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KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: Emily Randall Date:
Group Size: whole group Allotted Time: 1 class period Grade
Level: Second
Subject or Topic: Civil Rights Section: 932
STANDARD: (PA Common Core):
CC.1.3.2.C Describe how characters in a story respond to major events and challenges.
8.1.2.C. Apply sources of historical information.
I. Performance Objectives (Learning Outcomes)
● SWBAT describe how “the family of the civil rights movement” responded to challenges
set by the Civil Rights movement.
● SWBAT examine and apply historical information pertaining to the book Child of the
Civil Rights Movement .
II. Instructional Materials:
● Child of the Civil Rights Movement book
● Historical topic centers
● Anchor chart
● Pens (20)
● Pencils (20)
● Markers (20)
● Newspaper outline (20)
● Map pictures
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
● Prerequisites:
○ Students are aware of story elements and can identify them in a story read aloud.
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○ Students have written newspaper stories before.
○ Students have basic experience in conducting research when given resources.
○ Students are familiar with MLK Jr. and what he fought for
● Big idea: People have different reactions when it comes to something challenging and
sometimes this can make a difference in history. During the Civil Rights era people with
common values came together to protest and change laws.
● Vocab:
○ Freedom riders: “Freedom Riders were groups of white and African American
civil rights activists who participated in Freedom Rides, bus trips through the
American South in 1961 to protest segregated bus terminals. “
○ Jim crow laws: Jim Crow laws were a collection of state and local statutes that
legalized racial segregation.
○ March: Walking along a public road with a group of people to protest something.
○ Voting rights act of 1965: The act that ended voting discrimination. African
Americans wanted to vote and that is one of the things they fought for during the
Civil Rights Era.
IV. Implementation
A. Introduction –
● I wanna know who has been in a parade before?
● Pick on a student and ask them what they do in a parade?
○ The goal is for them to say march or walk
● How long did you walk in the parade?
● Did you know that back in 1965 people in Alabama (Show a map of USA and point out
Alabama) walked for 54 miles? It took them about 5 days to finish the walk.
○ http://ontheworldmap.com/usa/usastatesmap.jpg
● Why might someone be walking for this long and this far?
● Let’s turn and talk to our tables.
○ The teacher should be walking around to hear student ideas and get involved in
conversations.
● Who wants to share what their table came up with.
● The reason people in Alabama walked this long was for Civil Rights.
● We are going to read a book today about a young girl who participated in this walk. We
can learn a lot from her about Civil Rights and the year 1965.
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B. Development –
● On a teaching chart
○ Readers notice what their characters do and why
○ Characters do things because of emotions, needs and wants.
● We are going to read Child of The Civil Rights Movement and while we read we are going
to pay attention to the characters. We want to watch out for how the characters react to
challenges.
● As we read we are going to make a chart up on the board to show our work. When we
finish we will be able to see all the things the characters did when given a challenge.
● Begin reading Child of the Civil Rights Movement
○ Stop at the second page to model pulling information about how the family
reacted.
■ I see here that the family saw freedom riders on the TV, because of seeing
this the family moved from the north to south in the USA.
■ The challenge that family overcame was seeing people just like them
being hurt for trying to get laws changed. The family wanted to be
involved in this change, so they moved down south.
■ Put this on the anchor chart
○ On secondpage freedom, riders could be a historical topic
■ Also on this page was a word that we might not understand because it is
from the civil rights era, the word freedom riders. We are going to create a
list of words or phrases from the book that could help us understand the
civil rights era. Once we are finished reading the book we are going to
research these words and phrases to find more information.
■ Create a list of historical topics found in the book
○ On page 4 Jim Crow laws is another historical topic
■ This page has another word from the civil rights era, Jim Crow Laws. we
should add it to our list.
○ Stop on page 6 and model that the challenge is not being able to eat in the
restaurant and ask students to find what their reaction was
■ This page has another challenge for the family. They want to eat dinner
but the manager won’t let them sit down and eat. What does the family do
in response to this challenge? Let's talk with our tables to try to figure it
out.
● Students should come up with the little girl crying and staging her
own little sitin.
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■ Put on the anchor chart
○ Page 9 has 3 reactions from the family have students use their knowledge to see if
they can find out what the challenges are and the reactions.
■ They couldn’t eat out because of the jim crow laws so they gathered at
each other’s houses and ate together
■ African Americans in Selma were being denied the right to vote so they
had marches to protest.
■ 2 marches before didn’t work so they had another one and didn’t stop.
● Give students sticky notes to write down what they think and then
place them on the board
○ Page 1415 shows another challenge and reaction
■ The girls' dad was put in jail for marching but still got ready to march
again
○ The voting act of 1965 was another historical topic
■ This page talks about the voting rights act of 1965. This was a major
breakthrough in the civil rights movement, let’s put this on our list also.
● Have students create a newspaper with the information they pulled from the book about
the reactions the family had
○ We have a good chart here about the characters reactions to challenges.
○ We are going to make a frontpage newspaper article about the challenges this
family faced and how they reacted.
○ Before we do that we are going to explore the historical topics we found in the
book.
● Have centers set up with the historical topics found within the book
○ Around the room, I have centers set up for each of the topics we found
○ We are going to take 5 minutes and just walk around to see what each center has
and what each one is on
○ After the 5 minutes, I want everyone to choose at least 2 centers to go to, you may
visit more.
○ You can use whatever resource the centers have to research the topics. There are
graphic organizers at each center to help you keep all your research together
○ We will be using the topics to help add information to our newspaper article.
○ We are looking for the definition of the topic, what is involved in the topic, who
was involved, and how it affected the Civil Rights Movement.
○ You will have 45 minutes to explore these centers, I am here for any questions
you may have.
○ Students use the graphic organizer to gather information
■ Have enough organizers at each center for the students in the class
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● Centers are as followed, listed with all of the resources available. Each center will have a
poster telling the topic and a picture
● Freedom riders
○ The picture on the poster
■ http://ekucenter.com/201718season/2852freedomridersstudentmatine
e
○ A video about freedom riders
■ http://www.watchknowlearn.org/Video.aspx?VideoID=4492&CategoryID
=964
○ A definition of freedom riders
■ “Freedom Riders were groups of white and African American civil rights
activists who participated in Freedom Rides, bus trips through the
American South in 1961 to protest segregated bus terminals. “
● https://www.history.com/topics/blackhistory/freedomrides
● Jim Crow laws
○ A picture on the poster
■ http://yourblackworld.net/2017/04/13/jimcrowlaws/
○ Definition of jim crow laws
■ Jim Crow laws were a collection of state and local statutes that legalized
racial segregation.
● https://www.history.com/topics/early20thcenturyus/jimcrowla
ws
○ Image gallery
■ https://ferris.edu/HTMLS/news/jimcrow/what2.htm
● The voting act of 1965
○ The picture on the poster
■ https://medium.com/@patrickherring/votingrightsact20dadd82708af9
○ Video on the voting act of 1965
■ https://www.youtube.com/watch?v=OqQT1MRs1Q
○ Powerpoint on the voting act of 1965
■ https://www.history.com/topics/blackhistory/votingrightsact
■ Pictures in the powerpoint
● https://jilldennison.com/tag/votingrightsactof1965/
● https://www.huffingtonpost.com/marcveasey/in2016whyarevot
ersst_b_10673706.html
● http://www.13abc.com/content/news/Votingregistrationdeadlinei
sTuesday450153333.html
● https://www.npr.org/2018/09/10/645223716/onthesidelinesofde
mocracyexploringwhysomanyamericansdontvote
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● https://ubisafe.org/explore/amendedclipart15thamendment/
● https://www.timetoast.com/timelines/15thamendmentkj
● https://disenchantedscholar.wordpress.com/2014/11/13/1964louisi
analiteracytestsolutions/
● https://millercenter.org/president/lbjohnson
● https://commons.wikimedia.org/wiki/File:Martin_Luther_King,_Jr.
_and_Lyndon_Johnson.jpg
● Students come back to seats after exploring the centers
● With the information, we learned at the centers and the information about the characters
in our book we are going to make a newspaper
● Let’s do a quick review of our book. Who can tell me one of the challenges the family
went through.
○ Let students think and call on one to give an answer
● Now what did the family do in response to that
● Ask for a couple more challenges from the students and the corresponding response.
● Ok we are going to use the newspaper template I have set on your desks
● We are going to combine a challenge and response the family went through in the book
and a historical topic that connect to make our newspaper.
● I have an example of what I am looking for.
○ Show example and point out how you have a challenge, the families response and
the historical topic tied in.
● If you get stuck remember we made a chart of the challenges and responses. Also, you
have your notes from the historical topics.
● Give the students 20 minutes to complete their newspaper
C. Closure – We will publish our newspapers by putting them on the bulletin
board outside the room.
D. Accommodations / Differentiation
● Different resources for getting information on the civil rights era topics.
● Using pictures and writing within the newspaper to show learning.
E. Assessment/Evaluation plan
1. Formative
2. Summative
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a. Students will describe how “the family of the civil rights movement” responded to
challenges of the Civil Rights era by creating a newspaper. Students will add
information from the historical topics into their newspapers. The responses will be
evaluated by the following rubric:
Target Satisfactory Minimal
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● USA states map. (n.d.). Retrieved from
http://ontheworldmap.com/usa/usastatesmap.html
● L. (n.d.). Freedom Riders Student Matinee. Retrieved from
http://ekucenter.com/201718season/2852freedomridersstudentmatinee
● WatchKnowLearn Free K12 educational videos. (n.d.). Retrieved from
http://www.watchknowlearn.org/Video.aspx?VideoID=4492&CategoryID=964
● (n.d.). Retrieved from https://www.history.com/topics/blackhistory/freedomrides
● Jim Crow Laws. (2017, April 09). Retrieved from
http://yourblackworld.net/2017/04/13/jimcrowlaws/
● (n.d.). Retrieved from
https://www.history.com/topics/early20thcenturyus/jimcrowlaws
● What was Jim Crow image gallery. (n.d.). Retrieved from
https://ferris.edu/HTMLS/news/jimcrow/what2.htm
● Herring, P. J. (2017, June 07). Voting Rights Act 2.0 – Patrick J. Herring – Medium.
Retrieved from https://medium.com/@patrickherring/votingrightsact20dadd82708af9
● Voting Rights Act of 1965. (2009, November 9). Retrieved from
https://www.history.com/topics/blackhistory/votingrightsact
● J. (2016, November 5). VOTER SUPPRESSION – 2016. Retrieved from
https://jilldennison.com/tag/votingrightsactof1965/
● Veasey, R. M. (2017, December 07). In 2016, Why Are Voters Still Paying Poll Taxes?
Retrieved from
https://www.huffingtonpost.com/marcveasey/in2016whyarevotersst_b_10673706.ht
ml
● Hormann, B. (n.d.). Voting registration deadline is Tuesday. Retrieved from
http://www.13abc.com/content/news/VotingregistrationdeadlineisTuesday450153333
.html
● Khalid, A., Gonyea, D., & Fadel, L. (2018, September 10). On The Sidelines Of
Democracy: Exploring Why So Many Americans Don't Vote. Retrieved from
https://www.npr.org/2018/09/10/645223716/onthesidelinesofdemocracyexploringwh
ysomanyamericansdontvote
● Collection of free Amended clipart 15th amendment. Download on ubiSafe. (n.d.).
Retrieved from https://ubisafe.org/explore/amendedclipart15thamendment/
● 15th Amendmentkj timeline. (n.d.). Retrieved from
https://www.timetoast.com/timelines/15thamendmentkj
● 1964 Louisiana Literacy Test Solutions. (2014, November 13). Retrieved from
https://disenchantedscholar.wordpress.com/2014/11/13/1964louisianaliteracytestsoluti
ons/
● Lyndon B. Johnson. (2018, January 30). Retrieved from
https://millercenter.org/president/lbjohnson
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