Title: The Civil Rights Movement

Grade and Subject: AP 11th grade U.S. History

1. LESSON AND ASSESSMENT PLAN CONTEXT
FOR edTPA SUBMISSION CUT FROM edTPA LESSON PLANS and
USE IN TASK 1: CONTEXT FOR LEARNING INFORMATION
This lesson will cover the Civil Rights Movements. Included in that
will be important figures, the role that television played, the
administration of Kennedy and Johnson and their political
contribution to the movement as well as important events such as
Overview the I Have a Dream Speech. Students will be challenged to think
critically about who and what was responsible for a shift in civil
rights during the 1960s. They will connect previous knowledge
about the shift in society to make inferences about the success or
failure of the movement.
The context is a densely populated, suburban setting, filled with
younger families and people from various backgrounds. The
majority of the students are African American, a handful of Latino
students and a few Caucasian students live in the community
which feeds into this school district. The students come from
majority lower income families while a few are from the lower-
middle class. Within the school, there are 74.6 percent African
American students, 12.8 percent Latino students and 7.1 percent
Caucasian students. 66 percent of the students at the school
qualify for free and reduced lunch. Within my classroom, all of the
student speak and fully understand English but there are four
students that need extra assistance with understanding language
Student
and terms because of lower reading levels. There are a few
Background,
students that truly want to do well but need encouragement from
Culture, and
a good teacher to excel. While other students seem to believe
Context
they are unable to excel and are destined to continue the poverty
cycle of their parents. This lack of confidence in their intelligence
is due in large part to misguided praise from previous educators
(Dweck, 1999). Lastly, there are nine IB students with no
diagnosed special abilities but who are currently assigned to
higher-level classes, above normal grade level, because of
elevated achievement levels in previous courses. As this school is
located in part of the counties older area many of the academic
tools, athletic programs and equipment are not as up to date as
their neighboring schools. The students are very aware of this and
it often comes up in conversation, which I believe affects these
students perception of self-worth in their community.
Rationale This lesson was created for these students because it covers the
Georgia Standards of Excellence for this unit. Also, the Civil Rights
Movement is a monumental event in United States history and
therefore is incredibly important for students to learn and talk
about. These students in particular, being 99 percent African
American, have a special admiration for the leaders and events
during this time period. They often participate in black Lives
 matter events at the school and celebrate Black History Month.
They enjoy learning about a history that directly highlights the
success of people they relate too. This lesson is targeted towards
them by highlighting leaders in the Civil Rights Movement who
made a huge impact on society as to inspire them to stand up for
what they believe in and what they know is right. Today, our
society is facing a major divide and racial tensions. Learning about
the Civil Rights Movement will benefit these students by providing
information on a time period which faced more extreme yet similar
tensions. Students will be able to use this knowledge to make
informed decision about how they want to contribute to society
and help eliminate the issues they observe today. This lesson will
meet the needs of advanced placement secondary students by
challenging them to think critically and independently about a
serious event in our countrys history. It will require them to draw
upon hundreds of years of African American History to understand
the situation occurring in the 1960s. However, I will also be there
to support and help engage students who need me for guidance.
This lesson fits into the broader scheme of what they are studying
because it follows a major shift in societys attitude towards
humanity following WW2, The Vietnam War and the election of JFK.
Students will be able to follow a timeline of events which led to
the political and social support of the Civil Rights Movement. They
will also learn about the objections of the movement and be
required to conclude why and who was against it. The following
lesson will focus on the assignation of MLK and JFK and how
America was effected by these events. Because these leaders
were strong supporters of civil rights todays lesson will act as a
perfect precursor to understanding the response to these
assassinations.

2. LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES

What other goals did the civil rights movement strive for
Purpose of the
in the middle and late 1960s?
Lesson: Central
In what ways did the civil rights movement evolve in the
Focus
late 19 60s and early 1970s?

b. Connect major domestic issues to their social effects including

the passage of civil rights legislation and Johnsons Great
Society, following the assassination of John F. Kennedy.
Learning
c. Describe the impact of television on American culture including
Objective(s) the presidential debates (Kennedy/Nixon, 1960), news coverage of
the Civil Rights Movement
d. Investigate the growth, influence, and tactics of civil rights
groups, Martin Luther King, Jr., the Letter from Birmingham Jail, the
I Have a Dream Speech, and Cesar Chavez.
Facilitation & Thus far, I have recognized that this particular class is very well
Safety behaved in terms of staying on task and participating in class
 discussion and activity. However, I have arranged my desks so
that they are in separated rows that are spaced out enough to
discourage side chatter. I will be fully prepared with my PowerPoint
already loaded on the screen before my students arrive as well as
have the written essential question up on the board for students
to get started on before class officially begins. The white board
which has the PowerPoint projected on it will be in the front of the
classroom where all of the desks have a clear view of it. Materials
needed for the days lessons including handouts, will be organized
at the front of the classroom within in my reach for quick delivery.
I will handle interruptions as they appear In a calm manner, which
directly addresses the student and silences the problem. If it
occurs more than once I will ask the student to remain after class
to discuss the issue. This way, my concerns are voiced but
additional class time is not wasted. When we are transition from
section to section I will hold a couple minutes for review and
questions so that students are aware of the summation and given
an opportunity to correct any uncertainties they have.
Language Explain and Demonstrate
Academic Language

Function
Vocabulary Students will demonstrate their ability to understand and use
vocabulary from this lesson by writing a narrative piece. I will
support their understanding of this vocabulary by providing
feedback on their writing piece with either encouraging notes that
point out the successful se of vocabulary or directed responses
which mark incorrect use and provide a guide for them to correctly
use that vocabulary themselves. Students will also be given a
short amount of time at the end of class to orally present
knowledge and understanding of vocabulary.
Thirteenth amendment
Fourteenth amendment
Fifteenth amendment:
Ku Klux Klan
Jim Crow Laws
Black codes
Civil War
segregation
integration
brown vs. board of education
civil rights
civil rights movement
"NAACP"
discrimination
nonviolence
boycott
Sit-in
Teach-in
Freedom riders
Civil disobedience
 New frontier
Great society
Civil liberties
Students will use sentences in formal paragraph form to write
Syntax or diary entries to show their understanding of the vocabulary for
Discourse this lesson. Students will orally use expository language to
demonstrate their responses to the vocabulary and content.
GSE - Georgia SSUSH21 Analyze U.S. international and domestic policies
Standards of including their influences on technological advancements and
Excellence social changes during the Kennedy and Johnson administrations
I will use students responses to the Essential Question to
informally assess their understanding of the topic before the class
period. I will add notes and feedback to their EQs so that they are
able to make corrections and have the correct answers to study
for the unit test. I will formally assess their diary entries. They will
Formal and be required to reflect upon the virtual tours in at least three
Informal separate entries and use at least 8 of the above vocabulary words
Assessment within those entries. If students complete this these requirements
they will receive full credit. Each missing vocabulary word will
result in a deduction of 10 points from the overall grade. If the
vocabulary is used incorrectly within their entries I will make notes
on the paper and students will be given the opportunity to make
corrections and receive credit back.
3. LESSON AND ASSESSMENT PLAN ACTIVITIES
When students first enter the classroom I will direct their
Introducti
attention to the EQ on the board. They will be given five minutes
on
to complete this assignment. Once all students have completed
(10)
their EQ I will explain the expectations for the day.
(70) In order to prepare for todays lesson I visited the King Center
and photographed several of the key exhibits. Students will take a
virtual tour of this exhibit through the presentation I have put
together with these photographs. Students will take notes on the
content they see in the exhibit, reflect upon how certain exhibits
made them feel and jot down any other things that caught their
attention during the virtual tour. The tour will include information
on MLK, JFK, Johnson, T.V and media influence during the Civil
Rights movement, The March on Washington, Sit ins and other key
events of the movement. Students will examine the pictures,
quotes, videos and monuments that are in the King Museum.

After the students have completed the virtual tour they will take
out three sheets of paper. They will use their notes (they can also
scroll back through the tour if needed) to write three diary entries
of their response to the virtual tour. The first entries needs to be
from the perspective of themselves. The second needs to be from
the perspective of a person their age and gender in in 1960 to
1965. The third entry needs to be from the perspective of MLK if
 he was alive today. 8 vocabulary words from their vocabulary list
Instructional Strategies & Learning Tasks that Support Diverse Student Needs must be used within the 3 journal entries.
For the last section of class I will answer any questions that
students have. I will also offer the floor to any student that wishes
to share their response to the virtual tour. This will be a short class
room discussion which wraps up and summarizes the key figures
and events of the Civil Rights Movement. Students will turn in their
diary answers on the way out of the classroom.

(20)

Students who need will receive additional time to complete their

Differentiation,
journal entries as demanded in their IEP. Also, I will offer 1 bonus
Modification(s),
point per additional vocabulary word used in their journal entries
and
( including vocabulary terms from the previous lessons) to
Accommodation
students who wish to challenge themselves and preform above
(s)
expectations.
4. LESSON AND ASSESSMENT PLAN RESOURCES
Access to internet
Virtual Tour
Materials
Classroom set of Laptops