Goals and Objectives
Students will appreciate the efforts made by Civil Rights Activists in fueling the Civil Rights Movement of the 1960's.
Students will collect information on the Civil Rights Leader they were assigned, complete the Civil Rights Activist worksheet on their leader, and prepare for an interview simulation representing either an activist, commentator, or journalist/audience.
Students will collect information on the Civil Rights Leader they were assigned, complete the Civil Rights Activist worksheet on their leader, and prepare for an interview simulation representing either an activist, commentator, or journalist/audience.
The California State Content standards
11.10 Students analyze the development of federal civil rights and voting rights.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom 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.
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, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom 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.
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, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
Common core literacy standards
Reading:
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
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.
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Writing:
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
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.
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Writing:
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Driving HISTORICAL question
What kind of contributions and personal sacrifices did Civil Rights Leaders have to make in order to push for change and how are those sacrifices aligned with the passage of Civil Rights Legislation?
Lesson Introduction
Day One: Students will fill out a K-W-L chart in which they will be asked to jot down the names of any Civil Rights Activists they are familiar with along with any information about the individual activists they know on the K section of the chart. On the W section students will write three things that they want to learn about the Civil Rights Activists. The L section will be left blank and filled out as an Exit slip at the end of Day 2.
Day Two: Students will receive a Poetry Analysis worksheet and the Teacher will put up the poem along with a picture of Langston Hughes on the smartboard. The Teacher will also put on an audio version of the poem so students can listen to it and ponder on its meaning. Students will analyze the following poem:
I, Too, Sing America by Langston Hughes
“I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.
Besides,
They'll see how beautiful I am
And be ashamed--
I, too, am America.”
Day Two: Students will receive a Poetry Analysis worksheet and the Teacher will put up the poem along with a picture of Langston Hughes on the smartboard. The Teacher will also put on an audio version of the poem so students can listen to it and ponder on its meaning. Students will analyze the following poem:
I, Too, Sing America by Langston Hughes
“I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.
Besides,
They'll see how beautiful I am
And be ashamed--
I, too, am America.”
Vocabulary Development
Day One: Students get into groups of four and the whole class will build a WORD wall using the vocabulary words for this lesson. Every group will receive one word and they will have to use a dictionary or the textbook in order to define the word. Students will receive three flashcards of different colors and one blank sheet of paper. Students will write the word on one flashcard, the definition in another, and a visual of that word on the third card. Students will then glue and paste the cards onto the blank sheet of paper. This process will take about ten minutes. Students will then choose one member to present the word and definition in front of the class and staple the paper onto the word wall. This process should take about 4-5 minutes. The key academic vocabulary terms for this lesson are as follows:
Sit-in
Boycott
Freedom Summer
Freedom Rides
Jim Crow Laws
De Jure Segregation
De Facto Segregation
Non-violent Resistance
Day Two: Students will not have a vocabulary activity today since they went over the vocabulary needed for this lesson on Day One.
Sit-in
Boycott
Freedom Summer
Freedom Rides
Jim Crow Laws
De Jure Segregation
De Facto Segregation
Non-violent Resistance
Day Two: Students will not have a vocabulary activity today since they went over the vocabulary needed for this lesson on Day One.
Content delivery
Day One: The Teacher will pass out a Civil Rights Activist sheet to every student and explain that they will be part of a mock interview tomorrow on the Civil Rights Leader they have been assigned. The Teacher will then split the students into their partners (they will be pre-chosen by the teacher) and using the popsicle stick method, she will randomly pick students names and like that she will determine which Civil Rights Leader students will receive. Although BOTH students will help in researching, only one student will play as the Civil Rights Activist for the Interview. The other student will be part of the audience that will create questions for the panelists. Two students will work together to be the Moderators and will be in charge of organizing the interview questions that must be pre-approved by the Teacher before the interview.
Day Two: The Teacher will ask the students to help her organize the desks into a Panel Format. Twelve desks will be facing the rest of the class, two chairs for the Commentators will be placed in between the desks, and the remaining desks will be moved to the front facing the panel. All students will receive a Cornell Notes Worksheet where they will be able to write any notes on any of the Panelists. Once everything is on its place everyone will take a seat in their spots and the activists will receive name cards that they will put on their desks.
Day Two: The Teacher will ask the students to help her organize the desks into a Panel Format. Twelve desks will be facing the rest of the class, two chairs for the Commentators will be placed in between the desks, and the remaining desks will be moved to the front facing the panel. All students will receive a Cornell Notes Worksheet where they will be able to write any notes on any of the Panelists. Once everything is on its place everyone will take a seat in their spots and the activists will receive name cards that they will put on their desks.
Student engagement
Day One: Once students have their Civil Rights Leader and partner they will begin to fill out the sheet using the textbook, the school's set of laptops, and any other books that the Teacher provides as resources from her class library. Any information that students still need to fill in will be finished as homework by the student that will represent the Civil Rights Leader. The student that will be part of the audience needs to create two questions they can ask during the panel for homework. The Civil Rights Activists being researched are as follows:
Martin Luther King, Jr.
Rosa Parks
Malcolm X
Daisy Bates
Cesar Chavez
Jo Ann Robinson
A. Philip Randolph
Elizabeth Eckford
Dolores Huerta
Jesse Jackson
Gloria Steinem
James Farmer
Day Two: The Commentators will begin by introducing each Activist and will soon begin with the first question. One Commentator will ask the pre-approved questions, while the other will keep time (no more than 3 minutes per question) and will introduce any audience members that will be allowed to ask a question (3 audience members will be picked to ask a question). Commentators should encourage brief responses that way all activists can share at least twice during the interview. This process will be repeated until the time runs out. Once the interview is over, students will move the desks back to their original places and take out their K-W-L sheets from the day before.
Martin Luther King, Jr.
Rosa Parks
Malcolm X
Daisy Bates
Cesar Chavez
Jo Ann Robinson
A. Philip Randolph
Elizabeth Eckford
Dolores Huerta
Jesse Jackson
Gloria Steinem
James Farmer
Day Two: The Commentators will begin by introducing each Activist and will soon begin with the first question. One Commentator will ask the pre-approved questions, while the other will keep time (no more than 3 minutes per question) and will introduce any audience members that will be allowed to ask a question (3 audience members will be picked to ask a question). Commentators should encourage brief responses that way all activists can share at least twice during the interview. This process will be repeated until the time runs out. Once the interview is over, students will move the desks back to their original places and take out their K-W-L sheets from the day before.
Lesson Closure
Day One: Students will write a Quickwrite explaining how they contributed to their groups, who they will represent in the interview, and one thing they found interesting about the activist they researched. Students will turn in their quickwrite at the door before they leave class. The Teacher will remind students to finish their research for homework and come prepared with questions if they are part if the audience.
Day Two: Students will fill out the L section of their K-W-L sheets by writing three things they learned during the interview about three different Civil Rights Activists. Once students are done they will pack up and turn in their K-W-L sheets, Poetry Analysis Worksheet, and Civil Rights Activists sheet/Cornell Notes to the Teacher at the door as their Exit slips.
Day Two: Students will fill out the L section of their K-W-L sheets by writing three things they learned during the interview about three different Civil Rights Activists. Once students are done they will pack up and turn in their K-W-L sheets, Poetry Analysis Worksheet, and Civil Rights Activists sheet/Cornell Notes to the Teacher at the door as their Exit slips.
Assessments
Day One:
*Word Wall: Entry-level, formal assessment
*Quickwrite: Summative, informal assessment
Day Two:
*Poetry Analysis Worksheet: Entry-level, formal
*Civil Rights Activist Sheet/Cornell Notes: formal, formative assessment
*K-W-L sheet: Summative, informal assessment
*Word Wall: Entry-level, formal assessment
*Quickwrite: Summative, informal assessment
Day Two:
*Poetry Analysis Worksheet: Entry-level, formal
*Civil Rights Activist Sheet/Cornell Notes: formal, formative assessment
*K-W-L sheet: Summative, informal assessment
Accommodations for English Learners, Striving Readers and Students with Special Needs
Students with special needs, Striving Readers, and EL's will benefit from this lesson because having students work in pairs and also engage in presentations will provide modeling of the English Language for EL'S and repetition of concepts for Students with special needs. Presenting for the class will give all students the opportunities they need to practice their communication skills as well as listening to their peers explain the content in their own words. Students will also benefit from listening to the audio of Langston Hughes poem because it can provide EL's and striving readers additional support on how to read and analyze the text. Having students write a quickwrite and completing their K-W-L sheets stating what they learned from the lesson will provide EL's and Students with special needs an avenue for putting what they learned in their own words. It will also be an assessment that teachers can use to measure how well the content was learned.
Resources
* "I, Too, Sing America" poem and background information on Hughes
http://www.poets.org/poetsorg/poem/i-too-sing-america
* "I, Too, Sing America" audio and pictures video
http://youtu.be/RaDMSKZVKNY
*Poetry Analysis worksheet
*Civil Rights Activist worksheet
*Computer Lab/ class set of Laptops borrowed from school
*The Americans Textbook
*Cornell Notes worksheet
*K-W-L worksheet
http://www.poets.org/poetsorg/poem/i-too-sing-america
* "I, Too, Sing America" audio and pictures video
http://youtu.be/RaDMSKZVKNY
*Poetry Analysis worksheet
*Civil Rights Activist worksheet
*Computer Lab/ class set of Laptops borrowed from school
*The Americans Textbook
*Cornell Notes worksheet
*K-W-L worksheet