Evaluation of Civil Rights Leaders

Title: Evaluation of Civil Rights Leaders

Author: Sarah White

Grade Level: 7-12

Subject/Content: Social Studies (Government, Civics, U.S. History)

Summary of Lesson: Students will read various biographies about Martin Luther King, Jr. and Malcolm X and use the information create storyboards and scripts for political spots that advocate their man as "Most Influential Civil Rights Leader".

Focus Question: What contributions did Martin Luther King Jr. and Malcolm X make to the American Civil Rights movement? How do our perspectives affect how we view a person and his / her accomplishments?

Databases(s): Lives and Perspectives Collection module to Biography Resource Center

Procedures:

Steps/Activities by teacher:

1.  Arrange for student access to the Lives and Perspectives Collection (via Biography Resource Center)
2. InfoMark biographies for students or provide title assigned to each group
3. Assign students to groups of 3 – 4 people (or allow then to choose)
4. Assign 1 Biography to each group
5. Following presentations lead class discussion comparing and contrasting the information used by each group and how the source of information influenced each group’s perspective.

Steps/Activities by student(s):

1. Independently read the biography assigned to your group.
2. Use the reading to work with group to brainstorm a list of reasons that would support your assigned person as the most important civil rights leader.
3. Use the brainstorm list to create a script and storyboard for an ad that would promote your subject as the most influential civil rights leader.
4. Groups will present their commercial concepts to the class.

Outcome: Students will compare and contrast the messages of the commercials and discuss perspective.

Related Activities:The class may vote on the most influential civil rights leader.  Students may be asked to write a follow-up on the following topic:

"How does our perspective affect how we view people and situations?  Use several examples from class presentations in your explanation."

Standard Date: February 20, 2008

Content Standard(s):

• Systematically employ processes of critical historical inquiry to reconstruct and reinterpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims and searching for causality.
• Investigate, interpret and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism and critical judgment.
• Explain the origins and interpret the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality and the rule of law.
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view.
• Identify, analyze, interpret and evaluate sources and examples of citizens' rights and responsibilities.
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view.
• Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
• Analyze and evaluate the influence of various forms of citizen action on public policy.

Performance Indicators:

• At Level 1, the student is able to:
• Identify the civil rights contributions of Martin Luther King Jr. and Malcolm X
• At Level 2, the student is able to:
• Evaluate the contributions of these men, take and defend a position regarding the influence of these men.
• At Level 3, the student is able to:
• Discuss how information available along with individual viewpoints and perspectives can alter how we analyze and evaluate information.

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.

ISTE NETS for Students

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:

• a. plan strategies to guide inquiry.
• b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
• d. process data and report results

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.
• Standard 3: The student who is information literate uses information accurately and creatively.