ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Sara McElroy U.S. History/Civil Rights Movement 5 th Grade The Civil Rights Movement

ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: Students will be able to identify key figures of the U.S. civil rights movement. Students will be able to explain the causes and effects of major events from the civil rights movement Objectives: Content/Knowledge: Students will analyze and apply knowledge learned throughout the lesson to create a final project based on what they’ve learned. Process/Skills: Students will be able to research materials on their own and share the material with others in the class. Values/Dispositions: Students will be aware of the sensitive nature of some of the material in the lesson. They will discuss with their peers about the material and work together to organize their opinions.

ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: The civil rights movement in the United States is a key event in our history. The events that took place during the movement have had great effects on our country and the people in it. The events made great strides in race relations in the country and how the citizens view one another. Standards: State – Illinois Common Core or Learning Standards 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. 16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States. National – NCSS Themes Culture Time, Continuity, and Change People, Places, and Environments Individuals, Groups, and Institutions Civic Ideals and Practices

Logical/Mathematical

Logical/Mathematical Activity Students will work in small groups to analyze the information from a timeline. The students will be asked to pick out three events that they believe are the most significant to the period and explain why. At the end of the class period, the student’s will share the events they chose and why and compare with other groups. Resources Timeline (Link to Timeline)Link to Timeline

Verbal/Linguistic

Verbal/Linguistic Activity The students will each write a poem based on an individual or event they research pertaining to the Civil Rights Movement. The student will then share their poem with the class. Resources Online resources for research

Musical/Rhythmic

Musical/Rhythmic Activity The students will explore the Library of Congress website and discover clips or lyrics from songs that were sung during freedom marches during the Civil Rights Movement. The students will analyze the lyrics and share them with their peers. Resources Access to

Visual/Spatial

Visual/Spatial Activity The teacher will show the students the interactive map of the Civil Rights Movement (Link). The students will then have the opportunity to interact with the map and explore the events further through the information provided on the website.Link Resources Projector or SmartBoard Internet Access/Computers

Body/Kinesthetic

Body/Kinesthetic Activity The teacher will explain that many of the injustices leading up to the Civil Rights Movement had to do with people being treated unfairly. The students will be given different role playing scenarios for them to act out different situations in which students are treated unfairly. The class will discuss what is unfair and how it can be remedied. Resources Role playing scenarios

Interpersonal

Interpersonal Activity The teacher will show the students a clip of MLK’s “I Have a Dream” speech. The students will then write down some of the emotions they think the people at the speech had and how the student themselves felt watching the clip. The students will then share with their small groups some of their emotions. Resources Internet access SmartBoard or projector

Intrapersonal

Intrapersonal Activity At the end of the unit on the Civil Rights Movement, the students will be asked to reflect on what they have learned. They will write in their journals about how the events of the Civil Rights effected them and how this will change the way they view the world. Resources Learning Journal

Naturalistic

Naturalistic Activity The students will look at the difference in photographs of schools or neighborhoods that were considered “white” and those that were considered “colored.” The students will be able to compare and contrast this information using a graphic organizer. Resources Photographs of schools and neighborhoods from the 1950s and 1960s

ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: Visual Learning, Assessment, and Online Resources: Visual Learning: NOTE: Be sure to include one image that is germane to the focus of your lesson on each of the 8 lesson activity PowerPoint slides. Assessment: 1. A rubric will be used to assess the student’s learning throughout the unit. The student’s will be graded on their participation, quality of the work they turn in, and creativity of their responses during class time. Online Resources: