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Abstract
We will be looking at the Emancipation Proclamation, and the
Civil Rights movement of 1964, and how they affect our civil rights
today. For example, the students should know that during the Civil
War era, it was illegal to teach a black child to read, and that
schools were segregated by race during the Civil Rights era of 1964.
They will realize that the laws created to right these wrongs in
fact, enable them to live and go to school in the same neighborhood.
Invitation/Fundamental Understandings:
Essential
Questions:
Knowledge and skills: Fundamental
understanding: (help)
How the Civil Rights movement of 1964 is
linked to the Emancipation Proclamation
Essential Questions:
(help)
How is the Civil Rights movement of 1964 linked to the
Emancipation Proclamation?
How have these two documents affected
our civil rights today?
Knowledge and skills:
Emancipation
Proclamation
Civil Rights Act of 1964
Make a connection
between the 2, and today’s society.
Standards
National Standards State standard(s):
(help)
Civics
1.5.4
Describe the operation of
representative government, including the rights of political
minorities.
5.5.6
Identify ways conflicts can be resolved in a
peaceful manner that respects individual
rights.
1.5.1
Describe the effects on society of the absence
of law.
History
1.5.2
Record events on a graphic
organizer.
2.5.1
Ask a historical question and identify
resources to be used in research.
2.5.2
Organize historical
information from a variety of sources.
English Language
Arts
Writing
5.5.6
Write short expository text that
speculates on causes and effects and offer simple persuasive
evidence.
6.5.2
Organize ideas through activities such as
outlining, listing, webbing, and mapping.
9.5.1
Use specific
and varied vocabulary and apply Standard English to communicate
ideas.
Listening and Speaking
9.5.2
Select and use
appropriate public speaking techniques such as gestures, facial
expressions, posture, speaking rate/pace, and
enunciation.
9.5.3
Give organized reports that demonstrate a
clear point of view and incorporate multi-media aids as needed for
enhancement.
10.5.1
Participate in conversations and group
discussions as a contributor and
leader.
Research
11.5.2
Select information from
multiple resources to answer questions.
11.5.3
List sources
used in research.
11.5.4
Record information using given note
taking and organization formats.
11.5.5
Present research
findings using charts, maps, or graphs with written text.
State Standards
Workforce Competencies:
Unit of Practice
Relevance:
The rights they enjoy today emulate from the laws created in the
past
Context
U. S. History, specifically, their civil rights and how they were
developed by law.
Assessment
Oral Presentation rubric. Rubric template
Components:
First Week
Day 1: Examine “artifacts” the
Emancipation Proclamation and the Civil Rights Act of 1964. Engage
students in a venn diagram activity comparing and contrasting the
Emancipation Proclamation and the Civil Rights Act of 1964.
Days
2 – 4: Explore the eras of the Emancipation Proclamation and the
Civil Rights Act of 1964 using a graphic organizer,(individual
T-charts) to focus students on pertinent information. Research will
take place in the classroom, library, and computer lab.
Day 5:
Create a class T-chart comparing and contrasting the information the
students compiled on the 2 different eras.
Second Week
Generate group oral presentation with a visual component.
Presentations will compare and contrast the two eras and add their
thoughts on how they affect our civil rights today.
Third Week
Group oral presentations, to be video taped and shown to
class.
Additional Resources
Main
URL:
Related Resources
Examining Artifacts
Synthesizing Acquired Information for Group Oral Presentation
Presentations
Exploring the Eras of the Emancipation Proclamation and the Civil Rights Movement
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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