The Civil Rights Movement (10 Day Unit) Grade Level: 11th ✓ Solved
Author: Lindon Ratliff
Subjects: U.S. History 1877 - Present
Topic/Unit of Study and Time Allotment: The Civil Rights Movement (10-day unit)
Grade Level: 11th Grade
Objective: The student will construct a freedom ballot initiative with a minimum of three historical examples used as reference. (Bloom’s Application, DOK – 2)
Summary: This lesson plan is designed to demonstrate an understanding of the early efforts to exercise the right to vote in the south.
Learning Context: The previous lesson discussed the 1955 lynching of Emmett Till. The Freedom Ballot initiative jumps ahead to Mississippi in 1963. This lesson will show the African American voting rights movement beginning to take strong roots in rural Mississippi. In a larger scope, today’s lesson will connect to the next lesson which is Freedom Summer and the murders in Philadelphia. This will culminate with the 1965 Civil Rights Voting Act discussed after the Mississippi Burning lesson.
Procedure:
- Bell Ringer – Describe the right to vote (5 minutes)
- Set – Introduction of the material (5 minutes)
- Main Lecture (20 minutes)
- Directions for the activity (2 minutes)
- Students complete the activity (13 minutes)
- Closure (5 minutes)
Differentiated Instruction:
Remediation Objective: Students will identify the terms surrounding the freedom ballot movement with a minimum of 70 percent accuracy (Bloom’s – Knowledge, DOK – 1)
Enrichment Objective: Students will deconstruct the freedom ballot movement as it relates to effectiveness with a minimum of 70 percent accuracy (Bloom’s Evaluation, DOK – 4)
Sample Student Products: Freedom Ballot Sample (ballot.pdf)
Collaboration: Students will work individually for this activity.
Time Allotment: This is a one class period lesson for 50 minutes.
Author’s Comments and Reflection: The emphasis of this lesson should be the importance of the freedom ballot movement and the seeds it planted in the African American population for the desire to vote.
Materials and Resources:
- Instructional Materials: Activity Handout (Activity.pdf)
- Resources: Chromebooks will be used during the activity. Word processing and internet access will be needed in order for the students to search the web. Students are familiar with the usage of the Chromebooks.
Standards and Assessment:
- Mississippi Curriculum Framework (2011) Concentration U.S. History, Strand Civil Rights, Competency 4 Obj. a.
- NCSS C3 Framework, Civics, D2.CIV.3.9-12
Assessment/Rubrics:
- Objective: Freedom Ballot Rubric
- Remediation Objective: Matching Handout
- Enrichment Objective: Essay Rubric
Paper For Above Instructions
The lesson plan "The Civil Rights Movement" focuses on a critical period in American history where significant strides towards racial equality were made. Centered on the Freedom Ballot initiative, this 10-day unit is designed for 11th-grade students, combining historical analysis with practical application.
The objective of the lesson is to construct a freedom ballot initiative utilizing at least three historical examples. This objective aligns with Bloom’s taxonomy at the application level and demonstrates the depth of understanding students are expected to achieve (Bloom, 1956). Students will not merely memorize facts; they will apply their learning to create a ballot initiative reflective of the historical context of the civil rights movement.
The preceding lesson on Emmett Till’s lynching provides a poignant entry point into discussions about voting rights in America. The complexity and impact of this event resonate deeply within the curriculum, illustrating the brutal realities of racial injustice and the motivation that drove African Americans to seek equal rights (Hoffman, 2015). The Freedom Ballot initiative of 1963 serves as a vital part of this narrative, showcasing the grassroots efforts by activists in Mississippi to challenge segregationist policies and promote voting access.
Students will engage in a structured classroom procedure that emphasizes both individual reflection and class discussion. The lesson begins with a bell ringer exercise that encourages students to articulate their understanding of the right to vote, followed by a brief introduction that sets up the lesson's main content (Nieto & Bode, 2018). A lecture segment will provide context and detail about the Freedom Ballot and its significance, leading into a collaborative activity where students will create their own freedom ballot initiative.
In terms of differentiated instruction, it is essential to accommodate diverse learning needs. The remediation objective helps struggling students familiarize themselves with key terms related to the freedom ballot movement, while the enrichment objective challenges advanced learners to evaluate the effectiveness of the movement (Tomlinson, 2014). Such approaches ensure that each student is engaged and learning at their own level.
Collaboration is minimized in this activity as students work individually to promote personal accountability and responsibility. This encourages them to fully explore the concepts and create a product that reflects their understanding. By focusing on individual achievements, students develop a sense of personal investment in their learning (Vygotsky, 1978).
Time management is integral to the lesson, with the entire session being allocated 50 minutes. Efficient use of this time is critical to successfully cover the material while allowing students time to engage with their projects (Marzano, 2011). A clear structure supports smooth transitions from lectures to activities to closure.
Materials and resources are essential for the successful implementation of the lesson. Utilizing Chromebooks allows students to research and access information quickly, while the provided handouts contain structured guidance for the activities designed (Harris & Hofer, 2009). This technological integration is crucial in modern classrooms as it prepares students for a world that demands digital literacy.
The standards established by the Mississippi Curriculum Framework and the NCSS C3 Framework align with the objectives of the lesson. These frameworks emphasize the importance of civic engagement and understanding historical contexts in shaping contemporary society (NCSS, 2013). Assessments, including the Freedom Ballot Rubric and the matching and essay rubrics, will assist in evaluating student performance against these educational standards.
In summary, this lesson plan on the Freedom Ballot initiative provides a comprehensive approach to understanding the civil rights movement's impact on voting rights in the United States. With an emphasis on historical context, critical thinking, and personal engagement, students will be equipped to appreciate the struggles and accomplishments of those who fought for their right to vote. Furthermore, this lesson encourages an understanding of how those historical actions continue to influence current civic engagement and the importance of being an active participant in democracy.
References
- Bloom, B. S. (1956). Taxonomy of Educational Objectives. New York: Longmans, Green.
- Harris, J. B., & Hofer, M. (2009). Technological Pedagogical Content Knowledge in Action: An Integrated Approach to Classroom Technology. Teaching with Technology, 21(4), 1-17.
- Hoffman, A. (2015). Emmett Till: The Murder That Shocked the Nation. University Press of Mississippi.
- Marzano, R. J. (2011). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.
- NCCS. (2013). National Council for the Social Studies C3 Framework for Social Studies State Standards. National Council for the Social Studies.
- Nieto, S., & Bode, P. (2018). Affirming Diversity: The Sociopolitical Context of Multicultural Education. Pearson.
- Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.