Overview........Lesson Plan Summary.........Sample Lessons.........Culminating Activity........Resources
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Social Science Week 1
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| 1 | 2 | 3 | 4 | 5 |
| Objective: To assess prior knowledge and provide background for unit. Students will determine the origins of Jim Crow laws and review specific legislation supporting segregation through a short lecture. |
Objective: Students will ascertain the specific qualities of the Black Press and its particular role in social justice by watching "The Black Press: Soldiers Without Swords". | Objective: After short review of film questions from yesterday students will analyze and compare the content of three different types of newspapers: Chicago Defender, New York Times, and People's World in order to: interpret biases present in each, determine who the target audience is, and decipher purpose(s) of each publication | Objective: As a class students will review and make observations from primary sources from previous day. Students will obtain and evaluate ideas of objectivity, subjectivity, and bias in print media and U.S. History in general through interactive lecture. Introduction of culminating project. |
Objective: To provide historical context to decipher media's role in social justice, students will identify the chronology and key events of Civil Rights Movement. Students will create a timeline reflecting key events and Students must incorporate the media's role into timelines |
| Topic: What was life like for African Americans after Reconstruction? | Topic: The Black Press and their Role in Social Justice | Topic: Comparison of Black Press, Mainstream Press, and Socialist Press |
Topic: 1.Discussion of Objectivity/ Subjectivity/ Bias in Media and History 2. Culminating Project | Topic: Key Events of the Civil Rights Movement |
| Literacy Aspect: In interactive notebooks students will express prior knowledge about the effects of slavery and Reconstruction. In small groups students will create lists of what life was like for blacks in the South under Jim Crow, then come together as a class to share and evaluate ideas. Students utilize Cornell note taking strategies during lecture | Literacy Aspect: Students will employ listening, information processing, and critical thinking skills while watching film and evaluating the material by answering questions on a worksheet Students must add worksheet to their interactive notebooks. | Literacy Aspect: Students will refine analytical skills while critically examining primary source materials, three different types of newspapers. | Literacy Aspect: Students will utilize Cornell note taking techniques during lecture and add notes to interactive notebook Homework: Students will work on culminating project. | Literacy Aspect: Students will develop ideas of chronology, summarizing, and analysis with the creation of a timeline Homework: students will work on culminating project |
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Social Science Week 2
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| 6 | 7 | 8 | 9 | 10 |
| Objective: Students will watch the documentary "The Murder of Emmett Till" to decipher significance of the event and media's role. | Objective: Students discover historiographical knowledge of the case through a short lecture and discussion. Students will analyze two articles relating to the Till case one from the Chicago Defender and one from the New York Times in groups. Students will answer questions: what differences are there between articles? Why? What effect would these have? |
Objective: Students will work in groups of four and analyze the "Look" article dealing with the confessions, answering questions on board. Students will compare "Look" article with previous articles during class discussion. | Objective: Introduce project that will be due week four of unit. Students will write and perform (or video tape and play) a brief news story about an aspect of the Civil Rights Movement. Students will be assigned to groups of four and will choose from a topic list provided by teacher. Students will meet with groups, decide on a topic, and teacher will assign due dates. | Objective: Students will utilize computer lab to research topic for newscast on the internet. Teacher will direct students to pertinent websites. |
| Topic: The Lynching of Emmett Till | Topic: The Lynching of Emmett Till | Topic: The Lynching of Emmett Till | Topic: Broadcast from the Past | Topic: Broadcast from the Past |
| Literacy Aspect: Students will free write about prior knowledge of lynching. Students will answer questions on worksheet while watching film specifically focusing on the media's involvement. Students must add worksheet to their interactive notebooks. Homework: Work on culminating project | Literacy Aspect: Students will utilize analytical skills while critically examining primary source materials; Students will refine Cornell note taking techniques during lecture for interactive notebook Homework: work on culminating project | Literacy Aspect: After reading the article students will write their individual reaction to the 'Look" article in their interactive notebook. ?How did it make you feel and why? Homework: Draw an illustration to go along with response to "Look" article in interactive notebook. | Literacy Aspect: Students will brainstorm as a group about topic and strategy. They must turn in a written topic proposal by the end of period for their project. | Literacy Aspect: Students will develop research skills by using the internet as a tool. Homework: Work on culminating project - rough draft due MONDAY |
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Social Science Week 3
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| 11 | 12 | 13 | 14 | 15 |
| Objective: Students will obtain knowledge of the direct impact of television coverage on the Civil Rights Movement by watching clips from "Eyes on the Prize: Ain't Scared of Your Jails" "Eyes on the Prize: No Easy Walk, 1961-63" and "Eyes on the Prize: Bridge to Freedom" and "Eyes on the Prize: Fighting Back". | Objective: Students will engage in class discussion to analyze television?s role in the movement, specifically focusing on the question: "How important was television coverage in gaining national support for civil rights for African Americans?" Students will also compare the use of print media vs. television by comparing the death of Emmett Till to the death of Jimmy Lee Jackson | Objective: Students will determine the role, significance, and history of protest songs from the Civil Rights Movement by listening to songs from the time period. The work of the Last Poets will be a main focus. | Objective: In groups students will write their own protest song about a current issue that affects them today. They may set it to music or share it as a rap in class tomorrow. | Objective: Students will share songs and raps with class. If time permits students will continue to work on timeline identifying key events and significance. Time line due MONDAY |
| Topic: The Role of Television in Social Justice | Topic: The Role of Television in Social Justice | Topic: The Role of Protest Songs | Topic: Civil Rights Music Contract | Topic: Civil Rights Music Contract |
| Literacy Aspect: Students will employ listening, information processing, and critical thinking skills while watching film and completing worksheet. Homework: read and evaluate another student's rough draft of culminating project for grammar, style, creativity, format etc. keeping rubric in mind | Literacy Aspect: Students will free write on topic: "What role does television play in your life?" | Literacy Aspect: Students will analyze lyrics, determining historical relevance and significance. Homework: use hip hop circuit website as a guide to find lyrics that reveal legacy of Civil Rights Movement. Print out and bring to class tomorrow. Homework: Draw an illustration to go along with response to "Look" article in interactive notebook. | Literacy Aspect: Students will employ creative writing techniques as well as critical thinking skills to write a song that targets a social issue that is relevant to them |
Literacy Aspect: Students will utilize listening skills and note taking skills as they evaluate each performance, noting the social issue targeted and different lyrical styles implemented |
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Social Science Week 4
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| 16 | 17 | 18 | 19 | 20 |
| Objective: Students will begin to evaluate the legacy of the Civil Rights Movement and the role of the media today by choosing a current event article that has historical relevance to the Civil Rights Movement. They will use the internet. Event must have taken place within last five years. Teacher will share several examples of current issues, such as lynching of James Byrd, articles on Free Mumia Movement. |
Objective: Students will share current events with the class, making connections with specific issues addressed in the unit on Social Justice and the media. Literacy: | Objective: Students will review the role media played in the African American Civil Rights Movement, and then evaluate how these gains transferred to other struggles for civil rights. Discussion of Cesar Chavez and Delores Huerta of United Farmworkers, Gay Rights Movement, AIM, ADA, recent immigrant worker freedom ride Literacy: | Objective: Students will perform or play prerecorded newscasts for the class. Each day half the class will be responsible for taking notes and evaluating the news casts for accuracy, originality, biases, and effort. | Objective: Students will perform or play prerecorded newscasts for the class. Second half of the class will be responsible for taking notes and evaluating the newscasts for accuracy, originality, biases, and effort. |
| Topic: Legacy of the Civil Rights Movement: Current Event | Topic: Current Event | Topic: What Other Movements Were Able to Make Change Through Use of Media? | Topic: News Casts | Topic: News Casts |
| Literacy Aspect: Students will utilize reading, critical thinking and researching skills, using internet to find a relevant article Homework: work on final draft of culminating project | Literacy Aspect: Each student is responsible for assessing each presentation. Students must record the title of the article, main ideas, from whose point of view the story is told, significance and relevance to the issues discussed in the unit thus far" |
Free write in interactive notebooks: "Do you think the Civil Rights Movement was successful?" Why or why not? Homework: work on final drafts of culminating project and newscasts | Literacy Aspect: Students will complete a self-evaluation worksheet and then turn in interactive notebooks. First half of the class will be responsible for taking notes and evaluating the newscasts for accuracy, originality, biases, and effort. | Literacy Aspect: Second half of the class will be responsible for taking notes and evaluating the news casts for accuracy, originality, biases, and effort. Homework: Culminating activity due MONDAY |