LESSON PLAN

School: Camden High School Day: Wednesday Date: 23/5/18 Period: 2 Class: 10R1

Unit: Rights & Freedoms (1945-Present)

Topic: American Civil Rights Movement

Aim: Provide insight for how the American Civil Rights Movement influenced the Australian Civil Rights
Movement.

The big picture [what question communicates the purpose of the lesson?
Outline the aims and methods of the US civil rights movement

Syllabus Outcomes:
HT5-3 – explains and analyses the motives and actions of past individuals and groups in the historical contexts
that shaped the modern world and Australia
HT5-8 – applies a range of relevant historical terms and concepts when communicating an understanding of
the past

General Capabilities: History Skills:

Ethical understanding Use historical terms and concepts in
Intercultural understanding appropriate contexts.
Literacy Interpret history through the actions,
Personal & social capabilities values, attitudes and motives of people in
the context of the past.

Students learn to: Students learn about:

- Outline the aims and methods of the US Civil Rights - The US Civil Rights Movement and
Movement its influence on Australia
- Explain how the Freedom Rights in the US inspired
civil rights campaigners in Australia

Resources: Assessment:
Textbook: Maureen Anderson; Ian Keese; Anne Low; Kate Formative assessment
Harvey & Brian Hoepper (2014), Retroactive 2 Stage 5: The
making of the modern world and Australia. p.364-371
Textbook: Bruce Dennett; Bernie Howitt (2015) Oxford Insight
History Stage 5. pp.44-48

Online percentage calculator:

https://percentagecalculator.net

Book computers

Print table document.

Library of Congress resources:

https://www.loc.gov/rr/program/bib/rosaparks/rosaparks.html

Miss J Hayter
 LESSON PLAN

LESSON STAGES TEACHER ACTIVITIES STUDENT ACTIVITIES

Connect the Learning: (5min) Question students about where they sit on the bus: Raising hands to build tally for
How will students connect Keep a tally. For numeracy, can highlight the percentage of the where each student sits on the
to what they already
classroom that sits where. bus.
know?

Share New (40min) Create a biography of Rosa Parks’ life. Students researching individually.
Information:
How can the teacher
facilitate students
Extension: Students can visit the Library of Congress materials,
accessing new information
and developing an documents, letters and photos and select three important
understanding of it? sources that signify Rosa Park’s contribution to Civil Rights.
Identify the source, place of origin, perspective, and justify the
sources’ significance.
https://www.loc.gov/rr/program/bib/rosaparks/rosaparks.html

Demonstrate New Students are to compile their findings under following Fill out table to compile
Understanding: headings: Family background, adult life, role in boycott, role in information.
How will students apply Civil Rights campaign.
their understanding to new
contexts?

Review & Reflect: (4min) Students to watch a Bio on Rosa Parks: Watching youtube
How will students show an https://www.youtube.com/watch?v=v8A9gvb5Fh0
understanding of the ‘big
picture’ of the lesson?

Miss J Hayter