Goals & Objectives
- Students will develop an understanding of the different civil rights leaders’ philosophy of solving civil rights issues during the 1950s and 1960s.
- Students will recognize valid information from researching that will help them formulate a plan to discuss with their peer to resolve a civil rights issue with a particular civil rights activist ideology.
- Students will orally defend their assigned point of view and critique others views in a diplomatic manner to resolve the civil rights issue in their simulated town.
- Students will recommend and validate their resolutions for the civil rights issue in writing.
California State Content & Common Core Standards
11.10.4 Examine the roles of Civil Rights advocates (eg. A. Philip Randolph, Martin Luther King Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King Jr.’s “Letter from Birmingham Jail,” and “I Have a Dream” speech.
RH11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (eg. Visually, quantitatively, as well as in words) in order to address a question or solve a problem.
WHST11-12.1 Write arguments focused on discipline-specific content.
A. Introduce precise, knowledge claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternative or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
B. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
C. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s)and counterclaims.
D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the disciple in which they are writing.
SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
A. Come to discussion prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
B. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
C. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
RH11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (eg. Visually, quantitatively, as well as in words) in order to address a question or solve a problem.
WHST11-12.1 Write arguments focused on discipline-specific content.
A. Introduce precise, knowledge claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternative or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
B. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
C. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s)and counterclaims.
D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the disciple in which they are writing.
SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
A. Come to discussion prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
B. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
C. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Lesson Introduction
Day 1: The teacher will show the class a short video on the Little Rock Nine Crisis (The Little Rock Nine – Across the Universe). The students then will do a pair share on: Can we change the world we live in? They will have to give one example of how American society has changed or has not changed in regards to equality since 1957.
Day 2: The teacher will show the music video (We Shall Overcome from the soundtrack for a Revolution). After viewing the video the teacher will ask the students to take a minute and contemplate if American society had changes and to make a list of how we can overcome inequality and civil rights issues in American society? After giving them time to think, the class will have a brainstorming discussion on how we can overcome civil rights issues. The teacher will write suggestions on the board.
Day 2: The teacher will show the music video (We Shall Overcome from the soundtrack for a Revolution). After viewing the video the teacher will ask the students to take a minute and contemplate if American society had changes and to make a list of how we can overcome inequality and civil rights issues in American society? After giving them time to think, the class will have a brainstorming discussion on how we can overcome civil rights issues. The teacher will write suggestions on the board.
Vocabulary
The vocabulary for this lesson of the unit will be discussed in the explanation of the assignment. Furthermore, the development of key terms will be developed in the students’ group research on their civil rights leader. The key terms that will not be found in the research for their civil rights leader will be given in the information sheet on the other civil right leaders at the end of day one.
The key terms in this lesson will be: Civil Disobedience, Peaceful Protest, NAACP, CORE, SCLS, Black Power, Philip Randolph, Martin Luther King Jr., Malcolm X, Thurgood Marshall, James Farmer, and Gov. Orval Faubus.
The key terms in this lesson will be: Civil Disobedience, Peaceful Protest, NAACP, CORE, SCLS, Black Power, Philip Randolph, Martin Luther King Jr., Malcolm X, Thurgood Marshall, James Farmer, and Gov. Orval Faubus.
Content Delivery
Day 1: Teacher will put students into strategic research groups for the Town meeting activity. The teacher will hand out the graphic organizers and instructions for the town meeting activity for the following day. The teacher will go over the expectations that are given for the assignment. The teacher will explain that each organization is named after a famous civil rights leader during the 1950s and 1960s. Each organization will be expected to take on the personality of that organization during the town meeting discuss the following day. The teacher will give the students an approve website list and additional supplementary readings for their research on their Civil Rights Leader. The teacher will walk around and assist groups in filling out their graphic organizers by using scaffolding questions for deeper analysis and thinking. When there is fifteen to ten minutes left in the period the teacher will give the groups information sheets on the other groups that will be coming to the town meeting the following day.
Day 2: The teacher will have the students desks arranged in a circle at the beginning of the class. The teacher will remind the students of the etiquette for the town meeting. The teacher will call the meeting to order and explain to the student once more the issue they are there to resolve. The teacher will open the floor for the students to discuss ways to resolve the desegregation of school issue. The teacher will make sure that each student gets an opportunity to express their ideas or ask questions to other students on their resolution ideas. She will keep track on which students have spoken on her personal comment form. The teacher will monitor and keep the discussion on track and under control. The teacher will help brainstorm the ideas of the various student groups to construct a final crisis resolution plan.
Day 2: The teacher will have the students desks arranged in a circle at the beginning of the class. The teacher will remind the students of the etiquette for the town meeting. The teacher will call the meeting to order and explain to the student once more the issue they are there to resolve. The teacher will open the floor for the students to discuss ways to resolve the desegregation of school issue. The teacher will make sure that each student gets an opportunity to express their ideas or ask questions to other students on their resolution ideas. She will keep track on which students have spoken on her personal comment form. The teacher will monitor and keep the discussion on track and under control. The teacher will help brainstorm the ideas of the various student groups to construct a final crisis resolution plan.
Student Engagement
Day 1: The students will sit with their assigned groups. The students will listen while the teacher explains the assignment and the requirements for the assignment. If the students have any questions they will be able to ask questions once the assignment has been explained. The groups will work together and conduct the research needed about their assigned person from the websites given and any supplemental reading the teacher gives them. They will fill out the graphic organizers with the information they obtain from their research. In the last ten minutes of the body of the lesson the students will use the information they obtained during research and the information sheet on the other groups to develop three plans of action to present at the town meeting the following day.
Day 2: The students will participate in the town meeting simulation by presenting their groups plans to the class for resolving the desegregation of schools crisis. The students will be expected to take notes on the other groups’ suggestions for resolving the issue. The students will ask questions of their fellow classmates’ plans of resolution and will answer questions asked on their plans of resolutions. The students will debate and critique the plans of the others groups with respect and a final plan of action will be developed through compromise by the students to solve the desegregation conflict. The student will take notes on the final plan of action for resolving desegregation.
Day 2: The students will participate in the town meeting simulation by presenting their groups plans to the class for resolving the desegregation of schools crisis. The students will be expected to take notes on the other groups’ suggestions for resolving the issue. The students will ask questions of their fellow classmates’ plans of resolution and will answer questions asked on their plans of resolutions. The students will debate and critique the plans of the others groups with respect and a final plan of action will be developed through compromise by the students to solve the desegregation conflict. The student will take notes on the final plan of action for resolving desegregation.
Lesson Closure
Day 1: The teacher will facilitate a whip around activity where all the students will have to quickly and vocally give the teacher one thing they learned in their group research session in class today. The teacher will weaver around the class asking students what they learned.
Day 2: The students will be asked to write a jingle to sell the plan we as a class decided would be the best way to resolve the desegregation issue in our “Little Rock Nine” crisis. They will turn in their jingles to the teacher on their way out of class.
Day 2: The students will be asked to write a jingle to sell the plan we as a class decided would be the best way to resolve the desegregation issue in our “Little Rock Nine” crisis. They will turn in their jingles to the teacher on their way out of class.
Assessment
Formative: Research Graphic Organizer will assess the understanding of the knowledge that the students have on their civil rights leader and his methodologies on resolving civil rights issues.
Formative: The closing Whip around activity will help the teacher assess the information that the individual students learned about their civil rights leader which they have researched during class.
Formative: The class discussion on the video We Shall Overcome will assess the knowledge development of the students for the different techniques that civil rights activist used to cause change.
Summative: The teacher will use her comment form to assess the students’ comments during the discussion and will give feedback on the student comments on their final paper for the lesson.
Summative: The jingle the students write at the conclusion of the lesson will assess the students understanding of the effectiveness of civil rights leaders work in causing change for civil rights issues.
Summative: The persuasive letter that will be written for homework after the class discussion assignment in class will assess the students understanding of the civil rights activists tactics to effect change during the civil rights movement.
Formative: The closing Whip around activity will help the teacher assess the information that the individual students learned about their civil rights leader which they have researched during class.
Formative: The class discussion on the video We Shall Overcome will assess the knowledge development of the students for the different techniques that civil rights activist used to cause change.
Summative: The teacher will use her comment form to assess the students’ comments during the discussion and will give feedback on the student comments on their final paper for the lesson.
Summative: The jingle the students write at the conclusion of the lesson will assess the students understanding of the effectiveness of civil rights leaders work in causing change for civil rights issues.
Summative: The persuasive letter that will be written for homework after the class discussion assignment in class will assess the students understanding of the civil rights activists tactics to effect change during the civil rights movement.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners will be allowed to use translators or dictionaries to help them understand the reading for the research in this lesson. English Learners and Striving Readers will be given concept map worksheets to help them with the vocabulary development for this lesson. All students will be working in groups during the research part of this lesson which will help English Learners, Striving Readers and Students with Special Needs in language development and content understanding. Working in groups will also help all students in formulation complex ideas and articulating their ideas more comprehensible. Any additional accommodations needed by individual students will be given based on their needs.
Lesson Resources
Supplemental reading, graphic organizers, and assignment information handouts.