Objectives (5 - 7 minutes)

During this initial stage, the teacher should aim to:

1. Introduce the topic of the Civil Rights Movement, emphasizing its importance in American history and its impact on the country's social and legal systems.
2. Highlight the key figures and events of the movement, including Martin Luther King Jr., Rosa Parks, the Montgomery Bus Boycott, and the Selma Voting Rights Movement.
3. Outline the goals of the Civil Rights Movement, such as ending segregation, promoting equal rights, and combating racial discrimination.

Secondary objectives include:

1. Encouraging students to think critically about the causes and effects of the Civil Rights Movement.
2. Fostering a respectful and inclusive classroom environment by addressing potentially sensitive topics with care and openness.
3. Promoting active engagement and participation in the lesson through hands-on activities and group work.

Introduction (10 - 15 minutes)

During this stage, the teacher should aim to:

1. Remind students of the historical context of the United States in the mid-20th century, emphasizing the prevalence of racial discrimination and the Jim Crow laws that enforced segregation. This can be done by reviewing previous lessons or by presenting a brief overview of the topic (3 - 5 minutes).

2. Present two problem situations related to the Civil Rights Movement to stimulate students' interest and critical thinking. For example, the teacher might ask:

   • "How would you feel if you were denied the right to sit wherever you wanted on a bus, or to vote, simply because of the color of your skin?"
   • "Can you imagine a world where you are judged by the color of your skin rather than the content of your character, as Martin Luther King Jr. famously stated?" (3 - 5 minutes).

3. Contextualize the relevance of the Civil Rights Movement by discussing its ongoing impact on American society. For instance, the teacher might explain that many of the rights and freedoms enjoyed today, such as the desegregation of schools and the Voting Rights Act, were directly influenced by this movement. Additionally, the teacher could mention that while significant progress has been made, racial inequality and discrimination still exist, underscoring the importance of understanding and learning from history (3 - 5 minutes).

The teacher should wrap up the introduction by stating that today's lesson will delve deeper into the Civil Rights Movement, exploring its key figures, events, and its impact on American society.

Development (20 - 25 minutes)

During the development stage, the teacher should facilitate hands-on activities that allow students to explore the Civil Rights Movement more deeply. These activities should be interactive, engaging, and encourage students to think critically about the movement.

1. Activity One: Civil Rights Timeline (10 - 12 minutes)

   • The teacher will divide the class into small groups and distribute a set of key events, figures, and dates related to the Civil Rights Movement to each group.

   • The teacher will also provide a large sheet of paper and colored markers to each group.

   • The groups will work together to create a physical timeline of the Civil Rights Movement using the provided materials. They should place the key events, figures, and dates in chronological order on their timeline and use the markers to add illustrations or symbols that represent the events.

   • Once the timelines are completed, each group will present their timeline to the class, explaining the significance of the events, figures, and dates they included.

2. Activity Two: Hero or Villain Debate (10 - 12 minutes)

   • The teacher will divide the class into two large groups. One group will be assigned to 'defend' the Civil Rights Movement and its key figures, and the other group will be assigned to 'criticize' the movement and its key figures.

   • Each group will be given time to research their assigned position, using provided resources such as short biographies of the key figures and articles about important events.

   • After the research period, the groups will take turns presenting their arguments, defending or criticizing the Civil Rights Movement and its key figures. The goal of the debate is not to 'win' but to encourage students to think critically about complex historical events and figures.

3. Activity Three: Civil Rights Museum (10 - 12 minutes)

   • The teacher will ask each group to create a miniature 'civil rights museum' using materials provided (such as shoeboxes, colored paper, photographs, and printouts of key events and figures).

   • The museum should include several 'exhibits' representing different aspects of the Civil Rights Movement. These can be visual representations, short descriptions, or even small dioramas.

   • After each group has finished creating their museum, they will present it to the class, explaining why they chose to represent the events and figures that they did. The teacher should encourage students to ask questions and provide feedback to their peers.

4. Activity Four: Song or Poem Performance (optional extension, 10 - 12 minutes)

   • The teacher can provide an additional activity for students who finish early or as an extension activity for those who enjoy creative tasks. Each group will write and perform a short song or poem about the Civil Rights Movement. The song or poem should capture the key events and figures and the spirit of the movement.

The teacher should circulate the room during the activities, monitoring group work, answering questions, and providing guidance as needed. At the end of the development stage, the teacher should ensure that each group has shared their work with the class, fostering a sense of shared learning and accomplishment.

Feedback (8 - 10 minutes)

During this final stage, the teacher should:

1. Facilitate a whole-class discussion about the hands-on activities. This discussion should focus on the insights gained, the connections made between the activities and the theory, and the conclusions drawn about the Civil Rights Movement. The teacher should ensure that all students have the opportunity to share their thoughts and learning experiences (3 - 4 minutes).

2. Encourage students to reflect on their individual learning. The teacher can ask the students to take a moment to think silently about the most important concept they learned during the lesson, a question they still have, and how they can apply what they learned to their daily lives. This reflection time can be followed by a few volunteers sharing their thoughts with the class (2 - 3 minutes).

3. Assess the effectiveness of the lesson by asking for student feedback. The teacher can pose questions such as:

   • "What was the most engaging activity for you and why?"
   • "Which questions about the Civil Rights Movement were not answered in today's lesson?"
   • "What would you like to learn more about in future lessons?"
   • "How can we apply the lessons from the Civil Rights Movement to promote equality and combat discrimination in our own lives?" (2 - 3 minutes).

4. Provide clarification and additional information as needed. Based on the feedback received and the teacher's observations during the lesson, the teacher can address any misunderstandings, fill in any gaps in knowledge, and provide more information on any topics that students have expressed interest in. This could be done during the current class or in subsequent classes, depending on the depth of the questions and the time available.

5. Conclude the lesson by summarizing the key points and reminding students of the importance of the Civil Rights Movement in shaping modern America. The teacher should thank the students for their active participation and encourage them to continue exploring the topic on their own.

Conclusion (5 - 7 minutes)

During this final stage of the lesson, the teacher should:

1. Summarize the main contents of the lesson, highlighting the key events, figures, and goals of the Civil Rights Movement. The teacher should also recap the hands-on activities conducted during the lesson, emphasizing the insights gained and the connections made between theory and practice (2 - 3 minutes).

2. Explain how the lesson connected theory, practice, and applications. The teacher should point out how the hands-on activities, such as creating timelines, engaging in a debate, and designing a civil rights museum, helped students to better understand and appreciate the complexities of the Civil Rights Movement. The teacher should also highlight how the lesson's content is applicable not only to understanding American history but also to recognizing the ongoing struggle for equality and justice in society today (1 - 2 minutes).

3. Suggest additional materials for students to further explore the topic. These could include books, documentaries, websites, or museum exhibits about the Civil Rights Movement. The teacher could also recommend related topics for students interested in expanding their knowledge, such as the history of other social justice movements, the concept of civil disobedience, or the role of nonviolent protest in effecting change (1 minute).

4. Conclude the lesson by emphasizing the importance of the Civil Rights Movement in shaping American society and the ongoing fight for equality and justice. The teacher should encourage students to reflect on the lessons learned from this historical period and consider how they can apply these teachings to their own lives, promoting tolerance, respect, and fairness in all their interactions (1 - 2 minutes).