Lesson 1: Civil Rights Movement: What's Going On & Is It Ongoing?This lesson covers the following Georgia Performance Learning Standards:
SSUSH22--The Student will identify dimensions of the Civil Rights Movement 1945-1970. a. Explain the importance of President Truman's order to integrate the U.S. military and the federal government. b. Identify Jackie Robinson and the integration of baseball c. Explain Brown v. Board of Education and efforts to resist the decision d. Describe the significance of Martin Luther King, Jr.’s Letter from a Birmingham Jail and his I Have a Dream Speech. e. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Reading Standards for Literacy in History/Social Studies (RH) Grade 9-10 Key Ideas and Details ELACC9-10RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Craft and Structure ELACC9-10RH5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. ELACC9-10RH6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas ELACC9-10RH8: Assess the extent to which the reasoning and evidence in a text support the author’s claims. ELACC9-10RH9: Compare and contrast treatments of the same topic in several primary and secondary sources. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades 9-10 (WHST) Text Types and Purposes ELACC9-10WHST1: Write arguments focused on discipline-specific content. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. Production and Distribution of Writing ELACC9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELACC9-10WHST5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ELACC9-10WHST6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge ELACC9-10WHST7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELACC9-10WHST8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELACC9-10WHST9: Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing ELACC9-10WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
AASL Standards |
1. Inquire, think critically, and gain knowledge.
1.1. Skills 1.1.1. Follow an Inquiry-based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life. 1.1.3. Develop and refine a range of questions to frame the search for new understanding. 1.1.6. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.8. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9. Collaborate with others to broaden and deepen understanding. 1.2 Dispositions in Action 1.2.1. Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.4. Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.5. Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.2.6. Display emotional resilience by persisting in information searching despite challenges. 1.2.7. Display persistence by continuing to pursue information to gain a broad perspective. 1.3. Responsibilities 1.3.2. Seek divergent perspectives during information gathering and assessment. 1.3.4. Contribute to the exchange of ideas within the learning community. 1.3.5. Use information technology responsibly. 1.4 Self-Assessment Strategies 1.4.2. Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3. Monitor gathered information and assess for gaps or weaknesses. 1.4.4. Seek appropriate help when it is necessary. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 2.1. Skills 2.1.1. Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.3. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.5. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.2. Dispositions in Action 2.2.1. Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.2.3. Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.3. Responsibilities 2.3.1. Connect understanding to the real world. 2.3.2. Consider diverse and global perspectives in drawing conclusions. 2.4. Self-Assessment Strategies 2.4.2. Reflect on systematic process, and assess for completeness of investigation. 2.4.3. Recognize new knowledge and understanding. 3. Share knowledge and participate ethically and productively as members of our democratic society. 3.1. Skills 3.1.2. Participate and collaborate as members of a social and intellectual network of learners. 3.1.4. Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.5. Connect learning to community issues. 3.1.6. Use information and technology ethically and responsibly. 3.2. Dispositions in Action 3.2.1. Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2. Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3. Demonstrate teamwork by working productively with others. 3.3. Responsibilities 3.3.1. Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2. Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3. Use knowledge and information skills and dispositions to engage in public conversations and debate around issues of common concern. 3.3.5. Contribute to the exchange of ideas within and beyond the learning community. 3.3.7. Respect the principles of intellectual freedom. 3.4. Self-Assessment Strategies 3.4.3. Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. 4. Pursue personal growth and aesthetic growth 4.1. Skills 4.1.3. Respond to literature and creative expressions of ideas in various formats and genres. 4.1.4. Seek information for personal learning in a variety of formats and genres. 4.1.5. Connect ideas to own interests and preheTvious knowledge and experience. 4.1.7. Use social networks and information tools to gather and share information. 4.2. Dispositions in Action 4.2.1. Display curiosity by pursuing interests through multiple resources. 4.2.3. Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. 4.3. Responsibilities 4.3.1. Participate in the social exchange of ideas, both electronically and in person. 4.3.4. Practice safe and ethical behaviors in personal electronic communication and interaction. 4.4. Self-Assessment Strategies 4.4.2. Recognize the limits of own personal knowledge. 4.4.3. Recognize how to focus efforts in personal learning. 4.4.4. Interpret new information based on cultural and social context. 4.4.5. Develop personal criteria for gauging how effectively own ideas are presented. |
Mini-Lesson Assessment Measures |
Student learning will be assessed in a variety of ways, each governed by a rubric.
Students will be assessed based upon the following criteria:
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