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.
Unit Information:
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.