Grade Level: 9-10
Standard (Subject): Language Arts
Topic/Strand: Reading for Informational Text
Standard Statement/Content Statement: 9. Analyze seminal U.S. documents of historical and
literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s
Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address
related themes and concepts.
Grade Level: 9-10
Standard (Subject): Language Arts
Topic/Strand: Reading for Literacy in History/Social Studies
Standard Statement/Content Statement: 2. Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of how key events or ideas develop
over the course of the text.
Grade Level: 9-10
Standard (Subject): Language Arts
Topic/Strand: Writing
Standard Statement/Content Statement: 6. Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and dynamically.
Grade Level: 9
Standard (Subject): Technology
Topic/Strand: Technology and Communication Applications
Standard Statement/Content Statement: 1. Demonstrate communication clarity and use
elements and formats of email to communicate with others (e.g., discussion lists, message
boards, chat, instant messaging).
Grade Level: High School
Standard (Subject): Social Studies
Topic/Strand: American History
Standard Statement/Content Statement: 28. Following World War II, the United States
experienced a struggle for racial and gender equality and the extension of civil rights.
Grade Level: High School
Standard(Subject): Language Arts
Topic/Strand: Writing: Processes and Concepts
Standard Statement/Content Statement: 4.4.9 Use a computer to draft, revise, and publish
writing, demonstrating basic keyboarding skills and familiarity with common computer
terminology.
Civil Rights Wikispace
Knowledge of Content:
 The teacher should have prior knowledge on the civil rights vocabulary as
well as the civil rights movement.
 Teacher should have prior knowledge on MLK JR’s “I Have a Dream” Speech
as well as “Letter from Birmingham Jail”
 Teacher will have read news articles from Eleanor Roosevelt
 Teacher will have read Interview with Walter White
 Teacher will have read articles on Brown vs. Board of Education
 Teacher will have knowledge of use and capabilities of Wikispaces
Lesson Objectives:
 Students will be able to analyze U.S. documents in a Wikispace and explain
how they relate to the themes and concepts of the Civil Rights movement.
 Students will be able to summarize the key events in the documents and
explain how they develop through the course of the text.
 Students will be able to demonstrate use of the Wikispace to communicate
through an electronic format with other students.
 Students will be able to use technology to produce, publish, and update
shared writing projects through linking to other’s writing products.
Materials/Resources:
 http://www.youtube.com/watch?v=c4IolhhYNg4 – Civil Rights video
 Wikispace at www.civilrightsuu.wikispaces.com
 http://www.youtube.com/watch?v=gdTpU5WZHHM – MLK JR’s I have a
Dream speech
The items below
can be students
specific or level
specific
Intensive
Modification
Some Scaffolds
Least
Accommodation
PreAssessment
 Work samplewith  list,
rubric or notes
 Captioned
photo(s)
 Observation
w/notes
 Video tape –
with
documentation
 Audio tape –
with
documentation
 Test/Quiz
  list
 Rubric
 Other
Differentiate
d Materials/
Technology
(List All)

Quiz with picture
supports
 Students analyze
MLK’s speech and
pick between two
pictures.
 Students pick
which article
interests them the
most and copies
article name into
comment space
with partner.
Graded with a
checklist.

Leveled reading
material
 Large screen
computers
 Picture cues
 Video on MLK
Speech and civil
rights.


Instructiona
l Strategies/
Learning
Styles

PostAssessment





(Same options
as above)

Written quiz with
two answer
options.
 Exit slip graded
with checklist.
 Students pick
which article
interests them the
most and writes
two sentences on
why into comment
space with partner.
Graded with a
checklist.
Written quiz.
Exit slip graded
with checklist.
 Students pick
which article
interests them the
most and writes a
paragraph on why
and inputs into
comment space
with partner.
Graded with a
checklist.


Highlighted reading  Text
material with
 Computers
audio.
 Video on MLK
 Computers
Speech and civil
 Video on MLK
rights.
Speech and civil
rights.
Demonstration
with slideshow
Small group
Modeling
Video
Individual

Students will
checkmark
someone else’s
comment about
favorite article
with partner.
Graded with
observation and
notes.
Sequence of
pictures graded
off a rubric.






Demonstration
with slideshow
Small group
Modeling
Video
Individual

Students will
leave one
comment on
one other
student’s
comment about
favorite article
with partner.
Graded with
observation and
notes.
Bulleted list
graded with






Demonstration
with slideshow
Small group
Modeling
Video
Individual
Students will
leave one
comment on
one other
student’s
comment about
favorite article.
Graded with
observation and
notes.
Paper graded
off a rubric.
rubric.
All-Procedures
Day 1
1. Play southern civil rights song
(http://www.npr.org/2010/01/18/99315652/songs-of-the-civil-rightsmovement)(Musical)
2. Introduce Vocabulary through demonstration with slideshow
3. Test prior knowledge of civil rights with quiz (pre-assessment of Social Studies
standard)
Day 2
4. Number students by 4 and have students get into groups
5. Students receive handouts on their specific roles
6. Students go to different stations and act according to role
7. Have class reflection of lesson and what they thought about it
Day 3
8. Show video on civil rights
9. Whole group goes over MLK JR’s “I Have a Dream” speech through video and paper
copy
10. Students write about impact of speech (pre-assessment for 1st Language Arts
standard)( Evaluation)
Day 4
11. Introduce students to wikispace and place in groups
12. .Whole group begins analyzing wikispace(Analysis/Analyzing)
13. Students pick one article that interests them the most with partner(pre-assessment
of technology standard)
14. Students summarize one article of their choice (pre-assessment of 2nd Language
Arts standard)
15. Students write comments on articles in wikispace with partner (pre-assessment of
2nd Language Arts standard and writing standard)
Day 5
16. Students comment on one other student’s comment about favorite article (postassessment of technology standard)
17. Students reply to at least one comment made by peer
18. Students work on papers in class
Day 5
19. Students work on papers in class
Day 6
20. Final assessment is turned in on wikispace
21. Closure- Have class discussion on their views and knowledge of the fight for civil
rights