I. Curricular Framework

Concept:

Change

Essential Question:

How is economic gain directly related to injustice and inequality?

Bridge:

Advertising Influences

Content:

The Economics of Injustice

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: The learner will visually experience what life for minorities was like in the South before the 1960’s Civil Rights Movement.

Activity: Take the class on a field trip to a Civil Rights Institute. Students should have a visual experience of what daily and economic life for minorities was like before the Civil Rights legislation in the 1960’s.

Assessment: Student participation

2. Attend: Attending to the Connection

Objective: The learner will reflect on and discuss experiences from the Institute.

Activity: After visiting the Civil Rights Institute, conduct a class discussion of students’ reactions and reflections from their visit to the Institute. Emphasize the economic differences between minorities and whites, especially males, during this time period. Have them write a journal entry of their observations.

Assessment: Student participation in the discussion. Student journal entry.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: The learner will illustrate changes in economic roles as reflected in advertising.

Activity: The teacher should provide magazine pictures, Internet access, library reference materials, CD-ROM programs such as the “Time Almanac” etc. for students to find advertising and pictures illustrating the economic roles of minorities and women before the Civil Rights legislation in the 1960’s and since those changes. If they know before their field trip to the Institute, they can obtain some of these illustrations from the archives there.

Assessment: Illustrations gathered by students.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: The learner will take notes from the teacher’s lecture in the acquisition of knowledge.

Activity: The teacher will lecture on the Civil Rights Movement, civil Rights legislation of the 1960s, and the economic roles of both minorities and women in the U.S. before and after these changes.

Assessment: Student notes taken.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: The learner will gather data to document the changing economic roles of minorities and women in the U.S. before and after the Civil Rights Movement.

Activity: Divide students into small groups. Have them research to collect data and illustrations on the economic roles of minorities and women before the Civl Rights Movement and after the legislation of the 1960s. They may use the Internet, Census information, almanacs, media center reference materials, National Geographic, textbooks, etc. The collected data should be collated.

Assessment; Small group participation and evidence of research by data collected.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: to have students put events into historical order

Activity: Make a timeline of the Civil Rights Movement in the U.S. Place collected data and advertising illustrations with the timeline.

Assessment: Accuracy of dates and illustrations and connections to the concept

7. Refine: Refining the Extension

Objective: The learner will work in a small group to refine and edit the timeline and data into a display.

Activity: Small groups will use their timeiline, collected and collated data and illustrations and advertisements to make a three-dimensional exhibit on the changing economic roles of minorities and women since the Civil Rights Movement and legislation in the 1960s. They will refine and edit their work to make a meaningful display.

Assessment: Small group participation. Completed three-dimensional exhibit.

8. Perform: Creative Manifestation of Material Learned

Objective: The learner will display his/her group’s exhibits for others to see.

Activity: Display the groups’ exhibits in the media center or other central locations as an educational and enrichment tool for others to learn about the changes in economic roles of minorities and women before and after the Civll Rights Movement. Allow students to speak on specific topics to other students if there is an appropriate audience.

Assessment: Student exhibits and speeches.

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