Kristen Whaley

LIS 725
Interdisciplinary Unit

Title: We Shall Overcome: The Civil Rights Movement Grade 8

Overview: The LIS will collaborate with the ELA teacher to present a unit exploring primary sources.
The information skills to be focused on during this unit are recognizing primary sources, locating primary
resources on the Internet, evaluating primary sources for authenticity and information value, citing
sources appropriately, and demonstrating safe and responsible use of digital resources. Students will use
the Internet to locate primary sources related to the unit topic – the Civil Rights Movement. Through
discovering, evaluating, and sharing these primary source “stories” or “messages,” students will come to
understand the value of primary sources as part of our collective historical record.

Stage 1- Desired Results
Illinois Learning Standards/Established Goals:
1.C.3.c. Compare, contrast and evaluate ideas and information from various sources and genres.
1.C.3.d. Summarize and make generalizations from content and relate them to the purpose of the material.
2.B.3.a. Respond to literary material from personal, creative, and critical points of view.
3.A.3.a. Write compositions that contain complete sentences and effective paragraphs using English conventions.
3.B.3a. Produce documents that convey a clear understanding and interpretation of ideas and information and display focus,
organization, elaboration and coherence.
3.C.3b. Using available technology, produce compositions and multimedia works for specified audiences.
4.A.3a. Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken
messages) that listening attentively can improve comprehension.
4.B.3a. Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide
details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.
4.B.3b. Design and produce reports and multi-media compositions that represent group projects.
5.B.3b. Identify, evaluate and cite primary sources.
5.C.3a. Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources.
5.C.3b. Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research.
5.C.3c. Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.
14.C.3. Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.
16.D.3(W). Identify the origins and analyze consequences of events that have shaped world social history including famines,
migrations, plagues, slave trading;
17.A.3b. Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs,
charts, models, aerial photographs, satellite images.
17.C.3a. Explain how human activity is affected by geographic factors.
18.C.3a. Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g., life, liberty and the
pursuit of happiness; the Constitution and the Bill of Rights).
18.C.3b. Explain how diverse groups have contributed to U.S. social systems overtime.

Students will understand …..
 What is the Civil Rights Movement?
 How ethnicity (race) impacts the behavior of
American society?
 Why people, today, should be aware of the
sacrifices made in the fight for racial equality?

Essential Questions:
 What are the ideals and practices of a constitutional
 What is the balance between rights and
 What is civic participation?
 How do citizens become involved in the
community, the nation, and the world?
 What motivates people to challenge authority?
 How do people challenge authority?
 How do personal perspectives influence historical
Student will know….
 Political, economic, and racial, oppression
motivates people to challenge authority.
 People will challenge authority through violent or
non-violent means.
 Societal influence and personal bias affect
historical record.
 What the struggle for racial and gender equality
during the Civil Rights Movement entailed.
 That the pursuit of individual rights is a
continuous process.
 That many people were involved and made
tremendous sacrifices in the struggle for racial
equality during the Civil Rights Movement.

Student will be able to…
 Define the Civil Rights Movement and discuss
significant historical figures and events of the
 Describe how racial and cultural differences
impacted the United States during the 1950s and
 Identify the cause and effect relationships of the
Civil Rights Movement in the United States.
 Draw conclusions about the consequences,
outcomes, and impacts of the Civil Rights
 Explain what the responses. and solutions were of
the Civil Rights Movement
 Research and communicate their findings.
 Use a variety of learning techniques and multimedia
activities to facilitate learning.
Stage 2- Assessment Evidence
Performance Tasks:
 Construct a timeline representing key events of
the Civil Rights Era.
 Create a concept web of how African-American
rights were violated after Reconstruction - support
with evidence.
 Write a journal entry/letter from the perspective of
an African-American.
 Write a letter from the perspective of a
 woman, Native American, Mexican-
 American, or African American and use it
 as the narrative for a PhotoStory video.
 Write a narrative from the perspective of a
woman, Native American or Mexican-
American and compare their plight to that of the
 Using a Venn diagram, compare and contrast
Malcolm X and Martin Luther King (violent and
non-violent philosophies).
 Write an essay describing the inequalities that
African Americans faced and how you would feel
if you faced them. What actions would you take in
response to the inequalities?
Other Evidence:

 Novel study
 Skill Check: Identify primary and secondary
sources and evaluate the source’s credibility.
 Vocabulary Skit: Observe student skits reflecting
vocabulary terms.

The student will ….
 Complete a self-assessment, including a summary
statement about what they learned throughout this
lesson. Also critiqued will be the students’ use of
class time and participation in class discussions.
 Peer-assess writing, Inequalities that African
Americans faced…
 Self-assess civil rights era figure
presentation/project (using rubric provided).
 Reflect on learning throughout the unit.

Other Evidence, Summarized
 Depict an event or action of a human being from
the Civil Rights Era and create one of the
following: Radio Talk Show, Newspaper,
Podcasting, Movie Clip/Video.
 Evaluate and analyze why this was a significant
event of the Civil Rights Era.

Stage 3 Learning Plan
. Learning Activities:
Prior Knowledge:
Prior to this unit taking place students have had units instructing them how to cite sources they have found from
various types of sources. Students have had instruction on how to create iMovies using sound, video, and audio.
They have had the opportunity to complete several iMovie projects prior to this assignment. Students have also
had some experience with Padlet so the scavenger hunt should not be too difficult. The students have not yet
explored all of its functions so the hunt will teach them some new aspects of the tools. The students are more
than halfway through their civil rights unit so they know most of the major events of the movement as well as
the key figures.

Common Core
WHST 8.2: Write informative/ explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST 8.8: Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.
RH 8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH 8.7: Integrate visual information (eg., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
SL 8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims
and evidence, and add interest.

Standard #1: Access information efficiently and effectively to inquire, think critically, and gain knowledge
Standard #3: Use information accurately, creatively, and ethically to share knowledge and to participate
collaboratively and productively as a member of a democratic society

Standard #3: Students apply digital tools to gather, evaluate, and use information.
Standard #5: Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behavior.

Students will be able to:
 Explain the different types of creative commons licenses
 Find sources for free photos, audio, and video
 Determine if photos, audio, or video are acceptable to use when looking at a particular website
 Create an iMovie containing photos, video, and audio from the Creative Commons
 Write in the first person recounting events, reactions, and attitudes from the Civil Rights
 Choose photos that represent an event of feeling during the Civil Rights movement

Grade Level/Learner Population/Grouping Arrangements:
This lesson is being completed with a mainstreamed 8
grade social studies class. The class has a wide variety
of students including students in special education as well as gifted students. There are three students with IEPs
in the classroom including one student who has a learning disability in writing and one with partial hearing
loss. There are several gifted students in the class.

The students will be working in small groups during the digital literacy lessons and they will be working with
the students they are seated with. The seating arrangement was very intentionally created putting students in a
mixed group. Each table has higher-level students as well as students who are more challenged. The tables also
have a mixed of personality types so students have practice working with a variety of people. The students will
be completing their letter and iMovie individually.

The digital literacy lessons will take place in two and a half 45-minute class periods. The writing and iMovie
creation will take place over the course of three and a half 45-minute class periods. There will be total of six
45-minute periods spent on the activity.

The initial instruction of the digital literacy and copyright instruction will take place in the computer lab with
instruction led by the LIS (2 class periods). The writing, searching for pictures and audio, and completion of the
iMovie will all take place in the social studies classroom. These class periods will be led by the social studies
teacher, but the LIS will co-teach these periods to help students find appropriate materials as well as to aid in
any problems with the iMovie creation (4 class periods).

Chart paper
“411 for Creators” worksheet
Cart of computers for time in social studies classroom
E-scavenger hunt directions for each student
E-scavenger hunt checklist for each student
iMovie directions for each student
iMovie rubric for each student

Students will have learned about the Civil Rights Movement prior to starting this project, but they will be
encouraged to find more information. They will be able to use their social studies books, but there will also be
an assortment of nonfiction materials (both reference and circulating) from the library put on a cart to help
them. They will also be encouraged to look for web resources of their own.

For the most part students will be expected to find their own photo and music resources. There is an
abbreviated list below that teachers can share with students if they need support.

General Creative Commons Search
 Creative Commons Search

 Purple Planet
 Jamendo

 Wikimedia Commons
 Flickr Creative Commons Search
 Google advanced search

The following links for websites have many suggestions on search engines for music, photos, and videos
 30+ Places to find Creative Commons Media
 25+ Sources for Creative Commons Content
 Creative Commons Image Libraries
 Public Domain and Creative Commons: A guide to works you can use freely

Multimedia tool for creating digital story
 iMovie

Small parts of the digital literacy lesson have been taken from:
Common Sense Media. (2013). Lesson: A Creator’s Rights (6-8). Retrieved from
 Teacher Backgrounder
 “411 for Creators” worksheet and teacher answer key

Instructional Roles:
The two teachers involved in the six days of this activity are the LIS and the social studies teacher. The social
studies teacher is responsible for teaching the content on the Civil Rights movement and the majority of the
content should be taught before beginning this lesson. The LIS is responsible for teaching students about
copyright, the Creative Commons, licensing, and fair use. The two teachers will co-teach during days three
through six. The co-teaching will benefit students because during these days they will be working with both the
social studies and the technology content. Both teachers together is very helpful because the social studies
teacher can try to answer more of the Civil Rights questions and the LIS can answer more questions about
licenses as well as the use of iMovie. Co-teaching is also very beneficial because the students are working
independently and they will most likely have many questions, especially as they first begin to work on their
Both teachers will work on grading the final iMovie project. There are sections of the rubric that fit each
teacher’s role so they will divide the grading in that manner.

Activity and Procedures for Completion:

Day One
During this class period only the LIS will be working with students.

1. As an informal pre-assessment, the students will complete a carousel activity with a variety of words related
to copyright and the Creative Commons. The carousel will have a number of pieces of chart paper placed
around the room. Each piece of chart paper will have a different word or phrase written at the top. During the
carousel activity students will work in groups of 3-4 students and work their way around the room spending a
few minutes at each piece of paper. Each piece of paper will only have one group at a time. When a group gets
to a sheet of paper they will read the topic and write down words and phrases that they associate with the word.
When they get to a paper another group has already visited they will read the information from previous groups
and then add their own ideas at the end. Each group should use a different colored marker so it is easy to track
which group added which information. During this activity the teacher will time how long groups are at each
poster and tell them when to move to the next poster. The teacher will also circulate from group to group as
they work to ask probing questions to get them to think about the topic more deeply or from different

Topics for carousel posters: creative work, copyright, creative commons, license, piracy, plagiarism, public
domain, fair use

2. Once the groups are at the last poster they will stay there and share some of the major ideas for that poster
with the rest of the class. Some comments or ideas may foster a discussion with the entire class. The teacher
will facilitate this discussion.

3. After completing the carousel activity, the teacher will present a Prezi to the class. The Prezi will explain
each of the terms from the carousel and give examples for each of the terms. The Prezi will also go over in
detail what Creative Commons is and how the different types of licenses through the Creative Commons work.

Closure: As a wrap up for the lesson the students will complete an exit slip. Through this exit slip the teacher
will know if students understand the content that has been taught. The exit slip will contain the following two
1. Define Creative Commons

2. Is it important for creators to copyright their works? Why or why not?

Day Two
During this class period only the LIS will be working with students.

1. The class will begin with a short discussion of the exit slip question from the previous day. Students will be
placed in groups of four where half of the group did think it was important to copyright and other half did not.
The group will spend a few minutes sharing their thoughts behind their opinion.

2. The entire class will discuss copyright and why it is important. The teacher will make sure to highlight the
reasons why copyright is so important. The teacher will highlight the following reasons: it give the creator
control over their work, it shows respect for other people’s work, it allows the creator to get paid for their work,
it allows people to go back to the original source if they are looking for more information, and it promotes
creation of new works.

3. Students will complete the worksheet “411 for Creators” from Common Sense Media’s lesson plan “A
Creator’s Rights”. The students will work with a partner on this activity. The teacher will circulate through the
room helping students and answering questions.

4. Once the students are done or nearly done with the worksheet, the teacher will review the answers with the
class and discuss why the answer fits for each question. While reviewing the handout the teacher will
informally assess the students to see how many correct answers they had on the worksheet by having all
students communicate their answers in a variety of ways.

5. Now that the students recognize why copyright is so important they will discuss how it impacts them. The
teacher will highlight the fact that each time they use a computer to find a picture, look for a sound, or use a
video clip they are using creative works that are protected by copyright. The teacher will explain that it is
crucial they start to use images, music, sounds, and videos that have a creative commons license that states they
can use the materials. They teacher will also remind them that they must give credit to the creator of the work
as they have done with other projects in the past.

6. Students need to become familiar with ways they can search for items in the Creative Commons so they will
complete an e-scavenger hunt in order to learn more about several of these places. They will be given a handout
with five tasks they need to complete and through the tasks they will learn about different search engines and
how search engines work. They will create a Padlet to display the results of their scavenger hunt. (Directions
for scavenger hunt are attached.)
The students will work with a partner to complete the scavenger hunt. There will also be a modified version of
the scavenger hunt for the students in the class with IEPs or students who struggle with more complex
As students complete the scavenger hunt the teacher will circulate throughout the room to clarify directions and
answer questions.

Closure: Students will not finish their scavenger hunt this period so when there are five minutes left in the
period the groups will stop where they are in the hunt. They will complete an exit slip where they will write
down one or two questions they have about the scavenger hunt or about finding appropriate media online.

Day Three:
During this class period both the LIS and social studies teacher will be working with students.

1. The teacher will spend a few minutes answering questions from the exit slips the day before. The teacher will
try to give too much specific information about the scavenger hunt because students will have more time to
work on it

2. The students will continue to work on the scavenger hunt with both teachers circulating around the room to
support them and answer questions.

3. Once all or most scavenge hunt groups are completed, the LIS will review the answers with the students. The
LIS will pull up the appropriate websites on a projector and review with the class where the answer for each of
the five questions can be found. The Padlet will be assessed with a checklist to ensure that the groups have
completed all of the tasks. (Evaluation checklist is attached.)

4. Once the LIS has finished reviewing the scavenger hunt, the LIS and social studies teacher will explain the
guidelines for the iMovie project. (Project guidelines sheet is attached.) As soon as the instructions have been
given and students have been given the opportunity to ask questions they will have the rest of the period to
work on their project. During this time both the LIS and social studies teachers will circulate through the room
answering questions about content and the process of creating the iMovie. Students will be expected to do some
research and write their letter before they begin using iMovie at all.

Closure: The teachers will ask again if students have any questions about the iMovie project. They will
encourage students to spend time at home researching the events or people they want to include in their letter.
There will also be a short verbal review of the different Creative Commons licenses and how they work.

Day Four:
During this class period both the LIS and social studies teacher will be working with students.

The next three class periods will have the same layout as students work independently on their iMovie project.
Students will be working on different aspects of their project at different times.

1. At the beginning of the class, the teachers will review the project guidelines and ask students if there are any
questions on the project.

2. Students will have the remainder of the period to work on their project. They will be required to show the
social studies teacher their completed letter before they are allowed to move on to creating their iMovie.

3. As soon as students finish writing their letter they will be allowed to move onto to looking for graphics,
recording their voice, or formatting their iMovie.

4. As students are working on the various aspects of their project the two teachers will be walking around the
room to answer questions, complete brief teacher conferences on the letter, and provide suggestions of where to
look for information if students are having trouble finding information.

5. If students are not finished with writing their letter today it will be completed for homework so they have
two full periods to work on their iMovie.

Closure: At the end of the lesson students will share their ideas with a partner. The partner will be expected to
comment on the ideas and give one aspect of the project they like and also give one suggestion on how they
think their partner could improve the project.

Day Five:
During this class period both the LIS and social studies teacher will be working with students.

1. This class period will be run the same as day four. Students will be given time to work on their project.
Students will work on the following tasks: recording their voice, finding appropriate images, adding transitions,
adding more detail to their original letter, deleting parts of their letter that no longer fit, finding sounds and
music, and creating a works cited (for sounds, music, and images that will be shown at the end of the iMovie).

2. As students are working on the various aspects of their project the two teachers will be walking around the
room to answer questions, complete brief teacher conferences on the letter, and provide suggestions of where to
look for information if students are having trouble finding information.

3. At the end of the period remind students they only have one more class period to complete their iMovie. Tell
the students they will not have the last ten minutes of class to work so the project must be completed before
then. Remind them that they can come in before or after school to work on the project but that it must be
completed by the end of the period on day six.

Closure: Give each student one post-it note and have them write down one website or search engine they found
helpful and what type of media can be found there. Students can volunteer to share the resource with the class
so students hear about some tools they may not have found yet. The post-its will all be placed on a bulletin
board by media type so students can look them over for suggestions.

Day Six:
During this class period both the LIS and social studies teacher will be working with students.

1. At the beginning of the period, remind students that they will not have the last ten minutes of class to work
on their projects. During the last ten minutes the students will fill out the project rubric with a grade for

2. Most of the class period will be run the same as day four. Students will be given time to work on their
project. Students will work on the following tasks: recording their voice, finding appropriate images, adding
transitions, adding more detail to their original letter, deleting parts of their letter that no longer fit, finding
sounds and music, and creating a works cited (for sounds, music, and images that will be shown at the end of
the iMovie).

3. As students are working on the various aspects of their project the two teachers will be walking around the
room to answer questions, complete brief teacher conferences, and provide suggestions of where to look for
media if students are having trouble finding anything.

4. When there are fifteen minutes left remind the students that they only have five-minutes left to work.

5. When there are ten minutes left in the class, have the students stop working on their project. They will fill out
the project rubric for themselves giving a one or two sentence explanation of why they gave themselves the
grade they did.

6. After grading themselves, they will switch computers with a partner and watch the partner’s iMovie. After
watching the partner’s iMovie, they will fill out a short evaluation.

7. The iMovie will be assessed with a rubric that was created by the social studies teacher and the LIS. The
rubric will have sections for the social studies content, the use of technology, as well as the information literacy
skills the students needed to demonstrate throughout the project.

There will be a variety of modifications offered that are specifically geared toward the special education
students in the class, but they will also be given to any student in the class that is struggling. At the beginning
of the lesson one of the main modifications will be intentional grouping of students. During the discussion of
the exit slip and the completion of the worksheet “411 for Creators” the LIS will create groups where the
special education students will have at least one stronger student in their group to help them stay on track and
answer questions. In addition, there is a modified version of the scavenger hunt that will be given to students
who need the extra structure.
Once students actually begin the iMovie project there will also be modifications to that project. The
special education students who need support or other students who are struggling will be given a list of
websites and specific instructions on how to search for images and music that they can use appropriately. Also,
the special education students will be allowed to have an iMovie that is shorter than the other students. Instead
of their iMovie being two minutes long, their video will only need to be one minute and thirty seconds.
The student with partial hearing loss will not need much modification. The student will be placed at the
front of the room for all activities and when recording the iMovie the student will need to work in a different
room so he can hear himself as he is recording and be able to hear his recording as he plays it back to listen to
it. The student with a writing IEP will work with the social studies teacher to completely review and revise the
letter before moving on to record the iMovie.
In order to differentiate this assignment for the gifted students they will be given two additional
requirements for their letter. They will need to choose an actual historical figure for their letter and they will
also be required to incorporate at least three direct quotes from that figure in their letter.
The different activities throughout this lesson were intentionally chosen to reflect the learning needs of
the different learning styles. There are activities where students are moving around the room, activities where
students are working with partners, and activities where they are working independently. In addition, the final
project meets the needs of several learning styles due to the fact that students are writing, using images, and
using sound.

Evaluation: Several of the activities will be evaluated informally through teacher evaluation. The scavenger
hunt will be assessed using the attached checklist. The iMovie will be assessed using the attached rubric.

There will be several informal assessments throughout the lessons including:
 Pre-assessment- determine prior knowledge through use of carousel activity
 Formative assessment- teacher observation when reading through day one exit slips recapping
 Formative assessment- teacher observation as class reviews “411 for Creator’s Rights”
 Formative assessment- teacher will fill out checklist assessing completion of Padlet and
scavenger hunt
 Formative assessment- teacher observation of verbal review of Creative Commons and licenses
 Formative assessment- teacher observation when reading through exit slips listing one helpful
resource they have found
 Summative assessment- self, peer, and teacher evaluation of iMovie project using rubric


Later in the trimester students will be creating science brochures that focus on one well-known geographic
feature (ex. The Badlands, Mt. St. Helens, Yellowstone National Park). As a part of this project they will need
to find several photographs of their feature. The LIS will come into class at the beginning of the first work
period to remind the students of the copyright rules they must follow and to also show them a handful of
websites that would have images they could use.

At another point in the school year students will be creating book trailers for a novel they have read in reading
class. In their book trailer they will need to have music and images that are appropriately copyrighted. The LIS
will again come into class to briefly remind students about copyright and to again give them suggestions on
where to find music since they have already been given image sites in science class.