Lesson one
Lesson Three
- Pre-assessment
- Participation when making anchor chart
- What are students thoughts about civil rights?
- Can they think of examples of civil rights?
- What are students thoughts about civil rights?
- Participation when making anchor chart
- Formative assessment: Bill of Rights Foldable
- Do students answer questions in foldable?
- Are answers correct?
- Do answers show understanding?
- What are students having trouble with?
- Informal Assessment
- Are students able to see the differences between the classrooms?
- Can students see the connection between classrooms and "separate but equal?"
- Do students make connections with civil rights? With Ruby Bridges?
- Formative assessment
- Exit ticket: What does "separate but equal," mean? What are some examples of separate but equal?
Lesson Three
- Informal Assessments
- Can students identify what is happening in pictures?
- When do students think the pictures are being taken?
- Can students relate women's suffrage to civil rights?
- Formative Assessment
- "A Part of Women's History" worksheet
- Can the students analyze the political cartoon?
- Do the students relate the political cartoon to women's rights?
- Do answers show understanding of women's rights and political cartoons?
- Do students draw their own political cartoon?
- "A Part of Women's History" worksheet
- Informal Assessment
- Can students compare Olemaun's story to Ruby Bridges?
- Can students compare the story to civil rights?
- Formative Assessment
- Do students answer the questions given?
- Do students show understanding of civil rights being denied?
- Can students compare the Hawaiians' struggles to the civil rights movement?
- Do students see similarities between the boarding school exhibit and Olemaun's story and Ruby Bridges' story?
- Do students answer the questions given?
- Informal Assessment
- Can students identify any present day civil rights movements?
- Can students identify any groups of people being denied civil rights?
- Do students show understanding of civil rights?
- Do students compare present day civil rights movements to civil rights movements discussed?
- Summative Assessment
- Civil Rights Project
- To show understanding of civil rights movements, students will make a project that reflects what they have learned. Students can make a protest sign, a propoganda poster, a political cartoon, or a diary entry that focuses on any civil rights movement we have larned about, or a present day civil rights movement. If students have another idea for a civil rights project, they must get teacher approval.
- Civil Rights Project
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