Lesson+Plan

= US History Lesson for Redesigned Schools 2.0 =

**Standard**
Trace major events of the Civil Rights Movement and evaluate its impact.  (SCOS US History- 11.02)

** Prior Web 2.0 Knowledge **

 * Depending on which web 2.0 tools learners will be using, it may be necessary for learners to become more familiar with the tool.

**Length of lesson**

 * 90 minute block or two 45 minute periods.

Learning Outcomes
The learner will be able to:
 *  Identify and explain major events in the Civil Rights Movement.
 * Evaluate sources related to Civil Rights events in order to identify the important information on events, artifacts, etc.
 * Critically review peer contributions to the virtual museum in a constructive manner.
 * Create a multimedia exhibit about an event of the Civil Rights Movement based upon the artifact they have chosen. 


 * Students will work in groups of 4. Tables/desks should be arranged in collaborative circles or squares. Initially, students will need to be facing the "front" of the room for a video presentation.

 Introduce the Civil Rights Movement and the virtual Museum project to students. Students watch the short video about the Civil Rights Movement **//__ [] __//** If You Tube is not available at the school, the instructor may download the video to his/her computer using: []  Students form groups of four, teacher passes out slips of paper with the artifacts listed or has students choose an artifact, group choose their artifact, and begin planning their work.  Groups select one of the artifacts. Students find their artifact by clicking on the “artifact” link on the left side bar.
 * Step 1: Introduction**
 * Step 2: Collaborative Group Work**
 * {collaborative group work} **
 * Select Artifact**

Each member of the group will be responsible for conducting research on the chosen artifact. In addition to conducting research, team members should assume one of the following additional roles:
 * Assign** **Group Roles **

MULTIMEDIA EXPERT: facilitates and coordinates multimedia applications LEAD RESEARCHER: directs research strategies and coordinates content from different researchers CONTENT DIRECTOR: searches for and prepares artistic content (music, photography, etc.) EDITOR: enters items onto the wiki

 Groups should use internet resources as well as any classroom materials (CD-based textbooks, books, etc.) to conduct research on their artifact. All web-based material should be evaluated using the criteria the teacher has established as best practices for online research. Here one example of guidelines and best practices you can share with your students: Evaluating Internet Resources byTeacher Tap
 * Step 3:** **Conduct Research**
 * {collaborative group work, scaffolding} **

Research should result in answering the following at minimum: 1. Date and Place of the event 2. What the event being represented by the artifact is 3. The significance of the event and artifact 4. Relevant information about participants in the event 5. The impact of the event on following events in the Civil Rights movement.

The best way to conduct research is to divide up the workload and have everyone compile their research results on separate MS Word documents, powerpoints, or google docs. With 30 minutes left or so, all members can place their work on a flash drive or on google docs and hand the flash drive to the EDITOR. The editor can enter in all information onto the wiki page.
 * Tip:**

 After the research is complete or near complete group members should begin to develop their multimedia components. Students need to (at minimum): 1. Find an image of their artifact. 2. Find a multimedia song, video, etc. online 3. Include a map of their event/artifact (you can suggest students embed a google map on their wiki and include their artifact's location on a class wide google map). 4. Create their own multimedia exhibit. This could be a video, a montage, a podcast, an original song, a reenactment, etc.
 * Step 4:** **Create Multimedia Exhibit**
 * {collaborative group work, scaffolding, writing to learn} **

Groups will complete the artifact page, making sure that in 45 minutes they have created some form of multimedia that can go onto the wiki in it’s allotted space. There is a resource section on the wiki that provides ideas for Web 2.0 tools that can be used for your audio or video production. NOTE: Only one person per group can be working on the wiki artifact page at any one time. If groups are using another application to develop their exhibit similar restrictions should be considered.
 * Tip:**

 *Note: If time is a constraint and all students have access to the exhibits outside of school time this step could be assigned as homework. Students should visit all the exhibits, read and digest the information, and view the multimedia displays. After students read/listen to all the exhibits they should complete a summary table of the events. The table can be on paper, in their notes books, on google docs or in their electronic portfolio. Sample: (headings can be altered by teacher)
 * Step 5: Visit the Virtual Museum**
 * Event || Date/Location || Basics || Leaders || Significance ||
 * Montgomery Bus Boycott || Began in Montgomery Alabama, December 1955, lasted one year. || 42,000 black residents of Montgomery began a year-long boycott of city buses to protest racially segregated seating. || Rosa Parks, E. D. Nixon, bailed Parks out of jail, Ralph Abernathy, minister of the First Baptist Church, and Martin Luther King Jr., || After 381 days of taking taxis, carpooling, and walking the hostile streets of Montgomery, African Americans eventually won their fight to desegregate seating on public buses, not only in Montgomery, but throughout the United States. ||

Teacher leads a discussion of how the events fit together to form the larger Movement. Possible questions include: 1. Which of these events had you heard of before? Which were new to you? Why do you think some were more familiar than others? 2. Which events do you think had the most impact? Which events has a significant impact on the US culture? US politics? US economics? 3. How did individuals play a significant role in the Civil Rights Movement? 4. Do African-Americans still experience discrimination in the area of jobs, education, and legal rights? What other groups of people experience discrimination in US society today?
 * Step 6: Class Review **
 * {scaffolding, questioning, classroom talk} **

This can be done as a whole class discussion or in small groups.

*Note: If time is a constraint and all students have access to the exhibits outside of school time this step could be assigned as homework. Students should choose (or be assigned) an exhibit to critique in written form to be posted on a discussion board. Students should provide constructive criticism paying special attention to the historical accuracy of the exhibit, how well it explains the artifacts connection to the larger Civil Rights Movement and the artifact’s multimedia segments. Critiques should include an evaluation of completeness of research, design on exhibit, lack of bias, etc.
 * Step 7: Peer Review **
 * {writing to learn} **

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