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Protests During the Civil Rights Movement

Authoring Context: 
Teaching Methods, University of Northern Iowa, Fall 2018

Lesson Plan Item

General Information
Grade 5th Grade Class N/A Length of Lesson 1 day
Unit Title
Unit Compelling Question How did the Civil Rights Movement impact American history?
Historical Context

Protests, Civil Rights, Equality, Segregation

Lesson Title Protests During the Civil Rights Movement
Lesson Supporting Question What were the most effective ways of protests during the Civil Rights Era? Why did people protest during the 1960's?
Lesson Overview

The lesson will be a part of a unit on the Civil Rights Movement in the 1960’s. The lesson will focus on the different methods of protest of those in support of equal rights.

Primary Sources Used
Resources Needed
File concept_map_lesson_plan_project.docx, File protests_during_the_crm.pptx, File graphic_organizer_lesson_planning_project.docx
Lesson Target
  • Students will understand how different groups protested during the CRM
  • Students will understand the advantages and disadvantages to each method of protest.
  • Students will understand how those opposed to the CRM responded to each method of protest
Lesson Themes Civil Rights, Lawmaking, African American Experience
Lesson Procedure
Step Procedure Time Differentiation plan / Additional Information
1 I will start the lesson by showing the IA history picture of a human rights march in Ft. Madison, IA as an intro to ways of protest. I will ask the students what they see, what is happening, why they are doing it    
2 Power point on protests. I will then jump into power point on protests. Since the students are in 5th grade, they will have a graphic organizer to help them organize thoughts/notes    
3 After explaining and briefly discussing each method of protest, I will have students take 10 minutes to write two short paragraphs where they explain which method they think is the most effective and which they think is the least effective. Then, they will share witha partner to gain multiple perspectives and turn them into a participation assignment.    
4 At the end of the lesson, I will do a quick thumbs up/thumbs down assessment to see where they are at with the content.     
Formative Assessment
(How will you use the formative assessments to monitor and inform instruction?)
  • Students will do a think-pair-share where they will share their thoughts with their peers.
  • Self-assessment: thumbs up/thumbs down. I will ask students how well they understand the material and ask them to give me thumbs up/thumbs down or thumbs to the side. This is a quick way for them to self-assess and for me to figure out who gets it and who needs more instruction
Summative Assessment
(How does the lesson connect to planned summative assessment(s)?)
  • The assessment for this lesson will be a writing prompt in which they write which method of protest is the most and least effective and give evidence and reasoning as to why they think that (Performance task). This assignment is not so much that they remember all the content, but that they can demonstrate argumentative writing and provide valid reasoning for their thoughts.
Author Information
Author Anjali Patel Reviewer Lisa Millsaps Created 04/17/2019 Last Edited 04/17/2019

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