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Civil and Voting Rights:

Civil and Voting Rights By: Ruby Rios EDSD 304

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Content Standard for History: C.C.S.History : 11.10 Students analyze the development of federal civil rights and voting rights. C.C.S.ELA.Reading : 1.0 Listening and Speaking Strategies Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. C.C.S. ELA. Writting : 1.0 Writing Strategies Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process. Big ideas/ Unit Goal: What were the key events, policies, and court cases in the evolution of the civil rights? Examine the role of civil rights advocates. Analyze the passage and effects of civil rights and voting rights legislation. Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s. How did women’s role start to change ? 21 st Century Skills: Communication and Collaboration: Collaborate with others during group activities as well as demonstrate ability to work effectively and respectfully with diverse teams. Information, Media and Technology: Students will search the internet and use Prezi for their group activity.

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Student Learning Objectives: Students will understand the kind of inequality minorities like women and people of color had to overcome. Students will be able to identify civil rights leaders and activist such as Martin Luther King Jr., Malcom X, and Rosa Parks. Students will be able to identify women's rights leaders and activist such as Susan Anthony and Elizabeth Stanton. Students will understand the different roles that women were expected to take. Students will know why women were denied the right to vote and how hard they had to work to achieve this right. Students will understand and be able to explain the 1964 Civil Rights Act and the Voting Rights Act of 1965. Assessments: Pre-Assessment: Discussion on equality followed by a one-page free write on why you think we all deserve to be equal? Formative: PowerPoint Presentation, Quizlet Flashcards, Webercize , and a Poster Group Assignment. Summative: An essay of one of the movements and a 90 second presentation on a leader of these movements.

Two different teaching/learning activities:

Two different teaching/learning activities Bubble Map Assignment Poster Group Activity I will divide you all up into five groups of five and then will assign you one topic per group. I will give each group an article that goes with their assigned topic. Each group will analyze the articles I provide and then discuss them. Then as a group figure out what to fill in the bubbles considering the following questions: • What was the main point of the article? • Who were the main people? • What was shocking or surprising about the article? • What were the main points? At least three complete sentences per bubble. I will divide the class into five groups of five. Then I will assign each group an important event in one of these movements. Each group will then design protest signs for the event and will present in front of the class as if they were the people protesting.

Why Civil Rights and Voting Rights?:

Why Civil Rights and Voting Rights? I chose this topic because of how much it shows people standing up for basic human rights. I think it is important for students to see how the people of our past stood up for what they believed and helped each other in times of great mistreatment and oppression. I also believe these are probably some of the most important events of our history. The kinds of issues talked about in this unit are still discussed today so it is very much relevant. Kids should learn how hard people had to work for basic human rights. They should also learn how minorities were treated before. I think it is a good unit plan to use technology with because it is easy to find pictures and videos of this time. I could show a video of Martin Luther King Jr. during his “I have a dream” speech and students would be able to see him deliver the speech. It is also very easy to find articles online as well as the Acts mentioned in this unit.

Unit Resources:

Unit Resources ​19th Amendment to the U.S. Constitution: Women's Right to Vote (1920)  You can view and read the 19th Amendment.  ​The Fight For Women's Suffrage  More background information on Women's Suffrage Movement.  Civil Rights Act (1964)  You can view and read the Civil Rights Act. ​Quizlet for US History Civil Rights  Quiz yourself on Civil Rights terms and dates with this link. ​Quizlet of all the Acts your going to need to know  Quiz yourself on Acts relevant to this unit. Interactive Timeline of the Civil Rights Movement  Check out this timeline of the Civil Rights Movement. Interactive Timeline for Women's Voting Rights  Check out this timeline on Women's Voting Rights. Fun Trivia on Women's Rights  Trivia on Women's Rights Movement. Civil Rights Leaders Fun Quiz  Cool interactive quiz on Civil Rights leaders. Human Rights  To learn about all basic human rights and learn about different discussion topics. Music in the Civil Rights Movement Women in the Civil Rights Movement Youth in the Civil Rights Movement Women in the Progressive Era The status of Women in the Progressive Era Woman’s Suffrage Civil Rights Movement

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