Name: Cierra Etchberger

Unit: The Civil Rights Movement

Title of Lesson: What are Civil Rights?
Grade: 3rd Grade
Subject: Social Studies

I. Learning Outcomes:
SWBAT utilize the computer and Internet to complete the
virtual scavenger hunt.
SWBAT define civil rights and what civil rights include.
SWBAT identify the three types of civil rights we will be
covering in the unit.
SWBAT identify important people in civil rights and what
they are best known for.
II. Standards:
8.3.U.A: Compare the role groups and individuals played in
the social, political, cultural, and economic development of
the U.S.
8.3.3.D: Identify and describe how conflict and cooperation
among groups and organizations have impacted the history
and development of the US.
9.1.3.K: Know and use traditional and contemporary
technologies for furthering knowledge and understanding
in the humanities.
15.3.3.M: Apply proper etiquette when using technology.
7.3.3.A: Identify the human characteristics of places and
regions using the follow criteria: population, culture,
settlement, economic activities, political activities
III. NCSS Themes:
Time, Continuity & Change - Demonstrate an
understanding that people in different times and places
view the world differently
People, Places & Environments Describe how people
create places that reflect ideas, personality, culture &
wants and needs as they design homes, playgrounds,
classrooms and the like
IV. Anticipatory Set:
The teacher has What Do You Think Is A Civil Right?
written on the board when the students come in.
The teacher will give each student a sticky note and have
him or her write an answer to the question on it. When the
students are finished writing, they will stick them on the
board.
 o The teacher can anticipate student responses such
as
Right to vote
Free speech
Right to having a house
Freedom
Right to be equal
The teacher writes Civil Right on one side of the board
and Not a Civil Right on the other side of the board.
When all of the students have put their sticky note on the
board, the teacher will read them off one by one, having
the students give a thumbs up or thumbs down if they
agree with whats written on the sticky note.
She will prompt the students by asking if they think what
she read aloud was a civil right or not and based on the
students responses, she will put all of the thumbs up on
one side of the board under the Civil Right heading and
all of the thumbs down on the other side of the board,
under the Not a Civil Right heading.
V. Procedures:
The teacher will then tell the students that to discover
what they will be learning about in the upcoming unit, they
are going to do an internet scavenger hunt. This gives the
students the opportunity to explore the topics of study on
their own, before being guided in the correct direction of
study.
The teacher will go over the rules for appropriate Internet
use with the students. These include
o Using the Internet for only the assignment
o Managing your time wisely so you are able to
complete the whole scavenger hunt
o Using headphones when watching the videos
o Only visiting the given sites
The teacher will then escort the class to the student
computer lab and hand out the scavenger hunt answer
sheet, direct the students to open the virtual scavenger
hunt sheet and have the students begin.
As the students are working on the scavenger hunt, the
teacher will circulate the room, observing and making sure
they are all on the right track.
After the majority of the class has finished the worksheet,
or half an hour is up, the teacher will escort the students
back to their classroom.
 o As the students are working on their scavenger hunt
the teacher will walk around the room and check for:
Students understanding of the topics based on
their completion and place in the worksheet
Any parts of the worksheet that multiple
students have left blank to make sure she
covers this topic later in the lesson
Possible questions the students might have as
theyre working their way through the
scavenger hunt
o If all students are doing well, the teacher might
consider posing some different cognitive lesson
questions based on individual students needs, these
could include:
Can you summarize and retell what you have
learned so far?
Do you know of another instance when this has
happened?
Can you compare and contrast between this
time and the present?
Do you have any other ideas that you could
add to this worksheet?
What do you think is the most important thing
about what youre learning about? Why?
The teacher will then draw a circle on the whiteboard and
ask the students what the main topic of the upcoming unit
is. When a student gives the answer of civil rights, the
teacher will write that (civil rights) in the circle.
The teacher will then draw three circles and connect them
to the larger circle. She will ask students to give her the
three main sub-categories that their scavenger hunt was
about. When students give the following answers,
(definitions, types of civil rights and important people) she
will write them in a circle.
The teacher will then use the cold calling method and go
around the room and ask each student to give her a piece
of information that corresponds with one of the sub-
categories.
The teacher will write the pieces of information that the
students give in another circle, connected to the
appropriate sub-category.
o The teacher will also add in extra information as they
go including the location of some of the events,
important people they havent already covered and
 any other important information the students might
miss
o The teacher will have a brief conversation about the
information she adds with the students, asking why
they think it was influential
Once all of the students have given the teacher a piece of
information to add to the graphic organizer, the teacher
will ask if anyone else has anything to add. If so, she will
add it where necessary. If not, she will ask if anyone has
any final questions.
VI. Differentiation:
The scavenger hunt will help visual learners because there
is a short video clip involved. There are also some pictures
involved for interpretation.
The video in the scavenger hunt will also help auditory
based learners better understand the information.
Reviewing and recording the information as a class on the
whiteboard will help visual learners see how all of the
aspects are connected.
VII. Closure:
After finishing the graphic organizer and making sure the
students understand the key information, the teacher will
ask if there are any sticky notes that the students want to
move to the other side of the board.
If the students need prompting, the teacher will pick a
sticky note off of the board and reread it aloud, asking if
they think that what she read is a civil right or not.
This will bring the lesson full circle and give the students
time to reconsider some of the possible civil rights that
were discussed at the beginning of the lesson.
VIII. Assessment of Student Performance:
The teacher will use a thumbs up/thumbs down method in
the anticipatory set to pre-assess students knowledge of
civil rights.
The teacher will assess the students knowledge and
understanding of the main topics by observing them as
they work through the scavenger hunt.
The teacher will review the worksheet from the scavenger
hunt that covers the main information to check the
students understanding.
The teacher will use the cold calling technique to randomly
pick students from the class to help fill out the graphic
organizer on the whiteboard to review their understanding
of civil rights.
IX. Materials:
Computers for each student
Scavenger hunt answer worksheet for each student
Pencils
Headphones
Whiteboard
Whiteboard markers
Sticky Notes
X. Technology:
Computer Usage
Internet Usage