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Civil Rights: Introductory Grabber

Persistent Issue:
When are citizens justified in resisting governmental authority?
Central Question:
What strategies should civil rights participants use to achieve a more just, equal society in 1968?
Topic:
Civil Rights
Course:
U.S. History
Strategy:
Grabber
Grade Level:
11
Lessons in this unit:
  1. Civil Rights: Introductory Grabber
  2. Civil Rights: Intensive Document Analysis
  3. Black Power: Structured Academic Controversy
  4. Civil Rights: Presentation Preparation
  5. Civil Rights: Presentation and Deliberation

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Click here to download a chart detailing the standards addressed in this lesson as identified by the National Council for the Social Studies (NCSS), the National History Standards, and the Alabama Course of Study.

Lesson Video
Teacher Reflection

1.
Clip 1: Lesson Description

Mr. Callahan provides a description of the lesson he will be teaching. He discusses the topic of the lesson and the overall goals of the lesson.

Reflection: Mr. Callahan provides a overview of what occurred during the lesson.
Lesson Video
Teacher Reflection

2.
Clip 2: Students and Setting

Mr. Callahan provides a description of the students participating in the lesson, and unique aspects of the classroom and/or school.

Reflection: Mr. Callahan discusses the types of scaffolding support he provided to students throughout the lesson.
Lesson Video
Teacher Reflection

3.
Clip 3: Curricular Context

Mr. Callahan discusses how this particular lesson fits within his overall curriculum.

Reflection: Mr. Callahan describes how he assessed student achievement during lesson activities.
Lesson Video
Teacher Reflection

4.
Clip 4: Standards Addressed

Mr. Callahan provides a description of the state and national standards addressed by this lesson.

Reflection: Mr. Callahan provides advice and suggestions for other teachers who would like to implement this type of lesson with their students.
Lesson Video
Teacher Reflection

5.
Clip 5: Unique Aspects of Lesson

Mr. Callahan discusses some of the segments of this lesson that he believes will be most interesting to viewers. He also discusses aspects of the lesson that he is particularly excited about.

Reflection: Mr. Callahan discusses modifications he would make to this lesson prior to delivering it again.
Lesson Video
Teacher Reflection

6.
Clip 6: Challenges in Planning Lesson

Mr. Callahan discusses challenges faced in designing and implementing this type of lesson.

Reflection: Mr. Callahan discusses any adaptations he may need to make to the lesson to assist students with special needs who may be in his class
Lesson Video
Teacher Reflection

7.
Clip 7: Evidence of Effectiveness

Mr. Callahan discusses why he believes the approach exemplified in this lesson is effective with students.

Reflection: Mr. Callahan discusses the next set of activities planned for his students.
Lesson Video
Teacher Reflection

8.
Clip 8: Preparation Necessary for Lesson

Mr. Callahan describes any equipment, materials, or preparation needed to implement this lesson. He also discusses prerequisite knowledge and/or skills needed by students in order for them to be successful with the lesson activities.

Reflection: Mr. Callahan introduces the central question that will be the focus of the Civil Rights unit.
Lesson Video

9.
Clip 9: Assessing Student Achievement

Mr. Callahan discusses his plans for assessing student achievement during the lesson.

Mr. Cory Callahan

Cory Callahan currently teaches U.S., World, and Modern European History at Auburn High School in Auburn, Alabama. He assumed this position in the spring of 2002 after spending four years as a classroom teacher in LaGrange, Georgia. Cory sponsors the Government, Multicultural, and Scholar Bowl clubs as well as serving as the vertical team leader for grades 7-12 social studies. Cory is married and the father of two young sons.

Cory has studied under and collaborated with Dr. John Saye and Dr. Tom Brush on PIH projects for nearly ten years. He also serves as a supervising teacher for practicing and pre-service teachers.

LaGrange High School

LaGrange High School has a population of approximately 1000 students in grades 9-12. It is one of three high schools in the city where many of it’s citizens are either industrial workers at a local mill or are associated with the city’s 4-year private college. This unit was taught wihtin a remedial social studies class where virtually all of the student had not yet passed the Georgia High School Graduation Exam and, additionally, had very little success academically. LaGrange High School incorporated a block schedule, thus the class met for 94 minutes every day for one semester. The diverse students ranged in traditional ability levels and academic motivation.

Teacher Pre Interview

Lesson Video

1.
Clip 1: Beginning of Discussion – Student Rights

Mr. Callahan begins the discussion by asking students if everyone in America has the same rights.
Lesson Video

2.
Clip 2: Continuing Discussion

Mr. Callahan continues the introductory discussion by asking students if there are certain rights that they do not have.
Lesson Video

3.
Clip 3: Discussion – Changing the Curfew Law

Mr. Callahan asks students to brainstorm ideas for changing the local curfew law.
Lesson Video

4.
Clip 4: Discussing the Boycott Strategy

Mr. Callahan asks students to desibe what they mean by "boycott," to provide specific examples, and to discuss how a boycott may help change the curfew law.
Lesson Video

5.
Clip 5: Discussion – Categorizing Student Brainstorm

Mr. Callahan assists students in synthesizing the list of potential change strategies they have brainstormed by grouping them into categories based on their similarities.
Lesson Video

6.
Clip 6: Discussion – Naming Categories

After students have grouped strategies into three distinct categories, Mr. Callahan asks them to generate names for each of the categories.
Lesson Video

7.
Clip 7: Introducing the Unit

Mr. Callahan transitions from the introductory discussion to a description of the Civil Rights unit they will be studying. He discusses the relevance of their brainstorm activity to the Civil Rights unit.
Lesson Video

8.
Clip 8: Introducing the Central Question

Mr. Callahan introduces the central question that will be the focus of the Civil Rights unit.

Teacher Post Interview

Lesson Video

1.
Clip 1: Beginning of Discussion

Mr. Callahan reflects on how he attempts to engage the students in a meaningful discussion in order to peak their interest for this unit.
Lesson Video

2.
Clip 2: Continuing Discussion – Individual Rights

Mr. Callahan reflects on how he would like students to have ownership of the unit by expressing their ideas on what privileges they want to have without sidetracking from the main issue.
Lesson Video

3.
Clip 3: Changing the Curfew Law

Mr. Callahan reflects on how the discussion progresses from communicating different privileges the students would like to have to focusing on only one and what can they do about it.
Lesson Video

4.
Clip 4: Discussing the Boycott Strategy Reflection

Mr. Callahan reflects on how he is prepared to use strategies to guide the discussion.
Lesson Video

5.
Clip 5: Categorizing Student Brainstorm

Mr. Callahan reflects on how he participates less in the discussion as students organize their thoughts and challenge their own thinking.
Lesson Video

6.
Clip 6: Naming Categories

Mr. Callahan reflects on how this point of the discussion is crucial in transitioning to the decision point unit they are about to start.
Lesson Video

7.
Clip 7: Introducing the Unit Reflection

Mr. Callahan reflects on how the introductory discussion leveraged experiences from his students' lives in order to demonstrate the relevance of the Civil Rights unit they will be studying.
Lesson Video

8.
Clip 8: Introducing the Central Question Reflection

Mr. Callahan reflects on how he sets the framework for this unit so that students will understand the goals and tasks involved.