CSULB History Social Science Lesson Plan Template Lesson Title: Unit Central Historical $uestion: Su+,ect !

Course: -ra.e: Lesson Duration: /* minutes Using Primary Sources from the Civil Rights Era %as Civil Rights Uni&uely 'merican( U)S) History ) *)" Date: ! "! #

Lesson 0+,ective1 Historical Thin2ing S2ill1 an. Literacy Strategy Lesson Objective: Following instruction students should be able to analyze primary documents (photographs) using the guidance questions provided in class. tudents should also be able to list three major contributions !aul "obeson made to civil#human rights movements both in the $nited tates and#or abroad. %istorical &hin'ing 'ill: (vidence and )nterpretation tandards: **.*+., 3arrative Summary of Tas2s ! 'ctions: *. tudents will continue the unit e-ercise o. 'eeping a journal o. their learning e-periences about /ivil "ights

0. !ower !oint Lecture about !aul "obeson 1. 1. "eview analyzing primary sources2 read and analyze a source using given model (and handout) ,. !resent unit Faceboo' !roject 4aterials ! E&uipment: 3 3 3 3 4ritten 5ocument 6nalysis 4or'sheet 7ournals %andouts containing primary sources (photographs * 8 09 and 1) Faceboo' !roject )nstructions and :rading "ubric

5n&uiry6Base. Lesson Plan for History6Social Science

) 'nticipatory Set Time: # minutes

(veryone ta'e out your journals and write a list about what characteristics are essential .or a civil rights activist; 6.ter they ta'e < minutes to wor' in there journals9 have students help you ma'e a list on the board o. some o. the things they came up with. &hen as' i. they can name any person or persons who .it these characteristics. List the people they come up with on the white board. !rovide students with the .ollowing list o. accomplishments and as' them to provide the name o. one or two individuals who have realized each achievement. )nstruct students that individuals who .it into more than one category can be listed wherever appropriate. &hese are the characteristics: 6ll36merican .ootball player9 linguist who spea's more than .ive languages9 author o. boo's9 ha'espearean actor9 human rights activist9 civil rights leader9 concert artist 'nown worldwide9 scholar and researcher o. global cultures and issues9 internationally 'nown recording star9 and world3.amous .ilm actor. "eview the list with the class and as' i. anyone .it into more than one category. 5id they have anyone who .it into every category; &hen in.orm them that there was one man who they may not have heard about that did .it in all these achievement categories=and his name was !aul "obeson.

CSULB History Social Science Lesson Plan Template

#) Lesson Learning 0+,ective an. Central Historical $uestion 4as civil rights uniquely 6merican;

Time: minute

4hat were three major contributions !aul "obeson made to civil#human rights movements both in the $nited tates and#or abroad;

CSULB History Social Science Lesson Plan Template

7) Teacher 5nput

Time: 7* minutes

ee attached !ower !oint Lecture about !aul "obeson. (0+ minutes) "eview 6nalyzing !rimary ources (*+ minutes) (-ample9 >uestions .or 6nalyzing !rimary ources: (&a'en .rom www.edtec'.com#dbq#more#analyzing.htm) *. 4ho created the source and why; 4as it created through a spur3o.3the3moment act9 a routine transaction9 or a thought.ul9 deliberate process; 0. 5id the recorder have .irsthand 'nowledge o. the event; Or did the recorder report what others saw and heard; 1. 4as the recorder a neutral party9 or did the creator have opinions or interests that might have in.luenced what was recorded; ,. 5id the recorder produce the source .or personal use9 .or one or more individuals9 or .or a large audience; <. 4as the source meant to be public or private; ?. 4as the in.ormation recorded during the event9 immediately a.ter the event9 or a.ter some lapse o. time; %ow large a lapse o. time; @ias "ule: 3(very !iece o. evidence and every source must be read or viewed s'eptically and critically 3Ao piece o. evidence should be ta'en at .ace value=the creatorBs point o. view must be considered. 3(ach piece o. evidence and source must be cross3chec'ed and compared with related sources and pieces o. evidence.

") Stu.ent 'ctivity an. 5nvestigation 89! Time: #* minutes .ifferentiation: 0. &he goal o. this assignment is to show students how to use evidence and interpretation o. primary sources. 6t the end o. the assignment we want them to identi.y the signi.icance o. this important man. &hey should question the audience and the possible reasons these photos were ta'en9 and why the 1rd document may have been drawn. 5istribute the .irst document to hal. the class and the second to the other hal.. 4e will tell students that each have an image o. !aul "obeson. (ach student will complete a !hotograph 6nalysis 4or'sheet (attached) .or their document. 6.ter students have completed their analysis9 we will have a class discussion on the documents. 4eBll have both groups write their responses on the board. 6s': 4ho is this man; 4hat does he loo' li'e; %ow is he portrayed; 4hat is he doing; 6s' students to point out similarities and di..erences between the .indings o. the two groups. %ow can they account .or the di..erences9 i. they are both images o. the same man; 6.ter the discussion9 provide all students with a copy o. photograph C 1 and a 5ocument 6nalysis 4or'sheet. %ow does this document compare to 5ocuments * and 0; 4hat can they learn about !aul "obeson .rom this document; 4rite their responses on the white board as well9 and discuss the di..erences between the three documents. &he instructor will later e-plain that the 1 rd document was drawn by /harles %. 6lston during 44)). %e wor'ed .or the O..ice o. 4ar )n.ormation and drew .or wee'ly blac' newspapers. %is drawings .or this organization were to show 6.rican 6mericans who had made or were ma'ing valuable contributions to the nation.

;) <ormative 'ssessment 89! .ifferentiation:

Time:

minutes

CSULB History Social Science Lesson Plan Template

%ave students hand in !hoto 6nalysis 5ocument and 4ritten 6nalysis 5ocument .or assessment and credit.

=) Closure

Time: # minutes

6.ter students turn in their journal assignment9 the unit !roject will be introduced. /ivil "ights Leaders !roject (groups o. , people ma-.) :eneral Overview: For this group activity you must create a poster that re.lects the personality9 motives9 viewpoints9 and a..ects o. a /ivil "ights leader#activist .rom either the $ or 6sia. peci.ically9 you must create a Faceboo' style page9 which displays the personal pro.ile o. a /ivil "ights# human rights leader#activist. tage *: /omplete )nitial D@iography @rie.ingE on your activist9 and prepare your activist .or display. tage 0: @ac'ground: Four pg. must include a bac'ground (li'e and image or bac'ground setting) that re.lects an aspect o. your activist. 6bout Ge ection: )ncludes speci.ic details o. your activistBs li.e H should also include a photo(could be hand drawn9 but please add color) o. your /ivil "ights activist. &op Friends ection: Four page must include a Dtop .riendsE section that lists at least 1 other activists who had similar ideas. (ach o. these .riends should be represented by a photo or drawing that represents their main idea toward civil rights. Gessage @oard ection: Four page must include a Dmessage boardE section .or Dposts.E Four page must include the .ollowing posts: *. 6 posting by your activist which discusses why his or her ideology is best .or the civil rights movement. 0. !ostings .rom each D.riendE activist which e-plains what each .riend has in common with your activist. (!eers will wal' around during the gallery wal' to .ill in these sections) 1. !ostings .rom 0 activists who have di..erent views o. how to approach civil rights. (!eers will wal' around during the gallery wal' to .ill in these sections) ,. Favorites: Four page must include a D.avoritesE section where you use your imagination or evidence to answer the .ollowing .ields about your activist : 3%obbies 3Gusic 3Govies#&I shows 3@oo's 3@log (.eaturing ideas and though <3J sentences) 3Favorite quotes

>) Stu.ent Reflection

Time: 7 minutes

CSULB History Social Science Lesson Plan Template

%ave students go bac' to their journals (this page will be turned in at the end o. class to chec' .or understanding9 and will be returned to put in their noteboo's at the end o. the wee') and write about these questions: %ow can it be that an 6merican citizen could accomplish so much9 and yet remain so un'nown; 4hy do you thin' he is not mentioned in our te-t boo';