Integration of Visuals: Post #2 The Civil Rights Movement
Introduction:
https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1527&bih=771&q=rosa+parks+on+the+bus&oq=rosa+parks+on+the+bus&gs_l=img.3...975.4021.0.4193.21.10.0.0.0.0.634.634.5-1.1.0....0...1ac.1.64.img..20.1.633.uatG0c5iSUU
With the exception of Rosa Parks refusing to give up her seat on the bus, most eighth-grade students at Garden Spot Middle School have limited prior knowledge of the Civil Rights Movement and Martin Luther King, Jr. Today’s lesson will touch upon the sit-ins but really focus on Dr. King’s I have a Dream speech.
Freedom Riders: https://en.wikipedia.org/wiki/Freedom_Riders
Overview:
This lesson will revolve around authentic instructional practices, namely higher-order thinking skills, depth of knowledge, substantive discussions, real life relevancy, and higher-order technologies. It will also allow for differentiated instruction, flexible groupings, and multiple modalities. The activating strategy will be a YouTube video entitled, Civil Rights Movement Greensboro & Nashville Sit-Ins. There will be a realistic visual, analogical visual, organizational visual, and relational visual in this plan. This lesson will also allow for scaffolding, different groupings, plus meet the needs of all learners, namely visual, auditory, kinesthetic, and tactile. Lastly, it includes the utilization of technology in every activity and assessment.
Analyze Learners:
https://www.google.com/search?safe=active&biw=1527&bih=771&tbm=isch&sa=1&q=analyze+learner&oq=analyze+learner&gs_l=img.3..0j0i24l2.3312.5678.0.5910.15.11.0.2.2.0.276.1574.0j6j2.8.0....0...1c.1.64.img..5.10.1579.dnRJ4VrT-m0#imgrc=rj9FqK9H2uefNM%3A
General Characteristics:
Eighth-grade students at Garden Spot Middle School are primarily Caucasian and come from low to middle socioeconomic families. Although the demographics are slowly changing, this particular school district services very few minority students.
New Holland is an extremely conservative and religious community. Most students belong to youth groups and often go on weekend retreats and summer mission trips. They are a very generous group of people. Unfortunately, college is not emphasized at home by too many parents. A large percentage of students graduate from high school and choose to work on the family farm or work for a local business.
Entry Competencies:
Students know how to employ the technologies required for today’s lesson, namely Youtube, Padlet, Canvas, Google docs, Google translate, Google scholar, and wiki.
Learning Styles: This lesson will address the needs of all learning modalities, namely visual, auditory, kinesthetic, and tactile learners.
Objective:
https://www.google.com/search?safe=active&tbm=isch&q=learning+objective&spell=1&sa=X&ved=0ahUKEwj2i6Hej5LMAhVHGB4KHebSAuQQvwUISygA&dpr=1&biw=1527&bih=771#imgrc=F_LX34awqSfuuM%3A
Product Learning Target: Performance-based Assessment
After analyzing Dr. King’s I have a Dream speech, the learner will write and present his own I have a Dream speech and attain a minimum of 50 points (proficient - 83%) out 60 points (advanced - 100%) on a teacher-generated rubric.
Rubric: Formal Speech
(Organizational Visual)
1. Teacher-led Large Group Activity: Activating Strategy
Youtube Video: (REALISTIC VISUAL)
Civil Rights Movement Greensboro & Nashville Sit-Ins - Created with WeVideo
https://www.youtube.com/watch?v=YK01BGSSn4s
2. Independent Assignment: Using Canvas, pen an inquiry journal entry about what you just viewed. Please use a minimum of three inquiry stems.
Canvas Link: https://class.instructure.com/courses/3280/assignments/53146
The Civil Rights Movement: (Organizational Visual)
https://www.google.com/search?q=map+of+the+deep+south+with+the+civil+rights+movement&safe=active&espv=2&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjulbCjqpPMAhUMTCYKHWbIC3QQsAQIGw&biw=1527&bih=815#imgrc=7WZanKvGmJiFpM%3A
Timeline of the Civil Rights Movement:
(Organizational Visual)
http://www.infoplease.com/spot/civilrightstimeline1.html
Differentiation and Flexible Groupings:
https://www.google.com/search?safe=active&biw=1527&bih=771&tbm=isch&sa=1&q=flexible+groups&oq=flexible+groups&gs_l=img.3..0l4j0i30j0i24l5.1831.4874.0.5077.17.13.1.1.1.0.293.1794.0j6j3.9.0....0...1c.1.64.img..6.11.1796.vlt9loptMa0#imgrc=IWFqB5riEtbCUM%3A
(Analogical Visual)
3. Small Group Student-Led Activity: Think-Pair-Share
Look at the visual below and discuss how the chess pieces and board provide a perfect analogy for the Civil Rights Movement. Discuss your thoughts and feelings with a partner and then share some of them with the class via Padlet.
Padlet Link: http://padlet.com/susan_fetterman/6ao3uuijt1bo
https://www.google.com/search?safe=active&espv=2&biw=1527&bih=771&tbm=isch&sa=1&q=chessboard+with+black+piece+down&oq=chessboard+with+black+piece+down&gs_l=img.3...64032.69960.0.70207.28.18.2.0.0.0.676.1867.3-2j1j1.4.0....0...1c.1.64.img..24.1.461.A3S6x24ojfE#imgrc=SOBHoxPhhxyavM%3A
4. Small Group Student-led Activity: (Partners)
What are Jim Crow Laws?
https://en.wikipedia.org/wiki/Jim_Crow_laws
Please read these examples of Jim Crow Laws:
http://www.ferris.edu/jimcrow/links/misclink/examples/homepage.htm
https://www.google.com/search?safe=active&espv=2&biw=1527&bih=771&tbm=isch&sa=1&q=jim+crow+laws&oq=jim+crow+laws&gs_l=img.3..0l10.1619173.1621707.0.1621911.13.9.0.0.0.0.578.578.5-1.1.0....0...1c.1.64.img..12.1.578.OGon1YDx8r8#imgrc=BUXn2WRgICen2M%3A
5. Independent Activity:
(Relational Visual)
Directions: Now that you’ve learned a little about segreation in the deep South, analyze the graph below and write an entry on the Spartan Learning Discussion Board (Canvas). Discuss how Civil Rights issues have changed or perhaps not changed since the Civil Rights Movement. Once completed, please read and respond to at least two posts made by your classmates.
Canvas: https://class.instructure.com/courses/3280/discussion_topics/9659
todahttps://www.google.com/search?q=pictorial+graph+of+civil+rights+movement&safe=active&espv=2&tbm=isch&imgil=x2ZI4LZpE9orNM%253A%253BfGddzJAk0-tjZM%253Bhttps%25253A%25252F%25252Fcivilrightsproject.wordpress.com%25252Fat-a-glance%25252F&source=iu&pf=m&fir=x2ZI4LZpE9orNM%253A%252CfGddzJAk0-tjZM%252C_&usg=__oAnJU8wOqLZsH50Vq1xuTWece80%3D&biw=1527&bih=815&ved=0ahUKEwjKnoLIrJPMAhUGHB4KHYN0CaUQyjcIJw&ei=bkkSV8qvN4a4eIPppagK#imgrc=x2ZI4LZpE9orNM%3A
6. Small Group Student-Led Activity: (Performance-based Assessment)
Directions: With a partner of your choice, you will view an original video of Martin Luther King Jr. giving his famous I have a Dream speech. After, please take a few minutes and listen to an audio of the same speech. You and your partner will think about the meaning, purpose, and effect of his speech. It will be your task to write a short speech yourself on a dream that you have about our country today. You will employ Google docs, Google scholar, Google translate, and wiki for this performance-based assessment. Once completed, please post your speech on a wiki and be prepared to present it to the class.
Written Speech: I have a Dream Speech by Martin Luther King, Jr.
https://www.archives.gov/press/exhibits/dream-speech.pdf
Original Audio Version of Speech: I have a Dream
https://archive.org/details/MLKDream
Google Docs:
https://docs.google.com/document/u/0/?showDriveBanner=true#
Google Scholar: https://scholar.google.com/
Google Translate: https://translate.google.com/
https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1527&bih=771&q=i+have+a+dream&oq=i+have+a+dream&gs_l=img.3...4114.5944.0.6172.14.8.0.0.0.0.0.0..0.0....0...1ac.1.64.img..14.0.0.JVP9cMaz69E#imgrc=UhOF0A_ag8ha0M%3A
Learning Modalities:
https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1527&bih=771&q=learning+styles&oq=learning+styles&gs_l=img.3...2810.6779.0.6914.17.14.1.0.0.0.817.1279.4-1j0j1.2.0....0...1ac.1.64.img..14.3.1284.zDLQ75U8d50#imgrc=vFTqeBMo8EG0RM%3A
Visual Learners: YouTube video; graph & timeline; partner work
Auditory Learners: YouTube video; partner work; speech
Kinesthetic Learners: (learn by doing) speech - presentation
Tactile Learners: speech; padlet; partner work
http://www.huffingtonpost.com/2014/02/12/civil-rights-art_n_4769268.html
https://www.google.com/search?safe=active&biw=1527&bih=771&tbm=isch&sa=1&q=advantages+and+disadvantages&oq=advantages+and+&gs_l=img.1.0.0l10.1445.3956.0.6158.15.12.0.1.1.0.300.1969.0j5j3j1.9.0....0...1c.1.64.img..5.10.1976.d5iYGcR9nls#imgrc=pJANjhAjxEp8dM%3A
Advantages:
1. ELANCO is a 1-1 district, so every student will have access to the necessary technologies at school and at home.
2. Students will have experience in employing the technologies for this plan, such as YouTube, Padlet, Canvas, Google docs, Googel scholar, Google translate and wiki.
3. This lesson plan will revolve around authentic instructional practices.
4. This plan allows for analysis, synthesis, and creative expression in that students write formal speeches about dreams that are important to them.
5. Students have the opportunity to give formal speeches to their peers and receive feedback via a wiki discussion board.
4. This plan is differentiated, allows for flexible groupings, and addresses all learning modalities.
Disadvantages:
1. Students have limited prior knowledge of segregation and Jim Crow Laws.
Pennsylvania Core Standards:
https://www.google.com/search?safe=active&tbm=isch&q=pa+state+standards&spell=1&sa=X&ved=0ahUKEwjy7IXujpLMAhWLqR4KHcnGDXYQvwUIGSgA&dpr=1&biw=1527&bih=771#imgrc=8VCb9DGHxNWe9M%3A
CC.1.2: Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.
CC.1.2.8.B: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.2.8.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CC.1.4.8.U: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
ISTE Standards:
https://www.google.com/search?safe=active&tbm=isch&q=technology+standards&spell=1&sa=X&ved=0ahUKEwjV_P3IjpLMAhWBrB4KHSu4DiQQvwUIGSgA&dpr=1&biw=1527&bih=771#imgrc=Gd0tUQ6KxQb-AM%3A
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem-Solving, and Decision-Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
6. Technology operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
http://www.iste.org/standards/ISTE-standards/standards-for-students