Goals & Objectives
Students will understand the influence of the African American Civil Rights Movement on difference civil rights movements during the 1960s-1970s (American Indian, Hispanic American, Asian American, and Feminist).
Students will identify and prioritize the issues of a civil rights movement group’s objective in effecting change.
Students will produce a rally flier and pamphlet for their civil right cause identifying the key purposes of that movement’s purpose.
Students will compose a rally speech or song to distinguish the issues their civil rights group face and the means which they intend to cause change.
Students will identify and prioritize the issues of a civil rights movement group’s objective in effecting change.
Students will produce a rally flier and pamphlet for their civil right cause identifying the key purposes of that movement’s purpose.
Students will compose a rally speech or song to distinguish the issues their civil rights group face and the means which they intend to cause change.
California State content & common core standards
11.10.5 Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asia Americans, and Hispanic Americans for civil rights and equal opportunities.
RH 11-12. 7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
WHST 11-12. 6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
WHST 11-12. 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
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 conversation 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.
RH 11-12. 7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
WHST 11-12. 6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
WHST 11-12. 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
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 conversation 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 music video “Times They Are a Changin.” After the video the class will have a short brain storming discussion on how we can cause change our society.
Day 2: The teacher will hand out lyrics and show the music video “Cant Turn me Around” by Roots. The class will have a discussion on how the lyrics informed the civil rights movement’s people on how to act.
Day 3: The teacher will show on the overhead eight pictures of slogans used during the civil rights movement (All Power to the People, Black Power, Idle No More, Si Se Puede, United We Shall Overcome, What can I do? Plenty Sister!, Who’s the illegal Alien, Pilgrim?, and Women’s Liberation) Student will pick one image to do a quick write on how they believed this slogan and the images used in the slogan encouraged people to fight for change.
Day 4: Teacher will show the video of Martin Luther King Jr.’s Speech “How Long? Not Long!” Class discussion on how Martin Luther King Jr. used words to inspire the people to continue to work in their pursuit for change. (What word? Significance of word choice)
Day 2: The teacher will hand out lyrics and show the music video “Cant Turn me Around” by Roots. The class will have a discussion on how the lyrics informed the civil rights movement’s people on how to act.
Day 3: The teacher will show on the overhead eight pictures of slogans used during the civil rights movement (All Power to the People, Black Power, Idle No More, Si Se Puede, United We Shall Overcome, What can I do? Plenty Sister!, Who’s the illegal Alien, Pilgrim?, and Women’s Liberation) Student will pick one image to do a quick write on how they believed this slogan and the images used in the slogan encouraged people to fight for change.
Day 4: Teacher will show the video of Martin Luther King Jr.’s Speech “How Long? Not Long!” Class discussion on how Martin Luther King Jr. used words to inspire the people to continue to work in their pursuit for change. (What word? Significance of word choice)
Vocabulary
The vocabulary in this section that will be directly taught by the teacher will be the words: Rally and Slogan. These will be taught verbally by going over the meaning of the word and functions entailed in these terms. The teacher will use visual aides to show the students the words and how they are connected to the civil rights movement.
Other word development will be instigated during the students’ research and the students will have the teacher and other students available to clarify any problems with word understanding during their research. Various techniques used in the classroom to develop vocabulary development will be available to students if they need them: dictionary, vocabulary concept maps, etc.
Other word development will be instigated during the students’ research and the students will have the teacher and other students available to clarify any problems with word understanding during their research. Various techniques used in the classroom to develop vocabulary development will be available to students if they need them: dictionary, vocabulary concept maps, etc.
Content delivery
Day 1: The teacher will hand out the video note taking sheet. She will stress that students should focus on the different civil rights issues that the people in the video are trying to fight against. The teacher will also stress the need to look at the different techniques and plans of action the people used to combat injustices to the African American people. She will also make sure they know they need to watch how the people organized demonstrations and rallies.
Day 2: The teacher will form students into groups of three or four students for their research project. The teacher will go over the assignments that the students will have to complete for this project and what the ultimate goal of the assignment is for them to achieve. The teacher will show samples of the different aspects of the assignment (notes, rally flier, rally pamphlet of action, and written speech or song). The teacher will explain to the students that they will be able to choose which group they want to be and what issue that their groups is facing. The teacher will inform students that they will be expected to perform or have a video of their group performing their speech or song.
The teacher will approve of the group and topic that each group will research. She will walk around the computer room while students research and assist students in finding information and use scaffolding questions to help students to figure out their position in resolving their civil rights issue.
Day 3: The teacher will inform students that they will need to start working on their rally flier and pamphlet for their groups cause. The teacher will migrate around the computer room to make sure students are moving from research to organizing their ideas into their group’s proposal for change. She will ask scaffolding questions to ascertain and encourage more critical thinking in how to cause change for their group’s issue. The teacher will also manage time on the project and the keep students working in a timely manner on the task due at the beginning of the next day.
Day 4: The teacher will collect the students rally fliers and pamphlets for their cause. These will be exhibited around the room by the end of class and remain up for the next day’s class rally. The teacher will show the video “Any Means Necessary” to exhibit the style of their speeches. The teacher will explain that students will be working on their rally speeches or songs for their movements cause. She will remind students that they need to include the group’s issues from the past, their current issues, and the plan of action that their group will pursue in cause change for their group. The teacher will monitor the students work on their speeches and songs for tomorrows rally. The teacher will migrate around the classroom and ask students what there are going to focus on during their speech/song. She will ask clarifying questions and ask scaffolding question to get the students to think more critically and make more appropriate strategies for causing change.
Day 5: The teacher will collect copies of the student’s speeches or songs at the beginning of class. The teacher will run the rally and call on each group to do their speech or song (or play a video of their speech or song performed earlier by the students). The teacher will question the students on their plans of action as if she was a reporter. The teacher will fill out a scoring guide during the students’ presentations of their speeches or songs. Once the class has completed all the presentations the class the teacher will lead a discussion on if they believe that civil rights issues are still prevalent today and what issues the groups the students researched are still facing.
Day 2: The teacher will form students into groups of three or four students for their research project. The teacher will go over the assignments that the students will have to complete for this project and what the ultimate goal of the assignment is for them to achieve. The teacher will show samples of the different aspects of the assignment (notes, rally flier, rally pamphlet of action, and written speech or song). The teacher will explain to the students that they will be able to choose which group they want to be and what issue that their groups is facing. The teacher will inform students that they will be expected to perform or have a video of their group performing their speech or song.
The teacher will approve of the group and topic that each group will research. She will walk around the computer room while students research and assist students in finding information and use scaffolding questions to help students to figure out their position in resolving their civil rights issue.
Day 3: The teacher will inform students that they will need to start working on their rally flier and pamphlet for their groups cause. The teacher will migrate around the computer room to make sure students are moving from research to organizing their ideas into their group’s proposal for change. She will ask scaffolding questions to ascertain and encourage more critical thinking in how to cause change for their group’s issue. The teacher will also manage time on the project and the keep students working in a timely manner on the task due at the beginning of the next day.
Day 4: The teacher will collect the students rally fliers and pamphlets for their cause. These will be exhibited around the room by the end of class and remain up for the next day’s class rally. The teacher will show the video “Any Means Necessary” to exhibit the style of their speeches. The teacher will explain that students will be working on their rally speeches or songs for their movements cause. She will remind students that they need to include the group’s issues from the past, their current issues, and the plan of action that their group will pursue in cause change for their group. The teacher will monitor the students work on their speeches and songs for tomorrows rally. The teacher will migrate around the classroom and ask students what there are going to focus on during their speech/song. She will ask clarifying questions and ask scaffolding question to get the students to think more critically and make more appropriate strategies for causing change.
Day 5: The teacher will collect copies of the student’s speeches or songs at the beginning of class. The teacher will run the rally and call on each group to do their speech or song (or play a video of their speech or song performed earlier by the students). The teacher will question the students on their plans of action as if she was a reporter. The teacher will fill out a scoring guide during the students’ presentations of their speeches or songs. Once the class has completed all the presentations the class the teacher will lead a discussion on if they believe that civil rights issues are still prevalent today and what issues the groups the students researched are still facing.
Student Engagement
Day 1: Students will watch video looking for the civil rights issues discusses, techniques used by civil right groups to effect change, plans of action developed by the people of civil rights groups, and the ways people organized rallies. Students will fill out a video guided notes form during the video. Students will be able to ask questions they have on the civil rights issues in the video after the video is over.
Day 2: Students will listen to the teacher explain the project that they will be working on for the next few days. The students will meet with their group members and have five minutes to decide what civil rights group they want to be and which issue will their group be addressing in their project. They will have to get these choices approved by the teacher. Students will use the computers in the computer lab to do research for their project. Each student should research a particular aspect of the group or issue. They will be filling out worksheets to help them find the needed information for their project. They will have about ten minutes to share their research with their group members before the end of class. If they still need further information they will be expected to do that for homework either individually or as a group.
Day 3: Students will start class seated in their groups. Students will work on developing their rally fliers and pamphlets for their cause. Students will have to collaborate with each other in choosing which slogan will be used on their fliers, which images would convey their message, and how to inform the public on who, where, when, and why they are having the rally. Students will publish a pamphlet on their civil rights group’s history of suppression, the issues that their group is combating, and their plan of action to solve the civil rights issue they will be addressing at the rally. Students will need to include their slogan and images in their pamphlet that will help convey their message.
Day 4: Students will start class seated in their groups. Students will watch the short video on Malcolm X’s “Any Means Necessary” and will participate in a short class discussion on the elements they will need to include in their speech or song using Malcolm X as an example. Students will use their research notes and pamphlet information to develop a five minute speech or song to be delivered to the class tomorrow. The students will need to include their group’s history, the issues that they are facing, and the plan of action they desire the public to participate in to eradicate the civil rights problem in their speech or song. Students will develop a plan of how they will perform their speech or song. Students will record or practice their speech or song for homework or if time during class.
Day 5: Students will present their speeches or songs to the class. While other students are presenting students will be taking notes on the other groups’ presentations: their groups, issue, and plan of action. After each presentation students will be asking the groups questions on their issue and their plan of action. After the presentations are over the students will participate in a class discussion on if civil rights issues still exist today and what they believe their civil rights groups still has to deal with to obtain equal rights for their group.
Day 2: Students will listen to the teacher explain the project that they will be working on for the next few days. The students will meet with their group members and have five minutes to decide what civil rights group they want to be and which issue will their group be addressing in their project. They will have to get these choices approved by the teacher. Students will use the computers in the computer lab to do research for their project. Each student should research a particular aspect of the group or issue. They will be filling out worksheets to help them find the needed information for their project. They will have about ten minutes to share their research with their group members before the end of class. If they still need further information they will be expected to do that for homework either individually or as a group.
Day 3: Students will start class seated in their groups. Students will work on developing their rally fliers and pamphlets for their cause. Students will have to collaborate with each other in choosing which slogan will be used on their fliers, which images would convey their message, and how to inform the public on who, where, when, and why they are having the rally. Students will publish a pamphlet on their civil rights group’s history of suppression, the issues that their group is combating, and their plan of action to solve the civil rights issue they will be addressing at the rally. Students will need to include their slogan and images in their pamphlet that will help convey their message.
Day 4: Students will start class seated in their groups. Students will watch the short video on Malcolm X’s “Any Means Necessary” and will participate in a short class discussion on the elements they will need to include in their speech or song using Malcolm X as an example. Students will use their research notes and pamphlet information to develop a five minute speech or song to be delivered to the class tomorrow. The students will need to include their group’s history, the issues that they are facing, and the plan of action they desire the public to participate in to eradicate the civil rights problem in their speech or song. Students will develop a plan of how they will perform their speech or song. Students will record or practice their speech or song for homework or if time during class.
Day 5: Students will present their speeches or songs to the class. While other students are presenting students will be taking notes on the other groups’ presentations: their groups, issue, and plan of action. After each presentation students will be asking the groups questions on their issue and their plan of action. After the presentations are over the students will participate in a class discussion on if civil rights issues still exist today and what they believe their civil rights groups still has to deal with to obtain equal rights for their group.
Lesson Closure
Day 1: Students will engage in a pair share with students seated next to them. They will need to give one tactic that the people in the video used to protest for change and why they feel that was effective or not effective.
Day 2: Students will doodle a picture of something they learned about their group and the issue that the group struggled with during their research.
Day 3: Teacher will go around the room asking each group what their slogan that they developed is for their cause and why they choose it.
Day 4: The students will participate in a gallery walk of the rally fliers made by classmate. They write on an index card which one they feel expresses the group’s plan of action the best and how they achieved that communication. They will also comment on how they feel they could have better expressed their group’s goals on their flier.
Day 5: The students will do a quick write on the quote: “A community is democratic only when the humblest and weakest person can enjoy the highest civil, economic, and social rights that the biggest and most powerful posses” by A. Philip Randolph. Based on Philip Randolph’s definition of a democratic society, is America democratic today? Why or Why not? The students will be required to give at least one example to back up their claim.
Day 2: Students will doodle a picture of something they learned about their group and the issue that the group struggled with during their research.
Day 3: Teacher will go around the room asking each group what their slogan that they developed is for their cause and why they choose it.
Day 4: The students will participate in a gallery walk of the rally fliers made by classmate. They write on an index card which one they feel expresses the group’s plan of action the best and how they achieved that communication. They will also comment on how they feel they could have better expressed their group’s goals on their flier.
Day 5: The students will do a quick write on the quote: “A community is democratic only when the humblest and weakest person can enjoy the highest civil, economic, and social rights that the biggest and most powerful posses” by A. Philip Randolph. Based on Philip Randolph’s definition of a democratic society, is America democratic today? Why or Why not? The students will be required to give at least one example to back up their claim.
Assessment
Formative Assessment: The video notes from the Eye On the Prize will ascertain if students understand the issues and events that lead to the March on Washington. The assessment will help the teacher understand if the students need further direct instruction before they start working on their rally project.
Formative Assessment: The students individual doodles about their groups civil rights issues will assess if the students are on track with their research and will be prepared for the assignment for the following day.
Formative Assessment: Slogan quick write will assess if the students have an understanding on the function and elements of a slogan. If students don’t understand the different elements of a slogan the teacher will lead a class discussion to clarify misconceptions.
Formative Assessment: Slogan name whip around. The teacher will go around the room asking each group what their slogan is for their civil rights groups. This will determine if the groups are on schedule for the project.
Summative Assessment: The flier and pamphlet for the groups rally agenda will assess that students understand the group’s history, issues and manner of effecting change. This assessment will help the teacher know if she needs to help or clarify for any group the history, issue, or their tactics used to cause change.
Formative Assessment: Class discussion of Martin Luther King Jr.’s speech “How Long? Not Long!” will assess if the students understand the importance of word choice in developing a speech. This will assess students’ ability to identify the elements of a speech that can help instigate social change.
Summative Assessment: The written and oral performance of the group’s speech or song will assess the students understanding of how the groups during the civil rights movement produced the emotions and desire to cause social change in American society. The assessment will also ascertain the written and oral skills of the group members in their formulating and presenting of speeches or songs.
Summative Assessment: Individual quick write on if America is a democracy under Philip Randolph’s definition will assess the students ability to connect the content learned about the 1960s-1970s civil rights movement with current American society civil rights issues.
Formative Assessment: The students individual doodles about their groups civil rights issues will assess if the students are on track with their research and will be prepared for the assignment for the following day.
Formative Assessment: Slogan quick write will assess if the students have an understanding on the function and elements of a slogan. If students don’t understand the different elements of a slogan the teacher will lead a class discussion to clarify misconceptions.
Formative Assessment: Slogan name whip around. The teacher will go around the room asking each group what their slogan is for their civil rights groups. This will determine if the groups are on schedule for the project.
Summative Assessment: The flier and pamphlet for the groups rally agenda will assess that students understand the group’s history, issues and manner of effecting change. This assessment will help the teacher know if she needs to help or clarify for any group the history, issue, or their tactics used to cause change.
Formative Assessment: Class discussion of Martin Luther King Jr.’s speech “How Long? Not Long!” will assess if the students understand the importance of word choice in developing a speech. This will assess students’ ability to identify the elements of a speech that can help instigate social change.
Summative Assessment: The written and oral performance of the group’s speech or song will assess the students understanding of how the groups during the civil rights movement produced the emotions and desire to cause social change in American society. The assessment will also ascertain the written and oral skills of the group members in their formulating and presenting of speeches or songs.
Summative Assessment: Individual quick write on if America is a democracy under Philip Randolph’s definition will assess the students ability to connect the content learned about the 1960s-1970s civil rights movement with current American society civil rights issues.
Accommodations for English Learners, Striving Readers, and Students with Special Needs
English learners will be given translation dictionaries or devices to help them in their research on the computer. English learners will also be able to develop communication skill in their discussions with the group members and in their performance of during the rally. English learners and striving readers will have group members with stronger reading and writing skill levels to help them read the research and in developing the written assignments for the lesson. The need to communication both in written form and orally will help English learners, striving readers, and students with special needs to develop skill that will help in their career and college readiness. Giving students an option of a speech or a song will give students a higher comfort level and lower their affect filter to be able to get up in front of class and participate in the rally. Students with special needs will be given any other accommodation that will be needed to help them accomplish the assignments with group members.