Unit 2
This is a whole group/individual activity that will require one week to complete.
Objective
A Picture's Worth a Thousand Words. TSWBAT to utilize pictures from the Civil Rights Movement to identify primary and secondary resources. Students will utilize the Internet to locate and label pictures from the Civil Rights Movement. Students will further be able to write three paragraphs depicting their reactions to the pictures. Assessment will be on slide viewing, writing, and Internet usage. Final product for evaluation will be their own Civil Rights scrapbook, that depicts pictures that is most related to their lives.
Day 1
Teacher will utilize students' prior knowledge on Civil Rights Movement by having the students write one-half page of what they think the purpose of the Movement was using who, what, when, where, why, and how. Discussion also take place around hope as it related to the Movement. Students will be informed that several of the pictures contain information that that may be sensitive to them. This includes hanging and viewing deformed bodies in caskets. Students will be given a list of websites that they will use to investigate and choose photos from. Students will develop their own vocabulary lists as they complete their researching.
A teacher-created PowerPoint is shown. It encompasses pictures from the Civil Rights Movement from 1954 to 1968. Hard copies of the presentation will be given to the students after the presentation. The last slide of the presentation is Barack Obama, depicting hope. The slideshow is shown, but not the last two slides. The students are asked to write down which slide has the most ffect on them and which slide has the least affect. The slideshow is given again, this time showing Barack as the last slide. Students are asked to give their feedback on the presentation. Hard copies are distributed and students now have a closer look at the slides they chose as having the greatest impact and the slide with the least amount of impact. Students will write their feelings about the slide they have chosen as the least/greatest impact. Students are also asked to react to how the photos go from Black and White to color.
Day 2
Students utilize the Internet to find their own Civil Rights pictures. They are required to find two photos of the Movement. 1) that has the most profound effect on them and 2) one that signifies hope. Students would again indicate why these particular photos hold significance for them. These photos would be printed out for entry into their scrapbooks.
Days 3-5
Students will spend the next three days putting together their own scrapbook of the Civil Rights Movement. Note: Teacher must model. Students may use any pictures that are significant to them, using text to add captions to each photo. Students are also required to use personal photos. Teacher will create a rubric that includes details, embellishments, and originality. Scrapbook must have at least ten pictures and captions. Students will present their scrapbooks, giving details as to why they chose those particular pictures, both from the Internet and personal pictures.
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