Materials Needed:
- Background information on the people, places and events of the Civil Rights Movement.
- Primary Source videos and pictures from pbs.org.
- Videos from two of the most influential leaders of the movement: Dr. Martin L. King and Malcolm X
- Computer / Internet and PowerPoint access
- Writing utensils and paper
- Primary Source videos and pictures from pbs.org.
- Videos from two of the most influential leaders of the movement: Dr. Martin L. King and Malcolm X
- Computer / Internet and PowerPoint access
- Writing utensils and paper
Procedure:
Suggested Length: 3-4 Days (Can be modified for various schedules)
Day 1: Events of the Civil Rights Movement
1. In order to assess prior knowledge, have students conduct a KWL chart on the Civil Rights Movement in their journals.
2. After they are complete, lead a brief class discussion of what they recorded. As a class, have students create an overall KWL chart on the board. Call on random students to share and add to the class chart.
3. As an Anticipatory Set, show students the video of Emmett Till's story and read the captions that accompany it. Have students express how they think this might have impacted the society. Tell them to keep this story in mind and to see if it directly leads to any other major events.
4. Next have students prepare to take Cornell-Notes on the Civil Rights Movement PowerPoint.
5. Have students record the "5 W's" (Who, What, When, Where, Why) of each event covered during the lecture.
6. Assessment: Conduct a brief popcorn Q & A as a means of informal assessment for the day. Also have each student fill out an "exit-slip" (identifying 3 things they learned today) prior to leaving class. Be sure to tell students that they will be assessed on today's notes at the start of next class period. Therefore, their homework is to study their notes and fill in the summary section of their Cornell-Notes in their own words.
Day 2: Charades
1. Begin class by having students identify 5 events of the movement from the previous class lecture. Since this is a warm-up, allow students to refresh their memory by using their notes.
2. Break students up into groups of 3-5. They will need their notes so make sure they keep them close by.
3. Inform students that they will be recreating specific events from the movement by acting them out in skits (Charades).
4. Each member must participate and have a part in the skit. The primary rule is that they cannot verbally tell the class which event they are acting out. Instead they must use other creative means to express the events.
5. Have all of the other groups (audience) discuss with their partners and come up with an answer. Make sure they quietly write it down so that other groups won't hear their answers. The group that gets the most correct answer, will receive a reward. (Teachers' discretion)
6. Assessment: After the activity, conduct a formative assessment. Have students (individually) create a timeline of all of the events discussed thus far. Make sure that they express how each event is connected (Cause & Effect).
Day 3: Comparing & Contrasting the mentalities of Martin L. King Jr. and Malcolm X
1. Warm-Up: Begin class by having students respond to the following prompt by creating a "Double-Bubble Map"...
- "Compare and Contrast the similarities and differences between MLK & Malcolm X"
2. Tell students that they will be analyzing primary sources from both of these famous leaders. Mention that they should take notes (mental, or written) on the similarities and differences between these two men.
3. Show them the primary source interviews from 1963 of MLK and Malcolm X.
4. Have students add on to their Double-Bubble Maps with notes from the interviews.
5. Show students MLK's famous "I Have a Dream" speech
6. Show the students Malcolm X's "Ballot or Bullet" speech (excerpts)
6. Once all of the videos are completed, hold a brief class discussion to check for comprehension and understanding. Guide students by ensuring that they are analyzing and interpreting the messages of MLK & Malcolm X. Keep them focused on comparing and contrasting the overall messages from both leaders.
7. Today's Assessment: Have students write a 1-2 page essay identifying the following about MLK and Malcolm X.
1). Similarites: Beliefs, mentalities, strategies 2). Differences: Messages, approaches to justice...etc 3). Which approach do you think was most effective during that era? Use examples from the notes and videos to explain why?
Day 4: Bringing it All Together
1. Warm-Up: Answer any questions students may have about the unit and clear up any confusion that may exist
2. Assessment: In groups of 2, have students create a PowerPoint presentation that explains all of the content covered.
***Each presentation must identify and explain the following topics***
Events that sparked the movement
Famous leaders/activists
Violent vs. Non-Violent protest
Organizations/Groups
Major events of the movement (Chronological Order)
Legislation and Court Cases that occured
Locations where events took place
Aftermath of each event
Images of each individual, group, location and event
Opposing views, strategies and beliefs of MLK & Malcolm X
Timeline of all events
Connection to current American Society
3. Have each group present ONE of the topics above to the class.
4.Teacher will informally assess students level of comprehension during each presentation by asking follow-up questions to their topics.
Day 1: Events of the Civil Rights Movement
1. In order to assess prior knowledge, have students conduct a KWL chart on the Civil Rights Movement in their journals.
2. After they are complete, lead a brief class discussion of what they recorded. As a class, have students create an overall KWL chart on the board. Call on random students to share and add to the class chart.
3. As an Anticipatory Set, show students the video of Emmett Till's story and read the captions that accompany it. Have students express how they think this might have impacted the society. Tell them to keep this story in mind and to see if it directly leads to any other major events.
4. Next have students prepare to take Cornell-Notes on the Civil Rights Movement PowerPoint.
5. Have students record the "5 W's" (Who, What, When, Where, Why) of each event covered during the lecture.
6. Assessment: Conduct a brief popcorn Q & A as a means of informal assessment for the day. Also have each student fill out an "exit-slip" (identifying 3 things they learned today) prior to leaving class. Be sure to tell students that they will be assessed on today's notes at the start of next class period. Therefore, their homework is to study their notes and fill in the summary section of their Cornell-Notes in their own words.
Day 2: Charades
1. Begin class by having students identify 5 events of the movement from the previous class lecture. Since this is a warm-up, allow students to refresh their memory by using their notes.
2. Break students up into groups of 3-5. They will need their notes so make sure they keep them close by.
3. Inform students that they will be recreating specific events from the movement by acting them out in skits (Charades).
4. Each member must participate and have a part in the skit. The primary rule is that they cannot verbally tell the class which event they are acting out. Instead they must use other creative means to express the events.
5. Have all of the other groups (audience) discuss with their partners and come up with an answer. Make sure they quietly write it down so that other groups won't hear their answers. The group that gets the most correct answer, will receive a reward. (Teachers' discretion)
6. Assessment: After the activity, conduct a formative assessment. Have students (individually) create a timeline of all of the events discussed thus far. Make sure that they express how each event is connected (Cause & Effect).
Day 3: Comparing & Contrasting the mentalities of Martin L. King Jr. and Malcolm X
1. Warm-Up: Begin class by having students respond to the following prompt by creating a "Double-Bubble Map"...
- "Compare and Contrast the similarities and differences between MLK & Malcolm X"
2. Tell students that they will be analyzing primary sources from both of these famous leaders. Mention that they should take notes (mental, or written) on the similarities and differences between these two men.
3. Show them the primary source interviews from 1963 of MLK and Malcolm X.
4. Have students add on to their Double-Bubble Maps with notes from the interviews.
5. Show students MLK's famous "I Have a Dream" speech
6. Show the students Malcolm X's "Ballot or Bullet" speech (excerpts)
6. Once all of the videos are completed, hold a brief class discussion to check for comprehension and understanding. Guide students by ensuring that they are analyzing and interpreting the messages of MLK & Malcolm X. Keep them focused on comparing and contrasting the overall messages from both leaders.
7. Today's Assessment: Have students write a 1-2 page essay identifying the following about MLK and Malcolm X.
1). Similarites: Beliefs, mentalities, strategies 2). Differences: Messages, approaches to justice...etc 3). Which approach do you think was most effective during that era? Use examples from the notes and videos to explain why?
Day 4: Bringing it All Together
1. Warm-Up: Answer any questions students may have about the unit and clear up any confusion that may exist
2. Assessment: In groups of 2, have students create a PowerPoint presentation that explains all of the content covered.
***Each presentation must identify and explain the following topics***
Events that sparked the movement
Famous leaders/activists
Violent vs. Non-Violent protest
Organizations/Groups
Major events of the movement (Chronological Order)
Legislation and Court Cases that occured
Locations where events took place
Aftermath of each event
Images of each individual, group, location and event
Opposing views, strategies and beliefs of MLK & Malcolm X
Timeline of all events
Connection to current American Society
3. Have each group present ONE of the topics above to the class.
4.Teacher will informally assess students level of comprehension during each presentation by asking follow-up questions to their topics.