Title:
Civil Rights Leaders - Thinking Outside the Box
Grade Level(s): 5th Grade
Description:
In this lesson, groups of students will
be given a box that contains primary source “clues”
related to the Civil Rights Movement. By carefully
examining the clues in their box, each group of students
will attempt to determine the person or the person’s
contributions in the leadership of the Civil Rights
Movements that their box represents.
Box 1 – Ruby Bridges
Box 2 – Marian Anderson
Box 3 – Rosa Parks
Box 4 – Jackie Robinson
Through these numerically sequenced clues, the instructor
can have students work form concrete to abstract clues
or vice versa.
Learning Outcomes:
Students will:
* Develop and understanding of some of the people
that contributed to the Civil rights movement.
* Discuss the significance of these people and how
they connect with United States history.
NCSCOS Curriculum Alignment:
Information Skills
Competency Goal 1
The learner will EXPLORE sources and formats for reading,
listening, and viewing purposes.
1.01 Participate in read-aloud, storytelling, book
talking, silent and voluntary reading experiences.
1.11 Explore primary secondary sources.
Competency Goal 4
The learner will EXPLORE and USE research processes
to meet information needs.
4.07 Organize and use information
4.09 Present information in a variety of formats (print,
graphical, audio, video, multimedia).
Competency Goal 5
The learner will COMMUNICATE reading, listening, and
viewing experiences.
5.01 Respond to reading, listening, viewing experiences
orally, artistically, dramatically, through various
formats (e.g., print, multimedia).
Social Studies
Competency Goal 3
The learner will examine the roles various ethnic
groups have played in the development of the United
States and its neighboring countries.
Objectives
3.01 Locate and describe people of diverse ethnic
and religious cultures, past and present, in the United
States.
3.02 Examine how changes in the movement of people,
goods, and ideas have affected ways of living in the
United States.
Competency Goal 4
The learner will trace key developments in United
States history and describe their impact on the land
and people of the nation and its neighboring countries.
4.02 Explain when, where, why, and how groups of people
settled in different regions of the United States.
4.03 Describe the contributions of people of diverse
cultures throughout the history of the United States.
4.06 Evaluate the effectiveness of civil rights and
social movements throughout United States' history
that reflect the struggle for equality and constitutional
rights for all citizens.
Materials Needed:
Printed primary source clues (in boxes)
Sleuthing worksheet (included in each box)
Picture Board
Books about the Individuals
Box Resource guides:
• Ruby Bridges
• Marian Anderson
• Rosa Parks
• Jackie Robinson
Activities:
1. Begin this lesson by brainstorming what
students already know about the Civil Rights Movement.
2. Divide students into 4 groups. Distribute a box
to each group of students and a copy of the historical
Sleuthing worksheet.
3. Explain to students that they will examine the
clues in their box in numerical order for lowest to
highest.
4. Students should understand that the clues in their
box all relate to a particular Civil Rights Leader.
5. In order to examine the clues, students should
use both objective and subjective analysis. Remind
students that to objectively analyze means that you
only look at things you can actually see in the item
and that subjectively analyze means that you make
judgments about the item based on its objective features.
In order to accomplish this, students should use and
complete the Historical Sleuthing worksheet to describe
the items in their box.
6. Ask each group of students to consider the following
question as they examine the contents of their boxes.
How do you think this person might have been important
to the Civil Rights Movement?
7. Have student groups share their findings with the
rest of the class.
8. Each group will go the story board and identify
the Civil Rights Leaders.
9. Each group will take a book about their selected
person. One person in the group will read the book
to the rest of the group.
Assessment:
The instructor should assess student understanding
during the group sharing time at the conclusion of
the box activity. Students who made the appropriate
connections during the activity will have correctly
determined their Civil Rights Leader. Specifically,
the students should answer the question form step
6 (activities) while sharing with the class.
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