Social Studies Unit Lesson Plans Week 5 February 4-8

Social Studies: Civil Rights Movement 1:15-2:15 Monday 4th (Kolenichs Class) Topic: Civil Rights Movement COS: 14.) Describe the social, political, and economic impact of the Civil Rights movement on America. Goal: For students to be able to understand that the Civil Rights movement fought for and won equal rights for all people. Objectives: -TSWBA to be able to describe the social, political, and economic impact of the Civil Rights movement on America. - TSWBA to identify important people and events of the Civil Rights movement. -TSWBA to explain the 1964 Civil Rights Act. -TSWBA to explain the 1965 Voting Rights Act. Materials: -Vocabulary - 4 square graphic organizer - Pre-test Procedures: (10-15 minutes) TTW open the unit with a pre-test. (10-15 minutes)TTW begin by introducing the vocabulary. The students will fill out the vocabulary section on their graphic organizer. This will be a way for the students to begin studying for their vocabulary quiz on Friday. (10-15 minutes) The students will receive their four square graphic organizers. TTW instruct the students on how they need to set up their graphic organizers. (15-20 minutes) TTW have the students meet in their groups. He/she will assign each group an event that transpired during the Civil Rights movement. Each group will become experts on the event that they have been assigned. The teacher will scaffold student learning by asking the following questions: 1. What did it mean to be separate but equal? (Main idea and details) 2. What significant civil rights event occurred in 1954? (Main idea and details) 3. What do Parks actions tell you about the law that required blacks to sit at the back of the bus? (Draw conclusions) 4. What effect did the Montgomery Bus Boycott have on segregation? (Cause and effect) 5. About how many more African Americans in Alabama registered to vote in 1965 than in 1960? (Interpret graphs)

6. What advantages and disadvantages do you think the Selma marchers considered before joining the protest march? (Make decisions) 7. What effect did the Selma-to-Montgomery March have on the Civil Rights movement? (Cause and effect) 8. What effect do you think African Americans right to vote had on elected officials in Alabama? (Draw Conclusion) Evaluation: The students will be evaluated based on their group participation, their graphic organizers, and the information they share as a group. The students will also be evaluated based off of their pre-tests. Tuesday 5th (Wilsons Class) Topic: Civil Rights Movement COS: 14.) Describe the social, political, and economic impact of the Civil Rights movement on America. Goal: For students to be able to understand that the Civil Rights movement fought for and won equal rights for all people. Objectives: -TSWBA to be able to describe the social, political, and economic impact of the Civil Rights movement on America. - TSWBA to identify important people and events of the Civil Rights movement. -TSWBA to explain the 1964 Civil Rights Act. -TSWBA to explain the 1965 Voting Rights Act. Materials: -Vocabulary - 4 square graphic organizer - Pre-test Procedures: (10-15 minutes) TTW open the unit with a pre-test. (10-15 minutes)TTW begin by introducing the vocabulary. The students will fill out the vocabulary section on their graphic organizer. This will be a way for the students to begin studying for their vocabulary quiz on Friday. (10-15 minutes) The students will receive their four square graphic organizers. TTW instruct the students on how they need to set up their graphic organizers. (15-20 minutes) TTW have the students meet in their groups. He/she will assign each group an event that transpired during the Civil Rights movement. Each group will become experts on the event that they have been assigned. The teacher will scaffold student learning by asking the following questions: 1. What did it mean to be separate but equal? (Main idea and details) 2. What significant civil rights event occurred in 1954? (Main idea and details)

3. What do Parks actions tell you about the law that required blacks to sit at the back of the bus? (Draw conclusions) 4. What effect did the Montgomery Bus Boycott have on segregation? (Cause and effect) 5. About how many more African Americans in Alabama registered to vote in 1965 than in 1960? (Interpret graphs) 6. What advantages and disadvantages do you think the Selma marchers considered before joining the protest march? (Make decisions) 7. What effect did the Selma-to-Montgomery March have on the Civil Rights movement? (Cause and effect) 8. What effect do you think African Americans right to vote had on elected officials in Alabama? (Draw Conclusion) Evaluation: The students will be evaluated based on their group participation, their graphic organizers, and the information they share as a group. The students will also be evaluated based off of their pre-tests. Wednesday 6th (Kolenichs Class) Topic: Civil Rights Movement COS: 14.) Describe the social, political, and economic impact of the Civil Rights movement on America. Goal: For students to be able to understand that the Civil Rights movement fought for and won equal rights for all people. Objectives: -TSWBA to be able to describe the social, political, and economic impact of the Civil Rights movement on America. - TSWBA to identify important people and events of the Civil Rights movement. -TSWBA to explain the 1964 Civil Rights Act. -TSWBA to explain the 1965 Voting Rights Act. Materials: -Graphic Organizers -Study Guide Procedures: (5 minutes) TTW begin by allowing the groups from the previous day to meet. The groups will discuss their event and prepare to present. (15-25 minutes) Each group will take notes on their graphic organizer on what the other groups are presenting. Each group will show that they are masters of the topic they were given! The teacher will guide the information that the students are recording on their graphic organizers. (15-20 minutes) After all groups have shared their information, the class will work together in pairs on their unit study guide. (10-15 minutes) The teacher will verify with the class that they have the correct answers and continue to review with the students.

Evaluation: The students will be evaluated by their presentations, graphic organizers, and group work on their unit study guide. Thursday 7th (Wilsons Class) Topic: Civil Rights Movement COS: 14.) Describe the social, political, and economic impact of the Civil Rights movement on America. Goal: For students to be able to understand that the Civil Rights movement fought for and won equal rights for all people. Objectives: -TSWBA to be able to describe the social, political, and economic impact of the Civil Rights movement on America. - TSWBA to identify important people and events of the Civil Rights movement. -TSWBA to explain the 1964 Civil Rights Act. -TSWBA to explain the 1965 Voting Rights Act. Materials: -Graphic Organizers -Study Guide Procedures: (5 minutes) TTW begin by allowing the groups from the previous day to meet. The groups will discuss their event and prepare to present. (15-25 minutes) Each group will take notes on their graphic organizer on what the other groups are presenting. Each group will show that they are masters of the topic they were given! The teacher will guide the information that the students are recording on their graphic organizers. (15-20 minutes) After all groups have shared their information, the class will work together in pairs on their unit study guide. (10-15 minutes) The teacher will verify with the class that they have the correct answers and continue to review with the students. Evaluation: The students will be evaluated by their presentations, graphic organizers, and group work on their unit study guide. Friday 8th (Kolenichs Class) No Lesson- PHAT Friday! The students will be celebrating Chinese New Year and will only be quizzed on the weeks vocabulary.