Web 2.

0 Tools for Communication and Collaboration

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Lesson Idea Name: Civil Rights Movement Lesson
Grade Level/Content Area: 5th Grade/ Social Studies and Technology

Content Standard Addressed:

SS5H6 Describe the importance of key people, events, and developments between 1950- 1975.
a. Analyze the effects of Jim Crow laws and practices.
b. Explain the key events and people of the Civil Rights movement: Brown v. Board of Education (1954),
Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights
activities of Thurgood Marshall, Lyndon B. Johnson, Cesar Chavez, Rosa Parks, and Martin Luther King, Jr.
c. Describe the impact on American society of the assassinations of President John F. Kennedy, Robert F.
Kennedy, and Martin Luther King, Jr.
d. Discuss the significance of the technologies of television and space exploration.

ISTE Technology Standard Addressed:  What would you like students to know and be
able to do by the end of this lesson: 
Analyst-2.7b. Use technology to design and
implement a variety I want my students to be able to have an
of formative and summative assessments
understanding the importance of the main events,
that accommodate learner needs, provide timely
feedback to students, and inform instruction. people, and developments from the Civil Rights
text here  Movement.

I want my students to be able to know how

Empowered Learner- 1.1a. Students will articulate technology works and how to use this Web 2.0
and set personal goals, develop strategies to leverage tool when learning about the Civil Rights
technology to achieve them, and reflect on the Movement.
learning process itself to improve learning outcomes.
I want my students to be able to come up with
responses based on what they learned from the
lesson.
 

What is the student learning goal(s) for this lesson idea? 

At the end of the lesson, I will be able to understand and respond to the questions about the civil rights
movement on Pear Deck.

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

To promote student learning to a higher level of Bloom’s Critical Thinking levels in this lesson, is
teachers asking students to respond and analyze a certain topic they learned about segregation.
They can explain why they think it is important and why they think there were benefits for it to
promote critical thinking.
How do you plan to implement this lesson and integrate the technology? Check all that apply: 

Frazier, 2021
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☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based. 
    
☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes. 
 
☐ Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.) 

Lesson idea implementation:

At the beginning of the lesson, I will ask students to take out their laptops and headphones to
prepare for participation and discussion on the lesson. They will pull up the Google Slides form from
Pear Deck for the lesson. I will put the link of the Pear Deck presentation on the board for students
to look up. I will give students about 10 minutes to sit in their desk quietly and prepare for the
lesson. I will provide headphones to students who do not have headphones. Once every student
pulled up the presentation on their screen, I will start the lesson.
Before I start the lesson on the civil rights movement, I would ask students if they understood the
social studies homework, they did the night before. They are requiring writing their responses on
Pear Deck in less than 2 sentences on what they thought about the homework. This can help me see
which student understood the lesson, and which student did not. I will also ask them to drag a
thumbs up icon or a thumbs down icon to help me see results on what students thought about the
assignment. They will work on it for 10 minutes.
Next, I will ask students to write a response to see what things they remember or know about the
civil rights movement to promote prior knowledge. This will take about 10-15 minutes. Then
students can draw 1 or 2 things that the students know from the civil rights movement and share
with their elbow partner in case a student doesn’t have any prior knowledge on the civil rights
movement.
Then, I will ask the students to click on the BrainPOP link to watch the video on the civil rights
movement. They can watch it on their own with their headphones, or if students want to watch it,
we can watch it on the smart board. After watching the video on the main events from the civil
rights movement, we will do the practice quiz together. We will then talk about the main events
together as a whole.
Then, I will have the students write a response on a couple of questions from the lesson to get
results and show me if students understood the lesson. This will take about 10-15 minutes.
Next, I will have the students click on the Quizizz link that I created and have them take a 5-question
quiz on what they learned. Some are written responses, and some are multiple choice questions.
This will take about 10-15 minutes.
Lastly, I give the students a few exit ticket questions to see what they had learned from the lesson
for me to see how many students understood the lesson and activity, and how many were confused.
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
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Managing student learning:

Using Pear Deck will help all students engage and participate in discussions out loud and even online
by writing a written response for the teacher and the students to see. Instead of only having a few
students raise their hands to answer and participate in a lesson discussion, all students can respond
by using this tool by writing, drawing, and analyzing their own opinions and thoughts on the civil
rights movement lesson. This will excite and motivate students to want to participate more and stay
focused on the lesson. I can also make sure that during these discussions, I can have the students
participate in discussions with an elbow partner or a small group at their desk.

Universal Design for Learning (UDL):

This lesson activity and the Web 2.0 tools is very accessible for all students with different learning
needs and styles. This tool will help interaction and engagement throughout the whole class period
to see if students are understanding and are interested in the social studies topic. Talking it out with
peers can be very helpful for the students who are having trouble understanding the lesson or
activating prior knowledge.

Reflective Practice:

I believe this tool will help students build an understanding in a way they could not do with
traditional tools because it is an easy access, and the software tool isn’t hard to find or work on. It is
easily accessible to all students to use. They will know how to respond to a question online by
writing a response, drawing, answering a multiple-choice quiz, watching a video online, and dragging
certain icons to a specific place. I look forward to implementing this lesson idea because the
students can be actively engaged in the lesson by using this tool and I bet this will excite and
motivate the students to learn more.

Frazier, 2021