assessment would be given a question such as What foundational ideals underlined the Civil Rights movement? and would be given a structured amount of documents to help them with their research. These documents would show both correct and incorrect application of the basic ideas of the unit. This group would be focused on developing the main concept of the unit and having a solid understanding of basic concepts. b. Students will research their given assignments. i. Teacher will help facilitate research by giving students access to computers and the library. ii. Teacher will help students think of new resources if students are having trouble locating information iii. Teacher will observe to assess progress. 7. Students will give their presentations in the form of a Debate/Discussion a. The students during this time would present their research to the class through a method of different mediums. i. Students in Group A would present their information in the form of a debate. The group would be split in half and one half would present the information for one side and vice versa for the other half. ii. Students in Group B would present their information in the form of a presentation. They would use their resources to show examples of each form of promoting Civil Rights. iii. Group C would present their information in the form of a presentation as well. However, their presentation would be focused on the basic ideas of the unit and examples (not specifically related to the unit) of those ideas. b. Student will take notes during the presentations using guided note sheet provided by the teacher (concept formation template) 8. Students will write a short wrap-up summary of learning Adaptations/Accommodations Needed: Students who read below grade level will: o Be allowed extra time to research o Opt to research in a different location o Be given information re-worded based on reading level

Assessment methods chosen for this lesson (How will I know if students achieved my learning objectives?) While students are working in groups, they will have to complete a worksheet including evidence to support both sides of the presented question (primary and secondary sources) and the outline of their chosen argument. While students in Group A are debating have a rubric to check that students included at least one primary and two secondary sources for their arguments and have at least three main points to their debate. While students in Group B are presenting their information have a rubric to check that students included at least one primary and one secondary source (individual research) and have at least 2 examples for each method of promoting Civil Rights. While students in Group C are presenting their information have a rubric to check that the students understand the main ideas and support those ideas with the correct examples given to them.