USF's WebQuest 

Teacher's Page

Unit Summary Teacher's Resources Day 1 Lesson Day 2 Lesson
Day 3 Lesson Day 4 Lesson Day 5 Lesson Day 6 Lesson
Day 7 Lesson Conclusion Student's Web Quest  

         

Title:  The Civil Rights Movement   

Author:  Byron A. Miller               

Date:  March 20, 2005

Dear Colleague,

    This unit is designed to introduce students to the civil rights movement (crm) era of the 1950's and 1960's.  Students will study famous leaders and events like Martin Luther King Jr., Malcolm X, and the Montgomery Bus Boycotts, as well lesser famous influences of people like Emmett Till and Asa Randolph.  The unit also includes a Web Quest activity designed to help peak student interest on the topic.

NCSS Theme 1: Culture and Cultural Diversity, NCSS Theme 10: Civic Ideals and Practices

Unit Summary:
    Goals/Objectives:   

1.    Students will be able to identify the underlying causes of the Civil Rights Movement.

2.    Students will be able to identify many popular activists involved with the civil rights movement.

3.    Students will be able to offer creative solutions for creating racial equality in America.
   

     Days: 6 (Block schedule of 90 minutes)
    Content:  The content will focus on the social actions and reactions spurred during the Civil Rights Movement of the 1950's-1960's and how contemporary students can avoid such negative history from repeating itself.
   

Methods:  Lecture, Interactive Discussion, Cooperative Learning, Internet Webquest, Group Presentations, Power Point Presentation, Class Readings and Written Assessments. 

WebQuest  Summary:
    Goals/Objectives: 

1.  Students will be able to identify the philosophies and social contributions of Martin Luther King, Malcolm X, President Kennedy, Rosa Parks and the Separate But Equal Policies.

2.  Students will will use the provided websites to take notes and write an assessment paragraph on each listed aspect of the movement.

3.  Students will discuss their findings as a collective class.
    Days: 1 (90 minute blocks)
    Content:

Methods:  Students will use the following websites research the social contributions of Martin Luther King, Malcolm X, President Kennedy, Rosa Parks and the Separate But Equal Policies.
   

Students will use this website to gather the necessary information, formulate a solution to the crisis and then present both the crisis and the solution to the rest of the class.       

Teachers Resources

Unit Information:
    

Background Resources

Web-based Subject Matter Content
  Example: Abraham Lincoln Papers http://memory.loc.gov/ammem/alhtml/malhome.html

http://www.watson.org/~lisa/blackhistory/civilrights-55-65/

http://www.britannica.com/Blackhistory/home.do;jsessionid=6709C24224B078F0B1F9197C9E5202F2
http://www.infoplease.com/spot/civilrightstimeline1.html
http://library.thinkquest.org/J0112391/
http://www.achievement.org/autodoc/page/par0bio-1
 http://www.brownvboard.org/
 http://chnm.gmu.edu/courses/122/hill/marshall.htm

Web Pedagogy Content
 
 http://www.martinlutherking.org/
  http://www.mecca.org/~crights/cyber.html
  http://www.lib.virginia.edu/small/exhibits/sixties/civil.html
  http://library.thinkquest.org/12111/chrcivil.htm

 Other Resources
  http://memory.loc.gov/ammem/alhtml/almss/dep001.html
   http://www.voicesofcivilrights.org/
  http://www.google.com/search?q=civil+rights+movement&hl=en&lr=&start=30&sa=N
  http://www.rede-nonio.min-edu.pt/es/sebgama/webquest/
  http://www.sbgmusic.com/html/teacher/reference/historical/civilrights.html


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 Introduce students to the Civil Rights Movement (CRM)  
K-W-L Chart Assess what students already know transparency
Technology Visually enlighten students to the activities and people of the CRM era. television, vcr and vhs cassette
Class Discussion Crystallize student knowledge through homework google.com

 


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 Reveal homework findings  
Presentation Visually enlighten students to the activities and people of the CRM era. Power Point
Cooperative Learning Students will display their understanding of the concept of desegregation  
Class Discussion Crystallize student knowledge through homework Take home quiz

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)
Presentation Demonstrate a variety of racial issues being dealt with during the CRM transparencies
Class Discussion Student give their views on reducing racial inequality  

Day 4    Back to Top
Lesson Plan Outline

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

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Presentation To define and discuss the terms profit and capitalism transparencies
Demonstration To show the money making principles of capitalism 30 gumballs & hand-out
Assessment Students will demonstrate an understanding of the economic impact of the Montgomery Bus Boycotts Writing pens and paper

Day 5    Back to Top
Lesson Plan Outline

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

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Cooperative Learning Groups generate titled lists with examples of present racism that the class will discuss solutions to Pen, paper and chalk
Class Discussion Review writing an essay outline  

Day 6    Back to Top
Lesson Plan Outline

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

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Web Quest Allow students to explore various websites to gather more in depth information on the CRM Computers

Day 7    Back to Top
Lesson Plan Outline

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

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Alternative Assessment Students write two letters expressing ways to end racism Pens and paper

Conclusion:   Through the use of several teaching techniques including presentations, cooperative learning and a teacher-made Web Quest, students will gain a greater understanding of the causes, actions and effects of the Civil Rights Movement occurring in the 1950's and 1960's.

 

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