The 1950s
Students will get in groups of three and create a newspaper that reflects at least three main events from the Civil Rights Movement during the 1950s.
Goals & Objectives
Goal- Students will express the way in which the 1950s shaped the Civil Rights Movement.
Goal- Students will construct a newspaper that is reflective of the events of the 1950s.
Objective- Students will consider how the Civil Rights Movement of the 1950s affected the 1960s as well as their lives today.
Goal- Students will construct a newspaper that is reflective of the events of the 1950s.
Objective- Students will consider how the Civil Rights Movement of the 1950s affected the 1960s as well as their lives today.
California State Content and Common Core Standards
11.10. 2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
11.10. 3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
11.10. 4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech.
11.10. 5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
CC Reading- 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CC Writing- 2 a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
11.10. 3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
11.10. 4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech.
11.10. 5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
CC Reading- 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CC Writing- 2 a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Lesson Introduction
The teacher will begin by showing students a video illustrating the violence that occurred during the Civil Rights Movement. After, students will get the opportunity to express how the video made them feel and why.
Vocabulary
The following will be included as vocabulary words:
1) Emmitt Till
2) Brown v Board of Education
3) Rosa Parks
4) Montgomery Bus Boycotts
5) Martin Luther King Jr.
6) Letters from Birmingham Jail
7) Little Rock Nine
1) Emmitt Till
2) Brown v Board of Education
3) Rosa Parks
4) Montgomery Bus Boycotts
5) Martin Luther King Jr.
6) Letters from Birmingham Jail
7) Little Rock Nine
Content Delivery
The teacher will begin with a lecture about the Civil Rights Movement during the 1950s. The teacher will touch upon the major points such as the murder and trial of Emmitt Till, Brown v. Board of Education, Rosa Parks, Montgomery Bus Boycotts, Martin Luther King Jr., Letters from Birmingham Jail and the Little Rock Nine. After the lecture, the teacher will allow students to place themselves in groups of three. The students will create a newspaper that touches upon at least three major events that occurred during the 1950s Civil Rights Era. The students must each write an article that includes information about the person/even as well as their opinion about the person or event. Each article must have a picture that accompanies it. The newspaper must have a title and should be creative.
Student Engagement
Students will gather in their groups of three and decide which three main points they want to write about for their newspaper. Each student will be responsible for one article/topic. After deciding which topic each student wants to take on, the students will then decide on a title for their newspaper. They will also decide how they want to design their newspaper seeing as each group is responsible for decorating a large piece of white paper for their newspaper. They can bring in outside materials for decoration. Once students write a rough draft of their article, their group will peer edit it to ensure that their articles are free of grammatical errors. Once the articles have been proof read, students will type of their articles to be placed on their newspapers. Students must also have one picture to accompany their article. Once students have completed their newspapers, they will present them to their classmates.
Lesson Closure
After the presentation of their newspapers, the teacher will ask the students to do a think-pair-share with a classmate, explaining what they learned from this assignment as well as what they want to learn. The teacher will call upon one group to share their response.
Assessment
Progress Monitoring- As the teacher is giving the lecture, they will ask students questions to gage whether or not students are retaining the information.
Summative- The newspaper will be graded for content as well as grammar.
Summative- The newspaper will be graded for content as well as grammar.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners, Striving Readers and Students with Special Needs will be given an example of how the newspaper is expected to look in order to ensure that they can complete the assignment. Students will also be given a list of the vocabulary words, their definition as well as a picture to go along with the word in order to help them understand their comprehension of the 1950s Civil Rights Movement. Students will also be given guided notes for the lecture.