Student Expectations

Students will learn about the Civil Rights Movement that took place between 1955-1968. The goal of the lesson is to get the students to understand what the Civil Rights Movement was and what people were fighting for. The students will learn by the end of the lesson that the Civil Rights Movement was accomplished by many people ranging in age and race.

Unit Goals
• Demonstrate knowledge about the causes, events, and effects of the civil rights movement
• Analyze and understand key individuals, concepts, ideas, and movements within civil rights in the twentieth century.
• Evaluate how different viewpoints were presented, discussed, and fought over in the civil rights Movement.
• Explain how civil rights protestors/leaders used nonviolence and communicate what the effect was
• Discuss what factors influenced the Civil Rights Act of 1964
• Explain how the media was a contributing factor to the results of the civil rights movement

What understandings are desired?

Students will understand the extent some people went to get civil rights. They will learn about how some people, such as Martin Luther King Jr. practiced non-violence to get to his goal. Other people like Malcom X believed that if it was necessary then violence should be used.

What essential questions will be considered?
1. How did the Montgomery Bus Boycott contribute to the movement?
2. Why did Martin Luther King, Jr. and other leaders support non-violence as a strategy for civil rights demonstrations?
3. How did the government’s attitude change as the movement progressed?
4. What is media? What are the different types of media?
5. Do you think violent protests were portrayed the same as nonviolent protests by the media?

What key knowledge & skills will students acquire as a result of this unit?

Students will know the leaders/groups of the Civil Rights Movement such as Martin Luther King Jr, Rosa Parks, Black Panthers, NAACP, SCLC, Malcom X, etc. and how they changed the country. Students should also take notice in the change in government efforts and attitude from the beginning of the movement to the passing of the Civil Rights Act of 1964.

State Standards
1. TEKS-9(b) Describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women’s and other civil movements rights.
2. TEKS-9(c) Identify the roles of significant leaders who supported various rights movements, including Martin Luther King, Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan.
3. TEKS-9(d) Compare and contrast the approach taken by some civil rights groups such as the Black Panthers with non-violent approach of Martin Luther King, Jr..
4. TEKS-9(e) Discuss the impact of the writing of Martin Luther King, Jr.’s such as his “I Have a Dream” speech and “Letter from Birmingham Jail” had on the Civil Rights Movement.

Technology Standards
1. Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology

2. Communication and Collaboration-Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources

3. Research and Information Fluency- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

4. Critical Thinking, Problem solving and Decision Making-Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

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