Author:
Charity Mansfield
Date Created: 2/8/2006 10:41:00 AM
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1950s-60s Civil Rights Movement
Introduction
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| VITAL INFORMATION |
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Subject(s):
American Studies, Language Arts
(English), Library/Information Sciences, Social Studies,
Technology
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Topic or Unit of
Study:
This lesson will study the civil rights
movement of the 1950s and 1960s.
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Grade/Level:
5
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Objective:
Students will use a hotlist to
research information on the civil rights movement of the 1950s and
60s.
Students will use a hotlist to find articles and
pictures concerning the civil rights movement.
Students will
create a written and pictorial report about the civil rights
movement.
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Summary:
Students will research on the
internet and then create a written and pictorial
report.
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| IMPLEMENTATION |
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Learning
Context:
This is the first lesson in a unit focusing
on the American civil rights movement.
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Procedure:
Day One:
1. Read aloud pages
37-38 of Freedom's Children, by Ellen Levine.
2. Students will do
a quick write for three minutes, reacting to the story of Ricky
Shuttlesworth.
3. Students and teacher will discuss the story and
their reactions.
4. Students will discuss what they know about
segregation and integration in the south during the 1950s and
60s.
5. Students will go to the computer lab and the media
specialist will demonstrate how to use the hotlist and
RealPlayer.
Day Two:
1. Students will go to the computer
lab and use the hotlist to find information and pictures about
something that interests them about the civil rights movement.
2.
Students should print out any articles that are particularly
interesting to them.
3. Students will go back to classroom and
discuss what they found.
4. At home, students will read through
articles of interest, highlighting important information.
Day
Three:
1. Students will work on a rough draft of their written
reports in class.
2. Students will pair up to help edit each
other's reports.
3. Students will go to the computer lab and work
on their pictorial report, typing their written reports into slides
on Kid Pix and then including pictures which illustrate their
reports.
4. Media specialist and teacher will help students cite
their sources.
Day Four:
1. Students will return to
computer lab and finish revising their written and pictorial
reports.
Day Five/Six:
1. Students will present their
reports to the class.
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Differentiated
Instruction:
The computer lab is set up for students
with learning disabilities. The classroom aid will assist students
with learning disabilities.
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Sample Student
Products:
This lesson has not been taught, so there
are no student samples.
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Collaboration:
Students will work
collaboratively & individually.
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Time
Allotment:
6 class periods. 1.5 Hrs per
class.
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Author's Comments &
Reflections:
Remember to make an appointment with the
media specialist and reserve the computer lab.
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| MATERIALS AND RESOURCES |
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Instructional
Materials:
| Attachments: |
| 1. |
Web Evaluation
This is an evaluation
of the Greensboro sit-ins web site. |
| 2. |
Civil Rights Movement Hotlist
This
contains a few web sites with very beneficial information as
well as one web site with various photos taken during the
civil rights
movement. |
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Resources:
- A brief explanation of using RealPlayer will be given by the
media specialist.
- The number of computers required is 1 per student.
- Technology resources:
Internet Explorer, Kid Pix,
RealPlayer, headphones for each student
- Materials and resources:
Freedom's Children, by Ellen
Levine
- Students Familiarity with Software Tool:
Students know how
to use Kid Pix.
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| STANDARDS & ASSESSMENT |
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Standards:
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 USA-
American Assc. of School Librarians: Info. Literacy
Standards for Student Learning |
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Area : Information Literacy
From
Chapter 2, "Information Literacy Standards for Student
Learning," of Information Power: Building
Partnerships for Learning by American Association of
School Librarians and Association for Educational
Communications and Technology. Copyright 1998 American
Library Association and Association for Educational
Communications and Technology. Reprinted by permission
of the American Library Association.
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 Standard 1: The student who is
information literate accesses information
efficiently and
effectively.
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Standard 2: The student who is
information literate evaluates information
critically and
competently
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Standard 3: The student who is
information literate uses information accurately
and
creatively
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USA-
ISTE: Profiles for Technology Literate Students
(includes NETS for Students) |
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Grade : Grades 3-5
Numbers in
parentheses following each performance indicator refer
to the standards category to which the performance is
linked. The categories are:
1. Basic operations and
concepts
2. Social, ethical, and human issues
3.
Technology productivity tools
4. Technology
communications tools
5. Technology research tools
6. Technology problem-solving and decision-making
tools
Reprinted from National Educational Technology
Standards for Students - Connecting Curriculum and
Technology, copyright © 2000, ISTE (International
Society for Technology in Education), 800.336.5191 (U.S.
& Canada) or 541.302.3777 (Intl), iste@iste.org,
www.iste.org. All rights reserved. For more information
about the NETS Project, contact Lajeane Thomas,
Director, NETS Project, 318.257.3923,
lthomas@latech.edu. Reprint permission does not
constitute an endorsement by ISTE or the NETS
Project.
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Performance Objective 1: Use keyboards and
other common input and output devices (including
adaptive devices when necessary) efficiently and
effectively.
(1)
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Performance Objective 2: Discuss common uses of
technology in daily life and the advantages and
disadvantages those uses provide. (1,
2)
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Performance Objective 3: Discuss basic issues
related to responsible use of technology and
information and describe personal consequences of
inappropriate use.
(2)
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Performance Objective 4: Use general purpose
productivity tools and peripherals to support
personal productivity, remediate skill deficits,
and facilitate learning throughout the curriculum.
(3)
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Performance Objective 5: Use technology tools
(e.g., multimedia authoring, presentation, Web
tools, digital cameras, scanners) for individual
and collaborative writing, communication, and
publishing activities to create knowledge products
for audiences inside and outside the classroom.
(3, 4)
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MI-
Michigan Curriculum Frameworks |
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Subject: Social
Studies
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Strand I: Historical
Perspective
Students use knowledge of the past to
construct meaningful understanding of our diverse
cultural heritage and to inform their civic judgments. A
rich historical perspective begins with knowledge of
significant events, ideas, and actors from the past.
That knowledge encompasses both our commonalities and
our diversity exemplified by race, ethnicity, social and
economic status, gender, region, politics, and religion.
Meaningful understanding of the past involves the
integration of historical knowledge and thinking skills.
Neither historical knowledge nor thinking develops
independently of the other. If our decisions in
contemporary life are to be guided by knowledge of the
past, we must learn to engage in historical reasoning,
to think through cause-effect relationships, to reach
sound historical interpretations, and to conduct
historical inquiries. Over time and in varying contexts,
students develop an increasingly sophisticated
historical perspective by drawing upon the following
fields of historical thinking:
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Standard I.4
: Judging Decisions from the
Past
All students will evaluate key decisions made at
critical turning points in history by assessing their
implications and long-term consequences. At critical
turning points in history, we sometimes encounter key
decisions that were made at the time. By entering
personally into such moments, we can confront important
issues of an era. When revisiting these issues, we can
analyze the interests and values held by those caught up
in the situation, consider alternative choices and their
consequences, assess the ethical implications of
possible decisions, and evaluate the decision made in
light of its long-term consequences revealed in the
historical record.
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Grade LE - Later
Elementary
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Performance Benchmark 1: Identify problems from
the past that divided their local community, the
state of Michigan, and the United States and
analyze the Interests and values of those
involved.
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Assessment/Rubrics:
Rubrics:
Civil Rights Movement
Intro
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