Daily Lesson Plan

Lesson Title:

Date/Duration:

Grade/Subject:

Topic:

Examining the
Citizens
Response to
Civil Rights

Two 60 min Classes

11th Grade US History

Understanding the Civil Rights

Movement

Student Objectives:

Students will be able to explain how everyday

people (black and white) responded to Civil
Rights movement.
Students will be able make inferences based on
multiple sources such as: primary sources,
secondary sources, and works of fiction.
Students will be able to explain how the leaders
of the Civil Rights Movement and those who
worked behind the scenes interacted with
American Civilians.

SC Standards

Unit:

Standard USHC-8: The student

will demonstrate an understanding
of social, economic and political
issues in contemporary America.

Unit 8: A
War Abroad
and a War at
Home

Indicator USHC-8.1: Analyze

the African American Civil Rights
Movement, including initial
strategies, landmark court cases
and legislation, the roles of key
civil rights advocates and the
media, and the influence of the
Civil Rights Movement on other
groups seeking equality.

Resources and Materials

Students will need access to:
Computer
Pens and Paper
A copy of Little Scarlet
Textbook
A copy of A Peoples History of the United States (there will be two class copies that groups can share)
Teacher will need access to:
Smartboard
Computer
Assignment(s):
Students will need to create an interactive guide to the Civil Rights movement with focus not only on its
leaders, but also on civilians, and people behind the scene.
Activities:
Students will engage in a debrief on the novel Little Scarlet, which they have been reading for the past
10 days. This will be a guided discussion.
Students will then be introduced to the project that they have to complete, the interactive guide on the
Civil Rights Movement. This project will ask them to use Little Scarlet as one of their main sources,
however they will also need to bring in four more. An example of one could be the book A Peoples
History of the United States. They will be working in groups to complete this project.
After going through the instructions, students will have the rest of the period as well as the next class to
complete the project. The project will not be due until the next week though so that they have time to
work on it outside of class.

Assessment:

Students will have two types of assessment for this lesson. The first will be a participation grade. I will
pay attention to if they are contributing to discussion and if they are working on their project. The
second form of assessment will of course be their project that they turn into me. This project will count
as a test grade.
I will also want to include questions about Little Scarlet (such as the major themes and connections to
the Civil Rights Movement) on the unit test.

Lesson Outline/Notes:

Before students walk into class, I will have written on the board that they need to take out their copy of
Little Scarlet and be ready to discuss it. This will serve as their bell ringer.
After taking attendance and starting class, I will lead the debrief on Little Scarlet. This will consist of
outlining the major plot points, talking about the major themes, and of course talk to the students about
how this applies to the Civil Rights Movement. I would also want to give a brief history on the Watts
Riots. I expect this to last thirty minutes.
I will then introduce the project to them. I will give them the handout (attached) that outlines what they
have to do and what I expect of them. Overall, the project asks them to create an interactive guide of the
Civil Rights Movement in the form of a PowerPoint, a Presi, or a Google Site. This project will ask
them not only to explore the leaders of the Civil Rights Movement, but also the people behind the
scenes and civilians. They will also need to look at major events, such as the Watts Riots.
I will then divide them up into groups (probably not let them pick their own).
I will give them the rest of class and then next class to work on the project. It will be due the following
Monday.

Interactive Guide to the Civil Rights Movement

Over the past few classes we have discussed the Civil Rights Movement and the
effect that it had on the people of the United States. For this wrap up project you
and three other partners will create an interactive guide to the Civil Rights
Movement. What I mean by this is that you must utilizes technology and create a
PowerPoint, Presi, or Google Site. In this project you must examine the Civil
Rights Movement through the eyes of the leaders of Civil Rights, the people
behind the scenes, and US civilians. Also be sure to include major events of the
Civil Rights Movement. Create a guide that looks at all of these ideas and takes the
reader on a journey through the Civil Rights Movement. You must have at least
FIVE sources and one of them must be Little Scarlet. Little Scarlet should be one
of your main sources, do not simply reference it once in your project. The four
other sources must be reliable (dont be afraid to use primary sources!). If you have
any questions talk to me or refer to the rubric bellow. Good luck and have fun!
Rubric for Interactive Guide
Use of
Technology

Content

1
Group does
not take
advantage of
technology
and the guide
is poorly
made.

Group misses
several major
points in the
themes that
they were
asked to

2
The group has
used
technology,
although the
guide is
difficult to
navigate in
some areas
and the group
could have put
more work
into it.
Group misses
some points in
the themes
that they were
asked to
examine.

3
Technology is
used relatively
well. The
guide is easy
to navigate
although it is
not as
polished as
could be.

4
Group uses
technology
extremely
well and
creates a
guide that is
easy to
navigate and
very
informative.

Group
examines the
major themes
asked of them
adequately but
could have

Group
examines
Civil Rights
leaders,
behind the
scene

Grammar

Sources

examine.

gone into
more detail.

Multiple
grammar
errors that
hinder the
readability of
the guide.

Some
grammar
errors but did
not hinder
guide.

Some
noticeable
grammar
errors that
hinder
readability of
the guide.
Little Scarlet Little Scarlet
is not used
is used some
nearly enough
but not
or at all and
enough and
other sources other sources
are not as
are not as
informative or
relevant or
relevant as
informative as
they could be. they could be.
The group
could have
found better
sources.

Little Scarlet
is used some
but not
enough; other
sources used
are relevant
and
informative.

participants,
and civilian
reactions to
the Civil
Rights
Movement in
a detailed and
informative
manner as
well as major
events in the
movement.
No or very
few grammar
errors in
guide.

Little Scarlet
is used
heavily and
other sources
used are
relevant and
informative.