Academic Knowledge & Skills Instructional Plan
*Topic
Civil Rights Movement – Significant Places
*Instructional Plan Title
Around the USA during the Civil Rights Movement
*Duration
105 total minutes divided into 2 or 3 lessons
*Grade(s)
5
*Subject(s)
Social Studies
Reading/Writing
*AKS #
5SS_I200
8-54
*Course
Description (AKS associated with Instructional Plan)
54b - explain the key events and people of the Civil Rights movement including Brown v.
Board of Education (1954), Montgomery Bus Boycott, the March on Washington, Civil
Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks,
and Martin Luther King, Jr.
5SS_B200 identify and use primary and secondary sources (GPS)
8-18
5LA_D20 produce clear and coherent writing in which the development and organization are
12-25
appropriate to task, purpose, and audience (CCGPS)
5LA_E201 engage effectively in a range of collaborative discussions (one-on-one, in groups, and
2-32
teacher-led) with diverse partners on grade 5 topics and text, building on others’ ideas
and expressing their own clearly (CCGPS)
*Summary (Include Duration and Term – for Term see Keywords list)
4th 9 Weeks
Activator/Mini-Lesson = 20 minutes
Stations = 20 minutes each (4 stations in all)
Summarizer = 5 minutes
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*Materials/Links/Text References
Attach a file or insert an existing resource here (optional):
Technology:
- Laptops (need enough so two groups of students can use them independently)
- SMART Responders
- Digital cameras
Websites:
- http://teacher.infuselearning.com
- Britannica Image Quest
- http://padlet.com/wall/MarchonWashington1
- http://www.wordle.net/create
- My eClass Module Discussion Board
Videos:
- Civil Rights Intro Video - http://safeshare.tv/w/tWZeWTqyki
(http://www.youtube.com/watch?v=PrZcMiJ1OWk)
-
Files:
-
SMART File –Activator_CivilRightsTour
PowerPoint File: LittleRock9_Images
Electronic file of a USA Map
Handouts for each student:
- Word Document: CivilRights-LocationStationHandout
Possible sources from GCPS Online Research Library to find appropriate leveled text resources for
students to read at Memphis, TN/Dallas, TX station:
-
-
Low level - Use Pebble Go Biographies- John F. Kennedy, Martin Luther King Jr.
On level - Use World Book Kids - John F. Kennedy, Martin Luther King Jr.
Challenge - Use World Book Student - John F. Kennedy, Martin Luther King Jr.
Speeches – Choose short excerpts from speeches found at this website:
http://www.americanrhetoric.com/speechbankm-r.htm
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Essential Questions
What should students know when unit or lesson is completed? (including language objectives for ELL students)
What were key events that occurred across the United States during the Civil Rights Movement?
Many Americans were affected by the events that took place during the Civil Rights Movement. In
Little Rock, Arkansas, a group of nine students, “Little Rock 9,” courageously attended and
integrated Little Rock Central High School in 1957. In Washington DC, Martin Luther King Jr. and his
followers participated in the March on Washington of 1963. In Montgomery, Alabama, Rosa Parks
bravely refused to give up her seat on a bus, which led to the Montgomery Bus Boycott in 1955. In
1968 in Memphis, TN and in 1963 in Dallas, TX, Martin Luther King Jr. and John F. Kennedy, famous
leaders during the Civil Rights Movement, were assassinated.
Essential Vocabulary (note academic language for ELL students)
Civil Rights Movement
Little Rock 9
March on Washington
Martin Luther King Jr.
Rosa Parks
Montgomery Bus Boycott
Assassination
John F. Kennedy
Significant places during Civil Rights Movement:
- Little Rock, Arkansas
- Washington, DC
- Montgomery, AL
- Memphis, TN
- Dallas, TX
Primary source
Teacher Lesson Prep Suggestions
Attach a file or insert an existing resource here (optional):
Prior to the lesson, divide your class evenly into 4 groups. These groups should be organized based
on students’ reading levels so that the Memphis, TN/Dallas, TX station can have differentiated
reading texts.
Students should already be familiar with how to access the eClass Learning Modules in their “My
eClass” portal to complete the discussion board summarizer at the end of all four rotations.
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Required Background Knowledge for Students
Attach a file or insert an existing resource here (optional):
Students should already be familiar with what the Civil Rights Movement was about. They should
have an understanding that discrimination has occurred throughout American history. Even though
the results of the Civil War and Reconstruction time period did help more people gain rights, many
people in the South faced discrimination due to the Jim Crow Laws. In Southern states, equality
amongst races did not exist at the beginning of the Civil Rights Movement.
*Quality + Teaching Strategies (Select (X) up to four of the prevalent strategies used in the instructional plan.
Secondary or additional strategies may be noted in Additional Information field if required.)
Assessment:
Frequently assess students and give specific feedback
X
Comparison & Contrast:
Students compare/contrast knowledge, concepts, content
Background Knowledge:
Teacher builds connections & students learn to build their
own
Collaboration:
Provide collaborative learning opportunities
Literacy:
Skills taught and students use effectively and often
Modeling & Practice:
Multiple opportunities for guided & independent practice
X
Non-Verbal Representation:
Teacher/students use a variety to illustrate content
Problem Solving:
Inquiry based learning strategies in all subjects
X
Questioning:
Use and teach questioning and cuing/prompting
techniques
Summarizing:
Explicitly taught and student summarize in multiple ways
Student Goal Setting:
Students are taught and practice academic goal setting
X
Technology:
Students use technology to access content, to collaborate
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Vocabulary:
Content related vocabulary taught and used correctly by
students
Activating Strategy/Mini-Lesson/Warm-Up
Attach a file or insert an existing resource here (optional):
Activator: (5 min)
- TTW explain that we will be going on a field trip in the classroom. We’ll be traveling to a
variety of different cities in the United States.
- To begin the lesson, TTW engage all students in the class in an interactive 5 question checkin to review what they already know about significant places in the United States. (File:
SMART File –Activator_CivilRightsTour)
o This is where the Union and Confederacy intensely fought a 3 day battle. In this
battle, the Union stopped the Confederates. This battle is known as the turning point
of the Civil War. (Gettysburg, PA)
o This is where the Civil War began. Confederate soldiers began firing when the Union
soldiers refused to surrender their territory. (Fort Sumter, SC)
o This is where many African-Americans moved in the 1920s. Here is where Langston
Hughes wrote poems and novels and Jacob Lawrence created paintings that
described African American life and history. (Harlem, NY)
o This is where Japan bombed the U.S. naval base on December 7, 1941. After the
attack here, the United States entered World War II. (Pearl Harbor, HI)
o This is where Wilbur and Orville Wright successfully flew their flying machine. (Kitty
Hawk, NC)
-
TSW use their SMART Response clickers to choose the answer they believe is correct. (If
SMART Response clickers are not available, TTW choose to have students answer using
whiteboards or by creating a quiz on http://teacher.infuselearning.com, which allows
students to take an assessment on a variety of electronic devices). For each question, TTW
go over the correct answer and to refresh students’ prior knowledge.
Mini-Lesson: (10 min)
- TTW explain that today we’re going to learn more about the Civil Rights movement.
- TTW state, “I want you to close your eyes. I want you to pretend that it is the year 1960.
You live in Duluth, GA, but this Duluth, GA is very different than the one you live in today.
Everywhere you go you see signs that say “White Only” and “Colored Only.” You hear on the
radio news about how people are trying to fight for equality. Sometimes they fight with
violence, other times with nonviolence simply using words or silent actions. Open your eyes
now to see what your life in the 1960s is like. “
- TTW show a short video that helps activate student’s prior knowledge about the Civil Rights
Movement - http://safeshare.tv/w/tWZeWTqyki
- TTW pull up an electronic file of a USA map & project it onto the SMART Board.
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-
TTW tell the students that we are going on a “field trip” in this classroom to visit four places
where important events happened during the 1950s and 1960s.
TTW put a star on the 5 states that the students will travel to (AR, TX, TN, DC, AL)
TTW ask students to turn and talk to a partner and identify which states have a star on them
TTW call on volunteers to share their thoughts about the state names.
TTW explain who was correct and that today we are going to specifically learn about events
that happened in each of these places during the 1950s and 1960s.
*Instructional Activities
Attach a file or insert an existing resource here (optional):
Introduce Stations: (5 min)
- TTW explain that we are going to begin our field trip around the United States during the
Civil Rights Movement.
- TTW explain that over the next few days during SS, students will rotate around and learn
about what important happened in those five states. Students will spend about 20 minutes
on each station. We will rotate stations and by the end of our 4 rotations, everyone will have
had to chance to go to each station. Today, we will just do 1 station.
- TTW explain the task at each station, show the SS Station groups, and then dismiss the
students to their stations.
TLW engage in the following stations: (Rotations - 20 minutes long)
1. Little Rock, Arkansas
- TLW sit in front of the SMART Board.
- TLW watch the continuously scrolling slideshow of primary source photographs of the Little
Rock 9. (PowerPoint File: LittleRock9_Images)
- TLW use the handout for the Little Rock Station (File: Word Document: CivilRightsLocationStationHandout) as a guide during this station
- TLW first brainstorm sensory details that come to mind when viewing the photographs.
- TLW write two facts and questions he/she learned while viewing the photographs.
- TLW pretend they are one of the Little Rock 9 and will write a journal entry about their
experience.
2. Washington, DC
- TLW work in a guided group with the teacher. Each learner will need a laptop.
- TTW introduce the March on Washington. The March on Washington for Jobs and Freedom
took place in Washington, DC on Wednesday, August 28, 1963. Here 200,000 to 300,000
people participated in the march for equal rights. This was where Dr. Martin Luther King Jr.
gave his famous “I Have a Dream” speech. Photographers took of hundreds of pictures. Our
goal today is to choose the best pictures that illustrate this historical event.
- TLW pull up the images using Britannica Image Quest by typing “March on Washington
1963” in the search bar. TLW take about 5 minutes to look and analyze the various primary
source photographs.
- After 5 minutes, TTW explain that the student must evaluate and choose one photograph
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-
-
3.
-
that best shows what the March on Washington was like.
Once TLW choose the picture, TLW save the photograph and then upload it into the Padlet
electronic bulletin board (http://padlet.com/wall/MarchonWashington1). TLW type at least
two sentences that describe why this particular photograph is the best one. (TTW provide
language stems for ELLs who need additional support coming up with writing ideas. For
example, “This image is outstanding because _____,” or “This photograph shows how
______.”)
To summarize, TLW view all the photographs on the Padlet site.
TTW lead a discussion that involves comparing and contrasting the photographs that were
chosen
Montgomery, AL
TLW access the Book Flix website using the GCPS Online Research Library.
In Book Flix, TLW click “People & Places” and then click on the “Pair 9-12” tab
TLW first watch the book Rosa and then read the book Rosa Parks.
As TL reads, TLW complete a Fact-Question-Response chart (found in the Word Document:
CivilRights-LocationStationHandout)
If TL finishes early, TL can complete the Puzzlers for the two books read.
4. Memphis, TN & Dallas, TX
- TLW work with a partner and read two appropriate leveled-text about Martin Luther King Jr.
and John F. Kennedy.
- After TL read both texts, TLW write in the Venn Diagram on their Location Station Handout
(Word Document: CivilRights-LocationStationHandout) to compare and contrast the two
men. TLW understand that these two men were assassinated in Memphis, TN and Dallas, TX
- When finished comparing and contrasting these two leaders, TLW choose a speech to read
over.
- TLW practice reading the speech his/her buddy.
- If time remains, TLW can record his/her buddy saying the speech using the digital cameras at
the station.
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*Assessment Strategies
Attach a file or insert an existing resource here (optional):
Activator Assessment – This is an informal assessment. This SMART clicker check-in will not be
recorded as a grade.
Mini-Lesson Assessment – Informative assessment: observe students; checking for understanding
throughout the mini-lesson (Active Engagement). Consider observations to determine if small
groups or additional support is needed.
Station Assessments:
- Little Rock, AR – TT may have students complete a final copy of the journal entry. This letter
can be used as a summative assessment to show whether students understood how living as
an African American during the Civil Rights Movement was sometimes very challenging.
- Washington, DC – TTW informally assess students through observing students and checking
for understanding.
- Montgomery, AL – TLW summarize new understanding in Fact-Question-Response chart.
TTW informally assess if TL has an accurate understanding of what happened in
Montgomery, AL in 1955.
- Dallas, TX & Memphis, TN – TLW be informally assessed on how they compare and contrast
MLK and JFK’s life.
At the end of these four rotations, TLW be responsible for writing a summative reflection about
these significant places of the Civil Rights Movement. TLW respond to these questions in the My
eClass discussion board.
- Out of the five locations you learned about, which city do you think had the most interesting
event? Why?
- How would you feel if you lived during this time period?
- How would you describe the Civil Rights leaders you learned?
Differentiation
Scaffolds/Language/ELL Interventions/Extensions/Enrichment/Other
A variety of ELL interventions will be used during this lesson including visual supports, graphic
organizers, language sentence frames, previewing vocabulary, and working with collaborative
groups.
Texts students have to read are differentiated based on their reading levels.
To enrich students, the Washington, DC station involves evaluating, which requires higher-level
cognitive thinking. Also, different questions that are asked during the lesson also encourage more
elaborate responses than just a “yes or no” or a one word answer.
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Summarizing Strategies (5 minutes – end of the 1st rotation)
- To summarize the lesson, TTW have all students come back to the front area of the room.
- TTW review the four locations students “visited” today.
- TTW have students brainstorm words that can be used to describe the famous historical Civil
Rights heroes they learned about today.
- TLW share the words as TT types the words into the Wordle (http://www.wordle.net/create)
generator.
- After getting at least 10 different words, TTW generate the Wordle image.
- TTW challenge the students to form a sentence that uses at least three words that are in our
summarizer image.
- To finish the lesson, TLW turn and talk to a partner and use at least three words in the
Wordle image in a sentence.
Additional Information
*District Materials
Britannica Image Quest
Pebble Go Biographies
World Book Kids
World Book Student
*Copyright (Other than District Materials) – Y/N
Citation of Sources
*Author(s) (Cite Department Office )
Kara Cowdrick – Chesney Elementary – 5th Grade Teacher
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