1. Final Project: The Civil Rights
Movement Integrated Unit
Corine Wegley, CI 410

2. Introduction and Overview

3. Purpose and Rationale
 This unit is designed for 7th grade students to learn about and
explore the Civil Rights Movement in the United States with a
goal of developing empathy for different groups. Civil rights is
an ongoing issue that people should be aware about and have
an understanding of the need for equality for all. The Civil
Rights Movement is a great way for students to explore these
rights and understand what groups of people went through to
strive for their rights. The goal is that students will empathize
with those who are marginalized and to understand their role
in striving to end discrimination. After completing this unit,
students will be able to empathize more with the ongoing
struggle for basic freedoms.

4. Illinois State Standards
 1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres.
 1.C.3d Summarize and make generalizations from content and relate them to the purpose of the
material.
 2.B.3a Respond to literary material from personal, creative and critical points of view.
 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conven­
tions.
 3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information
and display focus, organization, elaboration and coherence.
 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences.
 4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and
paraphrase complex spoken messages) that listening attentively can improve comprehension.
 4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose,
message and audience; provide details and supporting information that clarify main ideas; and use visual
aids and contemporary technology as support.
 4.B.3b Design and produce reports and multi-media compositions that represent group projects.
 5.A.3a Identify appropriate resources to solve problems or answer questions through research.
 5.B.3a Choose and analyze information sources for individual, academic and functional purposes.
 5.B.3b Identify, evaluate and cite primary sources.
 5.C.3a Plan, compose, edit and revise docu­ments that synthesize new meaning gleaned from
multiple sources.

5. Illinois State Standards (Cont.)
 5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays,
stories) supported by research.
 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and
electronic formats.
 14.C.3 Compare historical issues involving rights, roles and status of individuals in relation
to municipalities, states and the nation.
 16.D.3 (W) Identify the origins and analyze consequences of events that have shaped world
social history including famines, migrations, plagues, slave trading.
 17.A.3b Explain how to make and use geo­graphic representations to provide and enhance
spatial information including maps, graphs, charts, models, aerial photographs, satellite images.
 17.C.3a Explain how human activity is affected by geographic factors.
 18.C.3a Describe ways in which a diverse U.S. population has developed and maintained
common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of
Rights).
 18.C.3b Explain how diverse groups have contributed to U.S. social systems over time.
 26.B.3b Drama: Demonstrate storytelling, improvising and memorizing scripted material
supported by simple aural and visual effects and personal background knowledge needed to
create and perform in drama/theatre.
 26.B.3c Music: Sing or play with expression and accuracy a variety of music representing
diverse cultures and styles.
 26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional
works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and
decorative.

6. Essential Outcomes
 At the end of this unit, students will be able to:
 Explain what the Civil Rights Movement is and its history.
 Identify the cause and effect relationship of the Civil Rights
Movement in the United States.
 Draw conclusions about the consequences, outcomes and impacts of
the Civil Rights Movement.
 Explain what the responses and solutions were of the Civil Rights
Movement.
 Explain to and teach their classmates about their specific topic within
the Civil Rights Movement.
 Research a topic and communicate their findings.
 Use a variety of learning techniques and multimedia activities to
facilitate learning.
 Explore their learning needs through a variety of experiences and
opportunities.

7. Concept Map

8. About the Unit
 The class will be divided into 8 groups of 3.
 Two groups will be assigned to each subtopic, but they
will work on the topic in their separate group of three:
 Women’s Rights
 African American Rights
 American Indian Rights
 Mexican American Rights
 Each group of three will choose three activities from
each of the four categories.

9. About the Unit (Cont.)
 Students will explore each subtopic over the course of five
days for one class period per day. The total unit will last for 4
weeks, with one additional week for the introductory activity.
 Students will engage in a variety of multimedia activities to
facilitate learning. Students will engage in group collaboration
with opportunities for socialization as well as independent
tasks to tackle on their own, with group support as needed.
Students will be able to explore their learning needs through a
variety of learning experiences and modes of learning.
 At the end of the unit, each group will present what they have
learned to the class. The purpose of having two groups for
each topic is that groups will differ in their activity choices.

10. Activities for the Unit

11. Introductory Activity
 Students will be introduced to the unit by being introduced to diversity
and the issue of civil rights for all.
 After being placed into groups, students will read a fiction book relating to
their topic area and about a character about their age experiencing it.
 For Women’s Rights:
 Maria Takes a Stand: The Battle for Women’s Rights by Norma Jean Lutz
 For African American Rights:
 A Tugging String: a Novel about Growing up during the Civil Rights Era by David Greenberg
 Mississippi Bridge by Mildred D. Taylor (in addition, if extra time – only 62 pages)
 For American Indian Rights:
 Code Talker by Joseph Bruchac (a longer book than the others. If necessary, students
can be asked to skip some of the middle chapters, as long as the first 3 and last 2 are
read)
 For Mexican American Rights:
 Lupita Manana by Patricia Beatty, or
 How the Garcia Girls Lost Their Accent by Julia Alvarez (longer, more challenging book)
 Students will engage in group discussion periodically while reading this
book. Students may have one week to complete their book, and may
discuss it during class time during the week before the unit activities begin.

12. About the Civil Rights Movement –
Activities
 Create a timeline of the events of the Civil Rights Movement. Each
group member will participate and collaborate.
 Research about the discrimination of your topic and, as a group, create
a list of the discrimination they experienced. Then each group member
will write a report about the discrimination they experienced (about
2-3 pages long).
 Create a poster about the Civil Rights Movement. Include: why it
occurred, who it effected, and when it occurred. Each group member
will be responsible for part of the poster.
 Create a newspaper article reporting on a significant event related to
your topic (legislation, protests, etc.).

13. About the Civil Rights Movement –
Activities (Cont.)
 Create a biography for a group/person that contributed significantly to
your topic during the Civil Rights Movement. Include pictures, captions,
relevant information, contributions, etc. Each group member will create
their own, although it may be on the same group/person.
 As a group, go on a Google Earth tour of significant places or landmarks
where events for your topic leading to the Civil Rights Movement took
place. Description of the event that occurred at that landmark will be
described in a pop-up box on Google Earth.

14. Causes of the Civil Rights Movement –
Activities
 Create a poster outlining the causes of the Civil Rights Movement,
including what led up to it. Include facts and research. Each group
member will be responsible for part of the poster.
 Create a timeline of events leading up to the Civil Rights Movement. Each
group member will participate and collaborate.
 Create a skit with your group about the events leading up to/causing the
Civil Rights Movement for your topic. (For example: events that directly
led to the Civil Rights Movement for your topic). Each group member will
participate. The skit should be at least 5 minutes long and include accurate
information and characters.

15. Causes of the Civil Rights Movement –
Activities (Cont.)
 Create a cause-and-effect graphic organizer about the Civil Rights
Movement. This can include photographs and text boxes. The group will
collaborate together.
 Create a collage or creative artistic collection of words reflecting the
discrimination that your topic felt that led them to participate in the Civil
Rights Movement. Words can reflect the feelings your topic may have felt,
the unfairness of the discrimination, why your topic felt the need to strive
for their civil rights, etc. Each group member will create their own.
Words must be legible and visible, as well as appropriate and well thought-
out. Leave as little blank space on the page as possible.

16. Consequences of the Civil Rights Movement
- Activities
 Create a poster outlining how the Civil Rights Movement affected the people
in your topic. Each group member should be responsible for part of the
poster.
 Create a collage of images and words relevant to the consequences of the Civil
Rights Movement. They can incorporate the negative stereotypes and feelings
of those discriminated against, and/or the positive feelings associated with the
gains made by the Civil Rights Movement. Then, each group member will
write a one-page paper explaining your collage.
 Create a 1-2 page protest strategy that could have been used for your topic
during the Civil Rights Movement. This should include a rationale for why you
are protesting, who will be involved, what you are protesting, what protest
strategy you will be using, and your rationale for using this strategy. Things to
consider: physical vs. verbal strategies, violent vs. nonviolent, boycotting vs.
protesting, stationary vs. marching, etc. Each group member should be in
charge of at least one portion of the strategy.

17. Consequences of the Civil Rights Movement
– Activities (Cont.)
 Create a diary of a person in your topic that is your age going through the
discrimination, protests, events, etc., of the Civil Rights Movement. Each
group member should create their own character and create at least 6 diary
entries of at least 1 page each.
 Create a PowerPoint about the consequences of the Civil Rights Movement.
Each group member should participate. The PowerPoint can include songs
that reflect your group’s attitudes toward the Civil Rights Movement, pictures
that reflect your topic in the Civil Rights Movement, etc. The PowerPoint
should be at least 10 slides long with at least 3 sentences on each slide.
 As a group, team up to rewrite the words of a song of your choice. Replace
the words with lyrics that reflect and describe the consequences of the Civil
Rights Movement. Each student will create a portion of the song. Lyrics may
also reflect the feelings of the groups on the consequences. This can be
performed for your peers and teachers in person, or recorded!

18. Responses/Solutions to the Civil Rights
Movement – Activities
 Write to your local Congress representative to express your views on an
issue you came across in your research that you feel still discriminates
against your topic. Each group member will write his or her own 1-2 page
letter.
 Research the legislation that resulted as a consequence of the gains your
topic made. In a Venn diagram or comparison chart, compare the new
legislation and the rights it provided your topic with to the previous
legislation and discrimination.
 Create your own legislation for rights that your group believes everyone
should be granted. This should be thorough and well thought-out; about 2
pages long with at least 3 rights explained. Each group member will be
responsible for explaining a right. Have group members sign it to show
their support.

19. Responses/Solutions to the Civil Rights
Movement – Activities (Cont.)
 Research about the responses/solutions of the discrimination of your topic and
write a short report (2-3 pages). Each group member is responsible for
writing his or her own report.
 Get together with the other group assigned to your topic. Concerning a piece
of legislation resulting from your topic, one group will be arguing for the
legislation while the other group argues against the legislation. Each group will
be given about 30 minutes to prepare their debates and will come prepared to
debate in the next class period. The debate must take place for at least 15
minutes, and significant and valid points must be made, with each group
member contributing and coming prepared with arguments.
 As a group, team up to rewrite the words of a song of your choice. Replace
the words with lyrics relevant to the responses and solutions that your topic
experienced in their strive for civil rights. Lyrics may also reflect what your
group feels about the need for equal/civil rights for everyone (maybe as the
chorus of your song!). This can be performed for your peers and teachers in
person, or recorded!

20. Culminating Activity
 At the conclusion of the unit, students from each group will
share their research, findings, and activities with the class.
 Each group of students will present and explain their activities
to the class.
 Students in will demonstrate active listening and respect of
their peers when groups are presenting, asking questions to
clarify and providing constructive feedback when necessary.
 Since there are two groups assigned to each topic, there
should be a broad range of activities presented and a lot of
information presented between the two groups.
 As a result of each group presenting on their topic, the class
will learn about all the other topics in addition to their own.

21. Assessment (Alternative)
 Formal Assessment:
 3 Rubrics
 Overall Multimedia Project Assessment
 Overall multimedia work done by the group
 Collaborative Work Skills Assessment
 How students worked as a group
 Research Project Group Planning Assessment
 Assessing the research done by the group

22. Overall Multimedia Project Assessment
 (See Word File – Couldn’t attach to PowerPoint)
 Assessed on:
 Presentation
 Sources
 Requirements
 Content
 Mechanics
 Originality
 Attractiveness

25. Resources for this Unit - Websites
 Women’s Movement:
 http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-famous/JANEADDA.html#back1
 Information on Jane Hull with a connection to the fight for homeless (background info)
 http://www.womeninworldhistory.com/lesson.html
 Multi-site resource on a host of Women’s movement information
 http://www.now.org/history/history.html
 National Organization for Women (NOW) - history
 Mexican American Movement:
 http://www.un.org/en/documents/udhr/
 Universal declaration of human rights
 http://www.smithsonianeducation.org/educators/resource_library/hispanic_resources.html
 Smithsonian collection of Hispanic rights and struggles
 http://articles.chicagotribune.com/2011-08-01/news/chi-quinn-signs-illinois-dream-act-2011
 Chicago Tribune Article on Quinn signing the Dream Act
 http://www.chicagotribune.com/news/local/ct-met-quinn-dream-act-0802-20110802,0,6506
 Chicago Tribune Article on undocumented college students

26. Resources for this Unit – Websites (Cont.)
 American Indian Movement:
 http://www.un.org/en/documents/udhr/
 Universal declaration of human rights
 http://www.educationworld.com/a_lesson/TM/WS_nativeamerican_table.shtml
 Chart detailing the population of American Indians by year
 http://www.nativeculturelinks.com/indians.html
 American Indian Library Association
 http://www.pbs.org/wgbh/aia/part4/4p2959.html
 Indian Removal site
 http://www.studyworld.com/indian_removal_act_of_1830.htm
 Historical overview

27. Resources for this Unit – Websites (Cont.)
 American Indian Movement (Cont.):
 http://www.digitalhistory.uh.edu/historyonline/lesson_plans_display.cfm?lesson
 Chronology of events
 http://www.synaptic.bc.ca/ejournal/jackson.htm
 Text of the Indian Removal Act
 http://www.siskiyous.edu/class/hist7/lecsix.htm
 Indian reaction to Act
 http://www.catawba.k12.nc.us/techtrac/plus/taylor/who's%20who.htm
 Game of the major players in the Indian Removal Act
 http://www.pbs.org/wgbh/aia/part4/4h3083t.html
 Cherokee letter related to Indian Removal

28. Resources for this Unit – Websites (Cont.)
 African American Movement:
 http://www.cr.nps.gov/nr/travel/civilrights/
 Historic Places in the Civil Rights Movement
 http://www.archives.gov/education/lessons/jackie-robinson/
 Primary resources and National Archive Documents detailing Jackie
Robinson’s role in the quest for civil rights
 http://www.archives.gov/education/lessons/brown-v-board/
 Primary source documents detailing the integration of schools
movement
 http://www.archives.state.al.us/teacher/rights.html
 Collection of primary source documents from the “riding the bus” to
“voting rights”
 http://www.sitins.com/timeline.shtml
 Timeline of events in the Civil Rights Movement dating from 1819
 Selma march:
 http://www.nps.gov/nr/travel/civilrights/al4.htm

29. Resources for this Unit – Literature
 Mississippi Bridge by Mildred Taylor. Set in the 1930’s segregation in
Mississippi. Deals with the issue of segregated buses at that time. There is
a bus accident, and the hero is one of the African American men that had
been kicked to the back of the bus.
 How the Garcia Girls Lost Their Accent, by Julia Alvarez. Family that leaves the
Dominican Republic and moves to New York. A very nice chapter on the
learning of English and going to school in their new country is
recommended for reading.
 Lupita Manana by Beatty, Patricia. Offers students both a view of
contemporary immigration issues and an account of undocumented
immigration that is engaging and realistic. The economy of Mexico is
quickly deteriorating and many families are struggling desperately to make
ends meet. After her father is killed in a fishing accident, 14-year-old Lupita
and her brother must cross the border from Mexico and find work to
support their family back home. The two come to the U.S. with the
expectation that they will be able to live with their aunt in California. This
aspect of the fictional story is based largely on the reality that many
undocumented immigrants come to the U.S. with the help of family and
friends already established in this country. The novel offers a realistic
portrayal of the risks and dangers of illegally crossing the border.

30. Resources for this Unit – Literature (Cont.)
 Code Talker by Joseph Brushac. A fiction novel based on events during
World War II, about a Navajo boy who is sent away from his tribe to a
mission school, forced to learn the ways of white people. He is taught that
he should be ashamed of his culture, and his school tries to take the
identities of the Navajos away. His name is changed and he is forced to
speak English. Despite this poor treatment, he ends up rising above it all
and helping the U.S. win World War II.
 A Tugging String: A Novel about Growing up during the Civil Rights Era, by David
Greenberg. A fictionalized accounts of the author’s childhood growing up
in New York during the civil rights struggles of the 1950s and 1960s, when
African Americans were fighting for their rights. The boy’s father, during
this time, was a lawyer for the NAACP Legal Defense Fund.
 Maria Takes a Stand: The Battle for Women’s Rights, by Norma Jean Lutz.
Twelve-year-old Maria Schmidt finds a cause to support in 1914 despite all
that is going on with the war: women’s suffrage. This book uses real
historical events to tell a fictional story of a girl who has to overcome
personal hardships to support a cause that is larger than herself.