USF's WebQuest 

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Unit Summary Teacher's Resources Day 1 Lesson Day 2 Lesson
Day 3 Lesson Day 4 Lesson Day 5 Lesson Conclusion
Students' Webquest      

WebQuest Title:   The Civil Rights Movement   

Author:   Anthonia Elensi

Grade Level: 10-12th Grade American History Honors

Date:  April 14th 2007 

Dear colleagues,

This is a unit on the Civil Rights Movement designed to inform as well as teach students about the inequality that dominated the American society for a long time. In this unit African Americans were able to rise up during the 1950ís and 1960ís, using the Civil Rights Movement as a forum to fight for equal rights and be integrated into the mainstream American society. Students will learn about the great role the Civil Rights leader, Dr. Martin Luther King played during this movement. They will also be exposed to other famous players like Rosa Parks, Malcolm X, and even President John F. Kennedy.  In addition, students will learn about the Montgomery Bus boycott and the effect the boycott had on the revenue in Montgomery, Alabama. The impact the boycott had on the revenue in Montgomery literally pushed the national government to look more closely into the problems of African Americans with a view to finding solutions to them. This unit also includes a web quest activity that will engage the students and make this whole unit very exciting and rewarding for them.

  

NCSS Theme 1: Culture and Cultural Diversity

NCSS Theme 2: Time, Continuity, and Change

NCSS Theme 9: Global Connections

 Economics Standard 4: People respond predictably to positive and negative

                                        incentives such as rewards, and penalties.

 Unit Summary:
    Goals and Objectives:

  1. Students will understand the concepts of civil rights and civil liberty.
  2. Students will understand the causes of the Civil Rights Movement.
  3. Students will understand the fundamental democratic principles behind the Civil Rights Movement and reflect on the meaning of individual sacrifice.
  4. Students will understand and evaluate the role played by Martin Luther King, Malcolm X, and Rosa Parks as key players during the Civil Rights Movement.
  5. Students will understand the impact of economic decisions as it relates to the Montgomery bus boycott during the Civil Rights Movement.

   

   Days:  5 single periods of 50 minutes each.

Content:

 The content will create awareness about inequality and the effect it can have on a people and how students as future leaders could nip acts of inequality in the bud and prevent the events that brought about the Civil Rights Movement from ever happening again.

 Methods: 

 Lecturing plus student centered activities, Interactive Discussions, Cooperative Learning, Group Presentations, Power Point Presentation, video and audio Presentations, written assessment, and Internet Web quest.

 

WebQuest  Summary:
     Goals/Objectives:

        1. Students will be able to identify and examine the roles of Martin Luther King, Rosa

            Parks, and Malcolm X, and President John F. Kennedy as key players during the Civil

            Rights Movement

        2. Students will be able to analyze and evaluate the effect the Montgomery Bus boycott

            had on the government revenue

        3. Students will be able to use the list of provided websites to work cooperatively and

            come to conclusions on issues surrounding the Civil Rights Movement.

        4. Students will use a written assessment to write out their evaluations and opinions.

        5. Students will do presentations of their findings for the benefit of the whole class.

 


    Days:
 

2 class periods of 50 minutes each.


    Content: 

The examination and evaluation of the roles of the players of the CRM and the various events surrounding inequality that necessitated the Civil Rights Movement.


    Methods:
   

With the use of some websites relating to issues and events during the CRM, students will be directed to conduct research, examine, and evaluate the roles of the key players of the movement as well as come to conclusions on those issues and events.

 

Teachers Resources

Unit Information:
    

Background Resources

Web-based Subject Matter Content on the Civil Rights Movement

 http://www.memory.loc.gov/ammem/asohtml.exhibit/aointro.html

http://www.standford.edu/group/king/

www.blackpast.org/

www.seattletimes.com/mlk

http://www.abbeville.com/civilrights/washington.asp

http://www.wsulibs.wsu.edu.holland.masc/xcivilrights.html

http://home.att.net/~reniqua/

 http://www.lib.virginia.edu/small/exhibits/sixties/civil.html

http://library.thinkquest.org/12111/chrcivil.htm

 

Web Pedagogy Content

http://www.kn.pacbell.com/wired/webquests.html

http://midgefrazel.net/lrnwebq.html

http://www.thirteen.org.edonline/concept2class/webquests/index.html

http://eduscapes.com/tap/topic84.htm

http://www.education-world.com/a-tech026.shtml

http://www.benedict.com/

 

Other Resources

http://odyssey.lib.duke.edu/slavery/

http://econedlink.org/?a=49

http://www.google.com/

 


Unit Lesson Sequence
 


Day 1    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture,

Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Class Discussion (10minutes)

Bring up students prior knowledge by finding out what they know about the Civil Rights Movement.

 

Technology (10mins)

 

 

 

10mins

 

Ask questions on the images of Martin Luther King and Rosa Parks and let students say what they know about the images. In the midst of discussions introduce the topic and give an overview on the plight of the African Americans before the Civil Rights Movement up to when the CRM took off.

Let students listen to audio segment of the " I Have A Dream" speech by Dr. Martin Luther King.

Place images of Martin Luther King and Rosa Parks on transparency

 

Audio segment of Dr. King's I Have A Dream speech.

Lecture-discussion on Taking on Segregation (20mins)

 

Lecture notes on Taking on Segregation as students discuss and ask questions on the topic.

 

Notes on Taking on Segregation

 


Day 2    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)

Class Discussion (25mins).

Introduce students to the Montgomery Bus Boycott and the effect the boycott had on the revenue in Montgomery, Alabama and on the Civil Rights Movement. Use topical questions to keep the class discussion on this topic going. Let students understand that economics is one area that can be used either positively or negatively to prove or make a point and attract attention to a cause or problem with a view to changing the problem.

Questions for discussion on Montgomery Bus boycott

Technology (20mins) Students will watch video on the events of the Montgomery bus boycott with particular emphasis on the impact the bus boycott had on the revenue of Montgomery.

Video on the Montgomery

bus boycott.

 

Homework (5mins) Students will improve their comprehension of this topic by reading about Dr. King, President Kennedy and Malcolm X and their various roles in the CRM. Textbook

Day 3    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)

Class Discussion

/Presentation (25mins

 

Students share their homework findings on the roles played by the CRM activists during the CRM

 

Presentation(25mins)

Students will then be visually informed on the activities of the CRM and the roles each player played during that period.

Power point Presentation on the CRM.


Day    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)

Technology-Web quest

(30mins)

 

Students are directed to explore Internet use by gathering information on the players and the events of the CRM using the websites made available to them.

Web Quest

Computers connected to the Internet

 

Cooperative Learning Assessment-Group Presentations (20mins Group Presentations on CRM activists roles and events of the movement  
     

Day    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Writing Assessment/Individual Presentations (50mins) Writing Assessment/Individual Presentations/opinion paper on the Civil Rights Movement.

Opinion paper to be turned in for grading at the end of the presentations. Rubric  on Studentís Assignment section of the Unit Plan.



Student Webquest :

Conclusion:

With the use of the various teaching strategies in this Unit Plan, it is believed that teachers as well as students would have gained greater insight and understanding of the events of the Civil Rights Movement of the 1950ís and 1960ís. It is also believed that they will strive to promote equality in every way possible so that the problems the African Americans faced before and during the Civil Rights Movement will never be allowed to ever rear its ugly head again in our society.

 

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