BAD
Chapter 5: Civil Rights Lesson Plan
Context: This is a standalone module in a 10th -12th grades Government class.
Instructional Objectives (Mississippi Framework)
1. Explain how geography, economics, and history have influenced the political development of the United States. (C, H, G, E)
b. Describe how the Constitution and Bill of Rights embodies the principles of American democracy.
c. Discuss how the Bill of Rights describes and protects our basic freedoms.
d. Describe the interaction of the different branches of American government on American society.
2. Analyze the United States federal form of government. (C, H)
a. Identify the structure of the United States federal system according to the Constitution and its amendments (e.g., separation of powers, checks and balances, judicial review, etc.).
4. Describe the relationship of people, places, and environments with the government. (C, H, G, E)
d. Interpret the impact of political parties, special interest groups, and political action committees (PACS) on United States politics.
6. Explain how civic responsibilities are important to Americans as citizens of the United States and a global community. (C, E)
a. Explain the rights, roles, privileges, and responsibilities of citizens in American democracy.
MONDAY
Prereading Plan Exercise Intro (5 min)
Question: What does “civil rights” mean to you?
Action: On the board, capture key points made by students
Action: Discuss key points
Prereading Plan exercise is used here and below because it is good for content reading and discussion. There is not a great deal of text to read but it is fairly dense in concepts and terms.
PREP/Vocabulary Self Selection Exercise (20 min)
Action: Direct students to read text; note vocabulary words pg 138-139 (10 min)
Action: Discuss what they learned from reading, noting key points or revisions on the board; cover vocabulary words capturing definitions on board (10 min)
Vocabulary Self Selection is used here and below to allow students to identify terms that will be new to them to which I can add the remaining key term/concepts which need to be focused upon.
PREP Exercise Intro (5 min)
Question: What civil rights were the slaves being denied? What civil rights were addressed by the war?
Action: On the board, capture key points made by students
Action: Discuss key points
PREP/VSS Exercise (20 min)
Action: Direct students to read text; note vocabulary words. pg 139-141 (10 min)
Action: Discuss what they learned from reading, noting key points or revisions on the board; cover vocabulary words capturing definitions on board. (10 min)
Homework Assignment Directed Inquiry Activity/VSS (5 min)
Action: Assign to Read pg 141-146
Questions: Consider these questions noting your predictions/what you know and then noting what you learned. Be prepared to discuss in class on Tuesday morning.
· What issues regarding racial equality were unresolved in early 20th century America?
· How had Civil War and subsequent civil rights legislation not resolved civil rights issues?
· What were the issues of segregation?
· What did the Brown v. Board of Education ruling address?
Action: Record students initial predictions, key points for each of the questions.
Directed Inquiry Activity is used here because it is good for content coverage and allows for providing direction to facilitate the homework assignment; also, it will provide for discussion to open the next morning.
TUESDAY
Homework/DIA Wrap-up (10 min)
Action: Ask students to identify their predictions; note key points and revisions on board.
Action: Ask students to identify their vocabulary words & note and discuss definitions on board.
PREP Exercise Intro (5 min)
Question: Who is Rosa Parks and what role did she play in the “civil rights” movement?
Action: On the board, capture key points made by students
Action: Discuss key points
PREP/VSS Exercise (20 min)
Action: Direct students to read text; note vocabulary words pg 146-147 (10 min)
Action: Discuss what they learned from reading, noting key points or revisions on the board; cover vocabulary words capturing definitions on board (10 min)
PREP Exercise Intro (5 min)
Question: What civil rights groups were formed originating in the South and what issues led to their formation?
Action: On the board, capture key points made by students
Action: Discuss key points
PREP/VSS Exercise (15 min)
Action: Direct students to read text; note vocabulary words. pg 148-150 (5 min)
Action: Discuss what they learned from reading, noting key points or revisions on the board; cover vocabulary words capturing definitions on board. (10 min)
Homework Assignment Role/Audience/Format/Topic Exercise (5 min)
Action: Assign the students to write about the 13/14/15th Amendments; adopt a role, define your audience, define the format, use the assigned topic.
Action: Offer suggestions reporter/news article/reading public; congressman/speech/congress or constituents; preacher/sermon/congregation; historian/textbook/students.
RAFT is used here because it is useful for content organization, will require students to articulate these important concepts, and is suited for out of class assignment to be reviewed the following class.
WEDNESDAY
Homework Review (10 min)
Action: Select 2 volunteers to explain their RAFT and read their result.
Reading Response Group Exercise (30 min)
Action: Direct Students to break into groups of 4 by grouping with students in immediate vicinity.
Action: Direct students to read pg 150-154 and address and discuss the following questions within their groups - What conditions lead to the Civil Rights Act of 1964? What acts were prohibited by the Civil Rights Act of 1964? (10 min)
Action: Review the topic soliciting the groups major points (10 min)
Action: Add to and expand on the student’s contribution (10 min)
Reading Response Group exercise is used here because it is suited to content coverage in the class and for collaborative group work which can help weaker students.
Listening Exercise (15 min)
Action: Explain the context of the March on Washington & Review the role of Rev. Martin L. King Jr.
Action: Play the “I have a Dream” Speech
Action: Ask for class reactions
Homework Assignment Group Mapping Activity/VSS Exercise Intro (5 min)
Action: Direct students to read pg 154-162 for homework
Action: Direct students to prepare initial mapping to be shared in a Group Mapping Exercise Thursday morning.
Action: Direct students to note vocabulary words.
Group Mapping Activity is used here for content coverage and to facilitate organization of significant amount of information outside of class that will then be used in collaborative activity to benefit weaker students.
THURSDAY
VSS (5 min)
Group Mapping Activity (25 min)
Action: Form groups of four and share your mapping and combine to create a group map (10 min)
Action: Review the group maps select 1 to be shared on the board with the class. (5 min)
Action: Add and expand on the student’s presentation as needed. (10 min)
Review for Friday’s Test (30 min)
Civil Rights, Black Codes, , Poll Tax, Grandfather Clause, Suffrage Movement, Equal Protection Clause, Equal Employment Opportunity Commission, Suspect Classification, Strict Scrutiny, Affirmative Action, Thirteenth Amendment, Fourteenth Amendment, Fifteenth Amendment, Nineteenth Amendment, Civil Rights Cases (1883), Plessy v. Ferguson (1896), Brown v. Board of Education (1954), Civil Rights Act 1964, Equal Rights Amendment, Title IX.
Identify 6 civil rights interest groups discussed in this chapter.
Describe the conditions/issues which led to the formation of each of these 6 groups.
FRIDAY
Test (60 min)
THESE ARE THE STRATEEGIC READING LISTED IN THE BOOK.
QAR
REQAR
THE CONE EXPERRIENCE