West Virginia State Museum Lesson Plan
Basic Information
Lesson Title: How does it feel? (Why is the Civil Rights Movement so important?)
Annmarie L. Foley
Author(s):
Art, Social Studies, Reading
Content
Cross Curricular
Subject(s):
Area(s):
The class is a segregated society. One
Synopsis:
Background Civil Rights have always been at
group gets more space, the best supplies
the forefront of importance in
& Student
and equipment, as well as making all the
West Virginia history. The Civil
Relevance
decisions for the entire class. The other
Rights movement of the 1960s
group must work with less space, fewer
got its start from sit-ins in soda
supplies, and no input in the decision
shops throughout the state.
making process.
Grade
Level(s):
WVCSO’s:
5th Grade
Museum
Showpath:
Correlation: Change and Tradition
Discovery Room 21
Standards
SS.5.5.21
identify significant leaders in the Civil Rights Movement (e.g., John Fitzgerald
Kennedy, Martin Luther King, Jr., Rosa Parks, Lyndon Johnson, Susan B. Anthony).
RLA.5.1.1
identify defining characteristics, build background knowledge and develop
reading skills to understand a variety of literary passages and texts by West Virginia, national
and international authors (e.g., fiction; nonfiction; myth; poems; fantasies; biographies;
autobiographies; science fiction; tall tales; supernatural tales).
RLA.5.1.5
use comprehension skills (e.g., draw conclusions; predict; use context clues;
summarize).
RLA.5.1.8
make text connections to self, to other text and to the world.
VA.5.1.1
select and use media, techniques, and processes to communicate a personal
experience or an idea, e.g., drawing, painting, printing, crafts, sculpture, technology.
21st Century
Skills:
21C.O.5-8.2.LS.1
Student engages in a critical thinking process that supports synthesis and
conducts evaluations by applying comprehensive criteria.
21C.O.5-8.3.LS.1
Student manages emotions and behaviors, engages in collaborative work
assignments requiring compromise, and demonstrates flexibility by assuming different roles
and responsibilities within various team structures.
21C.O.5-8.3.LS.4
Student demonstrates ethical behavior and works responsibly and
collaboratively with others, in academic and social contexts, to accomplish both individual and
team goals related to improved academic, extracurricular and co-curricular performances.
Implementation Plan
Essential Question: What happens when belief systems of groups or individuals come into conflict?
Before visiting the museum, divide the class into two groups with one group having an obviously smaller
number. Pass out art supplies to the students, giving the smaller group fewer supplies and choices. (i.e., one
pair of scissors for group, can only choose between two colors of construction paper, etc.). Give the larger or
majority group more supplies and choices (i.e., scissors for everyone in group, multiple choices of color for
construction paper). Tell the students to create a portrait of their family. They will be sharing their portrait
with the class. The teacher will only answer questions and help the students in the majority group. The
teacher will also deny any extra supplies for the minority group. The minority group will in no way be in
contact with the majority group during the project.
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West Virginia State Museum Lesson Plan
After the students are finished with their portraits, have a class discussion. Ask the students in the majority
group if they felt bad because they received better supplies and treatment, knowing that the students in the
minority group were denied basic necessities for their project. Then, ask the minority group if it was hard to
work with unequal conditions. How did they feel knowing that supplies were available but denied to them?
During the visit to the museum, the students will visit Discovery Room 21, displaying artifacts such as voting
booths from the 1960 presidential elections and they will view a replica of a soda shop where sit-ins were held
in an attempt to end segregation.
After visiting the museum, have a class discussion about the perceived unfairness between blacks and whites.
Ask the students if they have ever been treated unfairly because they were perceived as different. Explain that
during our history many people were treated unfairly due to the color of their skin. Give examples, i.e.,
separate water fountains, sitting at the back of the bus, not allowed to vote, etc. Before visiting the museum
read the story about the star bellied Sneetches, located in the Dr. Seuss book "The Sneetches and Other
Stories". Also read "If A Bus Could Talk: The story of Rosa Parks" by Faith Ringgold. These stories will give
the students a better understanding of the discrimination faced by the African American community.
The student can then write in a journal about what it would be like to be treated unfairly, or to get preferential
treatment, due to another's particular prejudice. Have them include comments about how courageous some
men and women were to take a stand against prejudice. Students can report back to the class on their
reflections, if they desire.
Product Description
Family Portrait
Material’s List
Construction paper, glue, scissors, crayons, and markers.
Assessment
The students will be assessed according to participation. This may be in the form of a checklist or a rubric
depending upon what the teacher wants to evaluate in this lesson. A sample rubric is attached.
Technology Integration
Extension Activity: Students will use the internet to research an important figure within the Civil Rights
movement and give a brief report. Some suggested websites are:
http://www.ecsu.ctstateeu.edu/depts/edu/textbooks/civilrights.html,
http://en.wikipedia.org/wiki/American_Civil_Rights_Movement,
http://www.africanaonline.com/civil_rights.htm
Additional Notes
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West Virginia State Museum Lesson Plan
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West Virginia State Museum Lesson Plan
Collaborative Work Skills : Civil Rights Project
Teacher Name: _________________________________________
Student Name:
________________________________________
4
3
2
1
Contributions
Routinely provides
useful ideas when
participating in the
group and in
classroom discussion.
A definite leader who
contributes a lot of
effort.
Usually provides useful
ideas when participating
in the group and in
classroom discussion. A
strong group member
who tries hard!
Sometimes provides useful
ideas when participating in
the group and in classroom
discussion. A satisfactory
group member who does
what is required.
Rarely provides useful ideas
when participating in the
group and in classroom
discussion. May refuse to
participate.
Focus on the
task
Consistently stays
focused on the task
and what needs to be
done. Very selfdirected.
Focuses on the task and
what needs to be done
most of the time. Other
group members can
count on this person.
Focuses on the task and
what needs to be done
some of the time. Other
group members must
sometimes nag, prod, and
remind to keep this person
on-task.
Rarely focuses on the task
and what needs to be done.
Lets others do the work.
Refines solutions
suggested by others.
Does not suggest or refine
solutions, but is willing to try
out solutions suggested by
others.
Does not try to solve
problems or help others solve
problems. Lets others do the
work.
CATEGORY
Problem-solving Actively looks for and
suggests solutions to
problems.
Working with
Others
Almost always listens
to, shares with, and
supports the efforts of
others. Tries to keep
people working well
together.
Usually listens to, shares,
with, and supports the
efforts of others. Does
not cause "waves" in the
group.
Often listens to, shares
with, and supports the
efforts of others, but
sometimes is not a good
team member.
Rarely listens to, shares with,
and supports the efforts of
others. Often is not a good
team player.
Attitude
Never is publicly
critical of the project or
the work of others.
Always has a positive
attitude about the
task(s).
Rarely is publicly critical
of the project or the work
of others. Often has a
positive attitude about the
task(s).
Occasionally is publicly
critical of the project or the
work of other members of
the group. Usually has a
positive attitude about the
task(s).
Often is publicly critical of the
project or the work of other
members of the group. Often
has a negative attitude about
the task(s).
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