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Janet Hart EDU 521 8th Grade

Civil Rights Movement

Professor Moroney November 20, 2013 Social Studies

Instructional Objectives: Conditions: After reading Rosa Parks: The Mother of Modern Day Civil Rights Movement and watching short YouTube video Rosa Parks: How I fought for Civil Rights, students will learn about individual people who shaped history by reading their biographies. Performance: After working in groups and reading the articles: Sitting Down, Boycott, Dr. Kings Speech, and Court Rulings, students will be writing an imagined account of the afternoon on the Montgomery bus as well as the events that followed. They will write their essay from the perspective of Rosa Parks, the bus driver, or any other passenger (black or white) who was on the bus that day. Product: After drafting an outline the students will shape their outline into a first person account essay. Criterion: In a well-constructed essay students will write an essay using the teacher-constructed essay with at least three historical accurate facts.

CCLS and NYS Standards and Indicators New York Social Studies State Standards Social Studies: 4.2 The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesis about why interpretations change over time, explain the important historical evidence and understand the concepts of change and continuity overtime. 1.3 History of the U.S. will use a variety of intellectual of major ideas, these developments and turning points in the history of the U.S. Technology 5. Tools, resources, and technological process. Common Core RH 6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. ISTE Standards 1. Creativity and innovation. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works assessment of personal or group expression.


1. Before introducing students to Rosa Parks, the students will consider the question that is already written on the Smart board: Are People Ever Justified in Breaking the Law? **Have them give responses for and against. 2. Students will consider circumstances where they think it might be alright to break the law?? Materials: 1. 2. 3. 4. 5. Black History in America articles Interactive Timeline on Black History Drafting an outline worksheet Cause and Effect Reproducible (PDF) Video clip, Rosa Parks how I fought for Civil Rights. Strategies MEET ROSA PARKS: 1. Take students to her profile on the Smart board and have them read articles: Sitting Down, Arrested, Boycott, Dr. Kings Speech, and Court Rulings. 2. Students will be put in groups why Rosa Parks was justified in breaking the law. They have to write a brief paragraph explaining the reasons and pair-share. 3. Next, students should consider what Rosa Parks could have done instead of breaking the law. Would these actions result in the same outcome?? 4. Ask students to think about what they have done if they were Rosa Parks. Explain that each student will be writing an imagined account of the afternoon on that Montgomery bus as well as the events that followed. They can write their essay from the perspective of Rosa Parks, the bus driver, or another passenger (black or white) who was on the bus that day. 5. Using the worksheet for drafting an outline using Inspiration 9 program; students will create an outline for their essay. 6. Teacher will now provide time for students to brainstorm ideas as groups for their essay. The essay will do as individuals, not as groups, to shape the outline into a first- person essay. Their account should include how they felt (the person they are writing as) as these historical events unfolded. 7. Students will now begin their rough draft in class and finish for homework. Adaptations: For the student who is vision impaired will sit in front of the class and receive advanced notes that are fonts are enlarged.

Differentiation of Instruction: Before unit begins, the teacher will give students a KWL chart to find out what, even any, students prior knowledge and schema they know on the Civil Rights Movement.

During the course of the unit, students will be asked to assess what the Big Idea of the Civil Rights movement stood for and how does it relate to other historical events that were similar. Students will be shown videos about Rosa Parks for the visual learner. Students will be also listening to music of the time for the musical learner. Students will be put in groups to discuss the issues for the interpersonal and the intrapersonal learner.

Developmental Procedures: Activities and Key Questions: 1. Students will be put into groups of 4. 2. Teacher will hand out the Cause and Effect reproducible (PDF). o On the cause and effect handout, students will write in the Civil Rights Movement o Have students to define the Civil Rights Movement based on the following criteria: -Was it violent or nonviolent? -Was it lead by rich, powerful people or simple, everyday people? -What have been the outcomes of the Civil Rights Movement? 3. After using the notes that they have gathered during the timeline activity and And the information they learned in the profile of Rosa Parks, students will enter at Least 6 causes that led up to Civil Rights Movements. Have students imagined what could have happened if: -Rosa Parks had given up her seat? -The Supreme Court had not ruled that segregation laws were unconstitutional -Civil Rights leaders had launched a violent protest.


Independent Practice: 1. Students can study the history of Jazz to gain an awareness of the cultural contributions made by different groups in America. 2. Research Africa-American history from slavery to the Civil Rights Movement Direct Teacher Intervention: *The students under direct instruction with the teacher will use an interactive CD-ROM That describes basic information on Civil Rights. *Re-watch the video Rosa Parks: How I Fought for Civil Rights

Follow-up and Assignments: *Ask students to discuss the ways Rosa Parks and other participants in the civil rights movement broke the law. Were these people justified? Why or why not? Have students use examples from the cause/effect worksheet to support their arguments.

References: American Heritage (2000). American Nation. Pearson Prentice Hall, New York. Black History Timeline. The History Channel website. Retrieved wed. Dec. 04 from