Research Into Practice Lesson (Taught on November

2)
:

Standard
MS Frameworks
4. Understand and Describe the historical circumstance and conditions that
necessitated the development of civil rights and human right protections
and/or activism for various minority groups in Mississippi
b. Identify and explain major Civil Rights Activist and Figures in the 20 th century

NCSS Themes
1. People, Places, and Environments
2. Culture

C3 Frameworks
D2. His. 1.6-8- Analyze connections among events and developments in broader
historical contexts
D2. His. 3-.6-8- Use questions generated about individuals and groups to analyze why
they, and the developments they shaped, are seen as historically significant

Objectives:
1. TSW categorize the different Civil Rights Organizations and Civil Rights Activist
(DOK 2)
2. TSW organize them based on importance (DOK 2)
3. TSW design a flip chart foldable during an activity session with their table
groups(DOK 4)

Materials:
1. A Place Called Mississippi- David Sansing
2. Markers
3. Pens or Pencils
4. Paper
5. Construction Paper
6. Smartboard

***Divided by table groups based on interest inventory and jigsaw method

Opening (Set):
BELLRINGER:
1. Which statement best describes why the Emmett Till case painted a poor picture of
MS?
a. Till was a black man who allegedly made a pass at a white woman
b. Till was a northern black who was killed in MS
c. Tills accused murderers, who later admitted their guilt, were acquitted.
d. Truman was beaten and his body was thrown in a river
2. The main reason that the Dixiecrats broke away form Truman and the Democrats
and formed their own party because
a. Truman and the Democrats supported individual rights
b. Truman and the Democrats supported the civil rights and integration for
African Americans
c. Truman and the Democrats supported Big Business
 d. Truman and the Democrats supported Segregation and was opposed to the
civil rights for African Americans

***The teacher will explain an activity that the students will be completing with The
Civil Rights Organizations and Civil Rights Legislation of the 1960s.

Learning Tasks (Procedures):

1. TSW come into the classroom and work on the bell ringer
2. The student and the instructor will discuss and go over the Civil Rights
Organizations and Figures
3. The student will research major Civil Rights Organizations and Civil Rights Activist
to use in their foldable
4. The Student will work with their table to complete the information to put into their
Flip Chart Foldable

Closure:
Watch two video newsreel footages of the CRA of 1964 and The voting rights Act of
1965. In two or three sentences, summarize these two Acts
1. www.c-spanvideo.org/program/300956-1 (CRA of 1964)
2. www.history.com/videos/voting-rights-bill#voting-rights-bill (Voting Rights Act of
1965)

Differentiated Instruction:
Enrichment: The students who need enrichment can write me a
response/reflection on what Civil Rights organization, movement, or figure was most
important
Intervention: The students can work at their table and help each other with
the information that needs to go inside the foldable
Accommodation (Students in Special Education with IEP): Can give students
the information and they put it down in their foldable