Learning Experience Plan

Subject: US History Grade level: 8th Grade

Unit: Civil Rights Movement Length of LEP (days/periods/minutes): 25 minutes

Topic: Introduction to the Civil Rights Movement

Content Standards: (include only standards addressed in this LEP)

11.10 Social and Economic Change / Domestic Issues (1945 - present): Racial, gender, and socioeconomic
inequalities were addressed by individuals, groups, and organizations. Varying political philosophies prompted
debates over the role of the federal government in regulating the economy and providing a social safety net.

o 11.10A | After World War II, long-term demands for equality by African Americans led to the civil rights
movement. The efforts of individuals, groups, and institutions helped to redefine African American civil
rights, though numerous issues remain unresolved.

Literacy Standards: (include only standards addressed in this LEP)

CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills) 1. Do Now
Students will demonstrate their level of 2. Vocabulary Exercise
understanding of content related to the 3. Historical Context (Timeline)
civil rights of African Americans prior to 4. Exist ticket
the modern Civil Rights Movement.
Students will create a timeline of African
American history in order to visualize

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events that have occurred.

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
This lesson correlates to English Language Arts because there are many books that
occur during the Civil Rights Era that students may have to read, such as The New Jim
Crow or The Help. This lesson gives those students a basic understanding of what was
going on in America during this time period.
Material Procedures/Strategies
s

1. Do Day 1 (add additional days as needed)

Now
Sponge Activity (activity that will be done as students enter the room to get them into the
2. mindset of the concept to be learned)
Vocabula
ry Students will complete a Do Now asking, What made non violent protest
Activity effective during the Civil Rights Movement? This question will hopefully
activate the prior knowledge of the students, as most of them have
3. probably learned, or at least heard of the Civil Rights Movement.
Timeline
Activity Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
4. Exit
Ticket To what extend did the Civil Rights Movement shape modern
American society?
How were non-violent protests not effective during this time period?
Have non-violent protests occurred during other periods of American
history?

Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)

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 Most students will have heard of the Civil Rights Movement before;
however, in order to activate what prior knowledge the students may
have, and to establish a level playing field for all of the students, the
students will complete a vocabulary exercise. Each student will complete
Civil Rights Movement Inquiry: Vocabulary Opener. Once everyone is done,
students will volunteer to write their answers on the board using Smart
Notebook. Smart Notebook will also allow students to drag the pictures
that correlate to each term and definition.

Direct Instruction (input, modeling, check for understanding)

As a class, we will go over each definition and image that was given. The
class will then decide whether or not the definition and image is suitable. If
it is not, the class will form a definition together.

Guided Practice (how students will demonstrate their grasp of new learning)

Students will then be given a timeline activity to complete in order to get a

basic understanding of African American history up until the Civil Rights
Movement. Students will complete Civil Rights Movement: Historical
Context, by placing the events in order, describing the events and their
impact on the civil rights of African Americans. These events are short
phrases that will act as cues for the students because these are all events
that the students have previously learned, therefore activating their prior
knowledge. The timeline will also serve as an advanced organizer, as it
tells the story of African American history.

Independent Practice (what students will do to reinforce learning of the lesson)

Students will work on the timeline activity individually or with a partner.

Once everyone is completed, the class will go over the timeline,
descriptions and impacts. Students will also find that the vocabulary we
just covered will appear during this exercise.

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 Closure (action/statement by teacher designed to bring lesson presentation to an appropriate
close)

To close the lesson, students will be asked, What event had the greatest
impact on the civil rights of African Americans? Explain.. Students will
write their responses, and then a few volunteers will share their responses.

References: (e.g. Book, course packet, pg #, complete web address URL)

https://docs.google.com/document/d/1hR80YCvtP1oH3UAxzAGbKFKrE3QT2A59OMcdpj8kvbc/edit

https://curriculum.newvisions.org/social-studies/resources/resource/1110-inquiry-into-civil-rights-movement/

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 Civil Rights Movement Inquiry: Vocabulary Opener
Directions: The words listed below in the left hand column are key to your understanding of the Civil Rights
movement. In the right hand column, define the term as best as you can. On the back of this sheet, select an image
- from the images provided - that you think best represents each term & explain why you chose that image.

Term Definition

Civil Rights

Nonviolent protest

Segregation

Plessy v. Ferguson

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 Race

Images: Images available here or select your own!

Term Image Why the image was chosen

Civil Rights

Nonviolent protest

Segregation

Plessy v. Ferguson

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 Race

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 Do Now
Answer the following question: What made non Civil Rights
violent protest effective during the Civil Rights Movement:
Movement? Historical Context
Directions: Below are a series
of events from American
history that impacted the
civil rights of African
Americans. Place the events
on the timeline provided in
order of their occurrence in
American history. Do not date
Exit Ticket the events in the table below
when placing them on the
Answer the following question: What event had timeline (unless the date is
already included in the
the greatest impact on the civil rights of African event), place them in
Americans? Why? approximate & accurate
chronological order using the
events and dates already
populated on the timeline
does matter. Annotate each
event you place on the
timeline by explaining:
A. A description of the event

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B. How it impacted the civil rights of African Americans

Events from American History impacting the civil rights of African Americans

African slaves are brought to the United States Jim Crow Laws
Emancipation Proclamation Plessy vs. Ferguson
KKK is founded Amendments 13, 14, 15 - are added to the US
Lynching of African Americans constitution
Abolition movement to end slavery Black Codes are written and enforced
Harlem Renaissance 3/5 Compromise
NAACP is founded Great Migration
Race Riots of Chicago 1919

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 1939 - 1945: World War 2

1850: Uncle Toms Cabin is published

1914 - 1918: World War 1

1776: American Revolution
1861 - 1865: American Civil War
1900

1787 - 1789: US Constitution is written & ratified by all states

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