Unit Done2

THE CIVIL RIGHTS MOVEMENT IN ALABAMA
The Civil Rights

Movement in Alabama
Miss Chandler McAlister

4th grade AL History
March 2016
Oak Mountain Intermediate School
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Table of Contents
Section 1: Unit Planning
Grade/Standard/Objective
Skills/Concepts/Vocabulary/Facts Chart
Daily Bridges
Section 2: Instruction
Summary Page
Lesson 1: Perseverance (resources following)
Lesson 2: Civil Rights (resources following)
Lesson 3: Segregation (resources following)
Lesson 4: Brown v. Board of Education (resources following)
Lesson 5: Rosa Parks (resources following) 2 day plan.
Lesson 6: MLK Jr. (resources following) 2 day plan.
Lesson 7: Protests and Marches (resources following)
Lesson 8: Acts (resources following)
Section 3: Assessment
Summary Page
Assessment Matrix
Pre-Assessment
Formative Assessments
Summative Assessment Plan
Summative Assessment Data
Section 4: Students
Summary Page
Multiple Intelligences
Plan for Individual Learners (extension resources following)
Literacy Strategies
Section 5: Technology
Summary Page
Power Point Slides and KidRex
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Section 6: Cross Curricular Standards

Summary Page
Cross Curricular Connections
Section 7: Culminating Activity

Activity Plan
Student Examples
Section 8: Rationale
Discussion Page
Philosophy of Education (Highlighted)
Section 9: Resources and Materials

Summary Page
Materials List
Resources
Additional Resources
Section 10: References
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Section 1:
Unit Planning
Grade:
4th grade
Unit Standard:
14.) Analyze the modern Civil Rights Movement to determine the social, political, and economic
impact on Alabama.
Recognizing important persons of the modern Civil Rights Movement, including Martin Luther
King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X;
Thurgood Marshall; Hugo Black; and Ralph David Abernathy
Describing events of the modern Civil Rights Movement, including the Montgomery Bus
Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus
bombing, and the Selma-to-Montgomery March
Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown
versus Board of Education Supreme Court case of 1954
Using vocabulary associated with the modern Civil Rights Movement, including
discrimination, prejudice, segregation, integration, suffrage, and rights
Unit Objective:
The student will be able to create a timeline including causes, important persons, events, and
benefits with dates and importances related to the Civil Rights Movement, scoring at least an
80% (80 out of 100 points) on a teacher made rubric.
Skills/Concepts/Vocabulary/Facts Chart
Skills
Concepts
Vocabulary
Facts
Define and provide an example of perseverance.

Define and provide an example of a civil right in the United States.
Explain what life was like for Americans during segregation between
the late 1800s to 1965.
Explain the importance of Brown vs. Board of Education and how it
affected segregation in the United States.
Explain the important role Rosa Parks played in Alabama.
Explain the importance of the Montgomery Bus Boycott.
Explain the important role Martin Luther King Jr. had in the Civil
Rights Movement.
Explain the contributions of Martin Luther King Jr.
Explain the important role that protests (sit ins, freedom riders, Selma
to Montgomery March) had on the Civil Rights Movement.
Explain the benefits of the Civil Rights Movement in the United States.
Understand the effects of the Civil Rights Act of 1964 and the Voting
Rights Act of 1965.
Explain how perseverance played a role in the Civil Rights Movement.
Perseverance
Perseverance
Civil Right
Discriminate
Segregation
Contribute
Integration/Desegregation
Boycott
Nonviolence
Protest
Perseverance is the quality that allows someone to continue to do
something even though it is difficult.
A civil rights is a right that is guaranteed to all Americans by the
government.
A civil right is not the same thing as a law. You can compare civil rights
and laws to privileges and rules.
Examples of civil rights include: freedom of religion, freedom of
speech, right to bear arms, protection against discrimination, etc.
Discrimination is the unfair judgement of a person based on race, age,
or gender.
Black Codes started in 1865 right after the Civil War. They lasted for
only one year to restrict the rights of freed slaves.
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After Black Codes ended, Jim Crow Laws began in 1887 to restrict the
rights of coloreds by separate but equal, or segregation laws.
Jim Crow laws were in effect until 1965.
All public places (schools, restaurants, pools, water fountains,
bathrooms, etc.) were segregated, particularly in the south.
Stores were not segregated but there were particular rules that colored
had to follow. Like they couldnt try on clothes or return clothes.
In 1954 schools were integrated due to a case called Brown v. Board of
Education.
Linda Brown, of Topeka, Kansas was forced to go to a black school
that was of great distance from her home.
Her father wanted her to be able to attend the white school that was
right down the road.
The principal of the school refused to enroll her.
Her father sued the school and the case made its way to the US
Supreme Court.
Chief Justice Earl Warren ruled that it was unconstitutional for schools
to be segregated.
In 1955 Rosa Parks was riding a bus in Montgomery, Alabama.
African Americans were required to ride in the back of the bus away
from white people.
Rosa Parks refused to give up her seat in the center of the bus for a
white man to sit down.
The bus driver called the police and had her arrested.
E.D. Nixon bailed her out of jail.
Due to the event, E.D. Nixon called Dr. Martin Luther King Jr. to help
him start a boycott of buses in Montgomery.
For 381 days blacks and some whites refused to ride public
transportation.
In 1956 a law was passed to integrate buses after the city had lost so
much money.
The NAACP is a group dedicated to helping African Americans gain
equal rights.
Martin Luther King was born on January 15, 1929 in Atlanta, Georgia.
MLK gained a Doctorate in Theology.
MLK led many peaceful protests, marches, and delivered speeches.
MLK was the youngest person to ever receive a Nobel peace prize.
MLK is known for his deliverance of the I have a dream speech in
Washington D.C. on August 28, 2963.
MLK helped lead the Montgomery Bus Boycott.
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MLK believe in nonviolence, Christianity, and racial equality.

MLK was assassinated by James Earl Ray on April 4, 1968 in
Memphis, TN on his hotel balcony.
Nonviolence is the act of refusing to react to anything by using
violence.
In May of 1964, freedom riders traveled from Washington D.C. to
Birmingham, AL stopping at bus terminals. The blacks rode in the front
and the whites rode in the back to show that they didnt support
segregation. The whites used colored restrooms and waiting rooms and
the colored used white restrooms and waiting rooms. At some stops
there were violent acts taken against the riders. They were arrested
when they reach AL.
Sit Ins occurred during the span of the Movement. Blacks and whites
would sit in segregated facilities for hours to show that they didnt
support segregation. Many times they were arrested for their acts of
defiance.
In March 1965 marchers traveled from Selma to Montgomery to protest
voting rights. They walked a total of 50.5 miles. Over 25,000 people
joined in the march. It brought national attention to the voting issue in
the south.
In September of 1963 the 16th Street Baptist Church in Birmingham
was bombed and four young African American girls were killed. The
church was being used as a meeting place to plan Civil Rights protests.
This became known as the Birmingham Church Bombing.
In 1964 Lyndon B. Johnson signed the Civil Rights Act of 1964
outlawing segregation and discrimination.
In 1965, shortly after the Selma to Montgomery March Lyndon B.
Johnson signed the Voting Rights Act of 1965 protecting the voting
rights of all Americans.

Day 1:
Day 2:
Students will write in a

journal about
perseverance
understanding that it will
relate to the civil rights
movement. They will
discuss at the beginning
Introduce the
concept of
perseverance.
Understand civil
rights.
journal inferencing why
people might have had to
persevere in the past to
gain civil rights. They
will discuss at the
beginning of day 3.
Day 4:
Understand the
implications of
Brown v. Board of
Students will write in aEducation.

journal about
perseverance
understanding that
people wanted change in
the south due to
segregation. They will
journal about
perseverance related to
the perseverance that
Linda Brown and her
father showed in 1954.
They will discuss at the
Day 3:
Understand the
concept of
segregation.
Day 5:
The story of
Rosa Parks.

journal about the
perseverance of Rosa
Parks. They will discuss
at the beginning of day 6.
Day 9:
Peaceful Protests
(Boycott, sit ins, Selma
to Montgomery March,
and Freedom Riders.

journal about the
perseverance of MLK Jr.
beginning of day 9.
Day 6:
The
Montgomery
Bus Boycott.

journal about the
perseverance of the
people that participated
in the Montgomery Bus
Boycott. They will discuss
at the beginning of day 7.
Day 8: Martin
Luther King Jr.
research and
discuss.

journal about peaceful
protests in relation to
perseverance. They will
of day 10.
Day 7:
journal about the
perseverance of MLK Jr.
beginning of day 8.
Martin Luther
King Jr. Basic
knowledge.
Day 10:
Effects of the Civil
Rights Movement.
Students will write five

sentences in a journal
relating perseverance to
the Civil Rights
Movement. The teacher
will collect these entries
for a final grade.
Section 2:
Instruction
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Summary Page
My content was taught through the lens of the character trait perseverance. Many events
and key historical figures of the Civil Rights Movement were motivated by perseverance. To
connect to the students lives, activate prior knowledge, and engage the students in content I used
the concept of perseverance. Each day the students discussed the idea of perseverance relating
what they already know about perseverance to what they are learning about people and events
during the American Civil Rights Movement.
The majority of the content was taught through a power point. I presented the content in
an interesting story format after making sure that students understood any vocabulary that was
needed during that days lesson. Students took notes each day using a different graphic organizer
provided by myself. I guided the students through the note taking process by taking notes with
them on the document camera. The students also participated in daily discussion about the
content. I used these discussions to check for comprehension of the material. The students took
notes on a timeline to help them sequence the events. We added to the timeline daily.
On day 1 the students learned about perseverance and were able to give examples of
times that they have shown perseverance. On day 2 the students learned about the term civil
rights. They understood that the definition of civil rights has been changed in America several
times throughout history and that not everyone had the civil rights that we all have today. On day
3 the students learned about segregation in the south caused by Jim Crow Laws. They understood
what life was like in the south leading up to the Civil Rights Movement. On day 4 the students
learned about Brown v. Board of Education and the start of integration in the south. They
understood the importance of the court case as the integration of schools and the start of the
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movement. On day 5 the students began to learn about Rosa Parks. They became familiar with
her life and her influence on the Montgomery Bus Boycott. On day 5 the students learned more
about the Montgomery Bus Boycott and how it caused the integration of buses. On day 6 the
students learned some basic information about MLK Jr. by practicing reading informational,
nonfiction text and responding through comprehension questions. On day 7 the students
conducted research with a partner to learn more about MLK Jr. They took notes on a concept
map and then shared information they learned with the class by writing on a class sized concept
map. Students learned about his life growing up and how he contributed to the movement. On
day 8 the students learned about different ways people protested during the movement through
boycotts, sit ins, marches, and trips across the country on buses. On day 9 the students learned
about the effects of the Civil Rights Movement: The Civil Rights Act of 1964 and the Voting
Rights Act of 1965. On day 10 the students reviewed and began their summative
assessment/culminating activity. Their final activity/assessment was an illustrated timeline.
Vocabulary was taught throughout the unit at the beginning of each lesson. Students kept
track of their definitions on a graphic organizer. The student wrote the definition (in my words or
their own words) after discussing the word as a class. They wrote examples after discussing as a
class. They could choose to use the example we discuss that day or a different example that will
help them remember the meaning.
The practice activities throughout the unit met various standards in 4th grade language arts
and social studies. The activities required the students to think critically and use other skills in
other subject areas. They also required the student to go past factual understanding to show that
they truly understand the content on a deeper level. I spent time floating around the room during
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practice time to ensure that students were understanding the material. I used this time to fix any
misconceptions.
At the end of each lesson the students wrote in their perseverance journal. They were
allowed to write about anything they learned about the concept that day. To check for
understanding I asked questions of students throughout the lesson. I also administered exit slips
at the end of each lesson to make sure that content has been mastered by each individual student
in the class.
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Instructor: Chandler McAlister

Lesson Title: Perseverance
Curriculum Area: Social Studies
Grade Level: 4th Grade

Date: February 29, 2016
Estimated Time: 75 mins
Standards Connection:
Social Studies:
14.) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact
on Alabama.
Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King,
Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall;
Hugo Black; and Ralph David Abernathy
Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the
Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the
Selma-to-Montgomery March
Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus
Board of Education Supreme Court case of 1954
Using vocabulary associated with the modern Civil Rights Movement, including discrimination,
prejudice, segregation, integration, suffrage, and rights
Character Education:
25.) Perseverance
Learning Objective:
The student will be able to explain what perseverance is by writing their own definition and example on a
sticky note with at least a score of 2/3.
Kid Friendly Objective:
I know what it means to persevere.
Evaluation of Learning Objective:
The student will write their own definition and an example of perseverance on a sticky note with a score
of at least 2/3. A score of 3 indicates that the entire question was answered correctly. A score of 2
indicates that the question was answered correctly but not completely. A score of 1 indicates that the
answer was wrong. If the student can get at least a 2 out of 3 then the teacher will know that they grasped
the learning objective for the day.
Engagement:
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Okay, boys and girls. It is time to begin our lesson today. I need you to clear your desk off of everything.
You wont need anything for what we are going to do today. I am going to need you to be on your best
behavior or we are going to have to stop what we are doing. It is going to be super fun but you have to
listen carefully. I am going to give each of you a cookie. Your goal is to get all of the chocolate chips out
of the cookie. Simple enough, right? Well, I have a couple of rules you have to follow.
1. To complete the activity the cookie has to stay flat on the paper towel on your desk.
2. You may not touch the cookie with your hands or any other part of your body.
3. You may only use the toothpick that I give you to remove the chocolate chips.
When you have removed the chocolate chips with the toothpick you may eat what is left over. I am going
to give you 10 minutes to dismantle your cookie. When I call your row please come back to the back
table. Form a line. Please get a paper towel and a toothpick. I will hand you your cookie and then you
will return to your desk. Do not do anything to the cookie until everyone is seated and I say begin. Okay,
are there any questions before we start? Yes, J? No. You may not use your mouth. Yes, C? No, please dont
eat anything until I tell you to. Now, when I call your row you may come to the back table to get your
supplies. You may talk but please keep your voices to a whisper. If you cant do that we will have to turn
our voices off. Call all 5 rows until everyone has what they need. Now that we all have our supplies we
are about ready to begin. Lets go over the rules one more time. Will someone please repeat all the rules
back to me? Your cookie has to stay flat on your desk. You may not touch the cookie with your hands or
any other part of your body. You must only use the toothpick to get the chocolate chips out. Excellent! I
am setting my timer for 10 minutes. Begin. Walk around and observe the students working. Boys and
girls, it is too loud in here. This is strike one. Please keep your voices at a whisper. After 10 minutes
allow the students a few moments to eat what is left if they want to. I am going to give you two minutes
on the timer to eat your cookie and throw your trash away. Im setting the timer. When the timer goes of
you should be back in your seat ready to move on. 2 minutes pass.
Design for Learning:
I.
Teaching:
Lets have a little chat about what we just did. I have a question for you and I need you to
raise your hand to answer. How did the cookie relate to you reaching your goals? Yes, B? I
had to try really hard to get the chocolate chips out, just like I have to work really hard to
reach my goal of being a great basketball player. Good job, B. That is exactly right. You
have to work really hard sometimes to reach your goals. The next question I have is: did you
ever feel like quitting? Yes, E? I felt like quitting but I really wanted to be able to eat the
cookie so I kept trying. I so love that you kept trying, E! Raise your hand if you did give up.
C, I saw you raise your hand. Can you tell me why you gave up? Well, it was just really
hard and I dont like chocolate chip cookies so I didnt see the point to keep trying. Hmm
Thats very interesting. So if you arent going to get something out of working hard you are
less likely to keep trying. Give me thumbs up if you could you have gotten the chocolate chips
out faster if you had broken the rules. You arent going to be in any trouble but be honest.
Raise your hand if you considered breaking the rules. Thats very interesting. R, I saw you
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raise your hand. Why did you consider breaking the rules? Well, if I broke the rules I could
have eaten my cookie much faster. Hmm well are you glad you didnt break the rules?
Yes, because in the end it was worth it. I finished the activity and still got to eat my cookie.
Okay, now that we have answered all of the questions and done a silly activity I have one
more question. This year we have a theme of growth mindset at OMIS. Is there any specific
character trait that weve talked about that this activity reminds you of? Turn and talk to
your partner about what character trait you think it is. Give students 30 seconds to discuss.
Walk around the room and listen for answers. 5, 4, 3, 2, 1 Eyes on me. Okay, I believe that
most of you figured it out. Everyone together, what character trait are we talking about?
Perseverance! Wow, great job. Can someone tell me what it means to persevere? Yes, I?
Perseverance means you keep trying even when things get difficult. Wow, I love that
definition. Turn and tell your partner your own definition of perseverance. 5, 4, 3, 2, 1 eyes
on me. We are going to write the definition of perseverance in our vocabulary chart.
Perseverance is the quality that allows someone to continue trying to do something even
though it is difficult. It is written here on the board if you need to look at the spelling and
definition. Once you have written the definition see if you can come up with an example of
perseverance.
II.
Opportunity for Practice:

Now that we understand what perseverance is we are going to do a fun activity. Raise your
hand if you have a goal in life that you want to achieve. Raise your hand if you think that
your goal may be difficult to achieve. Well, some goals are difficult to achieve and you have
to persevere to achieve them. You are going to work in a group of 4 to 5 to create a short skit
about perseverance. Your group is going to have to choose a goal and write a very short skit
about how someone had to persevere to reach the goal. You are only going to have 20
minutes to work on this and then you are going to present. Your skit only needs to be a minute
or two long. Do you have any questions? Allow students 20 minutes to work. Monitor their
progress and give them additional time if needed.
5, 4, 3, 2, 1 eyes on me. Please return to your seat. We are going to present our skits. When
I call your group you will come to the front and present. We all need to be respectful. You
should not talk while other groups are presenting. You should be watching and listening. At
the end you may clap but please dont start talking. Once you finish your skit I want one
person from your group to tell me what your goal was and how your character had to
persevere. Okay, lets get started. I am going to draw a name from your group out of a cup to
present. Allow each group to present. The teacher may ask the following questions between
groups Was it worth it to persevere? How did you persevere? Etc. Wow, you guys! I am so
impressed with all of your skits.
III.
Assessment:
Before we move on I am going to give each of you a sticky note. I want you to write your own
definition and example of perseverance. Once you have finished your definition please come
post your sticky note on the board. You may begin when you get your sticky note. There will
be no talking. Give the students a few minutes to finish this activity. I am going to draw
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equity sticks. If your name gets called you can either share what you wrote or pass. We will
share only 4 just because of the amount of time we have. The teacher will pull equity sticks
until four students have shared. That is so good, you guys. All of you have wonderful
definitions.
IV.
Closure:
You are probably wondering why we have just spent so much time talking about
perseverance. Over the next two weeks we are going to be talking about a time in history
where people had to persevere. These people wanted something to change. It wasnt
something small so it took a lot of time, determination, grit, and effort to change things. Over
the next two weeks we are going to be learning about the civil rights movement. Tomorrow
we will start talking more about this but I want you to keep perseverance in mind over the
next two weeks. Before we close please turn to page 4 in your packet. Please write on day
one what you learned about perseverance today.
Differentiation Strategies: At OMIS the students are grouped into classroom according to ability.
Therefore, a small amount of differentiation is needed. My group of students is considered high
achieving/gifted. 35/54 have been tested into the gifted program. The remaining 19 are high achievers.
For groups that are struggling to write skits, give them a list of goals to choose from.
P and L They will complete the assessment piece at the back table with the teacher
observing. The teacher will prompt them to get started on their work.
Re-teaching: Students will watch this video about perseverance.
https://www.youtube.com/watch?v=S7vouKO84oI
Extension: TicTacToe Board
Materials and Resources:

54 cookies
Toothpicks
Paper Towels
Paper for skit activity
Vocabulary graphic organizers
Power Point
Sticky Notes
Video
TicTacToe Board
Perseverance Journal
Data Reflection:
Exit Slip Scores: A score of 3 indicates that the entire question was answered correctly. A score of 2
answer was wrong.
Score
Zeiss
Renfro
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3
2
1
25
3
0
23
4
0
The data above shows me that all of my students in each class understood the big idea for the day. No reteaching of the information was necessary. I knew I could move onto the next lesson without having to
reteach any content.
Reflection:
The students really enjoyed this activity. I think it was perfect to introduce the topic of
perseverance. The students seemed to enjoy the challenge and they loved to discuss how the activity made
them feel. The students picked up on the concept that sometimes you have to persevere to meet your
goals. They were all able to think of a time that they had persevered before.
Next time I teach this lesson I need to make sure to set clear expectations beforehand. This
activity made the students excited and very talkative. While I want the students to enjoy the activity, I also
need them to have more self-control than what I observed. Any expectation or consequence set needs to
be followed through with.
I did not write this idea into my original lesson plan; however, I decided to make the activity
more of a competition. This did not work well for my first group, so I didnt have a competition with my
second. It helped solve some of the issues. I also had my second group silent while they were working. I
wanted them focused on their goal without distractions.
I didnt get through all of the material planned in this lesson. We completed the engagement and
the teaching section on the first day. Students did the exit slip the next day. I felt that the students
understood the concept without having to do the practice activity. Their assessment proved that I was
correct. We moved onto the next lesson the next day without moving backwards.
The students really understood that in order to reach your goals you have to use perseverance.
They learned that everything in life is not easy; however, it is worth the struggle sometimes. My students
did not struggle with the concept of this lesson.
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Civil Rights Choice Board

Please choose at least one activity from the tic-tac-toe
board to complete for morning work during our civil rights
unit. You will have two weeks to complete the activity. You
may do more than one if youd like.
Write a historical
fiction story based
on a fictional
character during the
Civil Rights
Movement.
Research and create

a class presentation
on a famous African
American. (Art,
music, acting,
sports). You can get
a list of potential
people from the
teacher.
Conduct an
Create 10 test
interview with one of questions with
the leaders of the
answers about the
Civil Rights
Civil Rights
Movement. Include
Movement. Please
at least 5 good,
include 3 multiple
thought-provoking
choice, 3 matching,
questions and the
3 fill in the blank,
persons responses. and 1 paragraph
You can get a list of
answer.
possible people from
the teacher.
Fold a piece of paper

into 8 different
sections. Design 8
frames to depict the
historical events that
occurred during this
time period. Color
your storyboard!
Come up with
flashcards based on
people from the Civil
Rights. You can pick
up the sheet from
your teacher. On the
back of the
flashcards, you need
to put what the
people did.
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What would Martin

Luther King, Jr. say
today if he had a
Twitter page? Come
up with five quick
Tweets (around
140 characters
brief sentences) that
would give his
opinion on the Civil
Rights Movement
Interview a family
member that lived
during the Civil
Rights Movement.
Please include at
least five questions
and answers.
Research Ruby
Bridges Hall, the first
African America child
to desegregate an
elementary school.
Imagine you are six
year old, Ruby.
Write 5 journal
entries about your
first few days in first
grade at your new
school.
Famous African American Project

You will research and create a class presentation about a famous African
American. Be creative with your presentation.
If your idea is not on the list below please check with the teacher before you
begin. Some examples of presentations might include:
Poster
power point
a narrative
poem
biography
video
song
Here are some options of people to research. If you would like to research
someone that is not on this list, please check with the teacher before you
begin.
1. Jackie Robinson
2. Thurgood Marshall
3. Louis Armstrong
4. Harriet Tubman
5. Booker T. Washington
6. Maya Angelou
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7. Ray Charles
8. Langston Hughes
9. Condoleezza Rice
10. W.C. Handy
11. Hank Aaron
12. Aretha Franklin
Flashcards
Martin Luther King

Rosa Parks
Thurgood Marshall
Malcom X
Fred Shuttlesworth
John Lewis
Hugo Black
Ralph David Abernathy
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Leaders of the Civil Rights Movement

To complete this project you will select one of the
leaders below. You will conduct research using
KidRex. Create a list of questions to ask the person
and respond to the question as if you were that
person.
Martin Luther King

Rosa Parks
Thurgood Marshall
Malcom X
Fred Shuttlesworth
John Lewis
Hugo Black
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Lesson Title: Civil Rights
Date: March 1, 2016
Social Studies:
on Alabama.
Learning Objective:
The student will be able to define and give an example of a civil right on an exit slip scoring at least a 2/3.
I can define and explain what a civil right is.
The student will be given an exit slip with the following prompt: What is a civil right? Provide an
example. The student must receive at least a 2/3 score. A score of 3 indicates that the entire question was
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answered correctly. A score of 2 indicates that the question was answered correctly but not completely. A
score of 1 indicates that the answer was wrong. If the student gets at least a 2 out of 3 then the teacher
will know the student grasped the learning objective for the day.
Engagement:
Yesterday we learned about perseverance. Do you remember why I said we learned about perseverance?
Turn and talk to your partner about what you wrote about perseverance yesterday. Yes, we learned about
perseverance so that we could relate it to the civil rights movement. Before we start learning about the
civil rights movement we need to understand what a civil right is. Before we start we need to make sure
we understand what a civil right is. Turn and talk to your partner about what you think a civil right is.
V.
Teaching:
Give the students a couple of minutes to discuss. Listen to conversations. When conversations
are no longer on topic bring the class back together. 5, 4, 3, 2, 1 eyes on me. Great
discussions you guys. Would anyone like to discuss what your partner said? Yes, A? My
partner and I think that a civil right is a right that was given after the civil war. Hmm
Thats a good guess and I like how you were using prior knowledge to help you. Do we have
another guess? Yes, D? A civil right is a right that we all have? Thats very good, D. A
civil right is a right that is guaranteed to everyone in the United States by the US
Constitution. I need you to look at the third page in your packet labeled vocabulary. The
first vocabulary word is civil right. Lets fill in the definition together. The definition is on
the board. Please take a moment to fill that in. Give students 2 minutes to take notes needed.
Can you think of any examples? Lets brainstorm. Raise your hand please. Yes, G? Is the
right to vote a civil right? Yes, G. The right to vote is a civil right because it is a right that is
guaranteed to all citizens in the country by law. Another? Yes, T? The right to free speech?
Wonderful! Thats right. Can you think of anymore? Okay, I am going to tell you a few more.
Another civil right is freedom of religion. In the United States you can choose your religion.
Another civil right is to be given protection against discrimination. Lets stop right here.
Does anyone know what this word means? Discrimination. Here, I will write it on the board.
Does anyone want to take a guess? Yes, B? No, it doesnt mean protection against mean
people. Another guess? Yes, C? Yes, it means to be judged based on categories, primarily
race, gender, and age. We need to add this to our vocabulary list. Please make sure you write
this definition down. It will be important to understand this word over the next two weeks. So
these are a few of the civil rights that we are given by the government. They apply to
everyone that lives in this country from when they are born until the die. Now, is a civil right
the same thing as a law? No, it isnt. A law is a rule that you have to follow. A right is similar
to a privilege. Its something that you are able to do because you live in a free country.
VI.

Do you think that you have civil rights in our classroom? We have rules that we must follow
but you also have some rights. For example, you have the right to be happy in the classroom.
32

I am going to pair you with your 3 oclock partner. Without talking, take 30 seconds to look
in your purple folder to determine who your three oclock partner is. If you dont know or
your partner is not here, please silently raise your hand and I will help you. Make sure each
student has a partner to work with. If you have to you can make a group of 3. Now that
everyone has a partner I am going to finish explain the activity. I am going to give each
group a sheet of white computer paper. With you partner I want you to create a list of civil
rights that you have at school. You are going to create a list and then illustrate one or two of
the rights that you listed. I want you to come up with at least 4 rights. If you can think of
more that is fine too, but please try to come up with at least 4. I am going to set the timer for
15 minutes. Now you may move and meet with your partner. Allow students 15 minutes to
work. Monitor for comprehension. Re-teach any pairs if necessary.
5, 4, 3, 2, 1 eyes on me. Please come sit on the floor in the open space in the middle of the
room. I need you to sit with your partner. We are going to do a lightning round. Each group
will have the opportunity to read one right that they wrote. If you have the same one as
someone else you may still share what you wrote. Some of you probably have similar things
written and that is fine. Okay, we are going to start with Ns group. Please share one you
wrote. Use this time to clear up any misconception about what civil rights are. Oh, not quite.
Remember civil rights have to apply to every single person in the room. Everyone has civil
rights. Fabulous! Do you have any questions about civil rights before we move on?
VII.
Assessment:
Our final activity is a quick exit slip. The question is: What is a civil right? Provide an
example. Jobs people, please help me pass out the slips. When you get your slip answer both
parts of the question and turn it into the tray. Read exit slips while they are being turned in.
Check for any misconceptions. If you need to clear up misconceptions do so in the closure.
VIII.
Closure:
So, today we learned a lot about what civil rights are. There is one civil right in particular
that we are going to be discussing over the next two weeks. This civil right was not always a
civil right. People had to persevere to gain this right. Can anyone take a guess to which civil
right we are going to be talking about? Yes, Y? The one about discrimination? Yes you are
exactly right. Today, the US constitution guarantees that people cannot be discriminated
against due to their race, gender, or anything else. However, this civil right was not always a
right. Before the civil rights movement, the right to protection against discrimination did not
exist and even when it did not everyone followed it. Tomorrow we are going to talk about
what life was like before this civil right existed. Before we close please turn to page 4 in your
packet. Please write on day two what you learned about perseverance today.
33
Reteach: The students will define civil rights and draw examples of actual civil rights.
This will be done with the help of the teacher in a small group at the kidney table.
Extend: TicTacToe Board

Power Point
Exit slips
Computer Paper
Markers
Data Collection:
answer was wrong.
Score
3
2
1
Missin
g
Zeiss
19
6
3
0
Renfro
15
7
5
0
The data above shows me that a small percentage from each class still had some misconceptions about the
information. To fix the misconceptions I had a short chat with the small group before moving onto the
next days materials. The misconception that the children had, had to do with confusing a civil right with
a law. It was a simple fix.
Reflection:
The students did fantastic work today. Most were able to grasp the concept of civil rights. They
understood that a civil right is a privilege, not a law or a rule to follow.
Some students were still confused about the difference though. To fix this confusion next time I
would have the students make a two sided poster. On one side of the poster they will write school rules.
On the other side of the poster they will write school rights. This will show me that they are able to
differentiate between a right and a law. I was able to get through all of the material in this lesson plan
besides the exit slip. I gave the students the exit slip for the next days morning work. The data collected
showed me to review the difference between a right and a law and then move on with the next lesson
plan.
34

I allowed each pair the opportunity to share one right and then hang their poster on the wall. This
worked well and only took about 10 minutes. This also helped me see what needed some clarification as
some students shared rules instead of rights.
35
36
37
38

Student Examples of the Practice Activity
39

Lesson Title: Segregation

Date: March 2, 2016
Social Studies:
on Alabama.
Learning Objective:
The student will be able to explain what life was like during segregation by answering the following
prompt on an exit slip with at least a 2/3 score.
How did Jim Crow Laws affect life in Alabama? When did the Jim Crow laws begin? Please
include the word segregation in your answer.
I can explain what segregation was in the United States from the end of the civil war to the beginning of
the civil rights movement.
The student will answer the following prompt on an exit slip. How did Jim Crow Laws affect life in
Alabama? When did the Jim Crow laws begin? The student must explain that Jim Crow laws created
segregation in Alabama that was separate and not equal. If the student can correctly describe this
including the word segregation, the teacher will know that the learning objective was achieved that day.
This will be indicated by a score of 1, 2, or 3. A score of 3 indicates that the entire question was answered
correctly. A score of 2 indicates that the question was answered correctly but not completely. A score of 1
indicates that the answer was wrong.
40

Engagement:
First, I want you to turn and talk to your partner about what you wrote about perseverance yesterday.
Yesterday we talked about civil rights. Can someone raise your hand and remind us what a civil right is?
Good, a civil right is a right that is guaranteed to all citizens under the law. Someone raise your hand
and give me an example. Good, an example of a civil right is the freedom of speech.
We are going to look at some pictures today. When we look at the pictures I want you to first be silent and
just look at the picture. I want you to look closely and notice details. After thirty seconds of looking at the
picture you will turn and talk to your partner. I will say, 5, 4, 3, 2, 1 eyes on me. You will stop talking
and look at the next picture following the same procedure. Okay, here we go. Flip slide to the first picture
of separate water fountains. Take 30 seconds to look at this picture of drinking fountains. Think about the
things you notice. Okay, now you may turn and talk to your elbow partner about what you noticed. Give
students a few minutes to discuss. Then bring the students back together. 5, 4, 3, 2, 1 eyes on me. Okay,
next picture is of a sign at a swimming pool. Take 30 seconds to look at this picture. Now please turn and
talk to your partner about what you notice. Give students a few minutes to discuss. Then bring students
back together. 5, 4, 3, 2, 1 eyes on me. This is the last picture we will look at. It is actually two pictures
of two different schools. Take 30 seconds to look at the pictures. Turn and talk to your partner about what
you noticed about these two pictures. Give students a few minutes to discuss then bring them back
together. 5, 4, 3, 2, 1 eyes on me.
Would anyone like to share what you and your partner talked about on any of the three photos we just
looked at? Yes, E? We noticed the last picture of the school. The students were separated by race but the
schools were not equal. One school looked a lot nicer than the other. I am so glad you mentioned that.
Yes, the school for African Americans was not as nice as the school for white children. What else did you
notice? Yes, Y? The drinking fountains were separate but one wasnt as nice. You guys impress me. You
noticed some very important things about the two photos. We are about to learn more about these photos.
IX.
Teaching:
The pictures youve seen above represent segregation. Before I tell you what segregation
means we are going to read a short passage. There were a few particular events in history
that led to the civil rights movement. After the civil war, laws were put in place to limit the
rights of African Americans. The two laws limiting blacks were black codes and Jim Crow
laws. Do you remember hearing those words when we learned about the Civil War and
reconstruction? Good! Well, we are going to do a little review. I am going to have you read a
short, three paragraph passage on your own and then we are going to discuss. Jobs people,
will you please pass out a passage to each student for me? When you get your passage please
start reading. You have 5 minutes. When you are done please show me you are done by
turning your paper over. Allow students 5 minutes to read. Okay, I have a few questions for
you. What did black codes do? Yes, B? Black codes kept African Americans under the
control of white southerners. They werent allowed to vote, testify in court, or serve on juries.
They werent allowed to have some jobs because of their race. They were even told they
41

couldnt stay out late at night. So, were African Americans given a whole lot of freedom
after the Black Codes were passed? No, not really. How long did they last after the civil war?
Good, they lasted until 1866. So, the codes were gone rather quickly. Even though the codes
were gone did things get better for African Americans? No. Why? What was the word we
learned earlier? Yes, everyone. They still found ways to discriminate against them. What did
the southern states do to discriminate against the African Americans? Jim Crow Laws.
Good job you guys. Jim Crow laws segregated the blacks and whites. They couldnt go to
school together, eat together, or stay in the same hotels or anything. They always had to stay
separated. Segregated is a word on our vocabulary chart. Does anyone think they know what
the word segregated means? Yes, U? Does it mean to separate? Yes! That is exactly what it
means. Lets write that down on our vocab chart. The definition is on the board in the first
bullet point. Give students a moment to write this down. So, because of Jim Crow laws,
whites and African Americans were segregated or separated. Now, the law said that as long
as the facilities, schools, doctors, etc, were equal that it was not illegal to be segregated.
Think back to the pictures we just looked at. The goal of Jim Crow Laws was for the US to be
separate but equal. So I must ask you a question. Give me thumbs up if you think separate but
equal was achieved and a thumb down if you believe that things were separate but not equal.
Yes, most people would agree that things were separate but not equal. Eventually, around the
1950s African Americans in the United States wanted things to change. They wanted to be
given equal civil rights. They didnt want to be segregated or discriminated against. . Thus,
the civil rights movement started. We need to add the event we just discussed to our timeline.
What two laws do we need to add to our timeline? Yes, Black codes and Jim Crow laws. Turn
to the second page in your packet. You will see a blank timeline. The first even that will go on
your timeline is black codes. Black codes began in 1865 right after the civil war ended. I am
going to put this event at the beginning of my timeline. I am also going to write that black
codes ended in 1866. So how long did the black codes last? Thats right only one year. Now,
what happened next? Yes, Jim Crow laws. Jim Crow laws were created in the late 1800s and
I will tell you that they didnt end until 1965. Okay, I have written the information on my
timeline on the board. Make sure that the information makes it over to your timeline. When
you are done with your timeline please close your packet to show me that you are ready to
move on.
X.

Now, you are going to work with your 5 oclock partner. You are going to be looking at
another picture together, similar to the pictures we looked at earlier. Spend some time looking
at the picture and discussing the picture with your partner. Then you are going to answer the
questions. If you have any questions please raise your hand and I will come to you. If you
finish early you may SSR. Give students ample time to answer the questions. I will not be
setting a timer. I will observe to see when we can move on.
5, 4, 3, 2, 1.. eyes on me. Please return to your seat. We are going to go over the answers
together as a class. Okay, the first question says, At first glance, what is your eye drawn to
and why? I am going to take a few answers on this question because this question can have
different answers. Some students may say the colored sign, the big house, and the
42

child. Make sure you tell me why you noticed that. Allow time for discussion. Okay, our next
question was What concept does this photograph represent? There are two different
answers I am looking for here. If you only wrote one that is fine. I want the students to
mention segregation and separate is not equal. Allow time for discussion. The next
question was What can you conclude about the time period of this photograph? What
evidence supports your conclusion? The student should mention that this photo was taken
after Jim Crow Laws were passed and before/during the civil rights movement. They should
know this because there is a colored sign at the water fountain. Allow time for discussion.
Great job everyone. You really seem to understand what the situation was in the US before
the civil rights movement.
XI.
Assessment:
We are going to do another exit slip so that I can check for understanding. This exit slip says,
How did Jim Crow Laws affect life in Alabama? When did the Jim Crow laws begin? Please
include the word segregation in your answer. Do you have any questions about what you
are expected to do. Jobs people, please pass out the slips. When you finish please bring the
exit slip to me at the back table. No talking please. When you finish you may SSR.
XII.
Closure:
Lets make an inference about what is going to happen during the civil rights movement. Turn
and talk to your partner about what you think may be happening next. Listen to
conversations. Would anyone like to share your ideas? Yes, E? I think that the blacks are
going to persevere to gain civil rights. Wow, E! That is a great inference. I am going to tell
you that you are correct. Tomorrow we are going to learn about someone that persevered and
started the civil rights movement. Before we close please turn to page 4 in your packet.
Please write on day one what you learned about perseverance today.
Reteach: Read the story Ruby Bridges by Robert Coles to the students. Discuss what
segregation was like for Ruby in a small group.

Timeline
Power Point
Exit Slips
Jim Crow/Black Codes Passage
43
Picture with Questions worksheet

TicTacToe Board
Data Collection:
answer was wrong.
Score
3
2
1
Missin
g
Zeiss
21
5
2
0
Renfro
19
7
1
0
The data above shows me that only 1 or 2 from each class still had some misconceptions about the
information. I met with these students individually to fix the misconceptions.
Reflection:
The students read the Jim Crow passage independently and highlighted important information. I
chose to do this because I wanted them to practice reading non-fiction text independently while finding
important information.
The students led the discussion about the pictures by passing a talking ball. This worked much
better for my talkative students. The students have so much to say so I would rather they talk and I
redirect if needed. I posed a few questions at the beginning and then we took comments about each
picture. The students participated and listened. They did a wonderful job leading discussion and brought
up some interesting points that I wouldnt have initially discussed. The students seemed to gain a lot of
information just by looking at the segregation pictures. I found that they were very passionate about the
segregation situation our country used to be in. I would definitely use this activity next time. The students
had a lot to say.
They worked independently on the questions about the segregation picture to practice answering
short answer questions. We went over the questions together using the talking ball again. Next time I will
project a better picture on the board. The copy from the copy machine made the photograph hard to see. I
was able to get through all the material for this lesson so we were able to start the next lesson the next
day. Their exit slips showed mastery throughout the classroom.
44
45
46
47
48
49

Lesson Title: Intro to Movement/Brown v. Board of Education

Date: March 3, 2016
Social Studies:
on Alabama.
Learning Objective:
The student will explain the importance of Brown v. Board of Education by completing the following
prompt on an exit slip with at least a score of 2/3.
What was the importance of Brown v. Board of Education? Please use the words segregated and
integrated in your answer.
I know the importance of Brown vs. The Board of Education
The student will explain the importance of Brown v. Board of Education by completing the following
prompt on an exit slip scoring at least 2/3. A score of 3 indicates that the entire question was answered
indicates that the answer was wrong. The question will be What was the importance of Brown v. Board
of Education? Please use the words segregated and integrated in your answer. If the student can do this
correctly the teacher will know the learning objective for the day was met.
Engagement:
50

Just like yesterday, please turn and tell your partner about what you learned about
perseverance yesterday.
Before we learn about our special person today we are going to talk a little bit about the civil
rights movement in general. Raise your hand if you think you already know some information
about the civil rights movement. Good, I am so glad! We are going to watch a short video
introducing the civil rights movement. This may help you remember what you already know.
Show video. Now that you have had a quick little review of the civil rights movement we are
going to take a look at our KWL chart here on the board. Today we are going to write down
the things we know, and then the things we want to know. Turn and talk to your partner about
what you think you already know about the Civil Rights movement. Give students 2 minutes
to talk about what they know. 5, 4, 3, 2, 1 eyes on me. Okay, boys and girls. I am going to
let you share what you already know about the civil rights movement. I am going to draw
equity sticks again, because we simply dont have time to hear from all of you. When I call on
you, you have the choice to share or pass. I will keep drawing until 10 people have shared.
Record all information that the kids share. Write down information even if it is incorrect. This
will help you understand what misconceptions to clear up during the unit. Great job, boys
and girls. Now I want you to turn and tell your partner one thing you want to learn about the
civil rights movement. Give students 2 minutes to discuss. 5, 4, 3, 2, 1 eyes on me. We are
going to follow the same procedures as before. I will draw sticks until 10 people have shared.
You have the option to pass or share. Allow 10 students to share. Wonderful job on our KWL
chart. I cant wait to finish the chart with all the things we have learned. We can add
questions to it as we go as well.
XIII.
Teaching:
One event really started the civil rights movement though. I am going to show you a video. I
want you to listen carefully to the video. Show Brown v. Board of Education video. Awesome.
Would anyone like to tell me something they learned from the video that they think might be
important to remember? Hopefully students will mention the case Brown v. Board of
Education.
I am going to tell you the story. In 1954 a little girl, named Linda Brown, agreed that schools
in particular, were not equal. One day her dad decided to enroll her in an all-white school.
The school refused to take her as a student so her father sued the board of education. The
case made it all the way to the Supreme Court in Washington D.C. where the court decided
that schools should be integrated. That is another word on our vocabulary list. Does anyone
want to take a guess at what integrated means? Think about the story I just told you. Yes, W?
Integrated means to put together. So in the case of the civil rights movement integrated
means to mix African Americans and whites together. Lets add this definition to our
vocabulary chart. The definition is on the board. This girl and her father changed
segregation in public schools. Okay, do you have any questions over anything we have been
over so far? Give me thumbs up if you think you understand the situation in the United States
at this point.
51

Now, it is important for you to realize that Brown v. Board of Education was the start of the
American Civil Rights movement. Now that schools were required to integrate, many people
believed that other facilities should be integrated too. Over the next 10 years people
persevered and eventually all areas were integrated. We need to add this important event to
our timeline. Please turn to page 2 in your packet. Does anyone remember what year Brown
vs. Board of Education took place? Yes, T? No, not 1955. You are close though. Anyone else
think they remember? Yes, it was 1954. So, lets write 1954 at the top of our timeline and
make a dash. I am going to write. Brown v. Board of Education decided that schools would
be integrated. The civil rights movement started.
XIV.

Now, you are going to have the opportunity to work with a partner on a short writing piece. I
am going to explain the assignment before you get with your partner. I am going to give each
group a piece of paper. You are going to write on the following prompt: It is 1954. You are
Linda Brown. Write a letter to the US Supreme Court judge, explaining what your life is like
being segregated. Explain to him the events that caused your father to sue the school.
Persuade him to change the law and integrate schools. Do you have any questions? Please
find your 9 oclock buddy. You may work in the classroom or in the hallway. The prompt will
stay on the board. I am setting my timer. You have 20 minutes to work, so use your time
wisely. Allow the students time to work. Visit groups around the room to monitor
comprehension.
5, 4, 3, 2, 1 eyes on me. Please return to your desk quickly and quietly. I am going to give
you the opportunity to share what you wrote with the class if you want to. Raise your hand if
you want to share. Depending on the number of students wanting to share pull equity sticks
but allow students to pass if they dont wish to share. If only a few students are wanting to
share just call on children raising their hand. Okay, since so many of you want to share again
I am going to have to draw equity sticks. If I call your name and you want to share please go
ahead. If you dont, say, pass. I will allow four students to share. Allow students to share.
Point out the following in different letters: I love how you mentioned that things really arent
equal. I love how you talked about specific things that Linda probably had to deal with every
day. You all did a great job.
XV.
Assessment:
Our final activity is a quick exit slip. The question is: What was the importance of Brown v.
Board of Education? Please use the words segregated and integrated in your answer. Do
you have any questions about what you are expected to do? Jobs people, please help me pass
out the slips. When you get your slip answer both parts of the question and turn it into the
tray. Read exit slips while they are being turned in. Check for any misconceptions. If you
need to clear up misconceptions do so in the closure.
XVI.
Closure:
52

Today we learned about someone that persevered. Someone raise your hand and tell me why
they persevered? They persevered because they really believed that something needed to
change. Yes, that is so right! Do you think that persevering was easy for the Browns? No.
Im sure it was very hard to go against what had been normal for a long time Wow you
guys! I am so impressed by your understanding of todays lesson. If you were Linda Brown do
you think you would have been able to persevere? Why or why not? No answer is right or
wrong. I just want you to tell me how you would have felt. Allow for a few different answers.
I think it would have been hard to persevere but in the end it was worth it because change
was made. Tomorrow we are going to talk about someone else that persevered and made a
huge difference. Before we close please turn to page 4 in your packet. Please write on day
one what you learned about perseverance today.
Reteach: Read Linda Brown, You Are Not Alone by Joyce Carol Thomas. Discuss the
book with a small group of students.

http://www.nps.gov/brvb/learn/education/classrooms/educationvideos.htm
Video from Discovery Ed I have to be logged on as Mrs. Zeiss to gain access to the video.
KWL Charts
Timeline
Power Point
Paper
Exit Slips
TicTacToe Boards
Data Collection:
answer was wrong.
Score
3
2
1
Missin
Zeiss
21
4
3
0
Renfro
22
3
2
0
53

g
The data above shows me that a small percentage from each class still had some misconceptions about the
information. To fix the misconceptions I had a short chat with the small group before moving onto the
next days materials. Some students wrote that Brown v. Board of education was when a girl named Linda
Brown wrote a letter to a Supreme Court judge. I simply explained that the letter activity was just an
activity to show their understanding of the content. After this discussion the students were on the same
page and ready to move on.
Reflection:
The first thing that is important to mention was that I was unable to show the video about Brown
v. Board to either class. Due to time, I decided to omit the video and just present the content orally using
the power point I had created.
After presenting this lesson to my first class I realized that they had lots of questions about the
content even after I had presented. To fix this with my second class I found an article to read to them
about Brown v. Board of Education from Nonfiction Comprehension Cliffhangers by Tom Conklin. The
passage was full of content and presented in a way that helped the students understand the story. I read the
story to them out loud and asked comprehension questions along the way. The class had fewer questions
in the end because I covered the content more successfully. I should have had the class take notes,
possibly in a story map format. They could list the main characters, beginning, middle, and end, dates,
and any other important information. Since I didnt have them take notes, I wrote all the important
information on the board while they worked on their letters. Some students finished in class but the others
finished for homework.
The students did really well on their letters. They wrote persuasively and I could tell that they
were passionate about the topic. The students continued to perform well on their exit slips so I was
prepared to go into the next lesson.
54
55
56
It is 1954. Pretend you are Linda Brown. Write a

letter to the US Supreme Court judge, explaining
what your life is like living in a segregated
community. Explain to him the events that caused
your father to sue the school. Convince him to
change the law and integrate schools. Make sure
you include all parts of a letter. Use correct spelling
and grammar (punctuation, capitalization, and
complete sentences).
57
___________
_________________,
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
58
__________,
__________________
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60
61
62

Lesson Title: Rosa Parks

Date: March 4, 2016
Social Studies:
on Alabama.
Learning Objective:
63

The student will describe the importance Rosa Parks had on the civil rights movement in Alabama by
completing an exit slip answering the following question with 100% accuracy.
What is Rosa Parks famous for? How did she show perseverance to change civil rights in
Alabama? Please be sure to include at least three facts.
I can explain the contribution Rosa Parks made in the civil rights movement in Alabama.
The students will be given an exit slip where they must answer the question, What is Rosa Parks famous
for? How did she show perseverance to change civil rights in Alabama? The student must receive a score
of 2/3 to be considered at mastery level. A score of 3 indicates that the entire question was answered
Engagement:
Just like yesterday, please turn and tell your partner about what you learned about perseverance
yesterday.
The last few days we set the stage for the civil rights movement to happen. We have talked about
segregation caused by Jim Crow Laws. We talked about different places that were segregated such as
schools, restaurants, and swimming pools. What became integrated because of Brown vs. The Board of
Education? Yes, schools were required to be integrated. Now, just because schools were integrated does
that mean that all public places were integrated? No they werent. Buses, restaurants, swimming pools,
water fountains, bathrooms, and more were still segregated and they were definitely unequal. Do you
think that after one place was integrated that African Americans wanted more places to be integrated?
Remember we said that places were separate but not equal. Raise your hand if you think they wanted
more change. Okay, raise your hand if you think that they were happy now that schools were integrated.
Okay, well most of you said that they still wanted more change. You are correct. We are going to be
talking about a special woman that wanted to see more change today.
Think about this Raise your hand and tell me, what are some laws we have to follow in America today?
Answers should include traffic laws, laws not to kill people, etc. Do you think that there are ever
circumstances where you should be able to break the law? Say the question two times. I want you to think
for a moment. Wait at least 30 seconds giving them think time. Now, please turn and talk to your partner
about what you think .Monitor conversations. 5, 4, 3, 2, 1 eyes on me. I am going to pull equity sticks
until three people have shared. Listen to answers. Allow for conversation. Im assuming that most
students will say no there is no reason to break the law, however, I hope some people will come up with
scenarios that it is okay to break the law. Examples include, but are not limited to: stealing to feed your
starving children, speeding to get your hurt friend to the hospital, etc. Hmm well keep this conversation
in your mind while we are learning today.
64

XVII. Teaching:
Today we are learning about the mother of the civil rights movement. Does anyone want to
tell me who she is? I know most of you have been waiting to tell me because you know who I
am talking about. Yes, Rosa Parks!! Good job. Today, I am going to read a book called If a
Bus Could Talk, about the life of Rosa Parks. Before we begin I want to go over some
vocabulary words that you will need to know to understand the story. The words are patron
saint, remarkable, lynched, dignity, NAACP, and boycott. The words are written on the board.
Turn and talk to a partner about what you know or think the words mean. Give the students 5
minutes to discuss the words. Most of the students will know what the words listed mean but
we will go over them to ensure there are not misconceptions. Okay, now that youve had a
moment to go over the words we are going to make sure that your assumptions are correct. I
am going to call on someone. You can pick any word on the board and tell me what you think
or know that it means. I am going to start with a girl. Student will give a definition of the
word of their choice. If it is correct then the teacher will write the definition on the board next
to the word. If the answer is wrong the child will phone a friend. Once the answer is correct
move on to the next word. Okay, great job, you may now call on a boy raising his hand. This
procedure will continue until all vocabulary words have been explained. Okay, great job! One
of the words that is on the board is a vocabulary word that they need to write down. When we
get to the word boycott the teacher will say, Yes, a boycott is when someone refuses to buy
something. Please turn to page 3 of your packet and write the definition of boycott down.
Now that you have some understanding of vocabulary we are going to read If a Bus Could
Talk. I need you to listen carefully as I read because I am going to be asking you some
questions at the end. Read story. Project pictures on the document camera. After you are
finished reading asks the following questions. The students will answer the following
questions with a partner. After they have answered the questions we will go over the answers
as a class. With you 5 oclock partner I want you to answer these questions in complete
sentences. The questions are simple. Once you have answered them we will discuss them
together as a class. The answers to all of the questions were presented in the story. Questions
and answers will be on a power point so that the students can visually see. The information.
1. What did Rosa Parks do that was such a big deal? She refused to move from her seat on a
bus for a white man to sit down.
2. Why do you think she did it? She did it because she wanted to stand up for what she
thought was right.
3. Do you think that it was okay for her to break the law? Why or why not?
4. After she refused to move on the bus and she was arrested, what happened? Yes, a boycott
happened. Who led the boycott? MLK is correct. We will be talking about him tomorrow.
5. What happened during the boycott? Yes, African Americans in Montgomery refused to ride
buses.
6. How long did the boycott last? Over a year.
7. Why did white people care that the blacks werent riding the buses? Do you remember
what the story said? Yes, because the African Americans werent paying to ride the bus the
city lost lots of money.
65

8. What did the boycott accomplish? The boycott eventually ended in 1965 when the US
Supreme Court decided that that segregation on public buses was illegal and that they had to
be integrated.
Make sure you have all the correct answers written down about Rosa Parks and the
Montgomery Bus Boycott.
XVIII. Opportunity for Practice:
You are going to do this activity on your own. I want you to pretend that you are Rosa Parks.
As Rosa Parks you are going to write a letter to a friend about your experience during the
Montgomery Bus Boycott. You must include the word boycott in your letter correctly. Please
explain what happened and how you were feeling. The instructions are written on your
worksheet if you missed anything I said. Do you have any questions about what you are
expected to do? Jobs people, please pass this out. I will give you 25-30 mins depending on
how I see you working. Give the students ample time to complete the assignment.
5, 4, 3, 2, 1 please return to your seat. I am going to let you share your letter with a group.
I want you to read your letter to your group. Each group member should comment on some
aspect of you letter. Maybe they liked how you really explained how Rosa felt. Maybe they
liked all the details you included. But you should be sharing at least one comment per letter. I
am going to number you off 1-9. There will be 3 people with the number 1. You will be a
group. Then 3 with a number 2. You will be a group. Then all the 3s will be a group and so
on. Once I number you all I will call your number and assign your group to a spot in the
room. All the 1s over here and finally all the 9s over here. You have 7 minutes to share. I
am setting my timer. Begin. After 7 minutes. Okay boys and girls; please return to your seat.
I heard some wonderful letters. Will you please put those on my back table? I would love to
read them. Thank you!
XIX.
Assessment:
Our final activity is a quick exit slip. The question is: What is Rosa Parks famous for? How
did she show perseverance to change civil rights in Alabama? Please be sure to include at
least three facts. Do you have any questions about what you are expected to do? Jobs
people, please help me pass out the slips. When you get your slip answer both parts of the
question and turn it into the tray. Read exit slips while they are being turned in. Check for
any misconceptions. If you need to clear up misconceptions do so in the closure.
XX.
Closure:
Today we learned about Rosa Parks and the Montgomery Bus Boycott. Tomorrow we are
going to learn about another very important person that persevered to make change happen
in Alabama. Please turn to page 4 in your packet and write about what you learned about
perseverance today.
66
For groups that are struggling to write skits, give them a list of goals to choose from.
Reteach: Read the Book Rosa by Nikki Giovanni to the students. Discuss the book with a
small group.

Exit Slips
If a Bus Could Talk
Power Point
Paper
Timeline
Tic-tac-toe
Comprehension Questions
Data Collection:
answer was wrong.
Score
3
2
1
Missin
g
Zeiss
20
7
1
0
Renfro
20
5
2
0
The data above shows me that the majority of the students understood the big idea for the day. I met with
the couple of students in each class that showed some misconceptions. Their mistakes were easy to fix
before beginning the next days lesson.
Reflection:
After my lesson over Brown v. Board of education I realized that I wanted the students to take
some notes about the content. To do this, I had the students answer comprehension questions with a
partner after I read the book. I read the questions to the students before I read so that they would know
what they needed to be listening for. I created a worksheet with comprehension questions the night before
and made copies really quick the morning of.
This lesson went extremely well. Due to time, I did not go over any vocabulary before reading the
book. I only had about an hour with each class today. I wanted to be able to get though the story and the
questions today. I knew if a student had a question about a word in the story that they would ask me. My
67

students only asked what one word meant while I was reading. The word was the word lynched. We
stopped while reading and discussed the word with very little depth. I was trying to stay away from the
violent aspect of the movement due to their age.
I did not have the students complete the practice activity today. I considered assigning it for
homework but it was Friday and my teacher never sends home work on a Friday. The students understood
the content so I wasnt too worried about having them complete the practice. I collected their
comprehension questions instead before giving them their exit slip the next day.
68
Rosa Parks and the Montgomery

Bus Boycott
1.
What did Rosa Parks do that was such
a big deal?
2.
Why do you think she did it?
3.
Was it okay for her to break the law?
4.
After she refused to move on the bus
and was arrested what happened?
5.
What happened during the boycott?
69
6.
How long did the boycott last?
7.
Why did it matter that African
Americans were not riding the buses?
8.
What did the boycott accomplish?
70
71
72
73
74
___________
_________________,
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
75
_______________________________
__________,
__________________
Lesson Title: Martin Luther King Jr.

Date: March 7-8, 2016
on Alabama.
Learning Objective:
The student will describe the importance of Martin Luther King Jr. on civil rights in Alabama by
answering the question on an exit slip: Name two things that Martin Luther King contributed to the Civil
Rights Movement. How did he persevere? with a score of 2/3.
I can explain who Martin Luther King Jr. was and how he contributed to civil rights in Alabama.
The student will answer the following question: Name two things Martin Luther King contributed to the
civil rights movement. The student will also explain how MLK Jr. persevered. The student must include
76

two important details with a score of 2/3. A score of 3 indicates that the entire question was answered
Engagement:
yesterday.
Okay, boys and girls. I need you to clear off your desk of everything. Yesterday we talked about Rosa
Parks and what she contributed to the Civil Rights Movement. We also talked about the Montgomery Bus
Boycott. What did the boycott accomplish? Yes, it integrated schools so now by 1956 buses and what else
have been integrated? Yes, schools. What court case integrated schools? Good, Brown v. Board of
Education. Good job boys and girls. Today we are talking about one of the most influential men in the
civil rights movement. His name is Martin Luther King Jr. Before we begin we are going to do a KWL
chart just about him. With your partner you are going to fill in at least three things you know or think you
know in the K column. I am going to give you 5 minutes to discuss and write with your group. When my
timer goes off we will come back together to share a few things. Allow time as you see fit. Okay, we will
pass the ball and you may share. We will take 10 things. If you have the ball you can talk. If you dont you
may not talk unless I call on you. Students will share and you will write what they say. Okay, now I want
each group to come up with two questions that you have about Martin Luther King Jr. I am going to give
you three minutes this time. Allow time as you see fit. Okay, I will take five answers. We will pass the ball
again. If you have the ball you can talk. If you dont have the ball you cant talk unless I call on you.
Allow students to share. If time allows show the video. The video may be moved to another part of the
lesson if you see fit. We are going to watch a video about Mr. King. You may move closer to the screen if
you need to. Please no talking during the video so that everyone can hear. Show students the video. The
video is about 15 minutes in length.
XXI.
Teaching:
Wow, wasnt that a great video? MLK was a very impressive man that persevered. We are
going to read a short article about MLK Jr. We are going to read the article together and
highlight important information. Sometimes it is important to know that the interesting
information that draws your attention is not always the important information. Let me give
you an example. If I was telling a story about myself would the important information for
someone to remember be that I am a blonde or that I am going to school to be a teacher? Yes,
the important information is that I am going to be a teacher one day. It is interesting to know
that I am a blonde but it is not important information that someone would need to understand
a story about me. Everyone please take out a pencil and a highlighter. Jobs people, will you
please pass out a sheet to each student. We are going to read a paragraph or two at a time.
Then we will stop and discuss. Please read the first and second paragraph silently to you. Do
not highlight anything yet. We are going to do that part together. When you have finished
please stop and give me a thumb up. Okay, lets take a look at this together. What was
something important you learned from the first or second paragraph? Remember, I need you
77

to tell me important things, not interesting things. Yes, the south being segregated during this
time is important to remember. Was there anything else important that you learned? Yes, it is
important to remember that he is a famous leader from the civil rights. Lets make sure that
we have highlighted those two things. Now, lets read the third paragraph together. Read third
paragraph. Turn and talk to your partner about what you think was important to remember
from that paragraph. Allow students a few moments to discuss. 5, 4, 3, 2, 1 eyes on me.
Will someone share what their partner said? Yes, it is important to remember that he gave
speeches and organized peaceful marches and protests. Anything else? Yes, he helped lead
the Montgomery Bus Boycott. That is very important to remember. Okay, please read the
fourth paragraph to yourself. Give students a moment to read. Please go ahead and highlight
the information that you think is important to remember from this paragraph. Someone
please raise your hand and tell me what you highlighted. Good, I am glad you highlighted
the I Have a Dream speech. He is very famous for that speech. Yes, it is also important to
realize that his work made a difference. Good job you guys! Go ahead and finish reading the
passage, highlighting any important information. Then I would like you to answer the
questions about the passage. Please include the paragraph number that you found the
answer in. Give students about 10 minutes to work on this. Pull three students to small group
at the back table to work on this.
Okay, boys and girls. Lets go over the answers quickly. I want you to check you work. Go
over the answers with the students. Wonderful job boys and girls. I want to add two of the
events to our timeline. I want to add the date of his I Have a Dream speech and the date of
his death. These are two important things we should remember. Please go to page two of your
article and page 3 of your journal to add these dates to our timeline. What was the date of his
famous speech? Yes, 1963. Add this. Why was this important? Yes, because it reached many
people to push for equal rights. Now, lets add his death to the timeline. When did he die? Yes,
April 4, 1968. He was shot because of what he stood for. It was very sad.
XXII. Opportunity for Practice:
We are going to do a concept map. You are going to do one with a partner and then we are
going to do one as a whole class based on what you come up with. Does anyone think they
know what a concept map is? Yes, R? Yes, a concept map is a map used to take notes about a
certain topic. We are going to put Martin Luther King Jr. in the center bubble. Then we will
create a web around him of important information. You are going to have your own concept
map. I have created one for you to use. Martin Luther King Jr.s picture is in the center. We
are going to be using the Chrome Books to complete this project. You will be using KidRex to
do research to complete your concept map. You must include at least 6 bubbles of
information. The information you include can be either interesting or important. You decide.
If you find more information please include more. You may write on the back if you need to.
When you log onto the computer you are only allowed to use KidRex to find information.
What will you search on KidRex? Yes, you will search for Martin Luther King. Use the
various sources on Kid Rex to find information. If I catch you on another site you will have to
use a textbook to find information. Jobs people, will you please pass this out for me? Okay,
78

so in the bubbles around him we are going to write down important things we think we need
to remember. I am going to have you meet with you 7 oclock partner. Please bring your
passage, worksheet, a pencil, and one chrome book per group. You may meet with you
partner now. You have 30 minutes to complete the assignment so please use your time wisely.
One person from each group may come see me for a chrome book. When you get your laptop
go ahead and sign on and get started.
5, 4, 3, 2, 1 eyes on me. We are now going to create a web together. I am going to be
pulling equity sticks for you to share. If I call on you, you will need to share. Everyone has
had time to talk with their partner. As you speak I will write the information down on the
concept map. Ask the student if the fact that they have given is important or interesting. The
following things should be included on the map plus any other interesting facts the students
find:
MLK was a preacher

He was the executive member of the NAACP
King was the leader of the Montgomery Bus Boycott
He never gave up
King led many peaceful protests to gain civil rights for African Americans
He gave many speeches, his most famous speech being his, I have a dream
He was shot by an assassin
XXIII. Assessment:
Our final activity is a quick exit slip. The question is: Please write down two things that
Martin Luther King Jr. contributed to the civil rights movement. How did he persevere?
Jobs people, please help me pass out the slips. When you get your slip answer both parts of
the question and turn it into the tray. Read exit slips while they are being turned in. Check for
XXIV. Closure:
Today we learned about a very important man that did a lot of good work in the civil rights
movement. Would anyone like to share with me what they wrote about Martin Luther King
Jr.? Yes, he persevered and stood up for what he believed in even when things became
difficult. That is so good you guys. Rosa Parks and Martin Luther King Jr. were both very
important figures in the Civil Rights Movement, but we cant forget all of the other men and
women that made a difference. Tomorrow we are going to learn about how people just like
me and you made a difference. Before we close please turn to page 4 in your packet. Please
write on day one what you learned about perseverance today.
79
Reteach: The student will watch a video about MLK and answer questions in a small
group.
Video
Timeline
Article
Highlighters
Concept Maps
Exit Slips
TicTacToe Board
KWL Charts
Data Collection:
answer was wrong.
Score
3
2
1
Missin
g
Zeiss
15
11
2
0
Renfro
17
8
2
0
This data shows me that the majority of the class understood the material. I met with the few students to
discuss the content before moving onto the next day. After discussion the students were able to show that
they understood the information and wree ready to move on to the next days content.
Reflection:
This lesson took a lot longer than I had expected. The entire first day was spent on the passage
and the KWL chart. We were not able to watch the video about him due to time. Next time I do this lesson
I will scaffold better. I will also have the students read each paragraph out loud; taking turns by pulling
equity sticks. I will use the I do, we do, you do model for the passage. I will read the first paragraph and
pick the important information myself. Next, I will have one of the students do the next two. Finally, I
will have them read silently and pick the important information on their own. The other thing I need to do
would be to make sure to pull out the title and the subheadings. This is something that I do on my own;
however, I need to make sure to show them explicitly because they did not notice the subheadings.
80

I gave the students time to answer the questions on their own. Only a few of the questions
required paragraph number, so I need to make sure to tell them which numbers I want proof on before I
allow them to get started. At this point we ran out of time. I had the students finish the questions for
homework. I graded them quickly the next morning while they did morning work. I noticed that the
majority of the class struggled with a few of the questions. I began the second day by going over the
questions. We talked about what generations meant and we worked on the main idea question together. I
went back and noted the heading and subheadings and showed them how these could help them answer
the questions.
After we finished going over the questions I gave the students time to work on the chrome books
to do research. We reviewed that we needed them to be finding important information about him. I wrote
a series of questions on the board for them to think about while doing research. I found that many of them
were confused about the word contributed so I will need to make sure to teach that word explicitly in the
future.
The students took a lot of time to find ten facts while doing research. I will probably move the
number of facts down by a few next time I use this lesson to save time. When they presented their
information for the concept map I drew sticks. I drew every stick to give each child the opportunity to
find an important fact that they found. Towards the end I allowed them to share interesting facts. I had the
students write their facts on the large class concept map as we went. This activity took around 30 minutes
to complete but the students enjoyed sharing and writing on the map themselves, rather than me doing it
for them.
The students showed that they understood the contributions of MLK Jr. on their exit slip. They
knew that he believed in peaceful protests and that he risked his life to make change in America.
81
82

Non-fiction: Honoring King
2012 ReadWorks, Inc. All rights reserved.
Article: Copyright 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
Honoring King
Americans pay tribute to a
leaders legacy.
For many Americans, Martin Luther
King Jr. Day isnt just a "day off"
from school or work. They will make
it a "day on" and participate in
community service projects in honor
of Martin Luther King Jr. Day.
A Great Leader
King (1929-1968) was a famous
civil rights1 leader. When King was
growing up, the South was
segregated,2 or separated by race.
Black people did not have the same rights as white people. Under the
law, they were not allowed to attend the same schools as white people
and had to sit in the back seats of buses. Black people also had to use
separate restrooms and drinking fountains.
When King was older, he worked to change those unjust laws. During
the 1950s and 1960s, he gave speeches and organized peaceful
marches and protests. Beginning in 1955, King led the famous
Montgomery bus boycott. For 381 days, African Americans
boycotted,3 or refused to use, public buses in the Alabama city. A
year later, the U.S. Supreme Court ruled that segregation on buses
was illegal.
King gained national attention from the boycott and, in 1963, delivered
his famous "I Have a Dream" speech. He told a crowd of more than
200,000 people in Washington, D.C., that his dream was for all people
to be treated fairly and equally under the law. As a result of his work,
civil rights laws were passed. Those laws protect the rights of all
Americans.
1 civil
rights: entitlement of citizens to be treated equally and fairly by law

2 segregated: kept apart from other groups
3 boycott: protest by not using the services of a particular company or business
Library of Congress
The Rev. Dr. Martin Luther King addresses

a group of followers.
Non-fiction: Honoring King

Article: Copyright 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
A Day of Service
83
Many people celebrate Kings legacy4 on Martin Luther King Jr. Day
with parades and other events. The legacy of a leader is something he
or she has accomplished that would benefit future generations. For
King, that meant making the world a better place. Thousands more
honor King by cleaning parks, volunteering at homeless shelters, and
participating in other community service projects.
"Everybody can be great because everybody can serve," King once
said. By taking part in community service projects, Americans are able
to keep this leaders dream alive.
A Civil Rights Hero: Martin Luther King Jr.
January 15,
1929: Born in Atlanta, Georgia
August 28,
1963:
Delivers his "I Have a Dream" speech
in Washington, D.C.
December
10, 1964:
Becomes the youngest person to
receive the Nobel Peace Prize
April 4,
1968:
Is assassinated in Memphis,
Tennessee
January 20,
1986:
Martin Luther King Jr. Day first
Observed as a national holiday
4 legacy: something valuable left by a person when he or she dies
Questions: Honoring King
Name: _____________ Date: _______________________

1. What did Martin Luther King Jr. do to change the unjust laws of
segregation?
A He volunteered at homeless shelters and participated in other community
service
projects.
B He ran for Senate in order to pass legislation that would change the
segregation laws.
C He became a Supreme Court justice and ruled that segregation on buses
was illegal.
D He gave speeches, organized peaceful marches, and led the Montgomery
bus boycott.
2. What dream did Martin Luther King Jr. describe during his famous I Have
a Dream
84
speech?
A His dream was that the South would be more like the North.
B His dream was for the Montgomery bus boycott to result in the end of
segregation on buses.
C His dream was for all people to be treated fairly and equally under the law.
D His dream was to have more peaceful marches and protests against
segregation.
3. What conclusion can one come to about Martin Luther King Jr. based on
the passage?
A He used peaceful means to achieve widespread change for Americans.
B He inspired people to be violent if they needed to draw attention to
problems of
segregation.
C He felt marches, protests and boycotts were not effective ways to bring
about
change.
D He thought equality under the law would be very hard to achieve in the
South.
4. Read the following sentence: The legacy of a leader is something he or
she has
accomplished that would benefit future generations.
What does the word generations mean?
A groups of people who belong to the same race
B groups of people of a similar age
C groups of people who are part of the same economic class
D groups of people who belong to the same profession
5. What is this passage mainly about?
A the life of Martin Luther King Jr. and how he was treated and how he is
remembered today
B the Montgomery bus boycott and other famous civil rights events
C the civil rights work of Martin Luther King Jr. and how it should be
celebrated
D the hardships faced by African Americans in the segregated South
6. Describe what life was like in the South when Martin Luther King Jr. was
growing up.
_____________________________________________________________
_________
_____________________________________________________________
_________
_____________________________________________________________
_________
85
7. Why is participation in community service projects an appropriate way to

honor the
legacy of Martin Luther King Jr.?
_____________________________________________________________
_________
_____________________________________________________________
_________
_____________________________________________________________
_________
8. The question below is an incomplete sentence. Choose the word that best
completes
the sentence.
_________ the South was segregated, black people did not have the same
rights as
white people.
A However
B Because
C Even though
D Although
9. Answer the following questions based on the sentence below.

Thousands of Americans pay tribute to Martin Luther King Jr.s legacy on
Martin Luther
King Jr. Day by participating in community service projects.
Who? thousands of Americans
(do) What?
_____________________________________________________________
When?
_____________________________________________________________
___
How?
_____________________________________________________________
____
10. Vocabulary Word: legacy: something valuable left by a person when
he or she
dies.
Use the vocabulary word in a sentence:
______________________________________
_____________________________________________________________
_________
_____________________________________________________________
_________
Teacher Guide & Answers: Honoring King
86

Teacher Guide & Answers

Passage Reading Level: Lexile 880
Featured Text Structure: Descriptive - the writer explains, defines, or illustrates a
concept or topic
Passage Summary: The passage discusses the civil rights work and legacy of Martin
Luther King Jr. and
the way his legacy is honored today.
1. What did Martin Luther King Jr. do to change the unjust laws of segregation?
A He volunteered at homeless shelters and participated in other community service
projects.
B He ran for Senate in order to pass legislation that would change the segregation laws.
C He became a Supreme Court justice and ruled that segregation on buses was illegal.
D He gave speeches, organized peaceful marches, and led the Montgomery bus
boycott.
2. What dream did Martin Luther King Jr. describe during his famous I Have a Dream
speech?
A His dream was that the South would be more like the North.
B His dream was for the Montgomery bus boycott to result in the end of segregation on
buses.
C His dream was for all people to be treated fairly and equally under the law.
D His dream was to have more peaceful marches and protests against segregation.
3. What conclusion can one come to about Martin Luther King Jr. based on the passage?
A He used peaceful means to achieve widespread change for Americans.
B He inspired people to be violent if they needed to draw attention to problems of
segregation.
C He felt marches, protests and boycotts were not effective ways to bring about change.
D He thought equality under the law would be very hard to achieve in the South.
4. Read the following sentence: The legacy of a leader is something he or she has
accomplished that
would benefit future generations.
What does the word generations mean?
A groups of people who belong to the same race
B groups of people of a similar age
C groups of people who are part of the same economic class
D groups of people who belong to the same profession
5. What is this passage mainly about?
A the life of Martin Luther King Jr. and how he was treated and how he is remembered today
B the Montgomery bus boycott and other famous civil rights events
C the civil rights work of Martin Luther King Jr. and how it should be celebrated
D the hardships faced by African Americans in the segregated South
Teacher Guide & Answers: Honoring King
6. Describe what life was like in the South when Martin Luther King Jr. was growing up.
Suggested answer: Black people did not have the same rights as white people. Under the
law, they
were not allowed to attend the same schools as white people and had to sit in the back
seats of buses.
Black people also had to use separate restrooms and drinking fountains. [paragraph 2]
7. Why is participation in community service projects an appropriate way to honor the
legacy of Martin
Luther King Jr.?
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Suggested answer: Marin Luther King Jr. dedicated his life to improving the lives of others
by working
towards a country where everyone was treated equally and fairly under the law. It is only
fitting that this
legacy is honored in the same way as people give back to their communities, by cleaning
parks,
volunteering at homeless shelters, and participating in other community service projects.
[paragraph 5]
8. The question below is an incomplete sentence. Choose the word that best completes the
sentence.
_________ the South was segregated, black people did not have the same rights as white
people.
A However
B Because
C Even though
D Although
9. Answer the following questions based on the sentence below.
Thousands of Americans pay tribute to Martin Luther King Jr.s legacy on Martin Luther King
Jr. Day by
participating in community service projects.
Who? thousands of Americans
(do) What? pay tribute to Martin Luther King Jr.s legacy
When? on Martin Luther King Jr. Day
How? by participating in community service projects
10. Vocabulary Word: legacy: something valuable left by a person when he or she dies.
Use the vocabulary word in a sentence: answers may vary.
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Lesson Title: Nonviolent Protests

Date: March 9, 2016
on Alabama.
Learning Objective:
The student will be able to explain the importance of the freedom riders, sit ins, and the Selma to
Montgomery March by answering the following question on an exit slip scoring at least 2/3.
What did some people do to protest segregation? Please include at least two examples. Why did
they do these things?
I can explain the protests and events that helped African Americans gain civil rights during the Civil
Rights Movement.
The student will answer the following question with a score of 2/3 on an exit slip: What did some people
do to protest segregation? Please include at least two examples. Why did they do these things? A score of
3 indicates that the entire question was answered correctly. A score of 2 indicates that the question was
answered correctly but not completely. A score of 1 indicates that the answer was wrong.
Engagement:
yesterday.
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Yesterday we spent a lot of time talking about Martin Luther King Jr. Will someone raise your hand and
tell me something important you remember about MLK Jr? Yes, he led many peaceful protests. He didnt
believe in using violence to make a change. Did Rosa Parks use violence or nonviolence? Yes, she used
nonviolence. Did the non-violence work in her story? Yes, it did. After boycotting peacefully for a long
time and not riding the buses the buses were integrated and things were made fair. There are a lot of
other people that used nonviolent tactics during the civil rights movement.
XXV. Teaching:
Today we are talking about groups of people that took a stand to make a difference. To
learn about these people we are going to use a power point. Start power point. Something
that is important to remember is that the protests were non-violent. Does anyone know what
this means? Yes, it means that they were peaceful protests without fighting. This is one of our
vocabulary words on our chart. We need to write down the definition. Please turn to page 3
in your packet and write down the definition of nonviolence. Give the students a moment to
get this written down. Another word you are going to need to know today is protest. Does
anyone want to take a gander at this word? Yes, protest means to make a statement or action
as disapproval of something. Lets write this down in our vocabulary chart. The word is
written here on the board for you to write down. Give students a few moments to get this
written down. You are going to be taking notes on a graphic organizer that I will pass out to
you. I will take notes along with you to help you stay on track. We are going to be talking
about four different protests that were non-violent.
We have already discussed one protest that happened during the civil rights movement.
Can anyone think of what it was? Yes, the Montgomery Bus Boycott was an act of
nonviolence. Did this form of protest work? Yes it did. What did the boycott end up doing?
The boycott ended up integrating the buses. This is one way that people fought against
segregation using non-violence.
Another group that is famous for using non-violence was the freedom riders. The freedom
riders were a group of white and black Americans that went on Freedom Rides throughout
the South. Their purpose was to see if new federal laws outlawing segregation at interstate
bus terminals were being followed. They wanted to make sure that the changes made after the
Montgomery Bus Boycott were being followed. Lets make an inference. Do you think that the
law was being followed all through the South? Hmm yes, I think you may be right that the
law wasnt being followed. Well, the riders started on May 4th of 1961 leaving Washington
D.C. on two different buses. One bus was going to Alabama. The other was going to New
Orleans. On May 14th the bus riders headed to Alabama were stopped by angry protesters
and put in jail. We are going to look at a map of the route that the freedom riders took. You
will notice that both buses started in Washington D.C. The buses traveled to many large
southern cities until they were stopped in Birmingham and arrested.
Another way that people used nonviolence to make a statement was by participating in sit
ins. Does anyone want to guess what a sit in is? Hmm Yes the did sit. That is correct but
there is more to it. Does it have anything to do with them sitting on a bus? Well a sit in was
something that African Americans would do to silently protest against segregation. They
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would go sit in segregated places for hours at a time. They would sit in places like
restaurants, stores, hotel lobbies, and more. What do you think people thought about the sit
ins? Turn and talk to your partner about this. 5, 4, 3, 2, 1 eyes on me. We have one final
protest to talk about today.
In 1965, Martin Luther King organized a march from Selma to Montgomery to protest
laws in the South that kept African Americans from voting. The marchers were stopped by
police officers before they even left Selma. Dr. King asked for federal protection from the US
government. The marchers were given protection to complete their march. On March 21,
around 3,200 people from across the nation started to march. By the end of the march on
March 25, over 25,000 people had joined in. The march brought national attention to the
issues of voting rights in the south.
Do you think any of the people participating in protests saw advantages and
disadvantages? Yes, B? I think some of them could have been scared that they were going to
offend someone and be hurt. Yes, that is a good answer. So if they were scared why did they
protest anyways? Yes, R? Because they knew that there was a possibility that the protests
could make a big difference.
We need to add the events we just learned about to our timeline. The Montgomery Bus
Boycott is already on our timeline from when we talked about Rosa Parks. We need to add
the Freedom Riders and the Selma to Montgomery March. Please turn to page 2 in your
packet. Okay, does anyone remember when the Freedom Riders happened? May of 1961.
Lets add that to our timeline. Okay, next. Does anyone remember when the Selma to
Montgomery March happened? March of 1965. Please leave space between the Freedom
Riders and the Selma to Montgomery March. We are going to have to add something in that
space tomorrow. Good job! Make sure you get those written down. I will add them to my
timeline at the front of the room.
XXVI. Opportunity for Practice:
Okay, I am going to put you into groups of 3 or 4. In these groups you are going to have to
solve a problem. Take a look at the scenario on the board. Suppose that people in your
community want to change a law. You want the local government to know that people want
change. What do you do? With your group you are going to decide on the problem you want
to have changed. You are going to work with them to create a game plan. You will follow the
process on this slide. First, identify a problem. Pick a problem in the community or school
that you and your group would like to see changed. Next, gather information about the
problem. What do you need to tell others about the problem that is going on? Give examples.
Next, list and consider options to solving the problem. You will also need to consider
advantages and disadvantages to the way you choose to solve the problem. Next, choose and
implement a solution. Tell me how you have decided to make a change. Finally evaluate the
effectiveness of the solution. You are going to have to make inferences here about how you
think things would go. I am going to give you 20 minutes to work on this. I am going to
number you off into groups and then assign you an area of the room to work. You will have a
paper with the outline on it so all you have to do is write your plan. Any questions? Jobs
people, will you please pass these out for me? Allow students 20 minutes to work. Monitor
comprehension.
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5, 4, 3, 2, 1 eyes on me. Now, I am going to give each group a Venn diagram. You are going
to compare your protest to the protests led during the civil rights movement. So, on the left
you will write the name of your protest and then on the right you will write civil rights
movement. Do you have any questions? Jobs people, will you please pass these out? Allow
students 10 minutes to work.
5, 4, 3, 2, 1 eyes on me. Please return to your seat for me. We are going to take a moment
to share. I am going to pull equity sticks. If I call your name and youd like to pass say pass. I
will pull sticks until 5 people have shared. When I call your name please briefly explain your
issue and what you plan to do. Then give me one similarity and one difference your scenario
has to the way people protested in the civil rights movement
XXVII. Assessment:
Our final activity is a quick exit slip. The question is: What did some people do to protest
segregation? Please include at least two examples. Why did they do these things? Jobs
people, please help me pass out the slips. When you get your slip answer both parts of the
question and turn it into the tray. Read exit slips while they are being turned in. Check for
XXVIII.
Closure:
Today we learned about different ways that everyday people just like you and me protested to
gain equal rights. These people were brave and showed much perseverance despite what may
happen to them for standing up for their rights. Tomorrow we are going to learn about the
effects of the protests we talked about today. Any questions, comments, or concerns before we
move on? Before we close please turn to page 4 in your packet. Please write on day one what
you learned about perseverance today.
Reteach: Students will read passages about the different protests and answer questions in
a small group.

Vocabulary Sheet
Timeline
Problem Solving Sheet
Venn Diagram
Graphic Organizer for Notes
93

Power Point
Exit Slips
Data Collection:
answer was wrong.
Score
3
2
1
Missin
g
Zeiss
20
7
1
0
Renfro
21
5
1
0
Only one student from each class still showed confusion about the content in todays lesson. I met with
the individual students at the beginning of the day to discuss their answers on the exit slips and fix their
misconceptions.
Reflection:
The day before I taught this lesson I came across a book in the library called The Civil Rights
Movement: An Interactive History Adventure by Heather Adamson. The story is through the perspective
of an African American college student. There was a chapter on protests and I read a few short passages
during the engagement. The stories were great at giving the students an idea about what it was like to be
an active participant in protests. It also gave them a sense of the perseverance and courage it took to
participate in protests.
The students seemed very interested in the content and asked lots of questions. Their questions
were deep and thoughtful for the most part. One student asked, Do you think that all African Americans
supported integration? I told the student that I was unsure but I had an assumption. I told him to write it
on a sticky note and put it on my desk. I did some research and answered his question the next day.
Honestly, I would not change much about this lesson. I let the students discuss and ask lots of
questions during the lesson. I would provide some more information about the freedom riders and their
experiences along the way. Their exit slips were superb, showing me that they mastered the content that
was expected.
Due to time we were unable to do the practice activity again today. We spent a lot of time
discussing the material so the students were able to grasp the content.
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Lesson Title: Acts

Date: March 10, 2016
Social Studies:
on Alabama.
Learning Objective:
The student will be able to explain the benefits of the Civil Rights Act of 1964 and the Voting Rights Act
of 1965 by answering the following question on and exit slip with a score of 2/3:
What two acts changed segregation in Alabama? What did the two acts accomplish?
I can explain the benefits of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.
The student will answer the following question: What two acts changed segregation in Alabama? What
did the two acts accomplish? The student must include the names of the two acts with a small description
of the changes that were made due to the acts being passed. The student will need to score at least a 2/3. A
score of 3 indicates that the entire question was answered correctly. A score of 2 indicates that the
question was answered correctly but not completely. A score of 1 indicates that the answer was wrong.
Engagement:
yesterday.
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Can someone raise their hand and give me a summary of what we learned yesterday about the Civil
Rights Movement? Yes, we learned about how everyday people helped make big changed to the face of
the United States. The participated in nonviolence tactics to make a change. What were some different
ways that people protested? Yes, the participated in sit ins, they boycotted, they marched, and they rode
buses. Today we are going to learn about the effects of these protests. Do you think all the protests
worked? Turn and talk to your partner about this. Give students a moment to discuss. Well, we know that
the Montgomery Bus Boycott was effective because they passed a law in 1956 saying that buses must be
integrated. Do you think that there were protests that didnt work the way they planned? Do you think that
the peaceful protests were always peaceful? No they werent. Some people were violent.
XXIX. Teaching:
Today we are going to start by talking about a tragedy that happened during the civil rights
movement. Many people were protesting using peaceful strategies. Some people, however, did
not like the protests and chose to use violence to try to stop the protests. On September of
1963 a bomb exploded in the 16th Street Baptist church in Birmingham. Four young African
American girls were killed. The church was targeted because it had been used to organize
civil rights events earlier that spring. This bombing became known as the Birmingham
Church Bombing. This bombing made MLK and others even more determined to gain equal
rights. Soon after, the US government decided to pass the Civil Rights Act of 1964. This act
made segregation illegal in all public places.
After this was finally passed the civil rights movement focused on voting rights. Do you
remember what protest we learned about yesterday that they did to gain attention to voting
rights? Yes, the Selma to Montgomery March. The march was organized to gain attention
because man African Americans were not being treated equally in Selma. They had the right
to vote, however, the local government made it impossible for people to register to vote. The
Selma to Montgomery March brought national attention to the issue. So, a few months after
the march US Congress passed the voting rights act of 1965 to protect the right of all
Americans to vote.
So, what did the Civil Rights Act of 1964 do? Yes, it made segregation illegal in all places.
What does this mean? Yes, it means that every establishment had to be integrated. They could
no longer discriminate against people based on the color of their skin. What did the Voting
Rights Act of 1965 do? Well, everyone had the right to vote but a lot of times the government
would make it so that African Americans were not able to be registered by doing different
things to stop them.
Lets add this to our timeline. First we need to add the Birmingham Church Bombing. Does
anyone remember when this occurred? Yes, in 1963. Next we need to add which act? Which
one came first? Yes, the civil rights act of 1964 came first. What act came next? Yes, the
voting rights act of 1965.
XXX. Opportunity for Practice:
Now I am going to put you with a partner. With your partner you are going to do a quick
activity to review what we just learned. We talked about two acts today that changed
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Alabama. I want to make sure that you understand the causes and effects of these two acts.
So, you will write two causes for each act. Then you will write two effects for each act. The
effects are basically what the act did to change Alabama. Are there any questions? I am
going to let you work with your elbow partner on this. Please keep the noise to a minimum or
you will have to work alone. I am going to give you 10 minutes to work on this. If you have
any questions please raise your hand. Jobs people, please pass this out. Once you have one
you can begin. Allow the students ten minutes to work.
5, 4, 3, 2, 1 eyes on me. Please return to your seat. Lets go over this chart. Lets start with
causes of the Civil Rights Act of 1964. Yes, W? The civil rights act was caused because of
unfair segregation. Excellent! Yes, R? The Civil Rights Act was also caused due to the
Birmingham Church Bombing. Yes, indeed it was. Yes, O? The Civil Rights Act was caused
by many people protesting and boycotting for a long time. That is correct too! There are all
fantastic answers. Okay, now for the effects. What were some of the effects of the Civil Rights
Act? Yes, W? Segregation was made illegal. You are correct! Yes, T? Everywhere had to
become integrated. Yes, and this is a whole other story. Okay, now onto the causes of the
Voting Rights Act. Yes, D? The Voting Rights Act was passed so that everyone had equal
right to vote. That is correct. Yes, F? After the Selma to Montgomery March the act was
passed because the federal government realized it was an issue. Good, so the Selma to
Montgomery March was also a cause. Now, onto the effects. Yes, U? The Voting Rights Act
ensured that all Americans were able to register to vote. Good job, U! Okay, does anyone
have any questions before your assessment?
XXXI. Assessment:
Our final activity is a quick exit slip. The question is: What two acts changed segregation in
Alabama? What did the two acts accomplish? Jobs people, please help me pass out the
slips. When you get your slip answer both parts of the question and turn it into the tray. Read
exit slips while they are being turned in. Check for any misconceptions. If you need to clear
up misconceptions do so in the closure.
XXXII. Closure:
We are about ready to wrap up our Civil Rights Unit. Tomorrow we are going to start a
cumulative activity and finish filling in our KWL chart that we started at the beginning of the
unit. Before we close today I want to talk a little more about perseverance. This has been our
big concept through the whole unit. The final thing I hope you learned about perseverance is
that it is worth it. When you persevere you get results just like the people in the civil rights
movement did. Lets write about this in our daily journal. Tell me what you learned about
perseverance during todays lesson.
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Reteach: Read passage from Common Core Book and answer questions. This will be
guided by the teacher at the kidney table.
Extend: Tic Tac Toe Board.

Power point
Exit Slip
Tic-tac-toe Board
Cause and Effect Graphic Organizer
Common Core Book Page 21
Data Collection:
answer was wrong.
Score
3
2
1
Missin
g
Zeiss
16
2
10
0
Renfro
14
1
12
0
The above data showed me that half the class did not learn the material for the day. This was obviously
my fault for the way I taught it. I retaught the entire class the following day and their discussion showed
that they now understood the content. See the reflection below for more information.
Reflection:
This lesson caused some confusion. I noticed this after grading their exit slips. Most of the
students understood the material; however, some of the students needed some clarification the next day.
To fix the issues I would make sure to explain to the students what an act is. To do this I could show
them a written copy of one of the acts. This would help them understand that an act is a written document,
not an act as in an action.
I did go back and fix some misconceptions before giving them their final project. Some students
were confused about how it was the civil rights act and the voting rights act that were the actual acts that
changed segregation. Instead they wrote things like the Selma to Montgomery March, and the
Birmingham Church Bombing. I made a chart on the board to show that those two events were the final
straws to get the acts passed. After this the students showed a better understanding of the material.
106

We did not do the practice activity today either due to time. We discussed the information
thoroughly for a day and a half. Next time I will organize the note taking tool differently.
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109
110
111
112
Section 3:
Assessment
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Summary Page
Assessment is crucial for instruction. Without it, the teacher is unable to plan effectively
so that the students learn. I used assessment each day to check for understanding throughout the
unit. I only assessed content that was taught. I did not assess any practice activity. Formative
assessments were not graded based on conventions in writing. Formative assessments were
graded based on full answers with accurate content.
Before beginning the unit I used a KWL chart as a pre-assessment. This helped the
students access prior knowledge and helped me gather information about what the students
already knew and what they were interested to learn.
The next form of assessment I used was formative assessment. Exit slips were used each
day at the end of each lesson. The student answered a simple question about the most important
information I wanted them to gain that day. I graded the assessments to decide whether or not
students need to be retaught information before moving onto the next lesson. If only a few
students need additional help I pulled the students into a small group. If it was a majority of the
class, I presented the information again in a different way and re-assessed. On top of these
assessments I also checked for understanding through chunking activities like turn and talk,
quick writes, and more. I used the observations during this time to guide instructions within the
lessons.
The final kind of assessment used was a summative assessment. This assessment assessed
the students on the knowledge and skills that they have gained throughout the entire unit. The
summative assessment required the students to sequence the events of the movement showing
that they understood the causes, events, and effects of the movement in the country.
114
Assessment Matrix
Day
1
Daily Objective
Formative Assessment
Summative
Assessment
The student will be able to
The student will write their own
Final day of the
explain what perseverance is
definition and an example of
perseverance
by writing their own definition perseverance on a sticky note with a journal.
and example on a sticky note
score of at least 2/3. If the student
scoring at least a two out of
can do this then the teacher will
three.
know that they grasped the learning
objective for the day. A score of 3
indicates that the entire question
was answered correctly. A score of
2 indicates that the question was
answered correctly but not
completely. A score of 1 indicates
that the answer was wrong.
The student will be given an exit
Not assessed.
define and give an example of slip with the following prompt:
a civil right on an exit slip
What is a civil right? Provide an
with a score of at least 2/3.
example. The student must
provide an accurate definition and
example of a civil right to be
considered at mastery level scoring
at least 2/3. A score of 3 indicates
that the entire question was
answered correctly. A score of 2
indicates that the question was
answered correctly but not
completely. A score of 1 indicates
that the answer was wrong.
The student will answer the
Jim Crow Laws is
explain what life was like
following prompt on an exit slip.
on the timeline
during segregation by
How did Jim Crow Laws affect
project.
answering the following
life in Alabama? When did the Jim
prompt on an exit slip with a
Crow laws begin? The student
score of at least 2/3.
must explain that Jim Crow laws
How did Jim Crow
created segregation in Alabama that
Laws affect life in
was separate and not equal. If the
Alabama? When did
student can correctly describe this
115
the Jim Crow laws

begin? Please include
the word segregation
in your answer.
including the word segregation, the

teacher will know that the learning
objective was achieved that day.
This will be shown by a score of at
least 2/3. A score of 3 indicates that
the entire question was answered
correctly. A score of 2 indicates that
the question was answered correctly
but not completely. A score of 1
indicates that the answer was
wrong.
The student will explain the
importance of Brown v. Board importance of Brown v. Board of
of Education by completing
Education by completing the
the following prompt on an
following prompt on an exit slip
exit slip with a score of at least with a score of at least 2/3. The
2/3.
question will be What was the
What was the
importance of Brown v. Board of
importance of Brown
Education? Please use the words
v. Board of Education? segregated and integrated in your
Please use the words
answer. If the student can do this
segregated and
correctly the teacher will know the
integrated in your
learning objective for the day was
answer.
met. A score of 3 indicates that the
entire question was answered
wrong.
The student will describe the
The students will be given an exit
importance Rosa Parks had on slip where they must answer the
the civil rights movement in
question, What is Rosa Parks
Alabama by completing an
famous for? How did she show
exit slip answering the
perseverance to change civil rights
following question with 100% in Alabama? The student must
accuracy.
answer both parts of the question
What is Rosa Parks
with 100% accuracy. The student
famous for? How did
must provide at least three facts
she show perseverance about Rosa Parks.
Brown v. Board
of Education is on
the timeline
project.
Rosa Parks and

the Montgomery
Bus Boycott are
on the timeline
project.
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to change civil rights

in Alabama? Please be
sure to include at least
three facts.
importance of Martin Luther
King Jr. on civil rights in
Alabama by answering the
question on an exit slip with a
score of at least 2/3:
Name two things that Martin
Luther King contributed to the
Civil Rights Movement. How
did he persevere?
question on an exit slip:
did he persevere? with 100%
accuracy.
The students will answer

comprehension questions about the
MLK article with 80% accuracy.
They will answer the questions
independently and turn them in at
the end of the first day. The
learning objective about MLK will
be answered on day 2 of the MLK
lesson.

following question: Name two
things Martin Luther King
contributed to the civil rights
movement. The student will also
explain how MLK Jr. persevered.
The student must include two
important details with a score of
2/3. A score of 3 indicates that the
entire question was answered
wrong.
explain the importance of the
following question with 100%
freedom riders, sit ins, and the accuracy on an exit slip: What did
Selma to Montgomery March some people do to protest
by answering the following
segregation? Please include at least
question on an exit slip with a two examples. Why did they do
score of at least 2/3.
these things? The student must
What did some people answer both parts of the question
do to protest
with a score of at least 2/3 for the
segregation? Please
teacher to know that the student has
include at least two
met the days learning objective. A
examples. Why did
score of 3 indicates that the entire
The I have a
dream... speech
is on the timeline
project.
The I have a
dream speech
is on the timeline
project.
The Selma to
Montgomery
March is on the
timeline project.
117
they do these things?

explain the benefits of the
Civil Rights Act of 1964 and
the Voting Rights Act of 1965
question on and exit slip with
at least a score of 2/3:
What two acts changed
segregation in Alabama? What
did the two acts accomplish?
10

create a timeline including
causes, important persons,
events, benefits with date and
importance related to the Civil
Rights Movement, scoring at
least an 80% (80 out of 100
points) on a teacher made
rubric.
question was answered correctly. A

score of 2 indicates that the
question was answered correctly
wrong.
following question: What two acts
changed segregation in Alabama?
What did the two acts accomplish?
The student must include the names
of the two acts with a small
description of the changes that were
made due to the acts being passed.
The student must score at least a
2/3 to be considered at mastery
level. A score of 3 indicates that
the entire question was answered
wrong.
The student will create an
illustrated and written timeline of
causes, important persons, events,
and benefits of the Civil Rights
Movement. The student will be
given a list of events to include.
They will use their notes and
activities done in class to write a
sentence about each events
importance. They will label the date
and the event. The student will
illustrate the timeline below each
event. The student will be required
to include all parts listed on the
instruction sheet. The parts include:
Jim Crow Laws
Brown v. Board of
The Civil Rights

Act of 1964, The
Voting Rights Act
of 1965, and the
Birmingham
Church Bombing
are on the
timeline project.
The activity on
the last day will
be graded as their
summative
assessment using
a teacher made
rubric.
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Education
Rosa Parks
Montgomery Bus
Boycott
MLK I have a dream
speech
Birmingham Church
Bombing
Selma to Montgomery
March
Civil Rights Act of 1964
Voting Rights Act of
1965
A teacher made
rubric/checklist will grade
content accuracy, neatness,
and overall understanding of
material.
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Pre- Assessment
The pre-assessment was given on day 4 of the unit when we actually started discussing
information related to the Civil Rights Movement. The students completed a KWL chart. I gave
the students 5 minutes to write as much information as they could that they already knew about
the Movement. These were some of the answers that were shared:
MLK Jr.
Segregation
Childrens March in Birmingham
People went to jail
There was violence
Rosa Parks
People led protests
Ruby Bridges
I have a dream speech.
The students showed that they had some background knowledge on the subject; however, they
were not able to go into much detail about the events shared. This showed me that the students
have been exposed to some information in previous years and though experience but that there
was still a lot of information that needed to be taught.
The students then spent around 5 minutes coming up with at least 2 good questions with their
table group. Some of the questions I received were:
Did colored mean only African American?
Who started the movement?
Why did people make Jim Crow Laws? Who started the laws?
Did only African Americans fight for their rights?
Was Jackie Robinson ever afraid to keep playing baseball?
How did blacks and whites feel about the movement?
What were the effects of the movement?
120
This pre-assessment gave me great insight to what the students already knew and also about what
they were interested in learning so that I was able to make the content more interesting and
student-centered.
121
Formative Assessments
Exit slips were graded using 3, 2, and 1. The student received a 3 if all the information was
correct and each part of the question was answered. The student received a 2 if the information
was accurate and I could tell that they understood the material, but they didnt answer the
question fully. The student received a 1 if the information was completely off track. The students
were given the formative assessments for morning work most mornings because we always ran
out of time towards the end of the lesson. I graded the exit slips as they finished morning work
each day so that I could make sure that the previous days content was grasped before moving
on. The data for formative assessments can be found in each days lesson plan. The questions for
each days exit slip can be found below.
Day:
1
2
3
4
5 and 6
7 and 8
9
10
Exit Slip Question:

Define perseverance. Give an example.
What is a civil right? Give an example?
How did Jim Crow Laws affect life in Alabama? When did the Jim Crow laws
begin? Please include the word segregation in your answer.
What was the importance of Brown v. Board of Education? Please use the words
segregated and integrated in your answer.
What is Rosa Parks famous for? How did she show perseverance to change civil
rights in Alabama? Please be sure to include at least three facts about Rosa or the
Montgomery Bus Boycott.
Name two things that Martin Luther King Jr. contributed to the Civil Rights
Movement? How did he show perseverance?
What did some people do to protest segregation? Please include at least two
examples. Why did they do these things?
What two Acts changed segregation in Alabama? What did the two Acts
accomplish?
122
Summative Assessment
The summative assessment also acted as the culminating activity. The students completed the
project on their own and the project was graded with a rubric that you can find below the plan for
introducing the final project.
Lesson Title: Cumulative Day

Social Studies:
on Alabama.
Learning Objective:
The student will be able to create a timeline including causes, important persons, events, benefits with
date and importance related to the Civil Rights Movement, scoring at least an 80% (80 out of 100 points)
on a teacher made rubric.
I know about the causes, events, and effects of the Civil Rights Movement.
The student will create an illustrated and written timeline of causes, important persons, events,
and benefits of the Civil Rights Movement. The student will be given a list of events to include.
They will use their notes and activities done in class to write a sentence about each events
importance. They will label the date and the event. The student will illustrate the timeline below
123

each event. The student will be required to include all parts listed on the instruction sheet. The
parts include:
Jim Crow Laws

Brown v. Board of Education
Rosa Parks
Montgomery Bus Boycott
MLK I have a dream speech
Birmingham Church Bombing
Selma to Montgomery March
Voting Rights Act of 1965
A teacher made rubric/checklist will grade content accuracy, neatness, and overall understanding
of material.
Engagement:
Before we begin please turn and talk to your partner about what you learned about
Before we start our final project we are going to fill in our KWL chart. I need you to
raise your hand. Students will share what they learned during the unit. Student answers
will vary. Allow ample time for this activity and discussion.
This will be our last day we spend in class on the Civil Rights Movement. I am going to
explain your final project to you. I think that this will be a fun project. I am going to have
you pass out the sheets for the final project while I talk so that you can follow along. The
first sheet you will find will be instructions. For your project you will be making a
timeline. This timeline will be more detailed that the one we have been doing in class. On
this timeline you are going to identify the date, tell me the event, and then write a
sentence about why the event was important to the civil rights movement. There are nine
events that you are required to include in your timeline. If you would like to include more
than the events listed please come talk to me about this. The first thing you are going to
want to do is put the events in correct order. The events are listed on your instruction
page. Remember that we talked about how timelines are sequential because history is
sequential. You wont have the Civil Rights Act of 1964 before the Montgomery Bus
Boycott. Here is the example that I have drawn of Rosa Parks. I wrote the date that she
refused to move seats. Then I wrote Rosa Parks as the event. Finally, I wrote, This event
was important to the civil rights movement because it brought attention to the
segregation issue on public buses in Montgomery. This is what you will be expected to
do for each event. Every rectangle should be colored neatly. You will need to take your
time on this. You need to write in a complete sentence. I know the boxes are small so you
will need to write small.
124

Before you start I want to go over how you will be graded. You will be graded out of 75
points. You will get 10 points if you include all of the events listed. Next, if you are neat
with your drawing, coloring, and handwriting you will be given 10 points. Next, spelling
and grammar will be worth 10 points. So make sure you are spelling things correctly and
including capital letters and periods. Finally, each event will be graded for correct date
and importance. In the about section you must tell me why the event was important or
you will lose points. Okay, this project will be due on Thursday the 17th by the beginning
of class. If it is late you will have to finish during recess and lunch. This due date will be
on the board. I will also send out a reminder email to your parents about the project. If
you have time in the morning at school or during free time you may work on this project
then. If you cant finish at school you will need to finish at home. If you are done early
please feel free to turn it in to the back table. However, this should take you some time if
you do it correctly. No one should be turning in a timeline today. These will hang in the
hallway so please put in your best work.
Does anyone have any questions about this final project?
XXXIII.
Closure:
Now that all of our projects are done and hanging in the wall I am going to let you take a
gallery walk so you can look at your classmates projects. Since we will be in the hallway I
need you to be silent. That means no talking at all. If I see you talking you will be given 10
minutes of silent lunch. Dont let that happen. Okay, I am going to give you 10 minutes to
look. Conduct gallery walk.
5, 4, 3, 2, 1 Okay, lets meet back in the classroom. Did anyone notice anything on
someones timeline that they would like to share? Compliments only, please.
Wow, I am so impressed with all of your work. You showed me that you really understand
what we learned about these past two weeks. Your final assignment is the last day of your
perseverance journal. I want you to tell me all that you have learned about perseverance as it
is related to the civil rights movement. Please include examples from all of the things we have
learned. When you are done please turn your whole packet into the homework tray in the
back of the room.
Timeline Sheets
KWL Chart
Rubric/Checklist
Instruction
125
Civil Rights Timeline Checklist

Included all events
_________/10
Events are in the correct order
_________/10
Neatness
_________/10
Correct spelling/grammar
_________/10
Event dates are correct
_________/30
Importance of events are correct
_________/30
Total________/100
126
My Civil Rights Timeline

You are going to create a timeline illustrating the civil
rights movement. You will use the template given to you
by the teacher. For each event you will write the date,
event, and a sentence about why the event was
important.
On your timeline you will need to include the following
events.
I have a dream speech

Brown vs. Board of Education
Rosa Parks refuses to move seats
Jim Crow Laws
The events listed above are not in order. Before you begin
your timeline you will need to put the events in the
correct order. Use the back of this sheet if you need to.
127
Summative Assessment Data

After grading the final projects I determined how many students I had with each grade
(A+, A, B+, B, C, D, and F) and create a chart. Then I determined how many passed and how
many failed in each class. The graphs below show the amount that passed and the amount that
failed as well as the number of students that received each score. Each set of information has
been recorded in a chart and a graph. See charts and graphs below.
Scores number of students that received each numerical score:
Class/Scores
95-100
90-95
85-89
80-85
70-79
60-69
Zeiss / 28
Renfro / 27
14
9
8
8
4
4
0
3
1
1
1
1
59 or
below
0
0
128
Pass/Fail
Class
Zeiss
Renfro
Pass
26
25
Fail
2
2
129
Overall, the students performed really well on their final project. I made a chart to analyze where
the students lost points. Many students understood the information, but did not follow directions.
From my experience, this does not require re-teaching. I gave each students their rubric back
with notes made. I explained common mistakes to the entire class and then allowed students to
ask me questions about their grade individually while the rest of the class participated in SSR
time. During this time I was able to fix any misconceptions that individual students had. Many
students lost points for incomplete sentences or from lack of effort; however, this does not affect
the students understanding of the material. I only had one student that did not show accurate
understanding of the unit. I would reteach the information to this child if I were to be here longer.
Unfortunately, the unit was finished the day I left OMIS. Below you will find the individual data
in a chart.
Individual Data Points each individual received for each part. If points were deducted I have
explained why.
Zeiss (Each student is assigned a number):
All
events
include
d:
1
10/10
Events
in the
correc
t
order:
8/10
Mixed
Neatness/Colore
d
Correct
Spelling/Gramma
r
Event
Dates
Event
Importance
0/10
Paper was lost.
10/10
30/30
20/30
Event
Total
/100
69
130
up two Remade timeline

events in an incomplete
.
fashion.
10/10
10/10
10/10
10/10
30/30
10/10
10/10
30/30
10/10
8/10
10/10
Mixed
up two
events
.
10/10 7/10
Lacked effort.
details
were
included.
Importance
was not
included.
28/30
1 was
incorrect.
25/30
30/30
30/30
92
5
6
10/10
10/10
10/10
10/10
10/10
10/10
5/10
Incomplete
sentences and
some misspelled
words.
10/10
10/10
30/30
30/30
100
90
10/10
10/10
3/10
Not colored.
Lacked effort.
10/10
30/30
10/10
10/10
8/10
Missing some
periods.
30/30
10/10
8/10
Mixed
up 2
events
.
10/10
30/30
20/30
Events
were
described.
Importance
was not
included.
25/30
Some
events
included
importance
. Some
were only
described.
28/30
1 was
incorrect.
10/10
8/10
30/30
30/30
98
98
93
88
131
10
11
12
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
Some
capitalization
issues.
10/10
10/10
10/10
13
10/10
10/10
10/10
10/10
30/30
14
10/10
10/10
8/10
Not all colored.
8/10
Missing some
periods.
30/30
15
10/10
10/10
10/10
10/10
16
10/10
10/10
10/10
17
10/10
10/10
10/10
9/10
Misspelled
government.
10/10
28/30
Wrong
year for
one
event.
30/30
30/30
30/30
30/30
30/30
30/30
30/30
20/30
Events
were
described.
Importance
was not
included.
20/30
Events
were
described.
Importance
was not
included.
20/30
Events
were
described.
Importance
was not
included.
30/30
100
100
90
30/30
99
25/30
Most
events
included
importance
. Some
only
95
90
86
98
132
18
10/10
10/10
10/10
10/10
30/30
19
20
10/10
10/10
10/10
7/10
Mixed
up
three
events
.
10/10
6/10
Lacked effort.
10/10
6/10
Incomplete
sentences.
30/30
28/30
1 date
incorrect.
.
21
10/10
10/10
10/10
10/10
30/30
22
10/10
10/10
10/10
10/10
30/30
23
10/10
6/10
Mixed
up
four
events
10/10
10/10
28/30
One date
was
incorrect
described
event.
20/30
Events
were
described
accurately.
Importance
was not
included.
30/30
20/30
Events
were
described
accurately.
Importance
was not
included.
20/30
Events
were
described
accurately.
Importance
was not
included.
25/30
Most
events
included
importance
. Some
only
described
event.
25/30
Most
events
included
importance
90
100
77
90
95
89
133
24
25
26
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
30/30
30/30
30/30
27
10/10
10/10
9/10
Lacked effort.
30/30
28
10/10
10/10
10/10
7/10
Didnt write in
complete
sentences.
10/10
30/30
. Some
only
desrcribed.
30/30
30/30
15/30
Some
details
incorrect.
Events
described.
Importance
not
included.
30/30
100
100
85
96
25/30
Most
events
included
importance
. Some
only
described
event.
Renfro:
All
events
include
d:
10/10
Events
in the
correct
order:
8/10
Mixed
up two
events.
Neatness/Colore
d
Correct
Spelling/Gramma
r
Event
Dates
Event
Importance
10/10
7/10
Incomplete
sentences.
28/30
One date
incorrect
.
25/30
Some
events
included
importance
. Some
were only
88
134
10/10
10/10
10/10
10/10
10/10
30/30
6/10
10/10
Many
events
are out
of order.
8/10
Incomplete
sentences.
28/30
1 date
incorrect
.
10/10
10/10
10/10
10/10
30/30
10/10
10/10
5/10
Lacked effort.
10/10
30/30
10/10
10/10
4/10
Lacked effort.
Not colored.
8/10
Incomplete
sentences.
30/30
7/10
Three
events
10/10
7/10
Lacked effort.
Not colored.
5/10
Incomplete
sentences.
16/30
Only 4
dates
described.
25/30
Some
events
included
importance
. Others
only
provided
details.
10/30
Informatio
n is not
accurate on
nearly all
of the
events.
20/30
Events
were
described.
Importance
was not
included.
25/30
Events
were
described.
Importance
was not
included.
25/30
Events
were
described.
Importance
was not
included.
17/30
Events
were
95
72
90
85
87
62
135
missing
.
were
included.
10/10
10/10
10/10
10/10
30/30
described.
Importance
was not
included.
Three
events not
written
about.
30/30
10/10
10/10
8/10
Lacked effort.
30/30
30/30
10
10/10
10/10
10/10
7/10
Incomplete
sentences.
10/10
30/30
98
11
10/10
8/10
Mixed
up two
events.
9/10
Lacked some
effort.
8/10
Missed periods.
12
10/10
10/10
10/10
30/30
97
13
10/10
10/10
10/10
7/10
Incomplete
sentences.
10/10
27/30
Some
dates
incorrect
.
30/30
28/30
One event
didnt
include
importance
.
30/30
98
14
10/10
10/10
10/10
10/10
30/30
15
10/10
7/10
10/10
7/10
28/30
28/30
One event
didnt
include
importance
.
20/30
Events
were
described.
Importance
was not
included.
28/30
30/30
10
0
92
90
136
16
10/10
Mixed
up
events.
8/10
Mixed
up 2
events.
Write in complete
sentences.
10/10
7/10
Some misspelled
words.
Incomplete
sentences.
One date
incorrect
.
27/30
Didnt
include
all event
dates.
17
10/10
10/10
10/10
10/10
30/30
18
10/10
10/10
8/10
Incomplete
coloring.
10/10
30/30
19
10/10
10/10
10/10
8/10
Incomplete
sentences.
22/30
Four
dates are
incorrect
20
10/10
10/10
10/10
10/10
30/30
21
22
/10
10/10
/10
10/10
/10
10/10
/30
30/30
23
10/10
/10
6/10
Multipl
e events
mixed
up.
10/10
10/10
7/10
Incomplete
30/30
One event
incorrect.
18/30
Inaccurate
informatio
n on one
event. Did
not include
importance
.
30/30
25/30
Most
included
importance
. Some
only
described
the event.
20/30
Described
each event.
Didnt
include
importance
20/30
Events
described.
Importance
was not
included.
/30
28/30
1
description
incorrect.
25/30
Some
80
10
0
91
80
90
92
137
sentences.
24
10/10
8/10
Mixed
up two.
10/10
8/10
Incomplete
sentences.
30/30
25
10/10
10/10
7/10
Not completely
colored.
5/10
In complete
sentences.
Misspelled words.
28/30
1 date
incorrect
.
26
10/10
10/10
8/10
Incomplete
sentences.
30/30
27
10/10
10/10
8/10
Not colored.
However, the
student
mentioned that
she sprained her
wrist the night
before it was due
so a minimum
was deducted.
10/10
8/10
Some missed
periods.
30/30
included
importance
. Some
were only
described.
20/30
Events
described.
Importance
was not
included.
20/30
Events
were
described.
Importance
not
included.
25/30
Some
included
importance
. Some
were only
described.
30/30
86
80
91
98
Here are pictures of a few student examples of the final project. I have kept copies as examples if
I teach the unit again.
138
139
140
Section 4:
Students
141
Summary Page
This unit includes a variety of strategies to need the needs of all students. The classroom
this unit was taught in was made up gifted and high achieving students. The school placed these
students together by ability level. Due to this, little individual differentiation was needed each
day. Despite this fact, I planned re-teaching and extension activities for my students to make sure
that I was meeting all of my students needs.
To differentiate for students that need extensions in the content I have created a choice
board of different activities for the students to complete. The activities require the students to
think about the content in a deeper way. They are able to explore the content deeper through
activities such as doing research, conducting interviews with family members, writing tweets in
the perspective of civil rights activists, and more. Most of my students did not have time to do
many of these activities. There were a few students that I talked to and shared the choice board
with. They were interested in learning more. A few asked about Jackie Robinson so I gave them
the choice board and had them prepare a short presentation about what they learned.
To differentiate for students that need re-teaching I have planned a variety of activities
such as reading books to present the content in a new way, watching videos to present the content
in a new way, and more. I knew that very few students would need this level of differentiation.
Most days, if there was a student that needed another explanation we just discussed the content. I
checked for understanding through observation during discussion.
My classroom had very little diversity. There were no students that were ELL in the
classroom so this is not something that I had to address in my lessons. However, if I did have
ELL students in the classroom some of the strategies I would have used would have been
142
increased visuals like vocabulary cards, a timeline with pictures, examples of practice activities,
and giving exit slips orally. I could have also helped the students take notes by providing a fill in
the blank note format. This would give the students more time to listen and not have to focus on
copying notes down during teaching. Graphic organizers were already being used and this would
have helped ELL learners as well.
143
Verbal/Linguistic
Logical/Mathematical
Intrapersonal
Interpersonal
Visual/Spatial
Naturalistic
Bodily/Kinesthetic
Activity
Turn and Talks - were utilized throughout
the entire unit. The students were able to
discuss material every day.
Day #
Each day.
Passages and power points students were Each day.

presented with material verbally and
visually.
PBL the students had to create a scenario Day 9
of a law they wanted to change. They had to
create a protest/plan to change the law, just
as the people did during the civil rights
movement.
Timeline The students took notes daily
sequencing events on a timeline.
Connections the students will make
connections by comparing rights that they
have in school to rights that the US
government gives us.
The students had discussions with each
other daily throughout the unit about a
variety of different topics.
Pictures the students looked at primary
sources of pictures during the civil rights
movement and discussed what they saw.
Each day.
Timeline the students drew pictures to

represent content on their summative
assessment.
The students will complete their
perseverance journal outside each day,
weather permitting.
The students will dig chocolate chips out of
cookies with toothpicks to model
perseverance.
Day 10
Day 2
Each day
Day 3, Day 8
Each day
Day 1
Skits the students will write and act out an Day 1

act of perseverance.
144
Musical/Rhythmic
Students will listen to songs that were

popular during the civil rights movement
that were used for protest. They will
analyze the lyrics for meaning.
Day 8
Plan for Individual Learners

At OMIS the students are grouped into classroom according to ability. Therefore, a small amount
of differentiation is needed. My group of students is considered high achieving/gifted. 35/54
have tested into the gifted program. The remaining 19 are high achievers. There is not a
population of ELL students in the classroom.
145
146
Day
1
Objective
Reteach
The student will be able Students will watch this video
to explain
about
perseverance and discuss
THE CIVIL
RIGHTSwhat
MOVEMENT IN
ALABAMA
perseverance is by
with the teacher at the small group
writing their own
table.
definition and example
https://www.youtube.com/watch?
on a sticky note with at
v=S7vouKO84oI
least a score of 2/3.
Extension
Choice Board
The students will
be able to pick
various projects to
complete during
the unit to extend
learning.
The student will be able

to define and give an
example of a civil right
on an exit slip with at
The students will define civil rights

and draw examples of actual civil
rights. This will be done with the
help of the teacher in a small group
at the kidney table.
Choice Board The students will

be able to pick
various projects to
complete during
the unit to extend
learning.
The student will be able

to explain what life was
like during segregation
by answering the
following prompt on an
exit slip with at least a
score of 2/3.
How did Jim Crow
Laws affect life in
Alabama? When did the
Jim Crow laws begin?
Please include the word
segregation in your
answer.
The student will explain
the importance of
Brown v. Board of
Education by
completing the
following prompt on an
exit slip with at least a
score of 2/3.
What was the
importance of Brown v.
Board of Education?
segregated and
integrated in your
answer.
The student will
Read the story Ruby Bridges by

Robert Coles to the students.
Discuss what segregation was like
for Ruby in a small group.

be able to pick
various projects to
complete during
the unit to extend
learning.
Read Linda Brown, You Are Not

Alone by Joyce Carol Thomas.
Discuss the book with a small
group of students.

be able to pick
various projects to
complete during
the unit to extend
learning.
147
Read the Book Rosa by Nikki
Choice Board -

Write a historical
fiction story based
on a fictional
Civil Rights
Movement.
Research and create

on a famous African
American. (Art,
music, acting,
a list of potential
people from the
teacher.
Conduct an
Create 10 test
the leaders of the
answers about the
Civil Rights
Civil Rights
Movement. Include
Movement. Please
at least 5 good,
include 3 multiple
thought-provoking
choice, 3 matching,
questions and the
answer.
the teacher.

into 8 different
sections. Design 8
time period. Color
your storyboard!
Come up with
flashcards based on
up the sheet from
back of the
to put what the
people did.
148
What would Martin

today if he had a
Twitter page? Come
up with five quick
Tweets (around
140 characters
would give his
Rights Movement
Interview a family
member that lived
during the Civil
Rights Movement.
Please include at
and answers.
Research Ruby
to desegregate an
elementary school.
Imagine you are six
year old, Ruby.
Write 5 journal
entries about your
grade at your new
school.

Poster
power point
a narrative
poem
biography
video
song
begin.
1. Jackie Robinson
3. Louis Armstrong
4. Harriet Tubman
6. Maya Angelou
149
7. Ray Charles
8. Langston Hughes
9. Condoleezza Rice
10. W.C. Handy
11. Hank Aaron
12. Aretha Franklin
Flashcards
Martin Luther King

Rosa Parks
Thurgood Marshall
Malcom X
Fred Shuttlesworth
John Lewis
Hugo Black
150

person.
Martin Luther King

Rosa Parks
Thurgood Marshall
Malcom X
Fred Shuttlesworth
John Lewis
Hugo Black
151
Literacy Strategies
Lesson
1
Objective
Literacy Strategies

explain what perseverance is by
writing their own definition and
example on a sticky note with at
Turn and Talk

Reciprocal Teaching

define and give an example of
a civil right on an exit slip with
at least a score of 2/3.
explain what life was like
during segregation by
answering the following
prompt on an exit slip with at
How did Jim Crow Laws affect
life in Alabama? When did the
Jim Crow laws begin? Please
include the word segregation
in your answer.
importance of Brown v. Board
of Education by completing
the following prompt on an
exit slip with at least a score of
2/3.
What was the importance of
Brown v. Board of Education?
segregated and integrated in
your answer.
importance Rosa Parks had on
the civil rights movement in
Alabama by completing an exit
slip answering the following
question with at least a score
of 2/3.
Turn and Talk

Clock Partners
Reciprocal Teaching
Turn and Talk
Margination/Highlighting
Visualization
Sequencing - Timeline
Reciprocal Teaching
Determining Importance
Retelling
KWL Chart
Quick Write
Turn and Talk
Predicting
Sequencing - Timeline
Summarizing
Reciprocal Teaching
Inferencing
Retelling
Turn and Talk

Clock Partners
Sequencing Timeline
Summarizing
Question/Answer Relationship
Reciprocal Teaching
Retelling
152
What is Rosa Parks famous

for? How did she show
perseverance to change civil
rights in Alabama? Please be
sure to include at least three
facts.
question on an exit slip:
did he persevere? with at least
a score of 2/3.
explain the importance of the
freedom riders, sit ins, and the
question on an exit slip with at
What did some people do to
protest segregation? Please
include at least two examples.
Why did they do these things?
explain the benefits of the
Civil Rights Act of 1964 and
the Voting Rights Act of 1965
question on and exit slip with
at least a score of 2/3.:
What two acts changed
segregation in Alabama? What
did the two acts accomplish?
KWL Chart
Turn and Talk
Clock Partners
Sequencing Timeline
Concept Map
Determining Importance
Main Idea
Question/Answer Relationship
Reciprocal Teaching
Turn and Talk
Sequencing Timeline
Summarizing
Venn Diagram
Graphic Organizer
Reciprocal Teaching
Retelling
Turn and Talk

Sequencing Timeline
Summarizing
Graphic Organizer
Cause and Effect
Reciprocal Teaching
Retelling
153
Section 5:
Technology
154
Summary Page
Technology was incorporated into the unit each day to assist me and the students.
Technology is beneficial to teachers and students because everything is consolidated into one
place, resources are easily accessible, and it saves time and paper.
My teaching relied heavily on the use of power point, a projector, computer, and a
document camera. The power point allowed students a clear visual of what I was talking about
during presentation of content. The power points are full of visuals, images, videos, vocabulary,
factual information, and more. The power pints provided the students with information that they
copied in their own words into their notes each day.
On day 7 I used the Chrome Book cart so that each student could use their own laptop to
conduct research. For this activity the students paired up and used KidRex on the chrome books
to complete the research.
155
Technology Usage
Lesso
n
1
2
3
5
6
How was technology used today?

A power point was used today to give students instructions for the activity.
A power point was used today to give students a visual of the information while we
talked about civil rights.
A power point was used today to show students photographs of segregation.
Vocabulary words were presented in the power point so that students could take notes. I
used the document camera to help students fill in their timeline.
The students were allowed to do additional research about Brown v. Board of education
on the computers, chrome books, or iPads before writing their letter as Linda Brown. I
used the document camera to help students fill in their timeline.
The document camera was used today to show students pictures in the story as we read.
I used the document camera to help students fill in their timeline.
The students used Chrome Books to do research on KidRex about Martin Luther King
Jr. We discussed reliable sources, particularly, that Wikipedia is not a source to use
when doing research. We also talked about searching for information safely by either
using KidRex or searching with a parent or adult present. I used the document camera
to help students fill in their timeline and to highlight the important information in the
text.
Today I used a power point to help the students take notes while we discussed the
information. Pictures were also embedded into the power point to give students a visual
representation of the information. I used the document camera to help students fill in
their timeline.
Today I used a power point to help the students take notes again while we discussed the
information. I used the document camera to help students fill in their timeline.
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
Section 6:
Cross Curricular Standards
183
Summary Page
Subjects across the curriculum could be used to enhance this unit. I included a language
arts, math, technology, and arts standard. Teachers can collaborate with other teachers to teach
across the curriculum or they can integrate other subjects in their own classroom. Teachers must
know both content levels of both subjects in order to teach both conceptually. Teaching crosscircularly can occur simultaneously.
The first standard I picked was a language arts standard. The standard states that the
student will be able to explain events. The other standard that this activity reaches is that the
student will be able to write a narrative piece. Students will compose a written narrative as if
they were a student during the Civil Rights Movement. The teacher will grade the students
writing for accuracy of events and dates, appropriateness of feelings towards the issue, and
vocabulary usage. Correct spelling, punctuation, and grammar will also be graded lightly. The
student will write this narrative after they learn about the integration of schools from the Brown
v. Board of Education decision. They will write a rough draft and a final copy after editing their
work with a buddy.
The next standard I picked was a visual arts standard. The standard states that students
will produce 2-dimensional pieces of visual art. After learning about different protests done
during the movement they will create their own protest signs. The teacher will use a rubric to
grade the students work. The rubric will grade the student on their ability to follow directions,
create a poster that expresses accurate perspective as a protester during the civil rights
movement, and their ability to use a variety of materials to create a product.
184
The next standard I chose was a technology standard. The standard states that the student
will be able to create a product using digital tools. After learning about Rosa Parks and the
Montgomery Bus Boycott the students will use Google Junior to do additional research and then
create a story using Capzules. The students will need to include Rosa Parks being born, Rosa
Parks going to school, Rosa Parks getting married, Rosa Parks refusing to move seats, Rosa
parks getting arrested, E.D. Nixon bailing her out of jail, E.D. Nixon and MLK Jr. starting the
boycott, the boycott, and finally the integration of buses. The student will need to show that they
know how to use the internet ethically. The student will need to show time and effort spent
creating the digital project.
The final standard I picked was a math standard. The standard states that the student will
multiply or divide to solve word problems involving multiplicative comparison. To meet this
standard the students will look at a variety of pictures of the March on Washington in pairs. They
will use these pictures to estimate the number of people that were present at the march. They will
use large prints and sticker dots to complete the problem solving activity. They will begin by
determining how many people take up space on one dot. They will then cover the entire picture
in dots. After counting all the dots they will have to set up a math problem to figure out the total
number of people. The students will then discuss their answers as a class talking about the
influence the number of attendees had on the march. The teacher will grade their work using a
rubric. The rubric will grade the students ability to problem solve, use multiplication strategies,
and explain the importance of the large amount of people that attended the March on
Washington.
185
Cross Curricular Connections

Standard
Language Arts:
12. Explain events,
procedures, ideas, or
concepts in a
historical, scientific,
or technical text,
including what
happened and why,
based on specific
information in the
text.
24. Write narratives to
develop real or
imagined experiences
or events using
effective technique,
descriptive details,
and clear event
sequences.
Visual Art:
3.) Apply the elements
of art and principles
of design, including
rhythm, movement,
and emphasis, in the
creation of works of
art.
1.) Produce two- and
three-dimensional
works of art with a
variety of traditional
and digital processes,
materials, subject
matter, and
techniques.
Technology:
Activity
At the end of the Civil
Rights Unit students
will write a narrative
as if they were a
student during the
Civil Rights
Movement. They will
write as if schools
were being integrated.
Objective
The student will be
able to compose a
written narrative as if
they were a student
during the Civil
Rights Movement
scoring at least 80%
on a teacher made
rubric.
Assessment
The teacher will grade
the students writing
for accuracy of events
and dates,
appropriateness of
feelings towards the
issue, and vocabulary
usage. Correct
spelling, punctuation,
and grammar will also
be graded.
The students will

learn about protests
signs used during the
civil rights movement
during a variety of
protests such as sit
ins. The students will
look at different signs.
They will create
illustrated protest
signs using poster
board and markers.
The student will write
a short paragraph
about how they
designed their poster
to help in the protests.
After learning about
The student will be

able to create a protest
poster that someone
might have used
during the Civil
Rights Movement
scoring at least an
80% on a teacher
made rubric.
The rubric will grade

the student on their
ability to follow
directions, create a
poster that expresses
accurate perspective
as a protester during
the civil rights
movement, and their
ability to use a variety
of materials to create
a product.
The student will
The students will need

186
12. Create a product

using digital tools.
Rosa Parks and the

Montgomery Bus
Boycott students will
use Google Junior and
Capzules to create a
digital story book
about Rosa Parks and
the Montgomery Bus
Boycott.
create a digital story

book about Rosa
Parks and the
Montgomery Bus
Boycott using
Capzules scoring at
least 80% on a teacher
made rubric.
Math:
2.) Multiply or divide
to solve word
problems involving
multiplicative
comparison, e.g., by
using drawings and
equations with a
symbol for the
unknown number to
represent the problem,
distinguishing
multiplicative
comparison from
additive comparison.
The students will use

sticker dots to
represent the number
of people that
attended the March on
Washington. Using
pictures of the march
students will
determine about how
many people take up
space on one dot
when placed on the
picture. They will
then place dots on the
picture in an array
then multiply the
number of dots times
the number of people
The student will be

able to estimate how
many people attended
the March on
Washington in a
multistep problem
involving
multiplication scoring
at least an 80% on a
teacher made rubric.
to include Rosa Parks

being born, Rosa
Parks going to school,
Rosa Parks getting
married, Rosa Parks
refusing to move
seats, Rosa parks
getting arrested, E.D.
Nixon bailing her out
of jail, E.D. Nixon
and MLK Jr. starting
the boycott, the
boycott, and finally
the integration of
buses. The student
will need to show that
they know how to use
the internet ethically.
The student will need
to show time and
effort spent creating
the digital project.
The rubric will grade
the students ability to
problem solve, use
multiplication
strategies, and explain
the importance of the
large amount of
people that attended
the March on
Washington.
187
on each dot to
determine how many
people probably
attended the march.
The students will
explain the
importance of the
March on Washington
by writing a short
paragraph.
Section 7:
Culminating Activity
188
189

Lesson Title: Cumulative Day

Social Studies:
on Alabama.
Learning Objective:
The student will be able to create a timeline including causes, important persons, events, benefits with
date and importance related to the Civil Rights Movement, scoring at least an 80% (80 out of 100 points)
on a teacher made rubric.
I know about the causes, events, and effects of the Civil Rights Movement.
The student will create an illustrated and written timeline of causes, important persons, events,
and benefits of the Civil Rights Movement. The student will be given a list of events to include.
They will use their notes and activities done in class to write a sentence about each events
importance. They will label the date and the event. The student will illustrate the timeline below
each event. The student will be required to include all parts listed on the instruction sheet. The
parts include:
Jim Crow Laws

Brown v. Board of Education
Rosa Parks
190
MLK I have a dream speech

A teacher made rubric/checklist will grade content accuracy, neatness, and overall understanding
of material.
Engagement:
Before we begin please turn and talk to your partner about what you learned about
Before we start our final project we are going to fill in our KWL chart. I need you to
raise your hand. Students will share what they learned during the unit. Student answers
will vary. Allow ample time for this activity and discussion.
This will be our last day we spend in class on the Civil Rights Movement. I am going to
explain your final project to you. I think that this will be a fun project. I am going to have
you pass out the sheets for the final project while I talk so that you can follow along. The
first sheet you will find will be instructions. For your project you will be making a
timeline. This timeline will be more detailed that the one we have been doing in class. On
this timeline you are going to identify the date, tell me the event, and then write a
sentence about why the event was important to the civil rights movement. There are nine
events that you are required to include in your timeline. If you would like to include more
than the events listed please come talk to me about this. The first thing you are going to
want to do is put the events in correct order. The events are listed on your instruction
page. Remember that we talked about how timelines are sequential because history is
sequential. You wont have the Civil Rights Act of 1964 before the Montgomery Bus
Boycott. Here is the example that I have drawn of Rosa Parks. I wrote the date that she
refused to move seats. Then I wrote Rosa Parks as the event. Finally, I wrote, This event
was important to the civil rights movement because it brought attention to the
segregation issue on public buses in Montgomery. This is what you will be expected to
do for each event. Every rectangle should be colored neatly. You will need to take your
time on this. You need to write in a complete sentence. I know the boxes are small so you
will need to write small.
Before you start I want to go over how you will be graded. You will be graded out of 75
points. You will get 10 points if you include all of the events listed. Next, if you are neat
with your drawing, coloring, and handwriting you will be given 10 points. Next, spelling
and grammar will be worth 10 points. So make sure you are spelling things correctly and
including capital letters and periods. Finally, each event will be graded for correct date
and importance. In the about section you must tell me why the event was important or
191

you will lose points. Okay, this project will be due on Thursday the 17th by the beginning
of class. If it is late you will have to finish during recess and lunch. This due date will be
on the board. I will also send out a reminder email to your parents about the project. If
you have time in the morning at school or during free time you may work on this project
then. If you cant finish at school you will need to finish at home. If you are done early
please feel free to turn it in to the back table. However, this should take you some time if
you do it correctly. No one should be turning in a timeline today. These will hang in the
hallway so please put in your best work.
Does anyone have any questions about this final project?
XXXIV.
Closure:
Now that all of our projects are done and hanging in the wall I am going to let you take a
gallery walk so you can look at your classmates projects. Since we will be in the hallway I
need you to be silent. That means no talking at all. If I see you talking you will be given 10
minutes of silent lunch. Dont let that happen. Okay, I am going to give you 10 minutes to
look. Conduct gallery walk.
5, 4, 3, 2, 1 Okay, lets meet back in the classroom. Did anyone notice anything on
someones timeline that they would like to share? Compliments only, please.
Wow, I am so impressed with all of your work. You showed me that you really understand
what we learned about these past two weeks. Your final assignment is the last day of your
perseverance journal. I want you to tell me all that you have learned about perseverance as it
is related to the civil rights movement. Please include examples from all of the things we have
learned. When you are done please turn your whole packet into the homework tray in the
back of the room.
Timeline Sheets
KWL Chart
Rubric/Checklist
Instruction
192
Civil Rights Timeline Checklist

Included all events
_________/10
Events are in the correct order
_________/10
Neatness
_________/10
Correct spelling/grammar
_________/10
Event dates are correct
_________/30
About sections of events are correct
_________/30
________/100
193

You are going to create a timeline illustrating the civil rights
movement. You will use the template given to you by the teacher. For
each event you will write the date, event, and a sentence about why the
event was important.
On your timeline you will need to include the following events.
I have a dream speech

Brown vs. Board of Education
Rosa Parks refuses to move seats
Jim Crow Laws
The events listed above are not in order. Before you begin your timeline
you will need to put the events in the correct order. Use the back of this
sheet if you need to.
194
Student Examples
195
196
197
198
Section 8:
Rational
199
Rational Discussion Page

The instructional strategies used in this unit were very intentional and depict what I
believe should be done in education and the expectation I hold my students to. I wanted to make
sure that I was meeting all students where they were. I also wanted to make sure that I was
providing different forms of learning opportunities for all kinds of students. I wanted to make
sure that the students were active participants in their own learning so I included many activities
that required the students to talk, write, listen, take notes, and create products. My students were
active participators each day during the unit and showed a lot of learning.
I included many formative assessments as well as a summative assessment at the end of
the unit. The formative assessments were used to guide my instruction so that I can reflect on
teaching and closely monitor student progress. The formative assessments I chose were exit slips.
My students needed to practice answering short answer questions in complete sentences. They
needed to practice making sure that they answered the entire question. With little time at the end
of each day, exit slips were the perfect way to check for comprehension of the content. The
summative assessment required the students to sequence events, recall facts, and take the
information to a deeper level by explaining the importance of each event. Instead of the students
describing each event they were required to tell me why the event was important. This showed
me that they understood the facts and were able to take the information to the next level.
The resources in this unit are interactive and engaging for students. Some of the resources
include note taking guides, a wonderful McREL strategy, differentiation activities for extensions
and re-teaching, hands on activities, technology, art, and more. The students are involved in
cross-curricular activities, particularly language arts, through the activities used.
200
I focused on the most important events and people during the unit. There are a few people
in the standard that were not covered in the unit due to my cooperating teachers and my
professional decision. Due to a short amount of time the entire standard could not be covered
well.
201
Philosophy of Education Chandler McAlister

I believe my purpose as an educator is to provide students with the proper conditions they
need to grow, explore, and learn the skills and information they need to be successful persons in
society that are college and career ready. I have a responsibility to provide each child with the
opportunity to learn and grow. The essence of my philosophy is to create a positive learning
environment that allows students to work together and achieve their very best.
Every child is capable of learning. I will be responsible for creating a classroom
environment for students where they are able to think critically, build relationships, ask
questions, and more. The students should not be afraid to try and fail. Students learn through
actively trying new things and without the safe classroom environment the students will not be
able to learn without the fear of failure. I will build positive relationships with every single
student so that I am able to best serve them in and out of the classroom. I will create a
community of learners that are willing to work together and help each other achieve their goals
on a daily basis. This community will develop through classroom jobs and character building
activities throughout the year.
I believe that teachers need to provide students with multiple opportunities to learn. To do
this, I will develop lesson plans using effective, research based strategies. Strategies and
activities should be purposeful, never random. Every lesson must be intentional and useful for
each individual student. After doing research I know that all students are different in
development physically, emotionally, and cognitively which will require me to differentiate using
modifications and accommodations for various students in the classroom.
A goal I have for myself as a teacher is to always begin with the end in mind. I will ask
myself questions like What do I want my students to be able to do after this lesson? I believe
that when the teacher designs her instruction she should begin with the end in mind. I expect
every student to do their very best work every day. Students will be held to a high standard of
excellence.
I believe that the use of formative and summative assessment is important to guide all
instruction. I will continue to be reflective of student learning every day. I realize that no lesson
is ever perfect due to different student needs and there is always something that can be changed
to improve instruction.
I believe that it is the teachers role to educate society. We have a responsibility to meet
the needs of all students in and out of the classroom.
202
Section 9:
Resources/Materials
203
Summary Page
In this unit I used a variety of resources and materials to enhance student learning. I used
technology every day in my teaching. Technology is important because not only does it engage
students but it is also a necessary skill for students to be able to use in the 21st century.
The students were given a packet of resources to use to take notes, keep track of
vocabulary, and keep events in an organized timeline. The notes were taken in a different form
each day. One day notes will be taken in a concept map. Another day notes will be taken in a
graphic organizer. I chose to use graphic organizers because it will require students to read,
write, listen, and think each day. I chose to use a timeline so that students understand the
sequence of events in the movement. This also helped them understand the important events in
the movement. I feel that the resources used in this unit helped the students learning be
interactive and engaging.
204
Materials and Resources Chart

Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
54 cookies
Toothpicks
Paper Towels
Paper for skit activity
Power Point
Sticky Notes
Video
TicTacToe Board
Power Point
Exit slips
Computer Paper
Markers
Timeline
Power Point
Exit Slips
Jim Crow/Black Codes Passage
Picture with Questions worksheet
TicTacToe Board
http://www.nps.gov/brvb/learn/education/classrooms/educationvideos.htm
Civil Rights Overview Video from Discovery Ed (I only had the link through
my teachers account)
KWL Charts
Timeline
Power Point
Paper
Exit Slips
TicTacToe Boards
Exit Slips
If a Bus Could Talk
205
Day 6:
Day 7:
Day 8:
Day 9:
Day 10:
Power Point
Paper
Timeline
TicTacToe
Exit Slips
If a Bus Could Talk
Power Point
Paper
Timeline
TicTacToe
MLKs Life Video Discovery Education (I only had the link through my
teachers account.)
Timeline
Article
Highlighters
Concept Maps
Exit Slips
TicTacToe Board
KWL Charts
Timeline
Concept Maps
Exit Slips
TicTacToe Board
KWL Charts
Chart Paper
Equity Sticks
Markers
Vocabulary Sheet
Timeline
Problem Solving Sheet
Venn Diagram
Graphic Organizer for Notes
Power Point
Exit Slips
Power point
206
Exit Slip
TicTacToe Board
Cause and Effect Graphic Organizer
Common Core Book Page 21
207
208
209
210
211
212
213
214
215
216
217
218
219
220
Rosa Parks and the Montgomery

Bus Boycott
1.
What did Rosa Parks do that was such
a big deal?
2.
Why do you think she did it?
3.
Was it okay for her to break the law?
4.
After she refused to move on the bus
and was arrested what happened?
5.
What happened during the boycott?
221
6.
How long did the boycott last?
7.
Why did it matter that African
Americans were not riding the buses?
8.
What did the boycott accomplish?
222

Write a historical
fiction story based
on a fictional
Civil Rights
Movement.
Research and create

on a famous African
American. (Art,
music, acting,
a list of potential
people from the
teacher.
Conduct an
Create 10 test
the leaders of the
answers about the
Civil Rights
Civil Rights
Movement. Include
Movement. Please
at least 5 good,
include 3 multiple
thought-provoking
choice, 3 matching,
questions and the
answer.
the teacher.

into 8 different
sections. Design 8
time period. Color
your storyboard!
Come up with
flashcards based on
up the sheet from
back of the
to put what the
people did.
223
What would Martin

today if he had a
Twitter page? Come
up with five quick
Tweets (around
140 characters
would give his
Rights Movement
Interview a family
member that lived
during the Civil
Rights Movement.
Please include at
and answers.
Research Ruby
to desegregate an
elementary school.
Imagine you are six
year old, Ruby.
Write 5 journal
entries about your
grade at your new
school.

Poster
power point
a narrative
poem
biography
video
song
begin.
1. Jackie Robinson
3. Louis Armstrong
4. Harriet Tubman
224
6. Maya Angelou
7. Ray Charles
8. Langston Hughes
9. Condoleezza Rice
10. W.C. Handy
11. Hank Aaron
12. Aretha Franklin
Flashcards
Martin Luther King

Rosa Parks
Thurgood Marshall
Malcom X
Fred Shuttlesworth
John Lewis
Hugo Black
225

person.
Martin Luther King

Rosa Parks
Thurgood Marshall
Malcom X
Fred Shuttlesworth
John Lewis
Hugo Black
226
___________
_________________,
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
227
_______________________________
_______________________________
_______________________________
__________,
__________________
228
Date:
_______________________________
______
Date:
Date:
_______________________________
_______________________________
______
______
Event:
_______________________________
_____
Event:
Event:
_______________________________
_______________________________
_____
_____
About:
_______________________________
About:
About:
_______________________________
_______________________________
229
Additional Resources
230
231
232
233
234
235
The Civil Rights Movement

236
Name ________________________
The Civil Rights Movement
Action
Reason for Action
Result o
Brown V. Board of
Education
Rosa Parks arrest and bus

boycott
Sit-ins at white-only lunch

counters
237
Freedom Riders
March on Washington, D.C.
1. What does nonviolent protest mean? Why do you

think Martin Luther King Jr. would choose these types
of protests rather than a violent protest?
2. Look at a photograph of a sit-in. What effects do you

think sit-ins must have had on the business of these
lunch counters?
238
3. Why did the Civil Rights Movement begin in the

southern region of the United States?
4. On a separate sheet of paper, write a paragraph

describing the ways in which African Americans
worked to gain rights for themselves.
239
More Additional Resources

https://www.teacherspayteachers.com/Product/Civil-Right-Leaders-Graphic-Organizer-263916
https://www.teacherspayteachers.com/Product/Civil-Rights-Quotes-A-Visualizing-Activity1724041
https://www.teacherspayteachers.com/Product/Jackie-Robinson-42-Movie-Reading-CivilRights-Movement-US-History-1237372
https://www.teacherspayteachers.com/Product/Analyzing-Quotes-of-African-American-LeadersTask-Cards-Black-History-Month-1642692
https://educators.brainpop.com/bp-topic/civil-rights/
http://americanhistory.mrdonn.org/civilrightsmovement.html
http://www.syr.edu/coldcaselaw/educational_materials.html
http://www.discoveryeducation.com/teachers/free-lesson-plans/the-civil-rights-movement.cfm
Some of the PDFs from Teachers Pay Teachers were great, but I was unable to copy them into
this word document. Here are the remaining resources and links that I could use next time.
240
Section 10:
References
241
References
Adamson, H. (2009). The civil rights movement: An interactive history adventure. Mankato, MN:
Capstone Press.
Alabama: Scott Foresman social studies. (2005). Glenview, IL: Pearson / Scott Foresman
Bower, D., Dodd, D., & Johnson, H. (2000). Alabama: Its history and geography. Selma, Ala.:
Clairmont Press.
Chapman. (n.d.). Civil Rights Movement 1865-1968. Retrieved March 24, 2016, from
https://www.teacherspayteachers.com/Product/Civil-Rights-Movement-1865-1968-84349
Conklin, T. (2008). Nonfiction comprehension cliffhangers. New York: Teaching Resources.
Durfee, A. (n.d.). Ten Word Posters - The Civil Rights Movement. Retrieved March 24, 2016,
from https://www.teacherspayteachers.com/Product/Ten-Word-Posters-The-Civil-RightsMovement-1637728
Marsh, C. (n.d.). Common core lessons & activities: Civil rights movement.
ReadWorks.org | Honoring King. (n.d.). Retrieved February 25, 2016, from
http://www.readworks.org/passages/honoring-king-1
Vogt, M. (n.d.). Civil Rights Movement Note-Taker and Questions. Retrieved March 24, 2016,
from https://www.teacherspayteachers.com/Product/Civil-Rights-Movement-Note-Takerand-Questions-1190483
242

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THE CIVIL RIGHTS MOVEMENT IN ALABAMA

The Civil Rights

Miss Chandler McAlister

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

Section 6: Cross Curricular Standards

Section 7: Culminating Activity

Section 9: Resources and Materials

Section 10: References

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

Define and provide an example of perseverance.

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

MLK believe in nonviolence, Christianity, and racial equality.

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

Students will write in a

Students will write in a

Students will write in a

Students will write in a

Students will write in a

Students will write in a

Students will write five

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

Instructor: Chandler McAlister

Grade Level: 4th Grade

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

Opportunity for Practice:

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

Materials and Resources:

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

Civil Rights Choice Board

Research and create

Fold a piece of paper

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

What would Martin

Famous African American Project

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

Martin Luther King

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

Leaders of the Civil Rights Movement

Martin Luther King

THE CIVIL RIGHTS MOVEMENT IN ALABAMA

Instructor: Chandler McAlister

Grade Level: 4th Grade

Lesson Title: Civil Rights

Date: March 1, 2016

Curriculum Area: Social Studies