Civil Rights Vocabulary Set #1 Lesson

Standard:
HS. 6 Students will analyze ideas critical to the understanding of history,
including, but not limited to: NAACP, Brown v. Board, Rosa Parks, Montgomery
Bus Boycott, Integration, and The Little Rock Nine.
9-10.RH.4: Determine the meaning of words and phrases as they are used in the
text, including vocabulary describing political, social, or economic aspects of
history/social science.
Objective:
Students will be able to identify the major components of vocabulary terms from
their textbooks as measured by the creation of a poster that details the definition
and provides a picture.
Materials:
America textbooks, student spiral notebooks, list of vocabulary terms, white
paper, colored pencils (or other drawing tools).
Timing: (51 minutes)
Warm-Up: 5 minutes
Introduction/Directions: 5 minutes
Vocabulary Exercise: 20 minutes
Sharing/Copying Terms: 15-20 minutes
Wrap-Up/Clean-Up: 3 minutes
Directions:
When students walk in the door, on the projector: You need: A Red America
book, your spiral notebook
For Warm-Up: Open to your free-write section, and please answer the question
in complete sentences.
For Vocabulary Activity: Students will create a poster that provides a definition for
their assigned term. It should include the definition, importance of the concept to
the time period, and a picture that illustrates the vocabulary word. Vocabulary
posters will be shared on the projector. In their vocabulary section, students will
copy the terms that they were not assigned into their notebooks.
Pack Up: The second student in each row needs to collect the books from
everyone in their row and return them to their spot, stacking them neatly in 4
piles of 10. They should pass any remaining colored pencils to the front to be
collected by the teacher.
Visuals:
PowerPoint presentation for warm-up/directions, vocabulary graphic in the
students notebooks

Warm-Up:
Question on the Projector: What does the term civil rights mean to you? Provide
an example.
Students must respond to the question in a complete sentence. Stamp
completed answers.
Lesson:
1. Direct students to open their notebooks to their free-write section in their
notebook when the bell rings. Show the days warm-up question on the projector,
emphasize complete sentences. Briefly discuss the students answers/possible
answers.
2. Explain the assignment for the day. Define what is expected of each poster.
Explain that they will be shared on the document camera at the end of the given
time period, so students should stay on task, and write neatly.
3. Go over which vocabulary words are included in this units list. If appropriate
for the group, provide them with guiding page numbers.
4. Display the students assigned vocabulary terms, allow them to begin working.
Time them through the activity with brief reminders of how much time they have
left to complete their posters.
5. As students finish their assignment, collect their posters and sort them
according to term. When the time is up, collect posters and instruct students on
how to format their pages in their vocabulary section while the teacher completes
the sorting process.
6. Show students posters on the document camera, helping them come up with
a definition and statement of importance to write down. Show some of the best
examples of definition/pictures. Students should be writing the definitions for the
words in their notebooks.
7. Wrap up for the day by reviewing vocabulary terms while the 2nd person in
each row returns the books.
Wrap-Up:
Review vocabulary terms with students, stamp completed lists. Have the 2nd
person in each row collect and stack the books neatly.
Modifications:
Students who need modifications could have a modified vocabulary list printed
out for them that they can cut out and glue into their notebooks, where they either
add extra notes to or not, depending on their needs and ability. Students needing
extra language support could receive additional direction about where to find
words and can receive vocabulary support from the teacher. Differentiation is
built into the lesson as long as the teacher assigns students particular words, as
more challenging terms can be assigned to the appropriate students, while
students who need more concrete terms can be given words that are better
suited to their level.

Behavior Issues:
No serious behavior issues in this class. Chatty students might need to be
reminded to stay on task during their work time.
Students may listen to headphones while creating posters as long as they are
polite/quiet.
Transitions:
- Beginning of class: (while switching slide to question) Everyone needs to open
to their free-write sections in their notebooks and respond to the question. (While
the students respond, set up model notebook so it is ready to go on the
document cam). Ask the students for their answers, have some acceptable ones
ready to add to what they have if necessary.
- Intro to vocab: Today we are going to be working on our new vocabulary terms.
We are going to create vocabulary posters (model using your own example, ask
students what elements you included in your poster). I have assigned each of
you a vocabulary word, so you will use your books to help you find the
definitions. Remember that not all words are in bold, but they are in order. Go
ahead and get to work. (Pull up the screen, turn off projector so students can see
the words that are not in bold that are written underneath.)
- Intro to sharing vocabulary: So now that everyone has completed their posters,
we will be using your posters to help us create a complete list of vocab. That
way, everyone gets the right definitions for all of the words, but only had to work
on one specific word by themselves. (Walk students through how to set up their
notebooks. Share their posters, coach students on what to write. Pace students
appropriately through writing the definitions.)
- End of the period: Because we always pick on our first person in the row, today
were going to ask the 2nd person in each row to pick up the books and return
them to their neat stacks of 10.
Assessment:
The posters created by students will serve as their assessment.

3/8/15&

Today&You&Need&

Warm=Up&QuesAon&

&

Spiral&Notebook&
Red&America&textbook&

What&does&the&term&civil&rights&mean&to&you?&
Provide&an&example.&

DirecAons&
Create&a&poster&to&explain&your&term.&&
&&&&Your&poster&needs:&
Vocabulary&term&
DeniAon&
Importance&
Picture&(in&color)&

1&