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Name: Megan Ryan

Unit: The Civil Rights Movement

Title of Lesson: The First Major Cases Against Segregation
Grade: 3rd Grade
Subject: Social Studies

Integration of Learning Outcomes

SWBAT learn about how certain individuals shaped the Civil Rights Movement for African Americans,
such as Rosa Parks
SWBAT understand the causes and effects of certain actions taken by individuals
SWBAT write articles from varying viewpoints on a specific topic
SWBAT present their ideas orally in an organized fashion

5.3.3.F Explain how an action may be just or unjust
8.3.3.D Identify and describe how conflict and cooperation among groups and organizations have
impacted the history and development of the U.S.

NCSS Themes
Give examples of how experiences may be interpreted differently by people from
diverse cultural perspectives and frames of reference
Explore and describe similarities and differences in the ways groups, societies,
and cultures address similar human needs and concerns
Time, Continuity & Change
Demonstrate an understanding that different people may describe the same event
or situation in diverse ways, citing reasons for the differences in views
Individual Development & Identity
Identify and describe ways family, groups, and community influence the
individual's daily life and personal choices
Analyze a particular event to identify reasons individuals might respond to it in
different ways
Individuals, Groups & Institutions
Identify and describe examples of tension between an individual's beliefs and
government policies and laws
Power, Authority & Governance
Recognize how groups and organizations encourage unity and deal with diversity
to maintain order and security
Civic Ideals & Practices
Recognize and interpret how the "common good" can be strengthened through
various forms of citizen actions

Anticipatory Set
Teacher will begin the lesson by writing a question on the board for the students to answer in their
notebooks: Under what circumstances would a person might break the law or think that it is okay to
break the law?
Teacher will then allow time for a brief discussion about what students wrote in their notebooks

Teacher will begin a PowerPoint presentation (see appendix A) that will introduce the class to Rosa Parks
and her involvement in the Civil Rights Movement, particularly:
Her membership of the Montgomery, Alabama chapter of the National Association for the Advancement
of Colored People (NAACP)
Teacher will give a brief description of the NAACP: When was it founded, who belonged to the
organization, what the organization stood for, etc.)
Her arrest for refusing to give up her seat on the bus to a white man
Remind students about the previous lesson about segregation and the Jim Crow laws
Teacher will play a short clip from The Rosa Parks Story
The power behind the Montgomery Bus Boycott
Teacher splits the class in half and tells them that they are going to pretend that they were there when the
Montgomery Bus Boycott happened and Rosa Parks was arrested and they will write newspaper articles
about the events
Half of the class will write their articles based on the perspective of those who were FOR segregation and
the other half of the class will write their articles based on the perspective of those AGAINST
segregation- the teacher will choose these groups randomly
Students will use their notebooks to write their articles
After allowing sufficient time for the students to write their articles, the teacher will pair up the students
(one student who wrote an article from the FOR segregation perspective and one student who wrote an
article from the AGAINST segregation perspective) and have them read their articles to one another
Once all of the students have shared their articles with one another, the teacher will ask for several
volunteers to share their articles with the entire class (at least two FORs and two AGAINSTs)
Teacher will collect these newspaper articles at the end of the lesson

Teacher will meet the needs of students who learn best through writing
Students will be writing from different perspectives for the topic assigned to them: the different
perspectives of segregation during the Montgomery Bus Boycott
Teacher will meet the needs of students who learn best through visuals and audio
Students will view a short clip from a movie about Rosa Parks, The Rosa Parks Story, that will be about
the moment she was arrested for refusing to give up her seat to a white man
Students will have a PowerPoint presentation that the teacher will use to relay information about Rosa
Parks and the NAACP

To conclude the lesson, the teacher will re-ask the question presented at the beginning of class: Under
what circumstances would a person might break the law or think that it is okay to break the law?
The teacher will ask each of the students if any of their views on the matter had changed by the end of the
Teacher will have a discussion with the class about the importance of Rosa Parks actions and how they
think things would be different if she did not stand up for herself
Was Rosa Parks justified to stand up for herself and break the law? Why or why not?

Teacher will assess student knowledge based on participation in class discussions
Teacher will collect students newspaper articles at the end of lesson to determine if they are able to be
assigned to a certain perspective of a topic and write for the perspective

Student notebooks
PowerPoint Presentation
Rosa Parks Video

Projector and Projection Screen
PowerPoint Presentation
Rosa Parks Video

Appendix A