Civil Rights Movement: Timeline development
Texas Standards and Benchmark (IFD):
U.S. 9A: Trace the historical development of the Civil Rights Movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments.
Goals/Objective:
At the conclusion of the lesson student should be able to identify, and trace specific events in history that lead to the civil rights movement. Students should also be able make connection to the events in the 19th, and 20th century, and how they connect with the events of the 21st century.
Resources/Materials:
· Pen/pencil
· Timeline paper
· Pictures of events, and people.
Focus/bell ringer:
Give the full name of one of these organizations, and explain what method of civil disobedience (if any) they used.
· SNCC
· LULAC
· NAACP
· SCLC
· CORE
Set induction/Introduction:
Ask students can anyone explain to me what started the civil rights movement. Explain to students a few events that happened in the 19th and 20th century that gave rise to the civil rights movement.
Learning activity:
Students will be given 9-10 numbered pictures of events that lead to the civil rights movement. Students will be instructed to place a minimum of five pictures in order that has had the biggest impact on civil rights movement. (Students will be in groups, and can work together) While placing pictures in order students will have to write a brief explanation of why they choose to place that picture in that specific place, and why it is important. After students have places pictures in order instruct them to write a paragraph on how these events connect with the Civil Rights Movement, and pick one thing it has changed in their life today.
Student Evaluation:
Students will be given the timeline paper, and after they have finished eventually the paper will be graded and evaluated. The grading of writing will be based on how well they connect the events of the 19th and 20th century to the civil rights movement, and the present. The grading of their short explanation of each picture will be based on if they participated or not, and if they accurately can describe the image.
Teacher Evaluation:
Texas Standards and Benchmark (IFD):
U.S. 9A: Trace the historical development of the Civil Rights Movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments.
Goals/Objective:
At the conclusion of the lesson student should be able to identify, and trace specific events in history that lead to the civil rights movement. Students should also be able make connection to the events in the 19th, and 20th century, and how they connect with the events of the 21st century.
Resources/Materials:
· Pen/pencil
· Timeline paper
· Pictures of events, and people.
Focus/bell ringer:
Give the full name of one of these organizations, and explain what method of civil disobedience (if any) they used.
· SNCC
· LULAC
· NAACP
· SCLC
· CORE
Set induction/Introduction:
Ask students can anyone explain to me what started the civil rights movement. Explain to students a few events that happened in the 19th and 20th century that gave rise to the civil rights movement.
Learning activity:
Students will be given 9-10 numbered pictures of events that lead to the civil rights movement. Students will be instructed to place a minimum of five pictures in order that has had the biggest impact on civil rights movement. (Students will be in groups, and can work together) While placing pictures in order students will have to write a brief explanation of why they choose to place that picture in that specific place, and why it is important. After students have places pictures in order instruct them to write a paragraph on how these events connect with the Civil Rights Movement, and pick one thing it has changed in their life today.
Student Evaluation:
Students will be given the timeline paper, and after they have finished eventually the paper will be graded and evaluated. The grading of writing will be based on how well they connect the events of the 19th and 20th century to the civil rights movement, and the present. The grading of their short explanation of each picture will be based on if they participated or not, and if they accurately can describe the image.
Teacher Evaluation:
