Design for Learning

Instructor: Chelsea Bowden & CaDric Moulton

Grade Level/Cooperating Teacher: 6th Grade
Lesson Title: Leaders
Date: Thurs. April 21st, 2016
Curriculum Area: Social Studies
Estimated Time: 2 Days

Standards Connection:
9.) Critique major social and cultural changes in the United States since World War II.
Identifying key persons and events of the modern Civil Rights Movement
Examples: person'sMartin Luther King Jr.; Rosa Parks; Fred Shuttlesworth; John Lewis (Alabama)
eventsBrown versus Board of Education, Montgomery Bus Boycott, student protests, Freedom
Rides, Selma-to-Montgomery Voting Rights March, political assassinations (Alabama)
Learning Objective(s):
Students will be able to recognize change through the actions of leaders during the Civil Rights
Movement by completing a 3-2-1 worksheet with 100% accuary.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we will learn about change through the actions of the leaders during the Civil
Rights Movement by completing a 3-2-1 worksheet with 100% accuracy, which will show me you that you
recognize change through the actions of leaders during the Civil Rights Movement.
Evaluation of Learning Objective(s):
The students will complete a 3-2-1 worksheet, which will be completed at the end of the lesson. The
teacher is assessing the students ability to recall information from the lesson pertaining to leaders during
the Civil Rights Movement and their understanding of the actions leaders took to make positive change
during the Civil Rights Movement.
Engagement:
The teacher will quickly review the previous lesson with the students. She will then go over the at home
assignment they were to post for their journal entry on their assigned influential leader.
Class, we learned a great deal of information yesterday didnt we? Yes, we did and we discussed some
some topics that we had previously learned about that we needed to review. Yesterday we learned about
three major concepts that we must have to create positive non-violent change. Can someone tell me what
one of those concepts? The teacher will use wait time before calling on a student who is raising their
hand. Great! One of the concepts was leadership! Why do we need leaders in order to create positive
non-violent change? The teacher will call on a student who are raising their hand. Yes, a leader is formed
when an issue arises and they help organize people together and help lead the people to make good
decisions in order to change their circumstances. Can someone tell me another concept that we discussed
yesterday? The teacher will use appropriate wait time before calling on a student who is raising their

hand. Unity is another concept needed to make positive change. Why is unity so important for us to have
when making positive change? The teacher will call on a student who is raising their hand. You are right!
Unity means people coming together for a common goal so, when unity is important because people work
together to make a circumstance better. The more people united together to create change the more likely
it is for that change to come into place. Which brings us to our final concept we discussed yesterday. Can
someone tell me what it is? The teacher will call on a student who is raising their hand. Right! Legislation
is the final concept. Once people unify together to try to create change and bring attention the problem
that is occurring in hopes that the legislation will be changed to fix the problem. Legislation is very
important, especially during the Civil Rights Movement. Why do you all think that these three concepts,
leadership, unity, and legislation are important factors in the Civil Rights Movement? We talked about
some of this yesterday. I want you to turn and talk to your neighbor about why you think these concepts
are so important in order to create positive non-violent change. I will give you all a few minutes to talk.
The teacher will give the students two minutes to talk with their neighbor about the question that was
asked and listen to the students responses in order to know how to prepare for the lesson. Ok class, I
heard some great conversation. We are going to be learning a great deal about all of these concepts. The
teacher will then transition to conversation discussing the students homework assignment. So, now that
we have reviewed the concepts that create change lets talk about our homework that we did. Can
everyone pull out their journals. I hope you all enjoyed researching your influential person last night! I
am very excited to hear what you all discovered about them and the impact they had on the Civil Rights
Movement. All of the people that you all have been given are influential during the Civil Rights Movement
either for positive or negative reasons. I want you all to share what you discovered about your person to
your table. The teacher will allow students to retrieve iPads/Chromebooks, so the students can view their
influential research and make sure they completed it. Boys and girls, quietly go grab your
iPads/Chromebooks and return to your seats. Then open up our class website and view your one page
research. Everyone take turns and make sure you are listening to each other because we are going to be
learning about all of these people and other leaders during the Civil Rights Movement today. The teacher
will walk around the classroom and listen to the students share their research. Once the students have
finished sharing with their small group they will be given a list two questions to discuss related to their
influential people. The students will have a small group discussion about the questions. Now, I am going
to give each table two slips of paper. On them they have questions that I want you all to discuss with your
group. Questions for the slips are as followed:
1. Predict: How do you think these people will affect the Civil Rights Movement? Why do you think they
behaved the way they did?
2. What do you think makes these people so influential during the Civil Rights Movement? Do you think they
knew the impact they were making?
Once the students have answered the question the teacher will explain what they will be learning during
the lesson. I heard some really great conversation. I want you to keep these responses in mind and see
you change your mind about your responses. We are going to talk a great deal about leaders during the
Civil Rights Movement, how they became leaders, some choices they made, what made them influential
people, and some of the consequences to their actions. The teacher will then transition into the teaching
portion of the lesson.
Learning Design:

I. Teaching:
The teacher will begin the teaching portion of the lesson. Class, today we are going to learn about
leaders that prompted change during the Civil Rights Movement. This is a very important topic. Each of
you have been given influential people and have had to research them. Today we are going to discuss
them and the importance of leaders, and leaders during the Civil Rights Movement. To engage students in
the lesson the teacher will show a video introducing several major leader during the Civil Rights
Movement. The video depicts struggles that many people faced (Link attached below in the materials
section). The teacher will have students participate in a turn-and-talk to increase classroom engagement
and conversation. That was a great video for us to look at some of the things that took place during the
Civil Rights Movement. Some of the things that we saw in this video were positive, like some leaders
giving speeches and standing up for their rights. Some of the pictures seen in the video were not so
positive, we saw some hate attacks on Blacks and were able to see how horribly they were treated. Class,
today we are going to learn about leaders that prompted change during the Civil Rights Movement.
During the Civil Rights Movement people wanted to create change. They were unhappy with the how they
were being treated and wanted equality. Equality is a very important concept. We know that African
Americans were not receiving the same treatment Caucasians were during this time. Segregation was a
huge problem in the South. Blacks and Whites were not given the same opportunities. In our last lesson
we looked at pictures that showed signs that portrayed negative messages about African Americans. In
order to create change and escape these harsh conditions leaders emerged. As we mentioned before,
African Americans were treated terribly. If wanting integration many were seriously injured, or worse
killed. Terrible things could happen to people who stood up for what they believed in, so becoming a
leader during this time was very difficult to do. During the Civil Rights Movement numerous leaders
emerged in order to create change. They worked hard and made countless sacrifices in hopes for justice.
The teacher will lead students in a turn-and-talk related to leaders. I want you to quickly turn and talk to
your neighbor about characteristics you think a leader must have and what characteristics it took during
the Civil Rights Movement to be a good leader. Once you think of some characteristics I want you to
share them with your neighbor. The teacher will then pass out the first part of the note taking guide to the
students. Yes, even though these people were very brave and made sacrifices you could still see fear, and
anger in their eyes because of how they were treated. It is very hard to be a leader, especially when you
are fighting for a cause they others do not believe in. The teacher will then transition to using the
powerpoint to teach the new information in the lesson. Students will be completing their notetaking guide
while the teacher teaches. In order to make change we have learned that leaders must be formed.
Throughout the Civil Rights Movement numerous leaders were formed in hopes to create positive change
in their circumstance. Blacks were tired of being mistreated and wanted to be provided with the same
equal opportunities that Whites were given. Class, we are going to watch a video that is going to show us
some of how Blacks were treated during the Civil Rights Movement. This is going to be a little difficult to
watch because it shows people being attacked and harmed and not being able to fight back. This video is
going to be very important to our study. Class, I want you all to be able to see how important the Civil
Rights Movement was and to feel the emotion behind the movement. The teacher will then show the class
a video showing students how Blacks were treated before and after the Civil Rights Movement. Class,
that was a hard video to watch wasnt it. Before we discuss the video we just watched I want you all to
just sit reflect on what we just watched. We can going to all reflect about the video and think about the
emotions you had when watching the video and think about the emotion that these people must of had. I
am going to give you all a few minutes to think before we all discuss this video. The teacher will give the

students 2-3 minutes to reflect. Ok, class now that you have had time to reflect lets discuss some things
that we noticed in the video. First how did this video make you feel while watching it? The teacher will
call on several students who are raising their hands to hear various perspectives on the video. Wow, great
response! Feeling upset, or sad that people could be treated this way is a normal feeling to have when
watching this video. The African Americans in this video werent doing anything wrong but yet, they were
being attacked, called names, and killed just because of the color of their skin! The people that we see in
this video were believed in segregation and were very racist. Why do you think that these people treated
Blacks this way? The teacher will call on a few students to respond to the question. It is very hard to think
of why and how people could treat any person like this. You know what is interesting class? That many of
the people out there hurting African Americans didnt think they were doing anything wrong! They didnt
see a problem with what they were doing. How does that make you all feel? The teacher will call on
students to share their thoughts. Yes, I agree it is very sad and hard to believe that people could think like
that. I do want you all to understand that not all people thought this way. There were many who knew that
this was wrong and stood up for the rights of African Americans. They experienced a great deal of hate
from people as well. The South was a very rough place to live if you believed in equal rights and wanted
to take a positive stand in the Civil Rights Movement. I want you to think for a second class. Do you think
that you would be able to stand up for equal rights and be a positive influence during the Civil Rights
Movement if you knew that all these terrible things could happen to you? I want you all to think about
that for a second? The teacher will give the students 1-2 minutes to think about this question. Who thinks
they would be able to help join the Civil Rights Movement and prompt positive change? The teacher will
ask the students to share and will encourage conversation. Do you think it would be easy if you did do
this? I dont think it would be easy, in fact I think it would be very hard to stand up for what I believed in
especially when people are getting hurt, and killed for doing the same thing. I really have a great deal of
respect for the men, women and children who stood for their rights. It was especially hard to be a leader
during this time. They experience a lot during this time and it was very hard to continue working with the
Civil Rights Movement. We discussed earlier what we thought it took to be a good leader does anyone
have any other characteristics that they want to add to our list? Good! Brave, and courageous. A
characteristic that I thought of was loving. This came to my mind because when I think of a leader I think
of someone who has to care about the people they are leading and we just saw a video showing all these
hateful things being done to African Americans. One of these great leaders who helped lead the Civil
Rights Movement was Martin Luther King Jr. The first leader that we are going to discuss is Martin
Luther King Jr. I am sure we all have heard of Dr. Martin Luther King Jr. before. Can someone tell me
who Dr. Martin Luther King Jr. is? The teacher will call on students who are raising their hand. Yes, Dr.
Martin Luther King Jr. was a Civil Rights Activist that helped create change in the United States. Do you
all know what the word activist means? The teacher will call on students who are raising their hands and
are seated quietly. That was some great feedback. An activist is a person who works, and labors for some
kind of social change. For instance if you participate in a march protesting the closing of your favorite
ice cream shop being closed that is located near your neighborhood then you would be considered an
activist.When I mentioned that Dr. Martin Luther King Jr. was a Civil Rights activist it meant that he was
someone who labored social justice. He believed that everyone should be treated equally and should have
the same opportunity. Until his assassination in 1968 he would give his life to fighting for justice. Martin
Luther King Jr. fought for African Americans rights when many didnt because of fear. What makes him so
unique is that while many people wanted to act out in violence against whites in hopes to make them
change Martin Luther King Dr. believed in nonviolence. Martin Luther King Jr. was able to unify people

of all races to stage boycotts, sit-ins, and marches. This was a very difficult process. He endured a great
deal of negative feedback from many people who didnt like the change he was aiming to create. Since
people were so against change and wanted to keep segregation Martin Luther King, as well as others
received death threats and spent time in jail for marching and speaking the truth to people about how
unjust society was. Martin Luther King Jr. was born in Atlanta, Georgia in 1929. Throughout his time
leading the Civil Rights Movement he never back down on his beliefs on racism. Despite it being a
difficult time for African Americans Martin Luther King worked very hard to make sure Blacks were
provided with equal rights and opportunities. Martin Luther King Jr. went to some of the most racist
states to help the people unify and create change. He would call meeting to order with the NAACP, which
was a well known organization that helped Blacks organize various events and speak to government
officials in hopes to change laws. This was a very powerful group that made a great difference during the
Civil Rights Movement and help make lives greater for African Americans. The NAACP stands for
National Association for the Advancement for Colored people. With his wife, Coretta Scott King and his
family by his side he would become of the worlds greatest heroes, and human rights activist. Martin
Luther King Jr. is the face of the Civil Rights Movement. Even though there were many other great
leaders he traveled and organized the most protest and marches. People during this time were very
familiar with his works and knew that he beliefs and systems were the most effective in creating positive
change. On many occasions he was arrested because of his beliefs to end segregation.The teacher will
then relate the Civil Rights leader in a discussion related to Martin Luther King Jr. thoughts of
Birmingham and the racist acts that took place. Boys and girls, did you know that Birmingham was one of
the worst states to live in during Civil Rights Movement? There was a great deal violence done to African
Americans and segregation covered the entire city. Martin Luther King Jr. even believed that,
Birmingham was one of the worst cities to live in because of how badly some whites treated blacks. Class,
can you imagine in our own city that this was one of the most difficult places to live during the 50s and
60s? Everything as we know it now was completely different. The school that we are sitting in right now
wouldnt have all the wonderful diversity we have in it now. Churches were even segregated! Restaurants
and public transportation like, buses were as well. I want you all to turn and talk to your neighbor about
what it would be like if right now segregation would be in place, talk about how things would be different
and how you would feel. The teacher will give the students 5 minutes to discuss with their neighbor.
Great job class. Life would be extremely different if segregation was still in place. Now lets look go back
to our discussion to Martin Luther King. He was able to come to Alabama on several different occasions
and he would constantly work to fight against segregation. Martin Luther King Jr. even got arrested in
Birmingham. Alabama in April 1963. While peacefully protesting in Birmingham for equal rights and
ending segregation Martin Luther King Jr. was arrested. Martin Luther King Jr. was arrested on the
command of a man named Eugene Connor. We will learn more about this man later on in our lesson.
While in his time in jail Martin Luther King Jr. writes a letter from the Birmingham jail to explain the
reasons behind the Civil Rights Movement. Class, I want you all to understand that not everyone was
racist and against the Civil Rights Movement. Some people believed in Civil Rights they just believed that
change would eventually come and that there was no need for protest, marches and boycotts. So, while in
jail Martin Luther King writes a letter explaining the reasons behind the movement in hopes to gain
supporters. He didnt have any writing paper so he wrote on the margins of a newspaper and on toilet
paper. Martin Luther King didnt mind doing this, he would do anything to spark change in the United
States. I want you all to also understand the letter he wrote wasnt written out of anger because he was in
jail, of course he didnt want to be there but he was more frustrated because he was tired of people telling

him to be patient, and to wait for change to come. Martin Luther King Jr. and many others believed that
just waiting wasnt going to change anything and in order to make the most positive change possible. The
teacher will then transition to the next influential person, Rosa Parks. We have just learned some great
information about Martin Luther King Jr. He was an amazing person and it is important for us to
remember all of the sacrifices and the positive change he helped create. We are now going to transition
into talking about another leader during the Civil Rights Movement, Rosa Parks. I know we are all very
familiar with Rosa Parks. Can someone tell me who Rosa Parks was and why she was influential to the
Civil Rights Movement? The teacher will use adequate wait time before calling on students. She will call
on several different students who are rising her. Great job class! Rosa Parks was an African American
civil rights activist. Does anyone remember what the word activist means? The teacher will call on a
student who is raising their hand. Right, and activist is is a person who works, and labors for some kind
of social change. Rosa Parks is a very important woman in our study. She, like many other leaders made
sacrifices in order to create positive change. We have been discussing leaders and positive characteristics
that we think all leaders should have. While we learn about Rosa Parks I want you all to see if you can
notice anymore characteristic that we think a leader should have. Rosa Parks was born right here in
Alabama. She was born in Tuskegee, Alabama which is a small city near Montgomery. She was born on
February 4, 1913. Growing up in a small city in the South Rosa experienced a great deal of racism. She
had seen terrible things done to Blacks and had seen acts of the members of the KKK, who had burned
down a black school and church. Is anyone familiar with what the KKK is? The teacher will give students
a chance to explain what they know about the KKK. Class, the KKK or the Klu Klux Klan was a group
that extended throughout almost every southern state. It was a group of white southerners that did not
want to blacks to have equal rights and believed in acting out towards them in violent ways. This group
was widely feared. Anyone who wanted change and equality if the KKK was aware of it would do
anything in their power to stop this, sometimes even kill the people. Rosa Parks and her husband
Raymond knew that they, as well as others deserved equal rights and dedicated their lives to fighting for
the cause. Together they joined the NAACP. Rosa Parks wanted to do everything she would to fight for
equality. During the Civil Rights Movement she was ever active and helped lead many groups. When
there was an opportunity to join Freedom Train in Montgomery she quickly joined. The train was suppose
to not be segregated according to the Supreme Court. Rosa Parks lead a group of Black students to the
train. They were able to attend the train ride and were able to wait in the same line as Whites, this was a
very big deal. Some people in Montgomery didnt like this, but Rosa wanted to show that everyone should
be treated the same. She was a strong believer in taking action and wanted to encourage others to do the
same. Rosa Parks was a large activist, and the reason that the Montgomery Bus Boycott began. She
sparked a movement when she broke the law, which was to give up her seat on the bus to a white man.
Rosa Parks refused to give up her seat and stood up for the rights she believed she disserved to have.
Since she refused to give up her seat to a white man when the bus driver asked the police were called to
arrest her for breaking the law.On December 1, 1965 was arrested in Montgomery, Alabama. At this
moment many were upset and could no longer stand by and watch the mistreatment of blacks. In order to
stand up for their rights a boycott was staged. African Americans refused to ride the busses in
Montgomery. Since Rosa Parks stood up for her rights people came together to stand up for their rights
as well. No longer would they stand for segregation. Rosa Parks made such a large impact on the Civil
Rights Movement that many often refer to her as "the first lady of civil rights" and "the mother of the
freedom movement". What do you all think that means? Turn and talk to your neighbor about why you
think Rosa Parks is often times referred to as the first lady of the Civil Rights Movement and the

mother of the freedom movement.The teacher will give the students 5 minutes to discuss their ideas.
While students are talking the teacher will walk around the classroom and listen to the students responses.
Great job class! I heard some really great discussion. The teacher will then show a brief clip from the
Rosa Parks Story. The teacher will then transition into teaching about Fred Shuttlesworth. Fred
Shuttlesworth was a Baptist Minister who was one of the main leaders during the Civil Rights Movement.
Shuttlesworth became the pastor of Birminghams Bethel Baptist Church in 1953. He had many of the
same practices as Dr. Martin Luther King Jr. and worked every closely with him. Fred Shuttlesworth
always believed in equal right but it wasnt until the passing legislation of Brown v. Board of Education
ruling he was inspired to actively participate in the Civil Rights Movement. He would help encourage
peaceful protest. He would speak and organize countless boycotts and protest. Shuttlesworth also cofounded the SCLC (Southern Christian Leadership Conference) which was an organization that
organized and supported minorities rights. Fred Shuttlesworth believed that their should be AfricanAmerican police officers, which would help protect Blacks from unfair treatment. In Alabama the NAACP
was outlawed, which was an organization that helped fight for African-Americans rights. Since it was
outlawed, Fred Shuttlesworth started the Alabama Christian Movement for Human Rights in 1956.
Throughout the Civil Rights Movement, Shuttlesworth, Martin Luther King Jr. and Ralph D. Abernathy
would be referred to as the Big Three. Fred Shuttlesworth would work throughout the South to end
segregation and even risked his life during the process. Fred Shuttlesworth is a very important person to
remember when we think about leaders during the Civil Rights Movement. He started many organizations
that supported African Americans in the South and even worked closely with struggles taking place
Alabama. The teacher will then transition into conversation on influential leaders . We have discussed
some great information about people who made Influential leaders not all are positive. Not all leaders
are good leaders. We are going to talk about two leaders who were influential in negative ways. I
mentioned a man before when discussing The Letter from Birmingham who through Martin Luther King
in jail. Does anyone remember his name? Some of you have been assigned him for your influential
person. The teacher will use adequate wait time before calling on a student. Right! Eugene Bull Connor!
He was Birminghams Commissioner of Public Safety, which means he worked closely with the police in
the city. He was considered to be one of the toughest Commissioners in history. Bull Connor was
responsible for many hate crimes that took place in Birmingham. The teacher will then transition to the
next influential leader George Wallace. George Wallace was also another influential leader, who was for
segregation. Wallace was the governor of Alabama. He was responsible for hate crimes as well. The
teacher will show images from the Letter from Birmingham Jail, and from heinous crimes that Bull
Connor was responsible for as well as George Wallace. The teacher will then transition to the practice
portion of the lesson.
II. Opportunity for Practice:
The students will participate in fishbowl discussion at their tables, where they will draw questions from
the fishbowl and answer the question pulled from a fishbowl that relates to differing perspectives of
influential leaders. This will allow the students to see differing opinions and perspectives that the leaders
during the Civil Rights Movement could have experienced. Boys and girls, I am going to walk around
and place a bowl that has strips of paper inside the bowl at the center of your tables. These strips of
paper in the bowl have a question on them that you and your group will discuss, when your friend draws
a strip of paper from the bowl. The teacher walks around and passes out the bowls to each table. Okay,
every table should have a fishbowl with strips of paper in the bowl. Please do not touch the bowl or strips

of paper till I am finished giving directions. Thank you. So, what I would like for you to do is at your
tables you will each take a turn drawing from the fishbowl once. When you draw your question, you will
read it aloud to your peers and then you will discuss the question, in socratic question format. A socratic
discussion is when you talk about a topic and/or question and play off each other, discussing and
conversing with each other. Does that make sense? Good. You should be thinking about the perspective of
the person you are talking about and relating the conversations to how you think they would have felt and
personally viewed the situation. Does that make sense? Great. I would like to model for you before I let
you begin what I expect. The teacher will model for the students her expectations for them before she lets
them work on the differing perspectives fishbowl discussions. So, I will first pull a strip of paper from the
fishbowl. I will read it aloud to my peers, Bull Conner arrested Martin Luther King Jr. in 1964 for
protesting. Why do you think Bull Connor did this and how can we view this situation from his
perspective? Okay, so now I will think about the question for a minute and then lead the discussion,
once I have gave my opinion, my peers will voice theirs. We will chat about them for a minute or two and
then the next group member will draw from the fish bowl. Does that make sense and do you understand
my expectations? Great! I will have a timer going and I will keep track of the switching between
questions, I will say go and you will draw from the fishbowl and I will give you time to complete then, I
will say switch and the next person will go. Okay? Great! After everyone has gone, we will discuss some
of your conversations as a whole group, so be prepared to share. Ready, set, go! The timer is going. The
teacher walks around and makes sure the students are on task, discussing and conversing about the
differing perspectives they are drawing from the fishbowl. Okay, switch, next group member draw from
the fishbowl. The teacher will give the students some more time to discuss the next question. Okay,
switch, next group member draw from the fishbowl. The teacher will continue this process until every
student in the group has gone and discussed a question. Okay, everyone turn your attention to me please.
Thank you! As I was walking around and listening to your conversations I was impressed with the
perspectives you took for the leaders you were discussing. Can someone please share with the class a
question they pulled and how your group discussed the question? Awesome! Thank you for sharing! I
loved how you discussed Martin Luther King Jr. and you looked at his perspective during his time in the
Birmingham Jail. Class, how do you think Martin Luther King Jr. reacted and felt during his time in jail?
Thank you for sharing. I agree. Im sure he was angry, frustrated, and felt like he wasnt making any
progress towards change. How do you think he overcame these emotions and what do you think inspired
him to continue to fight for change? Yes! He wanted all citizens to have equal rights and have the same
opportunities as their white counterparts. Boys and girls, understanding the perspective of the leaders
that were influential during the Civil Rights Movement helps you and I understand their motives and the
thoughts behind their reasoning for change or not wanting change in some leaders case. Leaders played
a large role in the movement for change during the Civil Rights Movement and it is important that we
understand differing perspectives and how they affected the concept of change. Great job working
together and discussing as a table, lets move on to the assessment. The teacher collects the fishbowls and
questions from the students tables and they move onto the assessment portion of the lesson.
III. Assessment:
Students will complete a 3-2-1 worksheet, based on the information they learned today about the actions
leaders took during the Civil Rights Movement in the hopes for positive change. Once the teacher as
given the students some time to complete the worksheet, she will collect the worksheet to see if the
students have met the learning objective. Boys and girls, I want us now to clear our desk and return

iPads/Chromebooks to their appropriate place and sit quietly for further directions. The teacher has given
the students time to clear their desks and return to their seats. Okay, what I want us to do now is complete
a 3-2-1 worksheet that I will pass out to you in just a moment. The teacher walks around and passess out
the worksheet to each of the students, so that they can read along with the teacher. Please read along with
me as I read the directions to you. You are going to write 3 things learned today, 2 things you want to
learn, and 1 question you have on this sheet in the designated section, which are labeled for you. Does
that make sense? Good. Please work on this quietly and alone. This is to be done individually because I
want to see what you know about the topic from todays lesson. Sound good? Okay, go ahead and begin. I
will be circulating the room as you work on this. The teacher walks around the classroom and makes sure
the students are one task and following the directions. The teacher gives the students time to complete the
3-2-1 sheet before she brings their attention back to her. Okay, now that everyone has completed the 3-2-1
worksheet I want you to turn that in the blue basket and sit quietly back at your seat. Students walk
quickly and quietly and turn their worksheet into the blue basket. Boys and girls, thank you so much for
doing that so quickly and quietly. You are awesome, I cant wait to see what you learned today. The
teacher moves into the closure of the lesson.
IV. Closure:
Boys and girls, I would like for us to quickly review the information we learned today about leaders
during the Civil Rights Movement. The teacher will review the information from the lesson about
influential leaders during the Civil Rights Movement. Can someone please share something they learned
today about the impact one of the leaders we discussed had on change during the Civil Rights
Movement? Correct, many influential leaders wanted change so that African Americans could have equal
rights. Can someone specifically tell the class about an action one of the leaders we discussed today did
to make change for the difficult circumstances African Americans faced? Awesome! Rosa Parks on
December 1, 1965 was arrested in Montgomery, Alabama for not giving up her seat to a white male. How
did this event spark change? Great! It sparked change because this led to the Montgomery bus boycott,
which in-turn led to buses and all forms of public transportation being desegregated. Can someone tell
me about an influential leader who did not want change? Maybe why they didnt want change? Thank
you for sharing. Yes, leaders such as George Wallace did not want change because they believed African
Americans should be separated from whites and should not be given the same opportunities. You see boys
and girls, not all leaders are positive influencers, but they are still considered influential because they
had an effect on some people in the state of Alabama and the United States whether good or bad. Leaders
during this time varied on their opinions about Civil Rights and these leaders played a large role in the
change whether positive or negative during the Civil Rights Movement. Leaders such as Martin Luther
King Jr., Rosa Parks, and Fred Shuttlesworth wanted change for the African American people and they
used their words and non-violent actions to demonstrate the change they desired from our government
and other differing citizens. Are there any more questions before we wrap up this lesson? Okay good. The
teacher will remind the students of their at-home assignment journal entry. Boys and girls, before we
close I want to remind you that I will be looking at your journal entries next class on our class website.
Remember, the journal entries are based on the influential leader you were assigned already and the
entry will be focused around the concept discussed today in class. Make sure your post your response to
the question by next class because you are going to need to be able to discuss with your peers. The two
options for the journal entry post tonight are:

Write a response in the perspective of your influential person based on their ideas of segregation in either
schools or public transportation.
Write a response in the perspective of your influential person how you believe they responded to a
particular event that they experienced.
Does that make sense? Do we understand? Okay, great. You all did an excellent job today and Im so
proud of the hard work I am seeing inside and outside the classroom, keep it up! The teacher ends the
lesson and the students move onto the next area of study.
Materials and Resources:
Powerpoint Presentation
Notetaking Guide
Video for Teaching
https://www.youtube.com/watch?v=plo-gRBTBBI
Ipads/Chromebooks
3-2-1 Worksheet
Notecard with Influential Leader Name
Table Questions
Fishbowl with Questions
Civil Rights Video to Begin the Lesson (Stop at 6 minutes)
https://www.youtube.com/watch?v=hCxE6i_SzoQ
Video Clip for Martin Luther King Jr.
https://www.youtube.com/watch?v=3vDWWy4CMhE
Video Clip for Rosa Parks
https://www.youtube.com/watch?v=FPvwKP8G4sA
https://www.youtube.com/watch?v=BfLU3pJkrfY
Video Clip for Fred Shuttlesworth
https://www.youtube.com/watch?v=V50WNgqjDhI
Video Clip for Bull Connor
https://www.youtube.com/watch?v=-0lD37bq8YI
Video Clip for George Wallace
https://www.youtube.com/watch?v=pGQvKiJi4Jw
Differentiation Strategies (including plans for individual learners):
Extension-The teacher will provide a choice board where the student can complete an activity from the
choice board that relates to the Civil Rights Movement.
Reteaching- The teacher will provide the student(s) with a notetaking guide, which have some completed
sections done. This will help the student complete the practice/assessment because they will have the
answers they need to complete the assignment.

Samford University
Design for Learning