Goals & Objectives
Students will understand that the civil rights movement consisted of many separate groups, each with a slightly different aim within the larger goal of equality.
Using a graphic organizer, students will identify major civil rights groups along with their membership, leadership, and values.
Using a graphic organizer, students will identify major civil rights groups along with their membership, leadership, and values.
California State Content Standards
11.10.3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education
Common Core Literacy Standards
CCSS.R.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Driving Historical Question
How and why did Martin Luther King Jr. become the national leader and face of the civil rights movement for African Americans?
Lesson Introduction (7 minutes)
The teacher asks the students, “Why do you think Martin Luther King Jr. became the leader of the civil rights movement?” This anticipatory question gets students thinking about the driving historical question at the start of class, while accessing their prior knowledge about MLK. As students answer the question, the teacher will key in on King’s time as preacher and his position as a leader with a loyal following who believed in his message of nonviolence. “Although history mostly focuses on leaders, like we will today, I first want to show you this video called ‘Civil Rights Foot Soldiers’ about the unsung heroes of the fight for civil rights.”
“Civil Rights Foot Soldiers” 4 mins
“Civil Rights Foot Soldiers” 4 mins
Vocabulary
Essential Vocab:
Interracial, lynching, boycott, segregation
Key Terms:
National Association for the Advancement of Colored People (NAACP), Congress of Racial Equality (CORE), Southern Christian Leadership Conference (SCLC), Student Nonviolent Coordinating Committee (SNCC)
Interracial, lynching, boycott, segregation
Key Terms:
National Association for the Advancement of Colored People (NAACP), Congress of Racial Equality (CORE), Southern Christian Leadership Conference (SCLC), Student Nonviolent Coordinating Committee (SNCC)
Content Delivery (25 minutes)
The teacher tells the class to get out their textbook, America Pathways to the Present, and tells them to turn to Chapter 20 Section 1: Leaders and Strategies (pgs. 652 - 657). The teacher writes "Page 652" on the board and while students get their books out, the teacher wraps-up the Civil Rights Foot Soldiers and segues into talking about the different civil rights groups who lead the difficult march, which is what the section is about.
As a pre-reading exercise, the teacher has students read the Key Concepts at the top of the Section:
The teacher then passes out the flowchart, which accompanies the reading.
As a pre-reading exercise, the teacher has students read the Key Concepts at the top of the Section:
- The civil rights movement consisted of many separate groups, each with a slightly different aim within the larger goal of social equality.
- Martin Luther King Jr. was a Southern Baptist minister who became a leader in the civil rights movement through his powerful speaking and commitment to nonviolent resistance.
The teacher then passes out the flowchart, which accompanies the reading.
The teacher reads the instructions to the students. Then, the teacher points out the acronyms of the four civil rights groups at the top and reiterate what information should go in those boxes. The teacher shows how the flowchart comes together and tells students to identify the common cause, which united the groups. Finally, students need to identify who emerges as the leader.
Students are given 20 minutes to read Section 1 of Chapter 20 in America: Pathways to the Present and complete their flowchart.
The teacher walks around for help reading. The teacher should give extra attention to English Language Learners, Striving Readers, and Students with Special Needs.
Students are given 20 minutes to read Section 1 of Chapter 20 in America: Pathways to the Present and complete their flowchart.
The teacher walks around for help reading. The teacher should give extra attention to English Language Learners, Striving Readers, and Students with Special Needs.
Student Engagement
The flowchart that accompanies the reading is the main student engagement strategy.
Following the reading, the teacher will use the project to show three political cartoons:
Following the reading, the teacher will use the project to show three political cartoons:
On their own piece of paper students are to answer the following questions:
- What do you see in the cartoon? Make a list.
- Which of the items from Question 1 are symbols? What does each stand for?
- What is the artist's message in the cartoons? Is there a political bias in the cartoons? Who would agree with the message? Who would disagree?
Lesson Closure
The teacher reviews the reading by going over the graphic organizers with the class by having students volunteer their answers. The teacher fills in a blank flowchart based on student responses.
The teacher then reviews the political cartoons. Again, the teacher requests student responses before revealing the answer.
The teacher then reviews the political cartoons. Again, the teacher requests student responses before revealing the answer.
Assessments
Entry-Level: At the top of class, the teacher asks, “Why do you think Martin Luther King Jr. became the leader of the civil rights movement?” This anticipatory question accesses students’ prior knowledge of MLK and gets them primed for the lesson.
Formative: The students are completing a flowchart along with their reading. This graphic organizer keeps students focused on finding information on the essential concepts (the various civil rights groups). It also shows the teacher how attentive the student was during the reading.
Formative: The Brown v. Board of Education political cartoon analysis will show the teacher if the students are grasping higher-level thinking concepts by being able to identify symbolism within the subject.
Formative: The students are completing a flowchart along with their reading. This graphic organizer keeps students focused on finding information on the essential concepts (the various civil rights groups). It also shows the teacher how attentive the student was during the reading.
Formative: The Brown v. Board of Education political cartoon analysis will show the teacher if the students are grasping higher-level thinking concepts by being able to identify symbolism within the subject.
Accommodations
Striving readers, English Language Learners, and Students with Special Needs will be given a supplementary vocabulary resource providing them with definitions and examples. They will also be granted additional time during the reading portion of the lesson. These students will be only required to analyze one of the three political cartoons to provide them enough time for the reading. These students will be given extra guidance and instruction, especially when it comes to symbolism, during the political cartoon activity.
Resources
- Prentice Halls’ America Pathways to the Present
- Political Cartoons: http://www.streetlaw.org/en/Page/509/Political_Cartoon_Analysis
- Teacher designed flowchart