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Unit Plan

A FIFTH GRADE LEARNING UNIT

The overall goal of this Unit Plan is for the students to learn about the Civil Rights Movement. The lesson plans focus on Civil Rights Leaders to help the students understand the underlying causes of the Civil Rights Movement. The lesson plans offer activities where students will work in their classroom and the computer lab. The learning environment will allow the students to work with technology as they are learning about the historical signifigance of the Civil Rights Movement. The students will participate in Language Arts activities that will help improve their comprehension and vocabulary of the Social Studies materials that they will be reading. I would use this Unit Plan around the time of the Martin Luther King, Jr., Holiday, in order to give students some insight into the events that made the Civil Rights leader a legend.

UNIT PLAN OBJECTIVES

CIVICS

  • Explains how the following concepts are important to United States Citizenship and contribute to National Unity: individual rights, common good, self government, and cultural awareness.
  • Identifies the process by which citizens affect change in the United States political system voting, political campaign participation, petitions, organized protests, and running for office.

    • CORE SOCIAL STUDIES SKILLS

  • Develops outlines through reading, listening or viewing.
  • Determines sequences of events and identifies cause and effect relationships.
  • Analyzes interpretations of the same event from multiple types of sources.
  • Selects and discusses the main idea from a reading passage or listening activity.
  • Formulates questions related to topic.
  • Analyzes information from two or more sources for agreements, contradictions, facts and opinions.
  • Collects evidence using appropriate, reliable data.
  • Follows established rules.
  • Shows respect for others.
  • Recognizes appropriate ways to influence public policy and civic actions.
  • Computes the length of time between two given dates.

    • HISTORY

  • Describes how life was similar and different for various ethnic groups during the late 19th century: African Americans, Asian Americans, Hispanic Americans, and European Americans.
  • Analyzes how social, political and economic reforms during the Roosevelt, Taft and Wilson presidencies affected Americans (e.g. women, children, American Indians, and African Americans): the 16th, 17th, 18th, and 19th Amendments, child labor, and labor unions.
  • Categorizes the economic, social and political changes in the United States and Georgia since World War II includingsegregation, desegregation and the Civil Rights Movement: patterns of immigration, role of women, advancement of technology, and impact of drugs and gangs.

    • ORAL COMMUNICATION

  • Recalls, interprets, and summarizes information presented orally.
  • Follows multiple oral directions.
  • Delivers a planned oral presentation.
  • Adjusts manner and style of speaking to suit audience and situation.
  • Paraphrases and discusses information.
  • Uses oral language for different purposes: to inform, to persuade, and to entertain.
  • Increases vocabulary to reflect a growing range of interests and knowledge.
  • Communicates effectively when using descriptive language, relating experiences, and retelling stories read, heard, or viewed.
  • Uses increasingly complex sentence structures in oral communication.

    • WRITTEN COMMUNICATION

  • Uses correct spelling for frequently used sight vocabulary.
  • Writes in a variety of genres to produce paragraphs and compositions: personal narratives, imaginative stories, responses to literature, content area pieces, correspondence (including writing letters and addressing envelopes), and expository pieces.
  • Applies correct principles of grammar, parts of speech, and usage and mechanics.
  • Increases writing vocabulary.
  • Uses descriptive words and phrases.
  • Uses available technology to assist in writing.
  • Increases vocabulary to reflect a growing range of interests and knowledge.
  • Follows written directions.
  • Reads a variety of materials for information and pleasure.
  • Increases existing sight vocabulary (instant recognition).
  • Integrates language structure (syntax), meaning clues (semantics), phonetic strategies, and sight vocabulary when reading orally and silently.
  • Recognizes EXPLICIT main ideas, details, sequence of events and cause-effect relationships in fiction and nonfiction.
  • Recognizes IMPLICIT main ideas, details, sequence of events, and cause-effect relationships in fiction and nonfiction.
  • Reads for understanding and rereads as needed for clarification, self-correction, and further comprehension.
  • Experiences traditional and contemporary literature through a variety of media.
  • Uses the media center and available technology as sources of information and pleasure.
  • Lists sources from which information is gathered, including author, title, publisher/ producer, place of publication, and copyright date.
  • Uses research process by: choosing topic, formulating questions, identifying key words, selecting sources, skimming, paraphrasing, note taking, organizing, and presenting.

    • BASIC SKILLS

  • Identifies basic technology tools.
  • Demonstrates understanding of basic technology and telecommunication tools.
  • Demonstrates appropriate and effective care and use of technology tools.
  • Operates basic technology tools and applications.

    • COMMUNICATION

  • Uses telecommunication tools and on-line resources to communicate with others, gather information, and express ideas.

    • PRODUCTIVITY

  • Uses multimedia tools to express ideas.
  • Applies word processing/desktop-publishing tools to facilitate the writing process.

    • RESEARCH

  • Uses basic research techniques with teacher guidance.

Objectives taken from the Georgia QCC's Website

UNIT PLAN LINKS

Newsletter Creation (Lesson Plan One)
PowerPoint Creation (Lesson Plan Two)
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