I. Curricular Framework

Concept:

Journeys

Essential Question:

The Civil Rights Movement was a journey from where to where?

Bridge:

A Comparison

Content:

Civil Rights Movement

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Students will describe an event when they felt their “civil rights” were violated

Activity: Students will share an experience with the group when they felt their rights were violated.

Assessment: Student participation and responses

2. Attend: Attending to the Connection

Objective: Students will note similarities and differences of experiences of Q1R.

Activity: Group mindmaps of similarities and differences on the experiences described in previous activity.

Assessment: Group participation and realization of congruencies

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Students will experience the film

Activity: Students will view excerpts from the documentary “Eyes on the Prize”.

Assessment: Student awareness of how this documentary mirrors their own experiences

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Students will gain an appreciation of the Civil Rights Movement.

Activity: Fill in U.S. map with Civil Rights events and pictures. Students will use notes and matching list to develop a time line of the movement. Timelines should include both events and locations related to the Civil Rights Movement.

Assessment: Development of timelines.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Students will trace the route the freedom riders used during their travels through the South.

Activity: Students will use political maps of the time, lecture notes, as well as the Internet to plot the routes taken by the Freedom Riders of CORE. Routes should include major stops and events for “Riders”. Students work in groups or alone to draw their own maps on posters, tracing routes of Freedom Riders.

Students will be provided with a set of coordinates and a political map of the United States. Students will use latitude and longitude to identify various areas of relevance (Washington D.C.; Atlanta and Albany, Greorgia; Nashville and Memphis, Tennessee; Selma, Montgomery and Birmingham, Alabama; Greensboro, North Carolina; Jackson and Philadelphia, Mississippi) to the movement.

Assessment: Examination of information contained in routes.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Students will gain an appreciation of the skills necessary to plan any major event requiring the coordination of large numbers of people.

Activity: Teacher will ask class to share ideas to improve their home-town. Teacher will let class vote on the most viable changes they wish to see brought to fruition. Teacher will tell the students that the local government will not support their desired changes and instruct students to plan a protest. Class will be divided into groups to work out the logistics of their action. Plan should include route(s), transportation, time and instructions for participants.

Assessment: Completion of plans.

7. Refine: Refining the Extension

Objective: Students will examine the events surrounding the Civil Rights Movement.

Activity: Students will tour a Civil Rights Institute. Students will pay special attention to the methods used by demonstrators in different situations. Students will make journal notes. Journals should be inclusive of the variety of actions employed by demonstrators.

Assessment: Inclusion of relevant materials in journals.

8. Perform: Creative Manifestation of Material Learned

Objective: Students will create a map of the Civil Rights Movement.

Activity: Teacher will provide class with a blank map of the United States. Class will be instructed to identify cities on the map associated with, or connected to the Movement. Teacher will instruct students to develop a title and legend to explain their map. Legends should reflect the types of events that occurred in locations cited on map.
Example: the color green representing a boycott or a star denoting mass demonstration. Teacher should display select maps where possible.
Advanced students should attempt to develop a scale to be used with their maps.

Assessment: Completion of informative maps.

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