Civil Rights Movement Lesson Plan Information | Lesson Plan Activities | Printable version (including handouts) (PDF)

Standard: Convey Ideas in Writing Outcomes Construct and interpret two timelines; a historical one that includes a character sketch of a famous activist from the civil rights era and a personal one with a character sketch of an important person in their life.

Classroom Information

GED Descriptors:      language arts - reading , social studies Roles:      Family, Community Member Program Type(s)      ABE, GED, Family Literacy, Urban, Rural, Corrections NRS Learner levels (ABE/GED)       3, 4 Time frame:       2-3 hours Technology Integration The Civil Rights Movement: Sites for Students and Researchers The Civil Rights Movement Timeline The Civil Rights Movement Wikipedia The African-American Civil Rights Movement Wikipedia The Civil Rights Movement 1955-1965: Introduction The Civil Rights Era The Civil Rights Movement Civil Rights Movement Veterans Civil Rights Era 1954-1971 Civil Rights Movement Thematic Collection

Keywords

select any link below for a list of resources which also have that keyword History > region > U.S. history > Civil Rights History > region > U.S. history > Civil Rights > segregation Ethnic Groups > African-American Social Science > sociology > social issues > racism > prejudice Social Science > sociology > social issues > racism > race relations Social Science > sociology > social issues > violence > riots Education > writing History > region > U.S. history > well-known people > King, Martin Luther, Jr.

Standard: Convey Ideas in Writing

Component of Performance How activity addresses component Determine the purpose for communicating Events occurred in history in a sequential order, many dependent upon prior events; especially evident during the Civil Rights Movement. Organize and present information to serve the purpose, context, and audience Students are creating timelines that describe important people and events historically and personally. Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to readers' comprehension The character sketch should use descriptive language that will give expressive details about an individual from the Civil Right Movement era and someone of importance in student's personal life. Seek feedback and revise to enhance the effectiveness of the communication Writing should be error-free as far as conventions and an attractive product should be presented to the group.

Purposeful, Transparent, Building Expertise

Purposeful and Transparent Studying history can give us insights into current events. Students should understand race relationships and consider how the Civil Rights Movement influenced people today. Studying and writing about an activist will allow students to better understand each of these people's belief systems. Contextual Students will be creating two timelines, one using historical figures and the other using people from their own lives. This will help students transfer their learning to a relevant experience where they can share an important person from their lives. Building Expertise Students will use their understanding of sequence and chronological order to create a timeline.

Lesson Designer Judy Franks Ohio Literacy Resource Center (330) 672-0753 jfranks@literacy.kent.edu

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