Civil Rights Lesson Plan
MN BOT Standard: Time Continuity and Change
MN BOT 'Understanding': C. Historical periods and patterns of change within and
across cultures
CONTENT FOCUS



Central Focus of
the Learning
Segment
The central focus
of this learning
segment is
exploring and
analyzing the
post-World War
II Civil Rights
Movement.
Students will
trace the history
of the civil rights
movement and
analyze its
motivations,
goals, and
effects. The
essential question
that will be
driving this
segment will be
"What rights are
worth fighting
for?"
The central focus
of this lesson is
identifying the
key figures and
groups of the
civil rights
movement.
Students will
compare and
contrast the
different
motivations,
beliefs, and goals
of these figures.
Students will
record notes
based on the
figures
"Fakebook"
profiles. Using
their notes,
students will
answer questions
that compares
and contrast the
key figures.
Content Standard(s)


9.4.4.22.5 - Explain the roots of the various civil rights
movements, including African Americans (Post-World War II
United States: 1945-1989)
9.4.4.22.6 - Identify obstacles to the success of the various civil
rights movements; explain tactics used to overcome the
obstacles and the role of key leaders and groups. (Post-World
War II United States: 1945-1989)

Content Learning
Objective(s)


Language Demand
Objective(s)
Students will be able to identify the key figures backgrounds,
beliefs, and tactics by exploring their "Fakebook" profiles.
Students will be able to explain to the class in a classroom
discussion how the key figures differed in their backgrounds,
beliefs, and tactics.
Students will be able to identify and explain the differences between
two of the key figures of the Civil Rights Movement by responding to
"Fakebook" questions and sharing their results to the class.
ACADEMIC LANGUAGE DEMANDS
Prior Academic Language
Development

Students have examined the causes and effects of various issues in Americ
questioning, assessment, and group work. Students have practiced identify
and events while completing vocabulary lists, reading assignments, and w
already learned about the early racial tensions that came out of the Civil W
to Brown vs. Board. I will build off this prior knowledge in order to explai
ultimately resulted in segregation and the Civil Rights Movement.
Language Function

Students will identify and explain the differences of key figures in the Civ
exploring their "Fakebook" Profiles and creating Tweets.
Content Specific Vocab.
Martin Luther King Jr.-Civil Rights activist and Leader of SCLC
SCLC- Southern Christian Leadership Conderence- non-violent activist group.
Malcolm X- Civil Rights activist who strove for equality by any means necessary
Syntax or Discourse

Discourse- Students will have to justify their answers on the worksheet an
evidence from the lesson and the "Fakebook" profiles. The evidence they f
claims of how these key figures differed in their backgrounds, beliefs, and
"Fakebook" profiles will be very familiar to the students because it is esse
Facebook type learning tool. The sentence structure may not follow the ru
formal grammar. The language style and word choice is similar to text talk
end of class, the syntax will be similar to that of the "Fakebook" profiles. T
create must be shorter than 160 characters and may contain language symb
Language Supports

Sentence frames will be introduced to the students to help them with the T
frames will be projected onto the white board in front of the class for every
give students a starting point for creating their tweets on the Civil Rights M
frames are listed below:
"@__________ did you see the __________ I think it will____________
"@__________ will you please join us in the _____________I think it wil
"I believe the___________ has got to________ because________ #_____



Another language support I will be using is the reflection activity on the Sam Goo
Come" Students will imagine that they are an African American during the Civil R
close their eyes are create images in their heads based on the song lyrics. I will be
the end of the song to engage students in sharing their images and feelings that the
Students will complete the "Fakebook" profile activity before the Twitter activity.
become familiar with the language and style of tweet I expect to receive from the
MONITORING STUDENT LEARNING
Type of Assessment Description of Assessment
Modifications
(Informal or Formal)
Informal
I will randomly question the students about their If students have questions or are
understanding of the material and instructions
confused I will spend more time
and ask them if I can move on in my instruction explaining the content.
Informal
I will walk around the classroom while student
are engaged in the "FakeBook" and Twitter
activities. I will listen-in on their discussion. I
will be looking for the students to be using
appropriate academic language and strong group
skills.
Ev
Th
tea
com
ins
sca
to i
are
ans
to r
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ins
Iw
res
can
and
evi
res
Iw
stu
aca
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wo
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exp
Informal
Formal
Formal
oth
Students will be involved in a reflection activity If students have trouble hearing, I can I w
on the Sam Goode song "Change is Gonna
provide them with the lyrics on the kno
Come" This activity will ask the students to
song. If students are not comfortable per
place themselves in the shoes of an African
sharing their feelings, they will not be Mo
American during the Civil Rights Movement.
required to give input in the
ass
The students will close their eyes and create
discussion.
app
images and feels that the song brings out. When
hea
the song is complete, I will question the students
thi
on their feelings that they created in their head.
"FakeBook" profile activity: I will provide the Students will be able to work in pairs I h
links to the key figure's profiles. Students will be on the questions associated with the reg
responsible for answering the questions that are activity. The questions can be
obj
associated with the activity. The student
modified for any student who needs the
responses will be collected and a short
the support.
det
discussion will take place over their findings.
in t
tac
stu
the
wo
wil
and
dif
Twitter Activity: Students will record two tweets If students struggle creating the
Iw
as if twitter existed during the civil rights
Tweets, there will be sentence frames hav
movement. They will assume the role as
projected on the white board that will nec
African-Americans of the time period that is
help structure the students' ideas into inc
fighting for equal rights. These tweets should be the necessary format.
Th
written in twitter-style language, including
to s
symbols like @ and #. Some good examples
Mo
would be tweets that address the issue of unequal
pur
rights or attempt to rally support.
bet
for
of
These will be turned in before the students leave
class.
KNOWLEDGE OF STUDENTS TO INFORM TEACHING
Prior Learning/Thinking/
Experiences
Common Errors or
Misunderstandings
Student Information
How will you use this
-Students will have prior knowledge of discrimination This information will help
towards African-Americans from their Civil War unit. and form of instruction in
student's prior knowledge
-Have worked on vocabulary worksheets before, they my lesson planning. I wil
know how to find the definition and match it with the forms of assessment cente
the students do well and e
term.
lesson with a quick focus
-Have worked with groups before, they know how to set the tone of the rest of
minds focused on the con
work with each other to accomplish tasks.
build off of the student's s
-Students are well aware of the classroom expectations
and are not afraid to participate.
-Most students have some prior knowledge regarding
segregation, Martin Luther King Jr. and the Civil
Rights Movement.
Students may get the content of the Civil Rights
Movement era confused with slavery era content.
Students will often misuse the terms segregation and
discrimination.
Students with IEPs
English Language Learners
Being aware of these com
allow me plan more time
and differenced between
will also be asking questi
material to make sure tha
understanding.
Student A: Autistic
I need to make sure my le
these students to succeed
objectives. Both of the stu
love participating in class
they do not like working
Student B: Autistic
students in my class to ha
others or not. I will also a
classroom if needed.
Mankato East High School has a very large population If my class contained ELL
of ELL students. These students have a separate
instruction and assessmen
classroom with specialized teachers to help them with
their classes.
1.
I would place th
achievement students in t
students will assist the EL
2.
I will change the
picture analysis. Seconda
contain a looser style of l
difficult for ELL students
different pictures from th
answer the questions.
The vocabulary workshee
having the definition alre
student to fill-in the term
Gifted and Talented Learners Student C
May finish work early an
made most of the activitie
him down and challenge h
"FakeBook" and Twitter
way for him to show off h
material.
Students on 504 Plans
Student D
He has a cast on his right
neatness and time on assi
for neatness and will allow
record his work on one of
Struggling/Underperforming 43% of Mankato East High School students qualify for Students who are struggli
Students
Free and Reduced Lunch. With this large of a
quickly be identified thro
percentage, students will fall under the
participation. Having a pr
struggling/underperforming category.
student will help the teach
to help and motivate these
Family/Community/Cultural Mankato East High School is a very diverse learning When teaching a sensitive
Assets
community. Somali, Hispanic, African-American, and Movement, I must be con
Asian students make up for a large population of the
cultures and be careful no
diverse student body. Many of the Somali students are
the children of refugee parents.
Social /Emotional/Mental
Student A: Autism
I need to make sure I inco
Health
and instruction to best fit
example would be classro
Student B: Autism
students excel at.
Other
After completing my pre-assessment of the students, I I need to make sure I inco
have learned that the majority of the class is logical,
and instruction to best fit
linguistic, and interpersonal learners
SUPPORTING STUDENT LEARNING
Safety Issues to Consider
I must consider that the classroom is a safe learning environment for students to w
When teaching a controversial topic like segregation, students need to know that s
graphic and that their opinions will not be judged.
Materials/Resources Needed Teacher Materials:

Computer, projector, worksheets

Ipad or other internet capable device. Writing
utensil.
Human Resources Utilized
Co-teaching

Strategy:
Not Required for TPA
Roles and Responsibilities
Not Required for TPA
Research-Based Practices or
Theories
Students' Materials:
Teaching
Teacher A:
☐ One Teach, One Assist
☐ Station Teaching
☐ Team Teaching
☐ One Teach, One Observe
☐ Parallel Teaching
☐ A
Teacher B:
According to psychologist Jerome Bruner's The Process of Education and Toward
learning through inquiry should be a major method of educational instruction. He
taught in some intellectually honest form to any child at any stage of developmen
spiral curriculum, which states that a curriculum should revisit basic ideas and bu
has fully understood the concept. He believed that an interest in the material being
for learning. The concept of discovery learning is also evident in his theory.
As you look throughout my lesson, you will notice elements that support Bruner's
instruction and activities of this lesson to start with base level thinking and gradua
thinking level. I have spiraled my instruction by starting with the easier task of lis
and ending with an activity that asks the students to interpret the material and crea
element of Bruner that I modeled was his belief that an interest in the material is t
have created activities that closely resemble many of the students' interests such a
spiked interest in these activities they will comprehend more knowledge and give
activities.
LEARNING TASK IMPLEMENTATION
LAUNCH - engage learners, set purpose, activate prior knowledge, pre-assess, etc.
Pacing Lesson
Instructional Strategies and Learning Tasks
Notes
Segments
2 mins Introduction Have the lesson's plan clearly recorded in the front of the
Have plan,
of day's
classroom. This plan should include the learning objectives and objectives,
lesson plan, the unit's essential question.
and unit's
learning
essential
objectives, Introduce and explain the day's plan, objectives, and unit's
question
and
essential question to the students. Make sure there are no initial recorded on
essential
the
student questions.
question.
whiteboard
in the front
of the room
7 mins Song
Access http://www.youtube.com/watch?v=j-X9JkM9Bgo and Have link
Reflection pause the video.
ready to go.
&
Discussion
Introduce the reflection activity: "Student, we will not be
engaging in a reflection activity that will accompany a song
from the Civil Rights Movement. I want you to image you are
an African American that is trying to live within the segregated
society of the South. When the music starts playing close your
eyes and create images and feelings in your head. Pay close
attention to the lyrics of the song, they may help you in your
reflection."
Discussion: When the sons has ended, tell the students to open
their eyes. Lead students in a discussion by asking them
questions like: "What was the change that was going to come?"
"What do you think Sam Goode's purpose of this song was?"
"What did you feel?" "What images did you create in your
head?" "Did any lyrics stick out to you?" When students have
shared their responses move on into the next activity.
INSTRUCTION/APPLICATION - procedures to acquire new knowledge and/or skills and
apply or use them in a meaningful way, instructional strategies, assessment, active engagement,
practice, feedback, differentiation, etc.
Pacing Lesson
Instructional Strategies and Learning Tasks
Notes
Segments
3 mins Introduce Have students get their ipads or other internet accessible device Make sure
"Fakebook" out and hand out questions. Have the two links
ipads are
profile
http://www.classtools.net/FB/1199-jiSNay and
handed out
activity.
http://www.classtools.net/FB/1121-QTawug written on the
white board.
"You will be reviewing the Facebook profiles of two very
important figures of the Civil Rights Movement. Answer the
question sheet that is in front of you. Feel free to work with the
person next to you. As you are completing this activity I want
to you to think about how these two figured differ."
20
mins
"Fakebook" Students will be exploring the two links on the white board and Make sure
Activity w/ answering the questions. Walk around the room making sure ipads are
Discussion students do not have any questions. I may also ask them what returned.
they think about their profiles.
When time as expired collect the answer sheets and engage in
the classroom discussion. The questions the teacher will be
asking are the same ones found on the students sheets. After a
few minutes of discussion move onto the Twitter activity.
CLOSURE - student reflection on learning, assessment, etc.
Pacing Lesson
Instructional Strategies and Learning Tasks
Notes
Segments
5 mins Introduce The students will be assigned to create two tweets, make sure Project
Twitter
to project the sentence structures on the whiteboard:
Sentence
Activity
structures.
"Now that we have explored the important figures profile, we Have
will now engage in a Twitter style activity. You are to assume students get
scratch
the role of an African American in the South and create two
paper.
tweets as if you had a Smart Phone during the Civil Rights
Movement. Do not worry about proper grammar or sentences, I
am looking for (show sentence structures) two posts that are
shorter than 160 characters and that include the @ and #
symbol. Your tweets should be creative but still have a clear
relation to the Civil Rights Movement. I will be collecting the
tweets that you have wrote down and will do something cool
with them for the next class."
7 mins Twitter
Walk around class and make sure students are working and that
Activity
they do not have any questions. Collect tweets when bell rings.
At the end of day pick out the best examples and turn them into
real tweets with the blue color font for the @ and # signs.
These tweets will be the hook for the next lesson.