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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 1960’s. They will connect previous knowledge about the shift in society to make inferences about the success or failure of the movement.

Student Background, Culture, and Context

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 lowermiddle 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 and terms because of lower reading levels. There are a few students that truly want to do well but need encouragement from a good teacher to excel. While other students seem to believe 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 country’s history. It will require them to draw upon hundreds of years of African American History to understand the situation occurring in the 1960’s. 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 society’s 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 today’s lesson will act as a perfect precursor to understanding the response to these assassinations. 2. LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES Purpose of the in the Lesson: Central Focus late 19

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What other goals did the civil rights movement strive for middle and late 1960s? In what ways did the civil rights movement evolve in the 60s and early 1970s?

b. Connect major domestic issues to their social effects including the passage of civil rights legislation and Johnson’s Great Society, following the assassination of John F. Kennedy. c. Describe the impact of television on American culture including Learning 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

Academic Language

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 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 student’s 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 EQ’s 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 student’s 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 today’s 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

Instructional Strategies & Learning Tasks that Support Diverse Student Needs

he was alive today. 8 vocabulary words from their vocabulary list 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.

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Differentiation, Modification(s), and Accommodation (s)

Students who need will receive additional time to complete their journal entries as demanded in their IEP. Also, I will offer 1 bonus point per additional vocabulary word used in their journal entries ( including vocabulary terms from the previous lessons) to students who wish to challenge themselves and preform above expectations.

4. LESSON AND ASSESSMENT PLAN RESOURCES

Materials

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Access to internet Virtual Tour Classroom set of Laptops