Unit Title: Civil Rights: Through their eyes
Grade Level: 8
Authors: Elaine Murphy, Gail Harris (Rettenmaier)
Contact Information:
Elaine: [email protected]
Gail: [email protected]
Which standards (Social Studies and CCGPS) will be taught in this unit?
Include # and entire standard and elements that apply. You must include the literacy standards.
Clarified Learning Goals
What do you want students to know, be able to do, and understand at the end of this unit?
Students will
Students will BE ABLE
Students will use Procedural
Students will KNOW:
UNDERSTAND That:
TO:
Knowledge to:
What “big ideas” do you want
your students to remember long
term?
What will students DO/USE that
will lead them to understanding?
(Think Critical Thinking Skills)
Which skills, procedures and/or
process will students use to
demonstrate what they know
What do the students need to
KNOW –
Declarative knowledge and
procedural knowledge or skills
The Civil Rights movement was
not one event and did not
involve just a few people. A lot
of the people in the movement
were just trying to make a
difference in their own lives;
they were not looking to be
famous.
Students will use primary and
secondary sources to learn about
some of the key people and
events from the civil rights
movement.
Students will use technology based
presentations to summarize and
synthesize information to teach their
classmates about their aspect of the
civil rights movement.
Students will need to know how to
read primary and secondary
sources in order to gather
information about a given topic.
Unit Assessments
Informal Assessments:
1. Teacher Observation
2. Ticket-Out-the Door Daily checkup on their progress.
Self Assessments:
Students will use a student-checklist to help them assess if they are on the right track.
Formal Assessments:
Students will create a presentation about their given topic on the civil rights movement. Students will be graded using
a rubric.
Content Map
Unit Essential Question:
What events, groups, and people impacted the outcome of the Civil Rights movement? How did these events, groups, and people
impact Georgia and ultimately the United States?
Unit Title:
Unit Concept(s):
Civil Rights: Through their eyes
Topic:
Topic:
Topic:
Topic:
What was Herman
Talmadge’s role in the Civil
Rights movement in
Georgia?
How did Martin Luther King,
Jr. impact the Civil Rights
movement?
What was John Lewis’ role
in the Student Non-violent
Coordinating Committee?
What role did the Supreme
Court play in the Civil
Rights movement?
Key Vocabulary:
HermanTalmadge
Key Vocabulary:
Martin Luther King, Jr.
Key Vocabulary:
John Lewis
Key Vocabulary:
Thurgood Marshall
1946 Governor’s Race
March on Washington
Plessy v. Ferguson
white primary
AlbanyMovement
Student Non-violent
Coordinating Committee
(SNCC)
Brown v. Board of
Education
segregation
Desegregation / integration
Unit Title:
Civil Rights: Through their eyes
Topic:
Topic:
Topic:
How did Georgia handle the
process of desegregation in
the state?
How do Maynard Jackson and
Lester Maddox’s terms in
office reflect the impact of the
Civil Rights movement in
Georgia?
How has Andrew Young’s
political career shown the
impact of the Civil Rights
movement in Georgia?
Key Vocabulary:
Earnest Vandiver
Key Vocabulary:
Maynard Jackson
Key Vocabulary:
Andrew Young
Sibley Commission
Lester Maddox
Southern Christian Leadership
Conference (SCLC)
Charlayne Hunter
Hamilton Holmes
:
Authentic Culminating Assessment
EQ:
What events, groups, and people impacted the outcome of the Civil Rights movement? How did
these events, groups, and people impact Georgia and ultimately the United States?
Target Learning Goals
(What learning/understanding will your students be demonstrating? (See Clarified Learning
Goals.)
Students will understand that The Civil Rights movement was not one event and did not
involve just a few people. A lot of the people in the movement were just trying to make a
difference in their own lives; they were not looking to be famous.
Students will be able to use primary and secondary sources to learn about some of the key
people and events from the civil rights movement.
Students will use technology based presentations to summarize and synthesize information to
teach their classmates about their aspect of the civil rights movement.
Students will know how to read primary and secondary sources in order to gather
information about a given topic.
The Task/Activity:
Students will be divided into groups of three to four students. Each group will be a folder
containing primary and secondary sources of information related to a specific topic from the
Civil Rights movement.
Each group will be responsible for reading, summarizing, and synthesizing their information.
They are expected to break it down as follows:
1. Summary of persons life
2. Timeline of persons involvement in civil rights movement
3. Analysis of that person’s philosophy (ie: What did they believe about civil rights and
how were they involved?)
4. What did others think of them?
Each group will then create a presentation to teach their classmates about their assigned topic.
Students will be able to decide based on their individual group’s interests and abilities the format
for their presentation. However, the presentation must incorporate either a form of technology
or a handout for their classmates.
Critical Thinking Skill(s) Included
Students will be analyzing both primary and secondary documents.
Students will be synthesizing information for redelivery.
Culminating Assessment Rubric (Sample)
\
\
\ Scale
\
\
Criteria
\
1
Just Beginning
2
Almost There
3
Meets the
Standard
4
Exceeds the
Standard
All required
content
elements are
present.
However, they
are not fully
developed.
All required
content
elements are
present and
well developed
in their
presentation.
Speakers
present
information in
logical
Speakers
present
information in
logical,
\
Missing 2 or more
content elements.
Information inaccurate.
Content
All required
content
elements are
present but
weakly
developed.
OR
Organization
Missing 1-2
content
elements.
Remaining
elements are
well developed.
Audience cannot
Audience has
understand presentation difficulty
because there is no
following
consistent flow of
presentation
Graphics /
Visual Aids
Speaking Skills
information.
because it
jumps around.
Few supportive
examples.
sequence which
audience can
follow.
Presenters fail to
incorporate technology
or a handout for their
classmates.
Presenters use
technology or a
handout, but it
fails to support
the information
they are
presenting.
Presenters’ use
of technology
or a handout
that supplies
basic
information to
support their
topic.
Inaudible or too loud;
no eye contact; rate too
slow/fast;
disinterested/monotone.
Only one group
member presented.
Some
mumbling;
little eye
contact; uneven
rate; little or no
expression.
Only one or
two group
members are
presenting.
Clear
articulation but
not as polished.
Either
inconsistent
volume or rate.
Only two group
members are
presenting.
Launch Activity
(…for entire unit!)
How will you create interest? (Hook)
How will you link knowledge? (Link)
interesting
sequence which
audience can
follow.
Presenters
clearly
understand and
know their
information.
Presenters use
of technology
or a handout
greatly help to
explain and
reinforce the
topic of their
presentation by
making the
presentation
more engaging.
Poised,
articulate;
proper volume;
steady rate;
good posture
and eye
contact;
enthusiasm;
confidence.
All groups
members are
presenting.
Students will be shown the following video collage to create interest and activate their prior
knowledge of the Civil Rights movement.
YouTube Video: Civil Rights Movement Music Video (Cry Freedom by Dave Mathews Band)
http://www.youtube.com/watch?v=yFxGv7B6TLc
Following video, students will be asked to list, name, or identify people and scenes that they
recognized in the video collage. As a class discuss what the students know about these people.
Also ask them if anything surprised them or if they can make any general observations from what
they saw.
Standard/Elements:
SS8H11 The student will evaluate the role of Georgia in the modern civil rights movement.
a. Describe major developments in civil rights and Georgia’s role during the 1940s and 1950s; include the roles of
Herman Talmadge, Benjamin Mays, the 1946 governor’s race and the end of the white primary, Brown v. Board
of Education, Martin Luther King, Jr., and the 1956 state flag.
b. Analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960s and
1970s; include such events as the founding of the Student Non-Violent Coordinating Committee (SNCC), Sibley
Commission, admission of Hamilton Holmes and Charlayne Hunter to the University of Georgia, Albany
Movement, March on Washington, Civil Rights Act, the election of Maynard Jackson as mayor of Atlanta, and
the role of Lester Maddox.
c. Discuss the impact of Andrew Young on Georgia.
CCGPS Standards:
L6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
L6-8RH6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Learning Goal / EQ:
What events, groups, and people impacted the outcome of the Civil Rights movement? How did these
events, groups, and people impact Georgia and ultimately the United States?
Subject/Content/Grade Level: Social Studies / Georgia Studies / 8th Grade
Key Vocabulary for this lesson:
Herman Talmadge, 1946 Governor’s Race, white primary, Martin Luther King, Jr., March on Washington,
Albany Movement, segregation, John Lewis, Student Non-Violent Coordinating Committee (SNCC),
Thurgood Marshall, Brown v. Board of Education, Earnest Vandiver, Sibley Commission, Admission of
Hamilton Holmes, Charlayne Hunter, Maynard Jackson, Lester Maddox, Andrew Young, Southern Christian
Leadership Conference (SCLC)
Skills :
Students will be able to use primary and secondary sources to learn about some of the key people and events
from the civil rights movement.
Specific Texts:
Student issued textbook for reference
Primary Sources:
Primary & Secondary Sources listed under resources for folder activity.
Section/Time
Opening
Time: 15 minutes
Formative Assessment:
Teacher led class discussion.
Teacher will:
Student will:
Describe the teacher use of strategies that
engage students in learning.
Describe the student use of strategies that
demonstrate learning.
Students will be shown the
following video collage to create
interest and activate their prior
knowledge of the Civil Rights
movement.
YouTube Video: Civil Rights
Movement Music Video (Cry
Freedom by Dave Mathews Band)
http://www.youtube.com/watch?v
=yFxGv7B6TLc
Following the Video:
As a class discuss what the
Following video, students will be
asked to list, name, or identify people
and scenes that they recognized in the
video collage.
students know about these people.
Also ask them if anything
surprised them or if they can make
any general observations from
what they saw.
Work Period
Teacher will assign groups and
introduce assignment to students.
Time: 3 class periods
Informal Assessment:
1. Teacher
observations/ticket
out the door
Teacher will continually use
informal observations to assess
students’ progress toward
completing their presentation.
2. Student checklists
Formative Assessment:
Student led group
presentations
Differentiation/Scaffolding:
Folders will contain a variety
of primary and secondary
sources on a range of
reading/ability levels
Closing:
Students will write a
Each group will be a folder
containing primary and secondary
sources of information related to a
specific topic from the Civil Rights
movement.
Each group will be responsible for
reading, summarizing, and
synthesizing their information. They
are expected to break it down as
follows:
1. Summary of persons life
2. Timeline of persons
involvement in civil rights
movement
3. Analysis of that person’s
philosophy (ie: What did
they believe about civil
rights and how were they
involved?)
4. What did others think of
them?
Each group will then create a
presentation to teach their classmates
about their assigned topic. Students
will be able to decide based on their
individual group’s interests and
abilities the format for their
presentation. However, the
presentation must incorporate either a
form of technology or a handout for
their classmates.
As a class brainstorm some
current social movements in our
Students will write a paragraph
responding to the writing topic:
paragraph.
Formative assessment:
Student Paragraph
society.
Assign students the following
writing topic:
Would you get involved in a
current social movement, why or
why not?
Would you get involved in a current
social movement, why or why not?