Civil Rights Movement through Read Alouds and Digital Media
Title of Unit / Civil Rights Movement through Read Alouds and Digital Media / Grade Level / 1st-3rdCurriculum Area / Social Studies / Time Frame / 20 minutes/15-18 days
Developed By / Brandi Jackson, Amber Hall, Aimee VanMiddlesworth
Summary of the Unit
The focus of this unit is to address the struggle of civil rights in the United States. The lessons and books used in this unit examine the topics most people think of when they hear the words civil rights. The focus on segregation, separate schools and drinking fountains, refusal of service on the basis of race, and the prejudice that defined the era. The selected read alouds and video clips in the Civil Rights Movement through Read Alouds and Digital Mediapowerpoint, will help build a framework, in concept and vocabulary, that is needed to understand the books and digital media as part of this unit.
The book introductions and read alouds accompanied by the Civil Rights Movement through Read Alouds and Digital Media power point typically take place at the beginning of each day and are aligned with the content and skill objectives of the units always relative to the essential questions. Each read aloud introduces a specific content and vocabulary and builds on the past read alouds and video clips. The lesson plans and the Civil Rights Movement through Read Alouds and Digital Media powerpoint provide teachers with a roadmap to the lessons for each read aloud. As each day of the lessons progress, students will be able to add new concepts, vocabulary, and ideas to the interactive bulletin board, as well as, their mind map.
At the end of each read aloud and/or video clip, students will apply what they have learned through a variety of learning experiences, such as Think-Pair-Share, reflective writing, mind map, RAN chart, T-Chart, and interactive bulletin board. This is their chance to apply new concepts and practice new skills.
This is unit has been designed to be flexible in that it can be taught in multiple grade levels from 1st-3rd. It is the teacher’s responsibility to prepare appropriate grade level before, during, and after reading questions as to address standards for the particular grade level. The writing assignments can be adjusted according to grade level and appropriate standards.
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Identify Desired Results (Stage 1)
Content Standards
Common Core State Standards (Grades 1-3)
ELA
1st Grade CCSS
Key Ideas and Details
1.RI.1 Ask and answer questions about key details in a text.
1.RI.2 Identify the main topic and retell key details of a text.
1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus,icons) to locate key facts or information in a text.
1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
1.RI.7 Use the illustrations and details in a text to describe its key ideas.
1.RI.8 Identify the reasons an author gives to support points in a text.
1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
1.RI.10With prompting and support, read informational texts appropriately complex for grade 1.
Text Types and Purposes
1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, statean opinion, supply a reason for the opinion, and provide some sense of closure.
1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic,and provide some sense of closure.
Research to Build and Present Knowledge
1.W.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
1.W.8 With guidance and support from adults, recall information from experiences or gather informationfrom provided sources to answer a question.
2nd Grade CCSS
Key Ideas and Details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps intechnical procedures in a text.
Craft and Structure
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,electronic menus, icons) to locate key facts or information in a text efficiently.
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to andclarify a text.
2.RI.8 Describe how reasons support specific points the author makes in a text.
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
2.RI.10By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Comprehension and Collaboration
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts withpeers and adults in small and larger groups.
- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
- Build on others' talk in conversations by linking their comments to the remarks of others.
- Ask for clarification and further explanation as needed about the topics and texts under discussion.
2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gatheradditional information, or deepen understanding of a topic or issue.
Presentation of Knowledge and Ideas
2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details,speaking audibly in coherent sentences.
2.SL.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories orrecounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
2.SL.6 Produce complete sentences when appropriate to task and situation in order to provide requestdetail or clarification.
Text Types and Purposes
2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Research to Build and Present Knowledge
2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic toproduce a report; record science observations).
2.W.8 Recall information from experiences or gather information from provided sources to answer aquestion.
3rd Grade CCSS
Key Ideas and Details
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text asthe basis for the answers.
3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the mainidea.
3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or stepsin technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Craft and Structure
3.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate informationrelevant to a given topic efficiently.
3.RI.6 Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas
3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text todemonstrate understanding of the text (e.g., where, when, why, and how key events occur).
3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g.,comparison, cause/effect, first/second/third in a sequence).
3.RI.9 Compare and contrast the most important points and key details presented in two texts on the sametopic.
Text Types and Purposes
3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and
informationclearly.
a. Introduce a topic and group related information together; include illustrations whenuseful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
Understandings / Essential Questions
Overarching Understanding / Overarching / Topical
- People have a role in shaping our rights.
- Rights change over time.
- Social justice begins with individuals.
- What is segregation?
- What are Civil Rights and how are they defined?
- How can the ordinary citizen influence affect the lives of Americans today?
- What makes each of unique?
- What is segregation?
- What is an activist?
- Who was Martin Luther King, Jr.?
- Who was Rosa Parks?
- Who was Ruby Bridges?
- Who are some people who played a role in the civil rights movement?
Related Misconceptions
- Everyone has the same rights.
- All Americans have always had the same equal rights.
Knowledge
Students will know… / Skills
Students will be able to…
- Key terms and definitions related to civil rights in the United States and unit learning activities:
- Factual information of civil rights of the United States of America
- Recognize and become familiar with the
- Application of nonfiction information to transfer facts into writing, reading, and speaking
- It is helpful if students are familiar with 6 Traits of writing
- Reading skills
- Writing skills
- Analytical skills
- Social Studies Research skills
- Speaking and Listening skills
- Gather historical data from a variety of sources
- Use available technology to obtain historical information
- Organize their writing
- Produce a variety of types of writing and make reasonable judgments about what to include in his or her work (RAN chart)
- Generate a list of main ideas in resource materials
- Know and use correct subject/verb agreement
- Know and use correct capitalization, punctuation
- Identify supporting details and main ideas
- Read, respond to, and discuss a variety of work such as content-area reading
- Set purpose for reading
- Role Play
- Think-Pair-Share
- Complete a mind map
- Participate in an Interactive Bulletin Board
- Identify and examine primary sources
- Double entry journal
- Compare/contrast
- Respond to written and oral presentations as a reader, listener, and an articulate speaker
- Use organizational features of electronic information
- Technology skills—navigate a Web Quest
- Generate questions about civil rights beyond facts
Assessment Evidence (Stage 2)
Performance Task Description
Goal / The goal is teach a kindergarten class about civil rights in the United States.
Role / You are the teacher. You will role play an important civil rights leader. You will explain to the kindergarten class why you are an important person in shaping the rights in the United States and your role in the civil rights movement.
Audience / Teacher, kindergarten class
Situation / In groups, students are going to role play an important individual from the civil rights based on a planned role-playing vignette. Kindergarten students will have an opportunity to ask questions.
Product/Performance / In groups, students will choose an important individual from the civil rights and will plan a role-playing vignette. Students will use necessary props, such as, signs, books, or other artifacts to assist in identifying their character. Kindergarten student’s understanding will be assessed through closure activity and discussion. Student’s understanding will be assessed using a rubric along with a culminating lesson by writing a research paper from the RAN chart about their character.
Standards / Common Core State Standards
1.RI.2 Identify the main topic and retell key details of a text.
1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps intechnical procedures in a text.
2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details,speaking audibly in coherent sentences.
2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic toproduce a report; record science observations).
2.W.8 Recall information from experiences or gather information from provided sources to answer aquestion.
3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the mainidea.
3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or stepsin technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
3.RI.6 Distinguish their own point of view from that of the author of a text.
3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text todemonstrate understanding of the text (e.g., where, when, why, and how key events occur).
3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and
Information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Other Evidence
Type of Evidence / Description of the Assessment Activity / Which Facet of Understanding is Emphasize
?
Primary Performance Assessment (PBA) /
- Role play
- Script Writing
Application
Written prompts/journals /
- Non-fiction writing piece at the end of the unit with the RAN chart
- Civil Rights Journal
Application
Small projects/skill demonstrations/supporting performances /
- Mind Map
- RAN Chart
- Web Quest
- T-Chart
- Think-Pair-Share
- Civil Rights Folder
- Interactive bulletin board
Application
Student self-assessments /
- Various rubrics, mind maps, reflective writings product checklist
Observing/conferencing /
- Informal assessment about students working together and independently throughout the unit.
Quizzes/Tests /
- Civil Rights quiz
- Civil Rights fact and vocabulary quiz
- Cumulative test
Other /
- Oral explanations using age appropriate speaking and listening skills to explain group symbol activity.
- Participation during culmination of facts from the books
- Informal observation through anecdotal notes
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going? /
- Students will learn the importance of the civil rights in the United States and that social justice begins with individuals. Students will use their background knowledge about democracy to understand the civil rights of individual in the United States and the rest of the world.
How will you hook students at the beginning of the unit? /
- Begin the unit with a Think-Pair-Share and T-Chart to discuss what makes individuals unique.
- Each day, lessons will begin with a read aloud and/or YouTube clip that addresses an essential question.This is typically followed by reflective writing in the Civil Rights journal, Think-Pair-Share, or completion of RAN Chart.
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? /
- Students will participate and contribute to a cumulative interactive bulletin board and mind mapwith new learning and visual representations throughout posted throughout the unit. The key terms, definitions, and unit concepts will be displayed along with the unit EU and EQ’s. Students will participate in daily read alouds about different concepts and important leaders related to the civil rights. They will gather facts and information to add to their mind map and to reflective writing piece for the day.They will have daily reflective writing to open ended responses that correlate with EQ’s in their Civil Rights Journal. They will be engaged in multiple learning experiences where student understanding of the civil rights movement will be evidenced by the creation of a civil rights role playing script and performance.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? /
- Students will be engaged in think aloud activities along with picture books and stories. Students will be engaged in multiple writing experiences that encourage students to keep reflective journals.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? /
- Role Playing rubric (PBA)
- Mind Map
- Civil Rights quiz
- Civil Rights Journal rubric
- Civil Rights fact and vocabulary quiz
- Informal observation through anecdotal notes
- Cumulative test
- 6+1 Writing Traits Rubric
- Non-fiction writing piece
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? /
- Students will be given multiple learning experiences that engage them in different learning styles to meet the needs of all learners.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? /
- The unit will be organized around the implementation of the Civil Rights Movement Through Read Alouds and Digital Media powerpoint and read alouds. The unit will follow the outlined scope and sequence, making adjustments as needed as based on student need. (example: Working one on one or assigning a partner).
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