Young Adults and the Civil Rights Movement

Transcription

1 Published on AASL Learning4Life Lesson Plan Database Young Adults and the Civil Rights Movement Created by: Karen Gavigan Title/Role: Assistant Professor, School of Library and Information Science Organization/School Name: University of South Carolina Location: South Carolina Grade Level: 10 Type of Lesson: Lesson in a unit Type of Schedule: Combination Collaboration Continuum: Intensive Content Area: Language Arts Social studies Content Topic: Young Adults and the Civil Rights Movement Standards for the 21st-Century Learner Skills Indicator(s): Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Collaborate with others to broaden and deepen understanding Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. Dispositions Indicator(s): Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. Responsibilities Indicator(s): Contribute to the exchange of ideas within and beyond the learning community Participate in the social exchange of ideas, both electronically and in person. Self-Assessment Strategies Indicator(s): Monitor gathered information, and assess for gaps or weaknesses. Scenario: As part of the tenth grade social studies curriculum, students will learn about the history of the U.S. civil rights movement and young people involved in the movement. In classes preceding this lesson, the social studies teacher will teach students about the civil rights movement, including landmark legislation, civil rights activities, leaders, etc. Next, studies will participate in literature circles to read books about young people who were involved in the civil rights movement. Books used in the literature circles can include text-only titles and graphic novels. After they have completed their books, students will work in the library to access a variety of print and digital resources to learn more about the civil rights movement, and young adult leaders who were involved in the movement. Finally, students will collaborate in their literature groups to create a multimedia presentation about the civil rights activities young adults were involved with, and / or about specific young adult leaders' lives. Once completed, these presentations will be shared with the class. A rubric will be developed by the teacher and librarians to assess the projects, presentations, and student participation. This lesson takes place over a period of approximately two weeks.

2 Overview: After learning about the civil rights movement in class, and reading books about youth involved in the movement, students will conduct research and create a multimedia presentation. The essential questions are: What are some of the important events that influenced the civil rights movement in the United States? Who are some of the young adult leaders involved in these activities, and what role did they play in the civil rights movement? Final Product: After reading their books and conducting their research, students will work in their literature circles to create a multimedia presentation (Prezi, Glogster, or PowerPoint) about the activities and / or the youth involved. Group members will then share the final products with their classmates. Library Lesson: Students will work with the school librarian and teacher in the library to acquire information about the civil rights movement through books, graphic novels, and other print and digital resources. After retrieving this information, students will collaborate with classmates in their literature circles to create multimedia presentations on topics related to the civil rights movement and young adults who participated in the movement. Estimated Lesson Time: 120 minutes Assessment Product: The teacher and the school librarian will create a rubric to assess the quality of the multimedia product and the class presentations. The rubric will include criteria to assess the presentation's content, organization, visual layout, audience appeal, and the use of citations. The rubric will also evaluate students' participation throughout the project. Process: The lesson process will be assessed through the rubric developed by the teacher and librarian. The teacher and school librarian will also be able to assess students work through exit passes. The works cited list will also be evaluated to determine whether students used a variety of quality print and online resources, and whether the citations were in the correct format. Student self-questioning: 1. How did the book I read contribute to my the civil rights movement? 2. In addition to the book that I read in class, what resources can I locate to learn more information about the civil rights movement and youth leaders in the movement? 3. After locating additional information about the civil rights movement, how do my classmates and I select our topic for the group project? 4. Did my classmates and I locate enough accurate information to create a multimedia project on our topic? 4. How well did I work with the classmates in my group? 5. What new understandings about the civil rights movement did I learn from this project? Instructional Plan Resources students will use: Moving Image (i.e. animations, movies, tv program, video) Interactive Resource (i.e. webpages, multimedia learning objects, chat services) Text (books, letters, poems, newspapers, etc.) Interactive Resource URL: Resources instructor will use: Projector Laptop White board

3 Instruction/Activities Direct instruction: Before coming to the library, the teacher will provide students with an overview of the civil rights movement. After receiving instruction about the movement, students will be divided into literature circles to read a book about civil rights activities that young adults were involved with, or a title about a specific young adult civil rights advocate. The books could include some of the following: Claudette Colvin: Twice Toward Justice (Hoose, 2010), March: Book One ( A graphic novel by Powell, Aydin, and Powell, 2013), and We've Got a Job, The 1963 Birmingham Children's March (Levinson, 2012). The students will read their novels with the classmates in their groups and participate in discussion through the literature circle roles designated by the teacher and librarian. Modeling and guided practice: The school librarian will demonstrate effective search strategies for print and online resources, including database searching. He / She will model the importance of locating quality materials and citing sources correctly. After the students have conducted their research, the teachers and librarian will guide the students through the process of selecting the topic for their group presentation. Independent practice: Students will work independently to locate information for their presentations in the library collection and online databases. The librarian and the teachers will circulate among the students to help them locate appropriate materials that they can use for their group presentations. If necessary, the students will work independently at home, in addition to the time spent in class. Sharing and reflecting: Based on the book that they read about in their literature circles, and the information that they gathered in their research, the students will collaborate on a multimedia project on the topic that they selected for their presentation. As a group, they will decide on the format of their presentation, which can include a Prezi, Glogster, or a PowerPoint. Then, the students will determine which students will work on which part of the project, and they will begin collaborating on their final product. Exit passes will be used after each session to enable the students to determine if they are effectively completing their work. Also, the questions listed in the Self-Questioning section will be used to provide additional reflection time by the students in their groups. Have you taught this lesson before: No Strategies for differentiation: The librarian and teachers can divide the literature circles into groups that will facilitate differentiated instruction. For example, they can pair students with learning differences, and English Language Learners, with students who can define vocabulary in passages that they may not be familiar with. Also, they can arrange the groups to include students with varying reading, writing, and technology skills so that students who need help can teach and / or learn from their peers. AASL/Common Core State Standards Crosswalk English Language Arts: CC.9-10.SL.1» English Language Arts» Comprehension and Collaboration» 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (9,10)

4 CC.9-10.SL.1.c» English Language Arts» Comprehension and Collaboration» c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (9,10) CC.9-10.W.4» English Language Arts» Production and Distribution of Writing» 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (9,10) CC.9-10.W.6» English Language Arts» Production and Distribution of Writing» 6. 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. (9,10) CC.9-10.W.8» English Language Arts» Research to Build and Present Knowledge» 8. 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. (9,10) CC9-10RS/TS3» Reading Standards for Literacy in Sci Tech» 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (9,10) CC.9-10.SL.1.d» English Language Arts» Comprehension and Collaboration» d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (9,10) CC9-10RS/TS2» Reading Standards for Literacy in Sci Tech» 2. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (9,10) CC.9-10.R.I.4» English Language Arts» Craft and Structure» 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (9,10) CC.9-10.R.I.7» English Language Arts» Integration of Knowledge and Ideas» 7. Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. (9,10)

5 CC.9-10.R.L.4» English Language Arts» Craft and Structure» 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (9,10) CC.9-10.SL.2» English Language Arts» Comprehension and Collaboration» 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (9,10) CC9-10WH/SS/S/TS2a» Writing Standards» a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (9,10) CC.9-10.W.2.b» English Language Arts» Text Types and Purposes» b. Develop the topic with wellchosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (9,10) CC9-10RS/TS7» Reading Standards for Literacy in Sci Tech» 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (9,10) CC9-10RH/SS7» Reading Standards for History» 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (9,10) CC.9-10.W.2.a» English Language Arts» Text Types and Purposes» a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (9,10) This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

6 Rubric for the Young Adults in the Civil Rights Movement Assignment Student Name: CATEGORY 4 Advanced 3 Proficient 2 Basic 0-1 Below Basic Sub Totals Content / Civil Rights Topic Organization of the Presentation Appearance of Visuals / Audience Appeal Grammar / Mechanics / Works Cited Group Participation Demonstrates an advanced the civil rights topic Excellent organization of enhances audience the topic Interesting or conclusion Graphics are related to the content and make it easier to understand Presentation is well organized and very attractive No spelling or grammatical errors Correct use of citations / Always contributes; quality of contributions is excellent Always completes group activities TOTAL POSSIBLE SCORE = 20 POINTS TOTAL SCORE = POINTS Demonstrates a proficient the civil rights topic Good organization of guides audience the topic Effective or conclusion Graphics are related to the content and most make it easier to understand Presentation is neat and relatively well organized 2-3 spelling and grammatical errors Incorrect use of citations / Usually contributes; quality of contributions is appropriate Usually competes group activities Demonstrates a partial the civil rights topic Weak organization of contributes to audience confusion Functional or confusion Some of the graphics are related to the content Parts of the presentation are unorganized and / or overly simplistic 3-4 spelling and grammatical errors No citations / Sometimes contributes; quality of contribution is inconsistent Sometimes completes group activities Demonstrates minimal the civil rights topic A lack of organization of contributes to audience frustration Inappropriate or confusing or conclusion Few of the graphics are related to the content Most of the presentation is unorganized and / or overly simplistic 4-5 spelling and grammatical errors No citations / Rarely contributes; contributions are often unhelpful Rarely completes group activities