Cooper Smith

Emmett Till
th
10/11 Grade US History
45 min
Emmett Till

Standards (include NCTE/NCSS/NGSS/NCTM):

● SS.H.5.9-12: Analyze the factors and historical context that influenced the perspectives
of people during different historical eras.
● SS.H.7.9-12: Identify the role of Individuals, groups, and institutions in people’s struggle
for safety, freedom, equality, and justice.

Educational Objectives:
● The students will be able to identify racial tensions in the US before, during, and after
WW2.
● Students will be able to identify people and events that contributed to the rise of the civil
rights movement in the late 1950’s and 1960’s.

Assessment on Learning:
● Students will participate in a gallery walk activity where they will learn about different
people and events that characterize racial and social tensions within the US in the
1930’s,40’s, and 50’s. Students will then evaluate which people and/or events were the
most influential in building/spreading the civil rights movement.

Central Focus
● Students will evaluate information gained during a gallery walk activity regarding the
formation and growth of the civil rights movement.

Accommodations for students with specific learning needs:

● Students will be able to take advantage of the following accommodations:
o The poster at each station of the gallery walk can be read to the student.
o A copy of the information on each poster can be provided in the student’s primary
language.

Academic Language
Language Function (select 1):

Analyze Compare/Contras Construct Describe Evaluate

t
 Examine Identify Interpret Justify Locate

Explain Prove Argue Synthesize

Identify a learning task from your plan that provides students with opportunities to
practice using the language function identified above:
Students will be asked to evaluate the information gained in the gallery walk activity for their
assessment.

Materials:
 Students will need:
o Graphic organizer and a writing utensil
 Teacher will need:
o Posters for the gallery walk activity
o Class set of graphic organizers
o Class set of assessments.

Anticipatory Set/ Attention Getter:

 Who remembers what the US was fighting for in WWII? Freedom and Democracy, right.
Today we are going to start looking at the home front to see how much freedom and
democracy American citizens were receiving.

Questions to Ask
1. Were all American citizens’ freedom valued?
2. Did all American citizens have the same rights?
3. How did marginalized groups in the US fight for more rights?
4. How did the death of Emmett Till contribute to the formation of the Civil rights movement?

Sequence of Events (include time needed):

1. Short Introduction (5 minutes)
 The teacher will give a brief presentation outlining America’s reasoning for fighting in
WWII, and then comparing the treatment of people in the Axis nations to the treatment of
people in the US.
2. Gallery Walk Activity (30 minutes)
 Students will get up and move around the room to look at posters that show different
people and events that influenced the growth of the civil rights movement. Students will
move in groups from station to station reading and writing down important information.
3. Assessment (10 minutes)
 Students will have the rest of class to respond to the following prompt: Rank the people
and events you just learned about from most to least important to the formation of the
civil rights movement. Why did you chose the people/events in your first and last spots?

Conclusion/Summary:
Great job today, we will continue learning about the civil rights movement over the next few
days so remember the names of the people you saw today, they will come up again later.