Civil Rights PBL

A PBL unit:
The Quest for Equality
Avery Harrison
EDUC 331
Post-Instructional
Pre-Instructional Phase
I.
Unit Objectives and Sub-Objectives
1. Unit Objective:
Given opportunities to work together in small groups to propose problem solutions and a
teacher-developed test following an eleven day unit, 11th grade American History
students will design a Civil Rights newspaper including a biography section on a civil
rights activist, conditions and struggle for freedom of a targeted group, pictures,
government intervention and solutions to problems that face at least one of the targeted
groups (civil rights for women, African-American, special education, Hispanics, and
Native Americans).
2. Sub-Objectives:
Mini Unit #1: Origins of the Civil Rights Movement
Knowledge:
1. Identify the causes and tensions of the Civil Rights movement including the
overturning of Plessy v. Ferguson (1896), boycott, racism in Southern culture (Ku
Klux Klan), formation of the Southern Leadership Congress, Senecca Falls, and
Student Nonviolent Coordination Committee.
Mini Unit #2: Segregation and Suffrage
Comprehension
2. Describe the main events in the question for racial equality through desegregation
of schools and public locations, Freedom Rides, Black Power, Brown v. Board, La
Raza Unida,
Mini Unit #3: The Fight for a Right
Application
3. Explain the daily lives of the minorities and civil rights activists.
4. Demonstrate the main minority groups seeking equality.
Mini Unit #4: Government and Campaigns for Change
Analysis
5. Examine Kennedy and Johnsons progress for equality through legislation.
Mini Unit #5: We the People
Synthesis
6. Design a Civil Rights newspaper for a reader during the 1950s-1970s.
3. National and State Standards:
The following national standards related to the unit and sub-objectives are found in the
National Standards for Social Studies (2004). National Standards for Social Studies:
link: http://www.nchs.ucla.edu/Standards/us-history-content-standards/us-era10#section-1
Era 9
Standard 4: The struggle for racial and gender equality and the extension of civil liberties
Era 10
Standard 1: Recent developments in foreign and domestic politics
Standard 1A
The student understands domestic politics from Nixon to Carter.
Standard 2: Economic, social, and cultural developments in contemporary United States

Standard 2B
The student understands the new immigration and demographic shifts.
Standard 2D
The student understands contemporary American culture
Standard 2E
The student understands how a democratic polity debates social issues and mediates between
individual or group rights and the common good.
State Standards
The following state standards in this unit are found in the Alabama State Department of
Education (2001). Alabama State Social Studies Course of Study:
12.) Trace events of the modern Civil Rights Movement from post-World War II to 1970 that
Social Studies
resulted in social and economic changes, including the Montgomery bus boycott, the
(2004)
desegregation of Little Rock Central High School, the march on Washington, and the
Grade(s): 11
Freedom Rides.
United States
History From
Tracing the federal government's involvement in the modern Civil Rights Movement,
1877 to the
including the abolition of the poll tax, the desegregation of the armed forces, the
Present
nationalization of state militias, Brown versus Board of Education, the Civil Rights Acts of
1957 and 1964, and the Voting Rights Act of 1965
Explaining contributions of individuals and groups to the modern Civil Rights
Movement, including Martin Luther King, Jr., James Meredith, Medgar Evers, the
Southern Christian Leadership Conference (SCLC), the Student Nonviolent Coordinating
Committee (SNCC), and the Congress of Racial Equality (CORE)
Identifying people and events in Alabama that influenced the modern Civil Rights
Movement, including Rosa Parks, Autherine Lucy, John Patterson, George C. Wallace,
Vivian Malone, Fred Shuttlesworth, the Children's March, the Sixteenth Street Baptist
Church bombing, and the Selma-to-Montgomery march
Describing the development of a Black Power movement, including the change in focus
of the SNCC, the rise of Malcolm X, and Stokely Carmichael and the Black Panther
Movement
Describing the impact of African-American entrepreneurs on the modern Civil Rights
Movement
Examples: S. B. Fuller, A. G. Gaston
13.) Describe the Women's Movement, the Hispanic Movement, and the Native American
Social Studies
Movement during the 1950s and 1960s.
(2004)
Grade(s): 11
Describing changing conditions in the United States during the 1950s and 1960s that
United States
were influenced by music and cultural and environmental concerns
History From
Examples:
1877 to the
- music-impact of Elvis Presley and the Beatles;
Present
- cultural-Beatniks, impact of television, American Indian Movement, Csar Chavez, Ayn
Rand, Andy Warhol;
- environmental-influence of Silent Spring by Rachel Carson
4. Planning Rationale:
Each of the mini-units will take about two days each and will span over an eleven day
period. The mini-units will lead up to the solving of the problem in producing a
newspaper for a civilian that lived in the Civil Rights Era (1950s-1970s). A separate
sheet of paper will be given with some sources, assignments, and dates to help guide the
students throughout the unit. This will include due dates, concepts covered, and
description of their roles as journalists. Mini-unit #1 begins at the lowest level of
Blooms Taxonomy (knowledge) and increases to the synthesis level in mini-unit #5 in
which the groups will present their newspaper.
Mini-unit #1 begins at the knowledge level. It is designed to introduce the students to
the Civil Rights Movement and various concepts that will be learned throughout the
unit.
Mini-unit #2 increases to comprehension level and will encourage students to dive
deeper into some important events that were turning points in the Civil Rights Era.
Mini-unit #3 is designed to explain the lives of a minority group and will introduce the
students to key figures in civil rights for women, special education, Hispanics, Native
Americans, and African Americans. Each group will choose at least two civil rights
activists to write an interview/biography on in their newspaper.
Mini-unit #4 asks students to examine the governments response to the fight for
equality and public opposition of minority rights. Students will investigate President
Kennedy and Johnsons plans of action.
Mini-unit # 5 will give students the opportunity to pull together their content
information addressed throughout the unit and present their findings to the class.
5. Content Specification Chart:
Information/Facts:
The Civil Rights Era was a period in American History from the 1950s-1970s in which
women, African-Americans, Hispanics, Native Americans, and even special education
students sought for equal opportunities that a normal, white citizen had.
The 19th Amendment was passed in the 1920s, but in the 1960s many joined the
Womens Liberation Movement in which womens rights activism joined the explosion
of civil rights, antiwar, and student movements.
The first Freedom Ride took place on May 4, 1961.
The initial phase of the black protest activity in the post-Brown period began on
December 1, 1955. Rosa Parks of Montgomery, Alabama, refused to give up her seat to a
white bus rider, thereby defying a southern custom that required blacks to give seats
toward the front of buses to whites.
The Civil Rights Act of 1964, signed into law by President Lyndon Johnson on July 2,
1964, prohibited discrimination in public places, provided for the integration of schools
and other public facilities, and made employment discrimination illegal.
The NIYC organization was formed in 1961 to resurrect a sense of national pride among
young Native Americans and to instill an activist message.
In 1954, the U.S. Supreme Court struck down the separate but equal doctrine that
formed the basis for state-sanctioned discrimination, drawing national and international
attention to African Americans plight.
While the SCLC focused its efforts in the urban centers, SNCC's activities were
concentrated in the rural Black Belt areas of Georgia, Alabama, and Mississippi, where
white resistance was intense
Concepts
white flight
segregation
desegregation
Brown v. Board
Plessy v. Ferguson
NAACP
SCLC
NOW
suffrage
CORE
19th Amendment
boycott
Civil Rights Act
sit-in
Voting Rights Act
ERA
La Rasa Unida
Black Power
Freedom Rides
NCAI
feminism
racism
March on Washington
Great Society
Relationships/Generalizations
Brown v. Board overturned the Plessy v. Fergusson decision which set forth a series of
legislation for desegregation.
Racial tension in the United States was a giant obstacle for the granting of AfricanAmerican civil liberties.
Many standards for today in public places were legislated through laws such as the Civil
Rights Act of 1964
Processes
Problem-based learning procedures from analyzing problems, locating resources for
information, and generating solutions.
Researching information and the process of forming a newspaper

Formulating personal opinions based off of research and generalizations
Working in small, cooperative learning groups
Presenting to the class
II.
Entry Behaviors
Cognitive:
1. Has knowledge of the various groups in America who did not have equal rights.
2. Understands the progress of equality which began during the Civil War until the
1970s.
3. Recognizes the main events of the Civil Rights and some problems that exist in
modern America.
Affective:
1. Appreciates the various cultures and diverse nation that gave the United States the
title the melting pot.
2. Appreciates the leadership of average citizens who became activists and the
involvement of the government.
3. Respects each others opinions and family backgrounds.
Social:
1. Cooperates and contributes in groups and work efficiently.
2. Listen and respects classmates opinions and teachers instruction.
3. Accepts responsibility for individual roles and group work.
4. Presents a project as a team.
III. Pre-Instructional Activities

1. Informing students about the unit:
Before the unit begins, the teacher will compile a bulletin board which portrays the
unit title, unit objective, pictures from the era, and chronology of main events. This
board will give students a glance at what they will be learning and an idea of
information to include in solving this problem (Appendix A-2). On the day the teacher
introduces the unit, students will receive a hand out including the structured overview
and important due dates.
2. Giving students rationale for learning unit material:
The teacher should explain that the diversity in America has lead to many great
discoveries and inventions. The teacher will also given an experience about their
own personal quest for equality or someone he or she knows. Equality has been
something debated since the formation of the Declaration of Independence in 1776,
but it wasnt until the 20th century that many minority groups, who are influential
today, received simple rights such as free education or right to vote. America had a
long, violent journey to be the great nation we are today. It is difficult to understand
some hot button issues that the media portrays without understanding our diverse
American culture. Taking on the role of a journalists is also a gateway to
understanding current events which is the world you live in.
3. Reviewing entry behaviors:
The teacher will place the students in five groups of 4 and will explain and assign
each of the group members to a role:
Researcher - Your job is to look online and through a variety of documents to try
and find information by research. Make sure you cite.
Writer - your job is to write down the answers the researcher finds, and to relay
them to the reporter as needed.
Reporter - Your job is to put together all the information into a folder, so that
readers can easily understand what is happening, and your group stays organized.
Editor - Your job is to keep everyone on task and to present your information to the
class once the task is complete.
After these responsibilities are given, the teacher will distribute five different
primary sources to the groups. The students will read through their sources
collectively and answer questions on the sheet. Since they are taking on the role as a
reporter, they will also write 3 questions they would ask or critiques. The groups will
share their findings with the rest of the class. This activity will prime the students
with skills needed to be a critical thinker/journalists as well as insight into the Civil
Rights Movement.
4. Providing a structured overview of the unit content:

The teacher will provide a handout to the class, which will include the structured
overview of the unit, unit objectives, and important assignment dates (Appendix A1). The teacher will walk the students through the unit and explain the problem they
will be solving through the newspaper. He or she will highlight expectations and
teacher availability throughout the two weeks. After reminding the students of
keeping the worksheet in their notebooks, he or she will answer any student
questions.
5.
Origins of the
6.
Civil Rights
7.
Movement
We the
People
8.
slavery
Government &
the Campaign
for Change
Segregation
and Suffrage
Plessy v.
Ferguson
segregation
The Fight for

a Right
19th Amendment
La Raza Unida
NCAI
white flight
Brown v. Board
boycott
feminist
Black Power
Ku Klux Klan
Freedom Rides
MLK
Rosa Parks
Cesar Chavez
5. Providing experiential background:

The teacher will share a story of his or hers own experience with Civil Rights and
mention that many of their relatives lived through this vital change in American
history. Many of the major events for Civil Rights happened right here in Alabama,
and we walk past some places of interest every day. The teacher will also show the
YouTube clip of Martin Luther Kings I Have A Dream Speech. Source:
http://www.youtube.com/watch?v=smEqnnklfYs
6. Reassuring students that they can be successful in the unit:

After the expectations are given, the teacher will comfort the students by assuring
them of their ability to succeed. The teacher will also reassure their success by
explaining the creativity involved (research, technology, and artistic) by creating a
newspaper on such a monumental event in 20th century. He or she will also tell the
students that they will be assisting the groups throughout the class period should the
students have any difficulty. The teacher will also be available before and after
school for extra help for sources and ideas.
Appendix A
A-1 Structured Overview of Unit
A-2 Unit Bulletin Board
Student Resources (rough draft)

Textbook: Alabama Edition
http://bcsd.k12.ny.us/middle/lmc/CivilRightsWebQuest/Intro.htm
Womens Rights
http://www.ourvoiceourcountry.org/research/womens-liberation-movement.aspx
http://novaonline.nvcc.edu/eli/evans/his135/Events/womenslliberation/womensliberation.htm
African American Rights
http://www.pbs.org/wgbh/americanexperience/freedomriders/
http://www.core-online.org/History/freedom%20rides.htm
Luther, Martin Jr. I Have A Dream
Hispanic Rights
http://racerelations.about.com/od/historyofracerelations/a/BrownandProudTheChicanoMovement
.htm
http://www.tolerance.org/latino-civil-rights-timeline
Native American Rights
http://www.knowitall.org/roadtrip/cr-html/facts/timelines/na/index.cfm
http://www.civilrights.org/resources/civilrights101/native.html
Special Education Rights

http://www.ourdocuments.gov/doc.php?flash=true&doc=97
Name:________________________
The Quest for Equality: Structured Overview
Fellow historical journalists,
You are a writer for the American Gazette and you have just been assigned to
report on the Civil Rights for the 50th anniversary. Throughout this eleven-day
unit, we will investigate various events, interactions, groups, and people who
fought for rights. Here you will find the structured overview of our unit which
you may refer back to as we progress further into this quest. The main dates for
your problem are included as well. Good luck on your investigation!
7.
Origins of the
8.
Civil Rights
9.
Movement
10.
11.
12.
slavery
13.
14.
Plessy v. 15.
Ferguson 16.
17.
white flight18.
19.
20.
21.
22. ES
We the
People
Government &
the Campaign
for Change
Segregation
and Suffrage
segregation
The Fight for

a Right
suffrage
La Raza Unida
NCAI
CORE
Great
Society
Brown v. Board
boycott
19th Amendment
Black Power
Ku Klux Klan
Freedom Rides
MLK
Rosa Parks
Cesar Chavez
Voting
Rights Act
Civil Rights
Act 1964
This unit contains five mini-units (blue ovals above) and will last about 11 days. Throughout the 2 weeks
of this unit, you will be researching and collecting data for a newspaper which you will complete, turn in,
and present at the end of 11 days. At the end of the unit, you will also be given a unit test covering all the
material of this unit.
Mini-unit 1: Origins of the Civil Rights Movement- provides you with the context for the
Civil Rights newspaper as you learn about the development of tensions between the
minorities and majority. (2 days)
Mini-unit 2: Segregation and Suffrage- gives more background information on events and
movements for equal treatment of women, African-Americans, Hispanics, NativeAmericans, and special education. (3 days)
Mini-unit 3: The Fight for a Right - provides you with biographical information on key
leaders and the protests against minorities obtaining freedom. (2 days)
Mini-unit 4: Government and the Campaign for Change- gives information on the
governments involvement and interactions with the minority citizens. (all three branches:
Legislative, Executive, and Judicial) (2 days).
Mini-unit 5: We the People- provides you the last few concepts for your newspaper as well
as information for your unit test. There will be a 5 minute group presentation in which you
will propose your newspaper to the class. (2 days)
Important dates to remember:
November 4th- Put into groups and assigned roles on worksheet. Discuss your focus on your
newspaper and turn in worksheet to teacher.
November 6th- Topics due to teacher by end of class
November 10th- Rough Draft of newspaper including the biographies
November 14th- Final presentations and group evaluations
November 15th- Unit test
For these briefings, you will be working as journalists. In order to complete these tasks, you need to
divide up in roles in order to efficiently complete your assignments by the deadlines. Here are the roles:
Researcher - Your job is to look online and through a variety of documents to try and find
information by research. Make sure you cite.
Writer - your job is to write down the answers the researcher finds, and to relay them to the
reporter as needed.
Reporter - Your job is to put together all the information into a folder, so that readers can easily
understand what is happening, and your group stays organized.
Editor - Your job is to keep everyone on task and to present your information to the class once
the task is complete.
My role:_____________________________
My group to investigate: (Circle your assigned one)

African-American
Hispanic
Native American
Women
Unit Bulletin Board

A-1

What will we learn?
unit objective here
Important events and dates:

1950
1970
Mini-unit 1: Origins of the Civil Rights Movement

1. Identify the causes and tensions of the Civil Rights Movement including the overturning
of Plessy v. Ferguson (1896), boycott, racism in Southern culture (Ku Klux Klan),
formation of the Southern Leadership Congress, Seneca Falls, and Student Nonviolent
Coordination Committee.
IV. Problem Overview & Introduction
The teacher will separate students into groups. After the class is in groups, he or she will give
background information to the Civil Rights Era by showing a video with 1960 footage.
Video: http://www.youtube.com/watch?v=EYqsJizN4gI
This will give an example of the social conditions of the era as well as interview and
reporting tips. After the video, the class will receive the following prompt by another
teacher/administrator dressed as a director:
Fellow journalists!
As you know, the fabrics of our society are changing as many of our multicultural groups press on for equality and civil liberties. ABC has the privilege of
filming a documentary of the Civil Rights Movement up to this point. BUT we
need your help! We hope to use your newspaper articles and pictures as resources.
You will need to get inside the minds of civil rights activists, as all reporters do!
For your article to be used in our documentary and have a front page spread in the
New York Times, you need to include the overview of what this movement stands
for and who is targeted, what the government has done and is doing, set up an
interview with a civil rights activist, and take pictures.
Your first task is to create a pamphlet of a civil rights group targeted. This
pamphlet will need to include some pictures, facts about the group including their
formation (why has the movement begun?), approaches to receiving rights and
what rights they are seeking. This pamphlet will help guide you as you write the
final article. Your deadline is in 2 days. I look forward to reading your work!
Director Spielberg
Each team will receive this prompt on a worksheet as well as a worksheet explaining
different roles and importance of journalists. These worksheets are intended to help keep
students on task (Appendix B).
V. Problem Analysis
First, the history teacher will distribute the announcement by the director to each individual
student. Then, the teacher will lead the class in a group discussion in order to analyze the
problem and make sure the student understands their designated task as well as their roles as
journalists. The teacher will then project a chart on the projector with four columns
(Information, Learning Issues, Hypotheses, and Action Plan) and ask for students to help
supply answers for the chart. As students answer, the teacher will fill in their answers on the
chart.
A variety of questions will be asked to encourage higher level thinking for the problem:
1. What information do we know about Director Spielbergs flyer?
2. What information will you need to include in your article? in your pamphlet?
3. What kinds of groups have been targeted?
4. What is a good way to being your investigation?
5. What kind of civil liberties and freedoms do you think are being sought out?
6. Why do these freedoms matter?
7. Where will you find the information to start writing your article?
8. Will each group we are investigating be facing the same struggles? why or why not?
9. What type of approaches are the groups making to achieve their rights?
Information
Director Spielberg
needs an article over a
civil rights group to
cover in his
documentary.
Many minorities are
seeking civil liberties
that have been denied
Functioning in the
role of a journalist and
investigating a civil
rights group.
Learning Issues
Roles of different
minority groups
Civil Liberties being
denied based on
gender, or ethnicity.
Government
interaction with the
people.
Hypotheses
Some groups have
more rights than
others
Some groups use
violent tactics while
others use non violent
Action Plan
Meet with assigned
group members and
assumed roles as
journalists.
Assigned task leader,
recorder, presenter,
and affect leader.
The government
needs to step in.
Use resources
provided or
The Constitution
discovered on internet
needs to be amended
and other newspapers
or has been
about the civil rights
interpreted differently. groups.
Assign research tasks
within the group
VI. Teacher Resources Needed

The teacher will use the following resources in planning the unit and after the unit begins,
during group deliberations to provide information upon request (in response to specific
student questions):
Textbook:
Garcia, Ogle, Risinger, and Stevos (2005). Creating America: A History of the United States
1877-21st Century. Alabama Teachers Edition. McDougal Littell Inc. Chapter 15. p.
408-429.
Technology:
ELMO
Laptop or Tablet
Projector
Previously used lecture notes and lesson plans
Video:
http://www.youtube.com/watch?v=EYqsJizN4gI
VII. Anticipated Learning Issues
Concepts:
Freedom Riders
boycott
La Rasa Unida
NCAI
Black Power
Womens Liberation Movement
Plessy v. Fergusson
Southern Leadership Congress
Racism
Processes:
Listening to group members
Respecting others opinions
Cooperation and compromise
Research Skills
VIII. Group Deliberation & Problem-Solving Activities
Students are assigned by the teacher into four, four-member investigation teams and will be
able to move their desks to work effectively. Each student will be able to use their individual
laptop or tablet (or have one provided from the class set).
The teacher explains they will have 2 days to work on this task. At the end of the day, the
groups should complete the research. Day two will be presentations.
Students are given the flyer that Director Spielberg has read as well as a daily journal log to
complete each day. They are also provided with a rubric to guide their pamphlet making.
Teacher projects the problem analysis chart filled in at the beginning throughout the class
period.
Students meet with their investigation team (group) to determine responsibilities and roles
within the team. They designate who will serve as the task leader, reporter, presenter, and
affect leader.
Teacher floats around the room and visits each group to answer questions they may have, and
to check that each group has designated roles. He or she will then distribute the group
evaluation form (Appendix B) and reminds each student of their role.
Investigation teams begin researching information about their civil rights group (Womens
rights, African-American rights, Native-American rights or Hispanic rights) to demonstrate
how the Civil Rights Movement began. They will research, using their worksheet as a guide,
how and why the group formed, what rights they are being oppressed from, and some
approaches being used to achieve equality.
Teacher assigns the textbook to read and provides a list of primary and secondary sources
that are on file at the library or online archives.
Groups begin constructing their pamphlet using the Microsoft Publisher or their own pencil
and paper. They follow the guidelines given by Director Spielberg and the teacher.
Each group presents their pitch and brochure to the class upon completion of their first task
as investigative reporters.
The groups turn in their findings and pamphlet into the teacher at the end of the deadline so
he or she can send the information to the Director. They also turn in their daily journal log
and self evaluation.
IX. Student Learning Resources
The following resources will be made available to students as they work in their small,
cooperative learning groups:
textbook:
1877-21st Century. Student Edition. McDougal Littell Inc. Chapter 15. p. 408-429.
websites:
http://www.ourvoiceourcountry.org/research/womens-liberation-movement.aspx
http://novaonline.nvcc.edu/eli/evans/his135/Events/womenslliberation/womensliberation.htm
http://racerelations.about.com/od/historyofracerelations/a/BrownandProudTheChicanoMove
ment.htm
http://www.tolerance.org/latino-civil-rights-timeline
Primary documents provided by the teacher (newspaper and pamphlets)
Laptops or Tablets
X. Formative Assessment
Daily journal/log of group problem-solving activities (See Appendix B).5 points
Self and group evaluation of group members contributions (See Appendix B)..10 points
Pamphlet of one Civil Rights group (See Appendix B).20 points
Oral Presentation, 10 points.
The group distributes copies of their pamphlet
reflecting their Civil Rights group to the class3pts
Each group member participates in presenting
the information on their pamphlet1pt
Description of the Civil rights group: how and
when they formed, what they are being oppressed
from and their approaches to receive equality. 3pts
Identify the reactions of the public if these groups
receive rights and how society might change3pts
Total:____10 pts
XI. Problem Follow-Up

As a whole class, the teacher will ask each group to describe how they would feel if they
were oppressed like their group. He or she will also ask what types of sources were most
beneficial as a reporter.
The teacher will then ask the students if they discovered any new information aside from the
content in the problem analysis chart filled in at the beginning of the mini-unit.
XII. Correctives & Extensions
Correctives:
Students who dont master the information for this mini-unit will be able to watch a
documentary about the Civil Rights Movement entitled, All Power to the People!. They
will be required to create a KWL chart on what they knew before they watched the
documentary, what they hope to learn, and what they learned. The L chart must contain at
least 6 facts.
Extensions:
Students who master the mini-unit sub-objective are given the opportunity to investigate a
Freedom Ride in Birmingham, Alabama. An extra opportunity research for this assignment
would be to visit the Civil Rights Museum in Birmingham. After researching, students will
create and present a museum exhibit on their findings of what they would want visitors to
learn about the Civil Rights movement in Alabama.
The teacher will create a worksheet to guide and challenge higher level cognitive thinking.
Appendix B
B-1: Daily Journal Log
B-2: Peer and Self Evaluation
B-3: Civil Rights Worksheet
B-4: Pamphlet Rubric
B-5: Journalist Roles
Daily Journal
Unit 4: The Quest for Equality
Directions: At the end of each class period, the task leader will need to fill out this entry with
your group. Turn into the folder by the teachers desk.
Group members and Role:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
A. What did you accomplish today?
B. What are your goals for tomorrows task?
C. What is one thing you learned today that you didnt know before?
D. What do you need help with as your continue on your investigation?
Civil Rights Pamphlet Rubric

Group:______________________________
4
3
2
1
Content
The content of the brochure The content of the brochure The content of the brochure The content of the brochure
reflects the 5 criteria on the reflects 4 on the civil rights reflects 3 on the civil rights reflects 2 on the civil rights
civil rights given by
given by Director
given by Director
given by Director
Director Spielberg.
Spielberg.
Spielberg.
Spielberg.
Resources
The information in my
brochure is supported by at brochure is supported by 3 brochure is supported by 2 brochure is supported by
least 4 credible resources. credible resources.
credible resources.
only 1 source.
Organization
Brochure is organized so Brochure is organized
Brochure has a sense of
The items in the brochure
readers can find what they logically, so readers can
organization, but some
are arranged in a random
are looking for and located find what they are looking parts are not located where way without any clear
the different parts connect for
they belong.
purpose.
naturally.
Appearance
The pictures, fonts, and
The graphics in the
Some of the graphics in the The brochure has no
other graphic elements in brochure relate to the topic. brochure relate to the topic. graphics, or graphics relate
the brochure enhance the
only superficially to the
message and purpose.
topic or detract from the
meaning of the brochure
Total:________/20pts
Comments:
Mini-Unit 2: Segregation and Suffrage

Comprehension
7. Describe the main events in the quest for racial equality through desegregation of
schools and public locations, Freedom Rides, Black Power, Brown v. Board, La
Raza Unida,
http://bcri.org/index.html
I.
Mini-Unit 2 Overview:
Director Spielberg has asked you, journalists, to investigate the Civil Rights Movement
and civil rights activists. Your findings have the chance to be included on a New York
Times cover story and his documentary. You have just completed the first stages of your
investigation by reporting on the causes of this quest for freedom and presenting a
brochure. For this briefing (class period), we will go over your next deadline. You will
have to investigate some of the major events during the Civil Rights Movement.
II.
Problem Analysis
The teacher will lead the class in a discussion in order to analyze the problem and answer
any questions or confusions students have before they begin their next task. The teacher
will project the analysis chart again (four columns: Information, Learning Issues,
Hypotheses, and Action Plan) and ask for students help to fill in the chart. As students
answer, the teacher will fill in their answers on the chart. To help the students get started
and encourage thinking at a higher level, the teacher will ask a variety of questions:
1.
2.
3.
4.
5.
6.
7.
8.
For this problem, what role as journalists will you be taking on?
What do we know about this problem?
Do you think many people supported segregation in public locations?
How did people respond to events like Freedom Rides? the government?
Were these events settled by locals? by force? by government?
Were violence or peace used as tactics during your event?
Where will you find information to beginning writing?
What steps will you take to complete this next deadline?
Information
Director Spielberg
civil rights event to
cover in his
documentary.
Events were nonviolent or violent
Journalists survey a
variety of sources
before they conclude
their opinion.
Learning Issues
Government
interaction with
protests, riots, and sit
ins.
Prejudice against
whites, AfricaAmerican, Hispanics,
women, and Native
Americans
Desegregation of
public locations
created many tensions
in society.
Hypotheses
Some groups use
Action Plan
Meet with assigned
group members and
assumed roles as
journalists.
Integration was
generally not well
Assign task leader,
accepted, especially in recorder, presenter,
the South.
and affect leader.
Whites were not the
only groups who were
prejudice towards
other cultures.
The events got mass
media coverage.
Use resources
provided or
groups.
Cite information.
III. Teacher Resources

Textbook:
Garcia, Ogle, Risinger, and Stevos (2005). Creating America: A History of the United
States 1877-21st Century. Alabama Teachers Edition. McDougal Littell Inc.
Chapter 15. p. 408-429.
Websites:
Technology:
ELMO
Projector
Laptop
Pictures:
IV. Anticipated Learning Issues
Concepts:
Freedom Rides
March on Washington
boycott
sit-in
integration
separate but equal
segregation
Womens Liberation Movement
Black Power
La Raza Unida
Processes:
Time management
Research skills
Compositing an article
V.
Group Deliberations & Problem Solving Activities

Students remain in their groups of four and assign themselves different roles than they
were previously in. They can either be reporter, editor, writer, or researcher. They are
given time to turn their desks around for effective group work.
Students meet with their investigator teams and determine their responsibilities within
their group.
Students are told by the teacher that they have three days to complete their investigations
and create their newspaper articles. They are provided with a rubric explaining the
criteria for their writing as well as websites for a web quest that will guide them to new
information.
The teacher allows students to use their tablets, computers, or smartphones and also
reserves material from the library. The teacher provides them with some research
material to help facilitate their research and projects the problem analysis charts for the
class as a reference.
Teacher visits each group to observe progress and answer any questions they have. He or
she reminds the students of their group evaluation and daily journals that need to be
complete.
Groups turn in their collected information and their articles with the evaluations and
journal articles.
VI. Student Resources

textbook:
websites:
http://www.besthistorysites.net/index.php/american-history/1900/civil-rights
http://library.duke.edu/rubenstein/scriptorium/wlm/
Hispanic group webquest:
https://sites.google.com/site/mrrebollohistory/latino-civil-rights-1
African American webquest:
Native-American webquest:
http://zunal.com/webquest.php?w=149387
Womens rights webquest:
https://sites.google.com/site/womensrightsmuseum/
VII. Formative Assessment
Daily journal/log of group problem-solving activities (Appendix C).5 points
Self and group evaluation of group members contributions (Appendix C)10 points
Webquest worksheet10 points
Newspaper Article50 points
Appendix C
VIII. Problem Follow-Up
After the groups have turned in their newspaper articles, the teacher will de-brief with the
class to reflect on what they have just learned about the Civil Rights Movement and the
role of journalists. The teacher will project the problem analysis chart from earlier in the
problem and encourage new ideas.
Information
Director Spielberg
civil rights event to
cover in his
documentary.
Events were nonviolent or violent
Journalists survey a
variety of sources
before they conclude
their opinion.
Additional
Information
Learning Issues
Government
interaction with
protests, riots, and sit
ins.
Prejudice against
whites, AfricaAmerican, Hispanics,
women, and Native
Americans
Desegregation of
public locations
created many tensions
in society.
Additional
Information
Hypotheses
Some groups use
Action Plan
Meet with assigned
group members and
assumed roles as
journalists.
Integration was
generally not well
Assign task leader,
accepted, especially in recorder, presenter,
the South.
and affect leader.
Whites were not the
only groups who were
prejudice towards
other cultures.
The events got mass
media coverage.
Additional
Information
Use resources
provided or
groups.
Cite information.
Additional
Information
IX. Correctives & Extensions

Correctives:
The following activity will be provided to reinforce the content for students who failed to
perform from the above activity at an acceptable level of mastery:
Students will be provided with a sample newspaper article from the New York
Times or Atlanta Journal Constitution. They will be asked to read the article and assess
the strengths and weaknesses of the research and writing by compiling a summary.
Extensions:
The following activity will be required of students who show mastery of the problem at
an accelerated level. This assignment is intended to raise the level of thinking according
to Blooms taxonomy.
Students will be given a civil rights event in Birmingham, Alabama in which they
will write a press-release of the event. Writing the press-release will require the student to
think analytically, form their own opinions, and strengthen research skills. They will be
graded according to this criteria:
Title of event..1pt
Cites information...1 pt
Targeted group...1 pt
Includes 3 points of evidence.1pt

Includes opinion of significance.1pt.
Total:..5pts Bonus points on test
Mini-Unit 3: The Fight for a Right

Application
1. Explain the daily lives of the minorities and civil rights activists and main groups
associated with Civil Rights.
2. Demonstrate the main minority groups seeking equality.
Mini-Unit 2 Overview:
The teacher will go over the criteria sheet explaining the mini-unit and sub-objectives. The
following prompt will be on the memo board and will be read by the teacher:
You have just completed two of the 5 deadlines for Director Spielberg. As journalists, you have
researched information, created visuals and summaries of the material, and formulated your own
conclusions. Now there is a new task to complete as you press on towards your reporter goal!
Look what we got today!
Fellow journalists,
Your current research looks promising! I look forward to see what else you have
uncovered throughout your investigation. In our past two briefings, you have
turned in an overview of the Civil Rights Movement and an article over an event.
Writing and being creative are crucial to being journalists and grasping the
attention of your audience. Before we can publish your project, I need your help
creating a video. The Civil Rights Movement and events within this era would
have not gained momentum without the charisma and influence of notable
figures. I would like you to stage an interview and video of one activist that
represents your minority group. When formulating your interview questions,
please include the following:
- background information of activist
- what group they represented
- event they were involved with
Director Spielberg
Problem Analysis
will refer back to the sub-objective criteria worksheet. After this, he or she will show a
video that will allow students to familiarize themselves with civil right activist as well as
give them an example of filming as a journalist. The teacher will project the analysis
chart again (four columns: Information, Learning Issues, Hypotheses, and Action Plan)
and ask for students help to fill in the chart. As students answer, the teacher will fill in
their answers on the chart. To help the students get started and encourage thinking at a
higher level, the teacher will ask a variety of questions:
1.
2.
3.
4.
5.
What has Director Spielberg asked for you to do now?

What steps will you take on meeting your next deadline?
Who are some of the leading civil rights activists, in your opinion?
What do you think your interview questions will contain?
What are the main groups that were oppressed during this era?
Information
Director Spielberg
needs a video
coverage of an
important activist
Many racist groups
emerged during this
era and harmed
several activists.
Primary sources can
come from interacting
with people from the
time period one is
researching.
Learning Issues
Working with media
equipment
The significance of
leadership and
authority
The United States is a
melting pot and
needs to address
diversity.
Hypotheses
Journalists need to be
experienced in
research, writing, and
media.
Action Plan
Meet with assigned
group members and
assumed roles as
journalists.
The upbringing of the

activist influence his
or hers involvement in
the Civil Rights
Movement.

and affect leader.
Use resources
provided or
activists.
Martin Luther King

and Malcom X lead
violent and nonviolent
protests in their
events.

within the group
African-American,
Women, Hispanics,
and Native-Americans
were oppressed.
Shoot video
Plan questions and

videos
Teacher Resources
Textbook:
1877-21st Century. Alabama Teachers Edition. McDougal Littell Inc. Chapter 15. p. 408429.
Cayton, Perry, Reed, and Winkler (2005). America: Pathways to the Present. Teachers
Edition. Prentice Hall. Chapter 21. p. 694-733.
Websites:
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/naacp/
Technology:
ELMO
Projector
Laptop
Anticipated Learning Issues
Concepts:
Brown v. Board of Education
Montgomery Bus Boycott
Southern Christian Leadership Conference
Martin Luther King Jr.
Rosa Parks
Malcom X
Csar Chavez
George Mitchell
Hispanic American Movement
American Indian Movement
Ku Klux Klan
White Citizens Council
National Urban League
Student Nonviolent Coordinating Committee
Processes:
Time management
Research skills
Interview skills
Social interaction with peers and others
Working with video cameras, computers, and other technology
Students remain in their groups of four and take on a new role that they havent done
already. They are reporter, editor, researcher, or writer.
The teacher shows the following video to prep students for filming an event and
interviewing a person: http://www.history.com/videos/bet-you-didnt-know-march-onwashington#bet-you-didnt-know-march-on-washington
The teacher hands out video camera equipment from the library. Students are allowed to
use the cameras or use the webcameras on their computers/tablets/smartphones.
The teacher has the media specialist explain the editing software found on school
computers. (Students will be required to upload the videos to the class laptops for
supervision as well as future usage for other students).
Students spend half of the class period, researching, planning their video, and writing the
interview questions. The remainder of class is spent filming the video in the classroom or
outside the class with a hall pass.
that are on file at the library or online archives
Teacher explains that students may be creative and film people after school at home,
work, etc.
On day 2, students finishing filming and editing their videos. The teacher will set up the
projector so the rest of the class can watch the videos.
The groups turn in their findings and interview questions. They also turn in their daily
journal log and self evaluation.
6. Student Resources
Textbook:
1877-21st Century. Alabama Students Edition. McDougal Littell Inc. Chapter 15. p.
408-429.
websites:
Interview tips: http://www.mediahelpingmedia.org/training-resources/journalismbasics/475-20-interviewing-tips-for-journalists
Biographies of Civil Rights Leaders from library
Worksheet (Appendix)
Technology:
Smartphones
Laptop
Tablet
Video Camera
Video editing program
Formative Assessment
Daily journal/log of group problem-solving activities (Appedix).5 points
Self and group evaluation of group members contributions (Appendix)10 points
Interview questions..20 pts
Questions address the leaders background.5pts
Questions are appropriate and professional.5pts
Interview is conducted in an appropriate setting.5pts
Video is within the 5-10 minute time limit..5pts
Video.30 points
Rubric (Appendix)
Problem Follow-Up
The teacher will gather the class for a debrief and project the problem analysis chart
begun at the beginning of the mini-unit.
In the debrief, the teacher connect the past roles as journalists with this one. The teacher
will encourage students to reflect on the significance of civil rights activists as well as the
role media plays in persuading an audience.
Information
Director Spielberg
needs a video
coverage of an
important activist
Many racist groups
emerged during this
era and harmed
several activists.
Primary sources can
come from interacting
with people from the
time period one is
Learning Issues
Working with media
equipment
The significance of
leadership and
authority
The United States is a
melting pot and
needs to address
diversity.
Any additional
information
Hypotheses
Journalists need to be
experienced in
research, writing, and
media.
Action Plan
Meet with assigned
group members and
assumed roles as
journalists.
The upbringing of the

activist influence his
or hers involvement in
the Civil Rights
Movement.

and affect leader.
. Any additional
information
Use resources
provided or
researching.
activists.
Martin Luther King

and Malcom X lead
violent and nonviolent
protests in their
events.

within the group
African-American,
Women, Hispanics,
and Native-Americans
were oppressed.
Shoot video
Any additional
information
Plan questions and

videos
Any additional
information
7. Correctives & Extensions

Correctives:
The following activity will be provided to reinforce the content for students who failed to
perform the above activity at an acceptable level of mastery.
Students who failed to master the information for this mini-unit will be able to
watch an interview segment about Rosa Parks. They will be required to view the video,
and write questions they would ask the person in the film.
http://www.cbsnews.com/8301-3460_162-57571645/rosa-parks-friend-remembers-parksactions/
Extensions:
Students who master the mini-unit are given the opportunity to create a role-play. Their
performance will consist of notable civil rights activists and will be backed up by
evidence and sources. They will turn the script into the teacher and perform in front of
the class.
Mini-Unit 4: Government & the Campaign for Change

Analysis
5. Examine Kennedy and Johnsons progress for equality through their legislation and
policies.
Mini-Unit 4 Overview
The teacher will praise students continuous hard work and research.
The teacher will refer back to the structure overview and the sub-objectives for the miniunit.
The teacher will explain the following prompt that was received on the MEMO board:
Director Spielberg will be back in 2 days to view your final reports and briefings! Before
he hears your findings, you have one more task to complete. So far, you have completed
a visual surveying the movement, an article of an event, and a video of an activist. As you
have discovered, the government had to intervene. Your next task as journalists is to
analyze the involvement of the government and formulate your own opinions. You will
have to write a proposition in addressing the issues of segregation.
Problem Analysis
will project the analysis chart again (four columns: Information, Learning Issues,
Hypotheses, and Action Plan) and ask for students help to fill in the chart. As students
answer, the teacher will fill in their answers on the chart. To help the students get started
and encourage thinking at a higher level, the teacher will ask a variety of questions:
1. What have you been asked to do next?
2. What do you think the role of government should be when addressing domestic issues
like segregation?
3. What is the process of passing legislation?
4. Do you think all polices passed by government is well-accepted at the local and state
levels?
5. Why do you think it is important for journalists to be familiar with current events?
6. Where will you look for information?
7. What are some other examples of reform that happened in the United States?
Information
Writing a proposal to
the government
pushing for change.
Those seeking civil
liberties sought help
from high authority.
Laws need to be
passed by Congress in
order to go into effect.
Learning Issues
Roles of local, state,
and federal
government in
society.
Hypotheses
Rules set by the
President and
Congress are well
reaccepted .
Action Plan
Meet with assigned
group members and
assumed roles as
journalists.
Government
intervention when
states cant agree.
Events and people

that use media can
influence the
governments plan for
action.

and affect leader.
Party platform
addressing domestic
issues and foreign
issues.
To create a proposal,
there needs to be
compromise.
Use resources
provided or
acts and
administrations.
Prepare proposal.
Teacher Resources
Textbook:
1877-21st Century. Alabama Teacherss Edition. McDougal Littell Inc. Chapter 15. p.
408-429.
Websites:
http://www.icivics.org/sites/default/files/Road%20to%20Civil%20Rights_0.pdf
Technology:
Projector
Laptop
ELMO
Anticipated Learning Issues

Concepts:
National Congress of American Indians
Great Society
Civil Rights Act
Voting Rights Act
Freedom Summer
Congress of Racial Equality
Equal Employment Opportunity Commission
Processes:
Time management
Research skills
Reading and analyzing government sources

Students remain in their groups of four and take on the last role which they have not
already done. They are either researcher, writer, editor, or reporter.
Students are told they have 2 days to complete their assignment. They are provided with a
rubric that will guide their writing as well as a blank flow chart that they will fill in about
different government policies (Appendix)
Students meet with their groups to determine their roles and begin to gather information
to include in their proposal for change.
Teacher visits each group to answer any questions they have, check on each groups role
and task, and remind the group of their final journal log and evaluations.
Students are given a copy of To Kill a Mockingbird and are encouraged to read the
chapters surrounding the court case or watch the clip from the movie. This will allow for
the students to see judges, jurors, and citizens who wanted change and the issues that
need to be addressed when creating a proposal.
Groups turn in their findings to the teacher at the end of the two-day period.
Student Resources
Textbook:
1877-21st Century. Alabama Students Edition. McDougal Littell Inc. Chapter 15. p.
408-429.
Lee, H. (1960). To kill a mockingbird. Philadelphia : J. B. Lippincott & Co.
websites:
http://history.state.gov/historicaldocuments/kennedy
http://www.nal.usda.gov/ric/ricpubs/rural_development_chap5.pdf
Resources:
Computer
Tablet
Smartphone
Formative Assessment
Daily journal/log of group problem-solving activities (Appedix).5 points
Self and group evaluation of group members contributions (Appendix)10 points
Proposal, 50 points (Appendix)
Problem Follow-Up
As a whole class, the teacher asks students how they think government has helped change
society and asks them to connect the wishes of the people to the policies of the
government. The teacher will ask each group to debrief on the mini-unit and refer back to
the Problem Analysis Chart. He or she will lead students in up-dating the chart.
Information
Writing a proposal to
the government
pushing for change.
Those seeking civil
liberties sought help
from high authority.
Laws need to be
passed by Congress in
order to go into effect.
Additional
information
Learning Issues
Roles of local, state,
and federal
government in
society.
Hypotheses
Rules set by the
President and
Congress are well
reaccepted .
Action Plan
Meet with assigned
group members and
assumed roles as
journalists.
Government
intervention when
states cant agree.
Events and people

that use media can
influence the
governments plan for
action.

and affect leader.
Party platform
addressing domestic
issues and foreign
issues.
Additional
information
To create a proposal,
there needs to be
compromise.
Additional
information
Use resources
provided or
acts and
administrations.
Prepare proposal.
Additional
information
Correctives & Extensions

Correctives
Students whose performance does not reach an acceptable level of mastery will be given
the opportunity to view the Civil Rights Act of 1964 and compile a list of 10 items that
demonstrate change.
Extensions
Students who show a mastery of the mini-unit will be given an opportunity to expand on
their knowledge. They will do a write up analyzing the 13th, 14th, and 15th Amendment
and their impact on the Civil Rights Movement. They will compare Emancipation from
the Civil War Era to the government reforms in the Civil Rights Era.
Mini-Unit 5: We the People

Synthesis
6. Design a Civil Rights newspaper for a reader during the 1950s-1970s.
IV. Problem Overview & Introduction
The teacher will separate students into their groups one last time and hand them this MEMO
from Director Spielberg. The teacher will show models of journals to give students an idea of
what a journal looks like.
Fellow journalists!
Congratulations on finishing your assigned tasks! I am looking forward to seeing
how you addressed the changes of society through the Civil Rights Era. I would
like for you to draw upon the past week of tasks and compile the information into
a journal article ready for publication. You will need a visual, a write up, and a
video. The articles within your journal will address what I previously asked for. As
a reminder you will need to cover: you need to include the overview of what this
movement stands for and who is targeted, what the government has done and is
doing, and a civil rights activist. I will make my decision as to who gets the front
page spread in the New York Times and a segment in my documentary. You have
two days. Cant wait!
Director Spielberg
V. Problem Analysis
First, the history teacher will distribute the announcement by the director to each individual
student. Then, the teacher will lead the class in a group discussion in order to analyze the
problem and make sure the student understands their designated task as well as their roles as
journalists. The teacher will then project a chart on the projector with four columns
(Information, Learning Issues, Hypotheses, and Action Plan) and ask for students to help
supply answers for the chart. As students answer, the teacher will fill in their answers on the
chart.
A variety of questions will be asked to encourage higher level thinking for the problem:
1. What has Director Spielberg asked for you to do next?
2. What will you include in your journal?
3. What have you learned about the Civil Rights Movement?
4. Do you see any of these liberties being taken away or made difficult to obtain today?
If so, which ones?
Information
Director Spielberg
needs a journal
publication to make
his decision.
Prejudices still exist
today.
Learning Issues
Roles of different
minority groups in
American History
Rights given and
taken during the Civil
Rights Era
Equality in jobs and in Compiling research in

the school were the
a portfolio.
top pushes for
equality.
Hypotheses
The Civil Rights Era
laid the foundation for
many of the domestic
issues and policies
found in todays
society.
Action Plan
Meet with assigned
group members and
assumed roles as
journalists.
Assign roles
Use resources
provided or
groups.
Begin compiling
journal publication
Present
Take test
VI. Teacher Resources Needed

The teacher will use the following resources in planning the unit and after the unit begins,
during group deliberations to provide information upon request (in response to specific
student questions):
Textbook:
1877-21st Century. Alabama Teachers Edition. McDougal Littell Inc. Chapter 15. p.
408-429.
Technology:
ELMO
Laptop or Tablet
Projector
Previously used lecture notes and lesson plans
VII. Anticipated Learning Issues
Concepts:
Recap of the Civil Rights
Processes:
Respecting others opinions
Cooperation and compromise
Research Skills
VIII. Group Deliberation & Problem-Solving Activities

Students are assigned by the teacher into four, four-member investigation teams and will be
able to move their desks to work effectively. Each student will be able to use their individual
laptop or tablet (or have one provided from the class set).
The teacher explains they will have 2 days to work on this task. At the end of the day, the
groups should complete the research. Day two will be presentations. Then the test will be the
day after.
Students are given the flyer that Director Spielberg has read as well as a daily journal log to
complete each day. They are also provided with a rubric to guide their oral presentations and
journal publications.
Teacher projects the problem analysis chart filled in at the beginning throughout the class
period.
Teacher floats around the room and visits each group to answer questions they may have, and
to check that each group has designated roles. He or she will then distribute the group
evaluation form reminds each student of their role.
that are on file at the library or online archives and hands a timeline to help students prepare
for the test and think chronically for their journal (Appendix)
Groups begin constructing their journals with the guidelines given by Spielberg and the
teacher.
Each group presents their journal and turns it in along with the rest of their assignments.
IX. Student Learning Resources
textbook:
1877-21st Century. Student Edition. McDougal Littell Inc. Chapter 15. p. 408-429.
websites:
http://racerelations.about.com/od/historyofracerelations/a/BrownandProudTheChicanoMove
ment.htm
Pictures
Laptops or Tablets
X. Formative Assessment
Daily journal/log of group problem-solving activities (See Appendix).5 points
Self and group evaluation of group members contributions (See Appendix )..10 points
Oral Presentation, 100pts (Appendix )
Journal, 50 pts. (Appendix)
XI. Problem Follow-Up

As a whole class, the teacher will ask each group to describe their group that was seeking
civil rights. The teacher will ask what was the hardest thing about being a journalist as well.
The teacher will then ask the students if they discovered any new information aside from the
content in the problem analysis chart filled in at the beginning of the mini-unit and ask for
students to draw on each others presentations for additional information.
Information
Additional
information
Learning Issues
Additional
information
Hypotheses
Additional
information.
Action Plan
Additional
information
XII. Correctives & Extensions

Correctives:
Students who dont master the information for this mini-unit will be able critique their own
journal publications.
Extensions:
Students who master the mini-unit sub-objective are given the opportunity to investigate a
journal publication on civil rights in other countries (like Ghandi in India). This will allow
for students to make historical connections internationally. They will be encouraged to either
do a comparison chart, brochure, or research paper.
III. Post-Instructional Phase

The unit will be evaluated at the end of the two week unit in two ways:
1) a traditional, teacher-developed summative test
2) a Journal with a presentation
X.
Traditional Teacher-Developed Test

The students will complete a teacher-developed test, which counts for 200 points. The
test will include multiple choice, true false, matching, short answer, and an essay
question. The test will cover content covered in class discussions, readings, and group
presentations. The teacher will give one class period to complete the test.
XI. Alternative Form of Assessment

The oral presentation and final product will take place before the exam to ensure that
every student receives the information that will be presented on the teacher-developed
test. There will be a rubric guiding the
XII. Reflections Upon Unit Design, Instruction, and Student
Outcomes
Reflection upon unit:
Students are expected to master the unit objective at the synthesis level. This level
requires 11th grade students to be challenged cognitively, and the unit will be taught near the
end of the semester. The unit was intentionally designed for students to understand the
impact of media in history through their role as journalists. The unit also allows for students
to continue to build upon their experiences working in groups. Students will know the
responsibilities they will be held to.
Reflections upon instructional activities:
Problem Based Learning called for group processes, critical thinking, and content
objectives given by the teacher. For this reason, much of the instruction is through students
teaching themselves the content through research. Key information, content, relationships
and generalizations are built in throughout students discovery as well as some facilitation by
the teacher. The teacher guides and facilities through the unit and poses questions to keep the
students thinking at a higher level during the problem-solving sessions. During the mini-unit,
readings and videos are assigned to cover pertinent content. Class discussions also aide in
giving information to the class.
Reflections upon formative and summative assessment:
The formative and summative assessments address the levels reached and demonstrate skills
exhibited throughout the unit.
Formative data will be compiled through the daily journal logs and group evaluations. These
give students the chance to reflect on their tasks as well as reflect on their strengths and
weaknesses. The teacher collects these reports and the end of each day and returns them to
the groups with comments and feedback. Each mini-unit has an assignment with a rubric or
an assignment with a presentation. The methods vary to keep instruction interesting. From
these assignments, the teacher has made correctives or extensions in order to encourage or
challenge students level of mastery.
Summative assessments cover the unit as a whole. They cover the five mini-units and subobjectives. The summative assessment is based off the best possible solution,
XIII. Bibliography
Textbooks:
1877-21st Century. Alabama Teachers Edition. McDougal Littell Inc. Chapter 15. p. 408429.
1877-21st Century. Alabama Students Edition. McDougal Littell Inc. Chapter 15. p. 408429.
Cayton, Perry, Reed, and Winkler (2005). America: Pathways to the Present. Teachers
Edition. Prentice Hall. Chapter 21. p. 694-733.
Primary sources:
http://www.loc.gov/teachers/classroommaterials/themes/civil-rights/set.html
Martin Luthers I Have a Dream
http://abcnews.go.com/Politics/martin-luther-kings-speech-dream-fulltext/story?id=14358231#.UZOd9rWsiSo
http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html
Lee, H. (1960). To kill a mockingbird. Philadelphia : J. B. Lippincott & Co.
Websites:
http://www.history.com/topics/civil-rights-movement
http://scholar.google.com/
http://www.credoreference.com/home.do
http://www.jstor.org/
http://www.whitehouse.gov/issues/civil-rights
http://www.pekinhigh.net/classroom_links/social/owens/groups.htm
http://www.thenewsmanual.net/Manuals%20Volume%201/volume1_02.htm
Journals
Luders, J. E. (2005). Civil rights success and politics of racial violence. Polity, 37(1), 108129. doi: JSTOR
XIV. Appendices
Here we will discuss: who journalists are and what they do; why people
become journalists; and what qualities you need to be a good journalist.
____________________________________________________________
Journalists work in many areas of life, finding and presenting information. However, for the purposes
of this manual we define journalists principally as men and women who present that information as
news to the audiences of newspapers, magazines, radio or television stations or the Internet.
What do journalists do?
Within these different media, there are specialist tasks for journalists. In large organizations, the
journalists may specialize in only one task. In small organizations, each journalist may have to do
many different tasks. Here are some of the jobs journalists do:
Reporters gather information and present it in a written or spoken form in news stories, feature
articles or documentaries. Reporters may work on the staff of news organizations, but may also work
freelance,
writing
stories
for
whoever
pays
them.
General reporters cover all sorts of news stories, but some journalists specialize in certain areas such
as reporting sport, politics or agriculture.
Sub-editors take the stories written by reporters and put them into a form which suits the special
needs of their particular newspaper, magazine, bulletin or web page. Sub-editors do not usually
gather information themselves. Their job is to concentrate on how the story can best be presented to
their audience. They are often called subs. The person in charge of them is called the chief subeditor, usually shortened to chief sub.
Photojournalists use photographs to tell the news. photojournalists; They either cover events with a
reporter, taking photographs to illustrate the written story, or attend news events on their own,
presenting both the pictures and a story or caption.
The editor is usually the person who makes the final decision about what is included in the
newspaper, magazine or news bulletins. He or she is responsible for all the content and all the
journalists. Editors may have deputies and assistants to help them.
The news editor is the person in charge of the news journalists. In small organizations, the news
editor may make all the decisions about what stories to cover and who will do the work. In larger
organizations, the news editor may have a deputy, often called the chief of staff, whose special job is
to assign reporters to the stories selected.
Feature writers work for newspapers and magazines, writing longer stories which usually give
background to the news. In small organizations the reporters themselves will write feature articles.
The person in charge of features is usually called the features editor. Larger radio or television
stations may have specialist staff producing current affairs programs - the broadcasting equivalent of
the feature article. The person in charge of producing a particular current affairs program is usually
called the producer and the person in charge of all the programs in that series is called the
executive producer or EP.
Specialist writers may be employed to produce personal commentary columns or reviews of things
such as books, films, art or performances. They are usually selected for their knowledge about certain
subjects or their ability to write well. Again, small organizations may use general reporters for some or
all of these tasks.
People enter journalism for a variety of reasons but, money apart, there are four main motives:
The desire to write

Journalists are the major group of people in most developing countries who make their living from
writing. Many young people who see themselves as future novelists choose journalism as a way of
earning a living while developing their writing skills. Although writing for newspapers and writing for
books require different qualities, the aspiration to be a great writer is not one to be discouraged in a
would-be journalist.
The desire to be known

Most people want their work to be recognized by others. This helps to give it value. Some people also
want to be recognized themselves, so that they have status in the eyes of society. It is not a bad
motive to wish to be famous, but this must never become your main reason for being a journalist. You
will not be a good journalist if you care more for impressing your audience than for serving their
needs.
The desire to influence for good

Knowing the power of the printed or spoken word or image, especially in rural areas, some people
enter journalism for the power it will give them to influence people. In many countries, a large number
of politicians have backgrounds as journalists. It is open to question whether they are journalists who
moved into politics or natural politicians who used journalism as a stepping stone.
There is a strong belief that journalists control the mass media but the best journalists recognize their
role as servants of the people. They are the channels through which information flows and they are
the interpreters of events. This recognition, paired with the desire to influence, can
produce
good
campaigning journalists who see themselves as watchdogs for the ordinary man or woman.
They are ready to champion the cause of the underdog and expose corruption and abuses of office.
This is a vital role in any democratic process and should be equally valuable and welcome in countries
where a non-democratic government guides or controls the press.
There is a difference between the desire to influence events for your own sake, and the desire to do it
for other people. You should never use journalism for selfish ends, but you can use it to improve the
life of other people - remembering that they may not always agree with you on what those
improvements should be.
There is a strong tradition in western societies of the media being the so-called Fourth Estate.
Traditionally the other three estates were the church, the aristocracy and the rest of society but
nowadays the idea of the four estates is often defined as government, courts, clergy and the media,
with the media the Fourth Estate acting as a balance and an advocate for ordinary citizens
against possible abuses from the power and authority of the other three estates. This idea of
journalists defending the rights of ordinary people is a common reason for young people entering the
profession.
The desire for knowledge

Curiosity is a natural part of most people's characters and a vital ingredient for any journalist. Lots of
young men and women enter the profession with the desire to know more about the world about them
without needing to specialize in limited fields of study. Many critics accuse journalists of being shallow
when in fact journalism, by its very nature, attracts people who are inquisitive about everything. Most
journalists tend to know a little bit about a lot of things, rather than a lot about one subject.
Knowledge has many uses. It can simply help to make you a fuller and more interesting person. It can
also give you power over people, especially people who do not possess that particular knowledge.
Always bear in mind that power can be used in a positive way, to improve people's lives, or in a selfish
way to advance yourself.
Name:___________________________
Group:___________________________
Webquest:
1. What are some events that your oppressed group involved themselves in?
2. Were these events violent or nonviolent?
3. Who were some leading figures involved in your events?
4. Did your event make a direct impact on society? (Think: new policies, prejudices, etc.)
5. What was the significance of your event? When did it occur? Where?
Group:______________________
___________________________
Newspaper Article : Newspaper
Headline
Article has a
headline that
captures the reader's
attention and
accurately describes
the content.
Article has a
headline that
accurately describes
the content.
Article has a
headline that does
not describe the
content.
Article is missing
headline.
Supporting
Details
The details in the

article are clear and
supportive of the
topic.
The details in the

article are clear but
need to be
developed more.
Some details may
not fit in with the
topic.
Most details in the

article are clear.
Article does not
focus on the topic
well.
The details article

are neither clear nor
related to the topic.
Who, What,
When, Where &
How
Article adequately
The article is missing The article is missing The article is missing
addresses the 5 W's one of the 5 W's.
2 of the 5 W's.
3 or more of the 5
(who, what, when,
W's.
where and how).
Lead Sentence
Lead sentence grabs Lead sentence tells

the reader's attention most important
and focuses the
details.
reader on the topic.
Lead sentence is not There is no clear

clearly connected to lead sentence in the
the article.
article.
Spelling and
Grammar
No spelling or
grammar errors.
No more than 3
spelling or grammar
errors.
CATEGORY
No more than a
couple of spelling or
grammar errors.
Several spelling or
grammar errors.
Total:___________/
Name:________________
Group:__________________
Kennedy and Johnson Administration

Directions: Fill in the Venn Diagram comparing and contrasting the strategies and
polices that these presidents utilized during the Civil Rights Era.

Civil Rights PBL

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Civil Rights PBL

Diunggah oleh

Hak Cipta:

Format Tersedia

A PBL unit:

The Quest for Equality

Standard 2: Economic, social, and cultural developments in contemporary United States

Researching information and the process of forming a newspaper

III. Pre-Instructional Activities

4. Providing a structured overview of the unit content:

The Quest for Equality

The Fight for

5. Providing experiential background:

6. Reassuring students that they can be successful in the unit:

Student Resources (rough draft)

Special Education Rights

The Quest for Equality

The Fight for

My group to investigate: (Circle your assigned one)

Unit Bulletin Board

The Quest for Equality

Important events and dates:

Mini-unit 1: Origins of the Civil Rights Movement

VI. Teacher Resources Needed

XI. Problem Follow-Up

B. What are your goals for tomorrows task?

D. What do you need help with as your continue on your investigation?

Civil Rights Pamphlet Rubric

Mini-Unit 2: Segregation and Suffrage

III. Teacher Resources

Group Deliberations & Problem Solving Activities

VI. Student Resources

IX. Correctives & Extensions

Includes 3 points of evidence.1pt

Mini-Unit 3: The Fight for a Right

What has Director Spielberg asked for you to do now?

The upbringing of the

Assigned task leader,

Martin Luther King

Assign research tasks

Plan questions and

The upbringing of the

Assigned task leader,

Martin Luther King

Assign research tasks

Plan questions and

7. Correctives & Extensions

Mini-Unit 4: Government & the Campaign for Change

Events and people

Assigned task leader,

Anticipated Learning Issues

Group Deliberations & Problem Solving Activities

Events and people

Assigned task leader,

Correctives & Extensions

Mini-Unit 5: We the People

Equality in jobs and in Compiling research in

VI. Teacher Resources Needed

VIII. Group Deliberation & Problem-Solving Activities

XI. Problem Follow-Up

XII. Correctives & Extensions

III. Post-Instructional Phase

Traditional Teacher-Developed Test

XI. Alternative Form of Assessment

The desire to write

The desire to be known

The desire to influence for good