LESSON 5: THE CIVIL RIGHTS MOVEMENT AND TODAY

OVERVIEW
Objectives
o K The students will know the events that happened in present America that
surround this issue.
o U The students will understand that America still faces discrimination today but
there are proactive steps being taken.
o D The students will be able to compare and contrast multimedia resources to
view multiple perspectives of this issue.

SOLS
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to
a) identify and interpret artifacts and primary and secondary source documents to
understand events in history;
b) determine cause-and-effect relationships;
c) compare and contrast historical events;
d) draw conclusions and make generalizations;
e) make connections between past and present;
f) sequence events in Virginia history;
g) interpret ideas and events from different historical perspectives;
h) evaluate and discuss issues orally and in writing;
i) analyze and interpret maps to explain relationships among landforms, water
features, climatic characteristics, and historical events.
VS.9 The student will demonstrate knowledge of twentieth- and twenty-first-century
Virginia by
a) describing the economic and social transition from a rural, agricultural society to
a more urban, industrialized society, including the reasons people came to
Virginia from other states and countries;
b) identifying the impact of Virginians, such as Woodrow Wilson and George C.
Marshall, on international events;
c) identifying the social and political events in Virginia linked to desegregation and
Massive Resistance and their relationship to national history;
d) identifying the political, social, and/or economic contributions made by Maggie
L. Walker; Harry F. Byrd, Sr.; Oliver W. Hill; Arthur R. Ashe, Jr.; A. Linwood
Holton, Jr.; and L. Douglas Wilder.
Communication

4.1 The student will use effective oral communication skills in a variety of settings.
a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions across content areas.
c) Seek ideas and opinions of others.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to communicate
ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
h) Demonstrate the ability to work independently.
4.3 The student will learn how media messages are constructed and for what purposes.
a) Differentiate between auditory, visual, and written media messages.
b) Identify the characteristics of various media messages.
Reading
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
d) Develop vocabulary by listening to and reading a variety of texts.
e) Use vocabulary from other content areas.
4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Formulate questions that might be answered in the selection.
c) Explain the authors purpose.
d) Identify the main idea.
e) Summarize supporting details.
f) Draw conclusions and make simple inferences using textual information as
support.
g) Distinguish between cause and effect.
h) Distinguish between fact and opinion.
i) Use prior knowledge and build additional background knowledge as context for
new learning.
j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor
comprehension.
l) Read with fluency and accuracy.
Math
4.14 The student will collect, organize, display, and interpret data from a variety of
graphs.
Fine Arts

Grade K-4 Music Standard 4

Students identify simple music forms when presented aurally

Students demonstrate perceptual skills by moving, by answering questions about,

and by describing aural examples of music of various styles representing diverse
cultures

Students use appropriate terminology in explaining music, music notation, music

instruments and voices, and music performances

Students identify the sounds of a variety of instruments, including many orchestra

and band instruments, and instruments from various cultures, as well as children's
voices and male and female adult voices

Students respond through purposeful movement (e.g., swaying, skipping,

dramatic play) to selected prominent music characteristics or to specific music
events (e.g., meter changes, dynamic changes, same/different sections) while
listening to music
Grade K-4 Music Standard 9

Students identify by genre or style aural examples of music from various

historical periods and cultures

Students describe in simple terms how elements of music are used in music
examples from various cultures of the world

Students identify various uses of music in their daily experiences and describe
characteristics that make certain music suitable for each use

Students identify and describe roles of musicians (e.g., orchestra conductor,

folksinger, church organist) in various music settings and cultures

Students demonstrate audience behavior appropriate for the context and style of
music performed

Materials
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5 sets of small slips of paper with one Virginian on it that the students learned
Tape
4 folders
Worksheets for each folder
Kid friendly news articles on racism
Graphs
Timer
Writing Journals

Technology
o Laptops

PLANNED INSTRUCTIONAL STATEGIES

Hook

Play Who Am I?
Tape one slip of paper with one of the five Virginians they learned about on the
back of each student at a table
The student cant look at who they have on their backs. Its up to their classmates
to give them clues so they can guess whom they have.
Give the students enough time for everyone at their table to guess who they have.

Tasks/Methods/Strategies

Explain that the Virginians they learned about made a huge impact on our state.
Lets explore more about whats going on in the world today.
Have four stations ready with instructions and accompanying worksheets and
resources in a folder.
o Station 1: Students will read several kid-friendly articles from magazines
such has Time for Kids, or other newspapers about the current events of
racism today and fill out the guiding worksheet with their group.
o Station 2: Students will study different graphs on equality in the US such
as median income per family by race, economic data by race, and the
unemployment rate and record their findings on the guiding worksheet.
o Station 3: Students will watch several What Would You Do? segments
on YouTube and record their thoughts and reactions on the guiding
worksheet.
o Station 4: Students will listen to songs made about discrimination and
racism today and record their thoughts and reactions on the guiding
worksheet.
As the timer goes off to rotate, have the students move around the room as
opposed to just moving the folder.
After all the students have been to each station, come back together to discuss
what they noticed
o What did you noticed?
o Was there a trend?
o What were people doing because of it?

Closure
o Journal Entry: What changes do you want to see happening in our society?

ASSESSMENTS
Pre-Assessment

o Who Am I? Game will let you know how much they remember from last class

Formal and/or Informal Assessments

o Different worksheets filled out during each station
o Listening to their conversations as they go through each station
o Journal Entry

MULTIPLE INTELLIGENCES
o Visual
o The articles have text with photographs
o The videos
o Charts and graphs
o Kinesthetic
o Students are able to get up and move to the next station as opposed to just
sitting there
o Musical
o Students are able to listen to different songs that were made about racism
and discrimination today
o Interpersonal
o Since theyre working in groups these learners will be able to interact with
one another.
o Intrapersonal
o Each station has an opportunity for students to work and formulate their
own thinking first while examining the materials set out.
o Linguistic
o The videos and the songs will allow these learners to listen in on the
stories.
o The variety of resources will help them.
o Logical/ Mathematical
o The graphs and charts will help them form concepts.

DIFFRENTIATION
o Content Learning Profile: Each station has content that is being taught through
a variety of resources.
o Content Readiness: Each station has kid-friendly resources that are meant to
teach this topic in a way they would understand.

o Process Learning Profile: Different learners will find a couple of stations that
they completely understand whether its hearing through the different songs, or
reading an article.