I. Curricular Framework

Concept:

Human Rights

Essential Question:

Why is it important to study the people, events and outcomes of the Civil Rights Movement?

Bridge:

Integration Activity

Content:

Segregation and the Civil Rights Movement

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Students will have an understanding of segregation.

Activity: As students enter the room the teacher will tell some students very complimentary remarks, “I like your hair today, You look good today, That is a beautiful shirt or dress, etc,” Other students will be treated rather distantly. For example, they would be told to “Hurry up and sit down, don’t talk, why did you sit there? Did you do the assignment?” Negative remarks and not positive feedback. “Sit in the back. Face the other way. Don’t talk to your neighbor.”
***This could be done with giving some children candy as they first enter the room and others not. (You would give the other children candy later after the experiment was over.) Let them eat it immediately.

Assessment: Student participation and teacher observation.

2. Attend: Attending to the Connection

Objective: Students will discover why they felt left out.

Activity: Have students mindmap why they felt left out and set apart from the rest of the class.

Assessment: Student participation.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To give students a greater awareness of integration.

Activity: Have students move quietly around the room, whispering, visiting with each other. Call time and all the students must stop where they are and hold hands with the other students on each side of them. They will be all tangled up and will have to get untangled by going over and under each other’s hands. Their hands should never be released while doing this. The end result will be a circle of children holding hands. Remind students that integration is the combining of different things. At this time they are combining hands and children to form a circle.

Assessment: Students forming a complete circle.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Students will identify how blacks overcame segregation and restored their citizenship.

Activity: Teacher will use the text, Alabama Journey Chapter 24, to lecture about the Civil Rights Movement. Students will tour a Civil Rights Institute to add to the information given by the teacher. Teacher should provide a seek and find lesson for students to do in the Institute’s museum. Students may want to record information by using a camera to use later in their projects.

Assessment: Teacher observation and student participation in seek and find lesson.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Students will practice information given in the lecture.

Activity: Students will practice by doing worksheets that correlate with the text and by taking a chapter quiz. Teacher will provide students with Internet sites to expand information base and students should complete the teacher-made Hyperstudio stack. This will be a stack of cards that need completion such as matching people with events.

Assessment: Grades from worksheets, quiz and Hyperstudio.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Students will create a project to express an understanding of the Civil Rights Movement.

Activity: Students will choose events for which they will create a play about civil rights. Students need to be put into groups according to what choice they would like (wirter, actor, etc.) Each student will choose which part they would like to have. Some will be characters, writers, prop-makers, etc. This is a self-assigned task that needs to include all students in the group. Teacher will need to oversee each group and to have a list of everyone’s choices. Students make plans to bring necessary materials to begin project.
***Give the option to students of writing poems, speeches (if they want to do a single character), or artistic rpresentations of events. Set criteria for each project by using a rubric.

Assessment: Checklist of behavior on groups and participation.

7. Refine: Refining the Extension

Objective: Students share information and peer edit.

Activity: Students share their part and put things together for a trial run. Some students may want to use a digital camera to record their project. Others may want to put it on computer programs such as Power Point. Have students work in their groups to refine and edit.

Assessment: Checklist made with students for students to use in their groups.

8. Perform: Creative Manifestation of Material Learned

Objective: Students will share and celebrate their plays on civil rights.

Activity: Students will perform their plays for the class. Students will attach a symbol to a timeline where their play would occur in history according to the event role-played.

Assessment: Teacher will use a rubric to grade the projects.

Assessment, Phase Five,Performance, Creative Use of Material Learned: