Teacher's Page
Expected Prerequisites:
It is my wish that all students working with the Curriculum Web will possess a basic, pedestrian knowledge of American government, the United States
Constitution and the Bill of Rights. I also expect that all students will be familiar with the names of Harriet Tubman, Dr. Martin Luther King, Jr., Jackie
Robinson, Malcolm X and others. I expect all of my students to have a basic working knowledge of how to operate a computer and secure access to the internet
to gain access to this Curriculum Web. I expect that my students will have a basic understanding of how to search for information on the web (if not, I will
provide assistance for this purpose). Moreover, I will expect all of my students to have a basic ability to discuss their thoughts and feelings in a class discussion environment with respect to the material and information they discover. Lastly, it is my sincere hope that all of my students will have an
open mind to discover the information that will be contained within this Curriculum Web; that all of my students will approach this Curriculum Web with enthusiasm, motivation and eagerness. I wish to appeal to the highest ideals my students may possess, but they may not be aware they possess these ideals yet.
It is my wish that all students working with the Curriculum Web will possess a basic, pedestrian knowledge of American government, the United States
Constitution and the Bill of Rights. I also expect that all students will be familiar with the names of Harriet Tubman, Dr. Martin Luther King, Jr., Jackie
Robinson, Malcolm X and others. I expect all of my students to have a basic working knowledge of how to operate a computer and secure access to the internet
to gain access to this Curriculum Web. I expect that my students will have a basic understanding of how to search for information on the web (if not, I will
provide assistance for this purpose). Moreover, I will expect all of my students to have a basic ability to discuss their thoughts and feelings in a class discussion environment with respect to the material and information they discover. Lastly, it is my sincere hope that all of my students will have an
open mind to discover the information that will be contained within this Curriculum Web; that all of my students will approach this Curriculum Web with enthusiasm, motivation and eagerness. I wish to appeal to the highest ideals my students may possess, but they may not be aware they possess these ideals yet.
Timeline:
The length of time to be spent on this Curriculum Web is two full calendar weeks of classes from Monday through Friday, as the class lessons will coincide with what is covered on the Curriculum Web. The Monday of week one will serve as an introduction to the Civil Rights Movement in America as well as an introduction to the Curriculum Web as well.
The students will be introduced to the Curriculum Web, as the instructor will show the students where the information is on the Curriculum Web, as well as all of the activities that are to be engaged in on the Curriculum Web. The rest of week number one and the entire second week will consist of in-class activities which will include lecture by the teacher, with an emphasis on class discussion, in-class group
work overseen by the instructor, role play, skit performance and even quick write essay contests. Students will have an opportunity to express themselves with respect to what they have learned as they have progressed through this Curriculum Web. Moreover, students will be given an opportunity to present the fruits of their labor from the three projects that will be assigned within this Civil Rights Movement in America Curriculum Web. A Final Assessment examination will be administered to the class the following Monday after the two weeks of study via the Civil Rights Movement in America Curriculum Web.
The students will be introduced to the Curriculum Web, as the instructor will show the students where the information is on the Curriculum Web, as well as all of the activities that are to be engaged in on the Curriculum Web. The rest of week number one and the entire second week will consist of in-class activities which will include lecture by the teacher, with an emphasis on class discussion, in-class group
work overseen by the instructor, role play, skit performance and even quick write essay contests. Students will have an opportunity to express themselves with respect to what they have learned as they have progressed through this Curriculum Web. Moreover, students will be given an opportunity to present the fruits of their labor from the three projects that will be assigned within this Civil Rights Movement in America Curriculum Web. A Final Assessment examination will be administered to the class the following Monday after the two weeks of study via the Civil Rights Movement in America Curriculum Web.
Role of the Teacher
The role of the teacher throughout this entire Curriculum Web will be multi-faceted: I will serve the multiple roles of Moderator of class discussions, Facilitator of in-class discovery, Chief Archeologist as we "dig" for new information and understanding of the Civil Rights Movement in America via the Curriculum Web that is presented here. Moreover, I will act as Chief Historian to remind the students where we have been in our study on a daily basis, I will also act as Chief Tour Guide as I lead the students on their personal journey through Civil Rights in America through the generations. Further, I will also act as a Sounding Board and Head of the Encouragement Department for ideas the students may have as they proceed with their individual and group projects. Lastly, I will actually also perform the role of
student, as I will continue to learn from my students, which will continue to help me grow as a teacher and human being
student, as I will continue to learn from my students, which will continue to help me grow as a teacher and human being
Extension and Adaptation of Ideas:
I will continue to encourage all students to think with an open mind when engaging in this Curriculum Web and using this Curriculum Web in class as a teaching and learning tool. I will call upon my students to place themselves in the shoes of the various civil rights leaders we are studying and ask the students to try to feel and experience the thoughts, feelings and emotions each civil rights leader may have been feeling and thinking at any given moment. For example, I may ask my students to think of themselves as Rosa Parks when she was asked to move to the back of the bus and refused, and thus try to feel what Rosa Parks may have been thinking and feeling. I may ask my students to think about what may have been going through Jackie Robinson's mind and feelings when he first took the field for the Brooklyn Dodgers on April 15, 1947, becoming the first African American to play Major League Baseball beyond the storied Negro Leagues. I may ask my students to think about what it may have been like for Dr. Martin Luther King, Jr. to look out from the podium at the Lincoln Memorial on that hot and humid August Sunday afternoon in 1963 when he delivered his "I Have a Dream" speech. Thus, I want my students to literally place themselves in the shoes of the civil rights leaders to develop a greater understanding of these individuals and how important their contributions to American society are
Guidance for Each Activity:
I will give clear and explicit instructions with respect to each activity,
and make certain that all students understand what task they are to accomplish and what is expected of them in terms of the effort required. Moreover, I will explain in detail how I wish for the students to undertake each activity, that I expect them to approach these projects in a thoughtful and mature fashion. I will also clearly state that you are to use the Curriculum Web to your advantage as you undertake each project. I will also clearly state that I am always available to you for any questions you may have on these projects, and that you can bring these questions into class or E-mail me via the Curriculum Web. Last, I will even go so far as to assist you in finding the right theme for each project.
and make certain that all students understand what task they are to accomplish and what is expected of them in terms of the effort required. Moreover, I will explain in detail how I wish for the students to undertake each activity, that I expect them to approach these projects in a thoughtful and mature fashion. I will also clearly state that you are to use the Curriculum Web to your advantage as you undertake each project. I will also clearly state that I am always available to you for any questions you may have on these projects, and that you can bring these questions into class or E-mail me via the Curriculum Web. Last, I will even go so far as to assist you in finding the right theme for each project.
Set-up Information for Each Activity:
All information needed to complete the projects will be contained within this Curriculum Web. Should students wish to go beyond the Curriculum Web, they may do so subject to the approval of their teacher before you undertake such an effort.
What should be done before Activity One?
All students are to study the history of the Civil Rights Movement in the United States and the biographies of the Civil Rights leaders that are presented in this Curriculum Web before you undertake the first assigned project. Developing a better understanding of the Civil Rights Movement and the
individuals who made it happen will enable you to compose an imaginary conversation between two different civil rights leaders from different generations. This is meant to be a fun project, as you can use your imagination to decide exactly what the two civil rights leaders might discuss.
What should be done before Activity One?
All students are to study the history of the Civil Rights Movement in the United States and the biographies of the Civil Rights leaders that are presented in this Curriculum Web before you undertake the first assigned project. Developing a better understanding of the Civil Rights Movement and the
individuals who made it happen will enable you to compose an imaginary conversation between two different civil rights leaders from different generations. This is meant to be a fun project, as you can use your imagination to decide exactly what the two civil rights leaders might discuss.
Transition Information for Each Activity:
After each activity, we will review as a class what has been accomplished thus far. For example, as a transition between the first activity, where the students composed a mock and imaginary conversation between two Civil Rights leaders, we will address some of the major milestones and events in the history
of Civil Rights to prepare the students to behave as journalists covering these events as a major news story. Viewing news coverage of some contemporary events on the Smartboard may give the students some ideas on how they can structure their own mock news stories. Viewing some newspaper headlines from the net on the Smartboard may also give the students some inspiration. For the transition to the third activity, I will again review some of the major events in Civil Rights history and go over with the students how they may possible present their brief skits in class.
of Civil Rights to prepare the students to behave as journalists covering these events as a major news story. Viewing news coverage of some contemporary events on the Smartboard may give the students some ideas on how they can structure their own mock news stories. Viewing some newspaper headlines from the net on the Smartboard may also give the students some inspiration. For the transition to the third activity, I will again review some of the major events in Civil Rights history and go over with the students how they may possible present their brief skits in class.
What is our plan upon conclusion of the third activity?
After the class completes the third activity, we will dedicate an entire
class to summing up and drawing some conclusions on the impact of the Civil Rights movement on American society. I will give the class ample time to express yourselves and share your thoughts and feelings on what you believe you gained from studying the Civil Rights movement in the United States. After a lengthy and honest class discussion, I will present review sheets and dedicate the next class to review for the open Web Quest essay exam that will be administered with respect to the Curriculum Web on the Civil Rights Movement in the United States.
Resources:
http://www.hariettubmanbiography.com/html
http://www.pbs.org/wnet/jimcrow/stories_people_dubois.html
http://docsouth.unc.edu/fpn/washington/bio.html
http://maap.columbia.edu/place/43.html
http://www.cpsr.cs.uchicago.edu/robeson/bio.html
http://www.af.millnews/story.asp?storyid=123016224.html
http://www.jackierobinson.com/about/bio.html
http://www.gale.cengage.com/free_resources/bhm/bio/robinson_j.html
http://www.achievement.org/autodoc/page/par0bio-1.html
http://chnm.gmu.edu/courses/122/hill/marshall.html
http://www.olemiss.edu/mwp/dir/evers_medgar/index.html
http://www.thekingcenter.org/about-dr-king.html
http://www.achievement.org/autodoc/printmember/lew0bio-1.html
http://www.bookrags.com/biography/roy-wilkins/html
http://www.africawithin.com/malcolmx/malcom_bio.html
http://www.biography.com/print/profile/stokely-carmichael-9238629.html
http://newsinfo.iu.edu/news/page/print/200.html
http://www.history.com/this-day-in-history/slain-civil-rights-workers-found.html
http://www.watson.org/-lisa/blackhistory/civilrights-55-65/freeride.html
http://www.essortment.com/shirley-chisolm-biography-20489.html
http://www.myhero.com/hero.asp?hero=Little_Rock_Nine-HSC_07.html
http://pbs.org/wnet/americanmasters/episodes/jamesbaldwin/about-the-author/59/.html
http://www.youtube.com.html
http://www.google.com.html
http://www.googleimages.com.html
http://www.iste.org/nets.html
http://www.p12.nysed.gov/ciai/socstand/home.html
*Please view this brief video on Dr. Martin Luther King, Jr.'s last public speech in April, 1968:://www.youtube.com
class to summing up and drawing some conclusions on the impact of the Civil Rights movement on American society. I will give the class ample time to express yourselves and share your thoughts and feelings on what you believe you gained from studying the Civil Rights movement in the United States. After a lengthy and honest class discussion, I will present review sheets and dedicate the next class to review for the open Web Quest essay exam that will be administered with respect to the Curriculum Web on the Civil Rights Movement in the United States.
Resources:
http://www.hariettubmanbiography.com/html
http://www.pbs.org/wnet/jimcrow/stories_people_dubois.html
http://docsouth.unc.edu/fpn/washington/bio.html
http://maap.columbia.edu/place/43.html
http://www.cpsr.cs.uchicago.edu/robeson/bio.html
http://www.af.millnews/story.asp?storyid=123016224.html
http://www.jackierobinson.com/about/bio.html
http://www.gale.cengage.com/free_resources/bhm/bio/robinson_j.html
http://www.achievement.org/autodoc/page/par0bio-1.html
http://chnm.gmu.edu/courses/122/hill/marshall.html
http://www.olemiss.edu/mwp/dir/evers_medgar/index.html
http://www.thekingcenter.org/about-dr-king.html
http://www.achievement.org/autodoc/printmember/lew0bio-1.html
http://www.bookrags.com/biography/roy-wilkins/html
http://www.africawithin.com/malcolmx/malcom_bio.html
http://www.biography.com/print/profile/stokely-carmichael-9238629.html
http://newsinfo.iu.edu/news/page/print/200.html
http://www.history.com/this-day-in-history/slain-civil-rights-workers-found.html
http://www.watson.org/-lisa/blackhistory/civilrights-55-65/freeride.html
http://www.essortment.com/shirley-chisolm-biography-20489.html
http://www.myhero.com/hero.asp?hero=Little_Rock_Nine-HSC_07.html
http://pbs.org/wnet/americanmasters/episodes/jamesbaldwin/about-the-author/59/.html
http://www.youtube.com.html
http://www.google.com.html
http://www.googleimages.com.html
http://www.iste.org/nets.html
http://www.p12.nysed.gov/ciai/socstand/home.html
*Please view this brief video on Dr. Martin Luther King, Jr.'s last public speech in April, 1968:://www.youtube.com