Individual Lesson Plan
Standards and Objectives:
SSUSH24 The Student will analyze the impact of social change movements and organizations of the 1960’s.
a.  Compare and Contrast Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics; include sit-ins, and changing composition.
b.  The students will know the reasoning behind the Freedom Summer Movement in Mississippi during 1964.
c.  The students will recognize the laws and legislation that the Freedom Summer Movement helped pass within the U.S. Constitution.
d.  The students will identify and name key ideas, people, and organizations involved with Freedom Summer.
As a result of this lesson/unit, students will Know (facts, vocabulary), Understand (concepts), and/or be able to DO (skills):
Know: 1. Leaders that were involved in the Freedom Summer movement. 2. The laws and legislation that the Freedom Summer Movement helped pass. 3. Students will know the hardships that Freedom Summer participants faced in Mississippi. 4. The Students will know the meaning of voter registration and how it was used during Freedom Summer. 5. The students will know the reasoning behind the Freedom Summer Movement in Mississippi during 1964.
Understand: The students will be able to understand how the Freedom Summer Movement in 1964 helped shape the Voting Acts Bill of 1965. This movement helped show Americans how people in Mississippi were not being allowed to exercise their Constitutional rights because of their skin color. Also, the students will understand how the Mississippi Freedom Democratic Party (MFDP) opened the doorway to allowing black delegates into the Democratic Party.
Be Able To Do: The students will be able to analyze and summarize how Freedom Summer affected the Civil Rights Movement.
Essential Question(s): Why did Student Non-Violent Coordinating Committee (SNCC), Southern Christian Leadership Conference (SCLC), and Congress of Racial Equality (CORE) decide to sponsor Freedom Summer in 1964? What strategies did Freedom Summer use to encourage black voter registration amongst Mississippians? Why did the sponsoring committee’s want/need the help of northern white college students? Why did many black helpers within the Freedom Summer Movement resent the help of the northern white college students? Why was the Democratic Convention of 1965 in Atlantic City, New Jersey considered a victory for black Americans?
Strategies used: The students will be given a K-W-L form at the beginning of class. The students will fill out what they know about Freedom Summer, then what they want to know about Freedom Summer, and finally what they learned about Freedom Summer.
Another strategy that will be used will be guided imagery. The teacher will tell the students to close their eyes and imagine they are sitting in a college auditorium. The teacher will then give gruesome details about how black and white men and women are being beaten, raped, and lynched for trying to register black voters in Mississippi. The teacher will then ask the students if they would be willing to risk their lives for such a cause, and the teacher will ask why they would be willing and why they would not be willing.
Instructional Activities / Materials
Lecture/Discussion / Yes / Text/Supplemental Resources / Yes
Demonstration/Modeling / Handouts / Yes
Simulation / Maps/Charts / Yes
Group Work / Yes / Multi-Media Presentation
Oral Presentation / Yes / Computer Lab
Guided Practice / Student Use of Digital Tools
Lab/Project / Other:
Individual Work/Homework / Yes / Other:
Media Center / Yes / Other:
Evaluation / Essential Vocabulary
Written Response / Yes / Voter Registration / Poll Laws
Oral Response / Yes / Delegates
Quiz/Test / Democratic Convention
Visual Representation / Student Non-Violent Coordinating Committee
Model / Congress of Racial Equality
Performance Assessment / Southern Christian Leadership Conference
Formative Assessment / Fannie Lou Hammer
Summative Assessment / The Mississippi Three
Instructional Plan:
Time Allowed / Specific Plan / Materials
1 / 10 min / Hand out pictures of Freedom Summer and the K-W-L Freedom Summer Sheet. Have the students fill out what they know about Freedom Summer, and then have them fill-out the section “what they want to learn about Freedom Summer” I will ask 3-4 students to share the K-W portion of their sheet. / K-W-L Freedom Summer Sheet. Pictures of Freedom Summer in 1964.
2 / 5-8min / I will tell the students to close their eyes, and tell them about horrific stories about white and black Freedom Summer volunteers being beaten and murdered just because they wanted to ensure their constitutional rights. I will then ask the students if they would be willing to give up their summer vacation in order to go to Mississippi and help register black voters, even it cost them their lives. / Guided Imagery
3 / 15 min / Go over a Power Point presentation that covers the Freedom Summer Movement in Mississippi during 1964. Hand out a Freedom Summer note-taking sheet so the students can take notes during the Power Point presentation. / Power Point Presentation. Freedom Summer note-taking sheet.
4 / 7-10 min / Have the students fill-out the L section of the K-W-L sheet. Go around the classroom and see what the students place in the section of “what they learned” about Freedom Summer in Mississippi during 1964. Finally ask the students if they have any questions regarding the Civil Rights Movement we covered. / K-W-L Freedom Summer Sheet.
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Adaptations/Modifications:
-  If a student requires any assistance based upon a learning disability they will be accommodated accordingly, via notes, worksheets, and writing assignments.
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Reflections: