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BBPT Lesson Idea Template

This document describes a lesson plan for an 8th grade social studies class on the Civil Rights Movement in Georgia. Students will use the online tool Visme to create timelines about key people, groups, events, and resistance related to the Civil Rights Movement in Georgia. The lesson aims to address social studies and technology standards and incorporates principles of universal design for learning. Students' timelines will be assessed to evaluate their understanding of the course content.

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46 views2 pages

BBPT Lesson Idea Template

This document describes a lesson plan for an 8th grade social studies class on the Civil Rights Movement in Georgia. Students will use the online tool Visme to create timelines about key people, groups, events, and resistance related to the Civil Rights Movement in Georgia. The lesson aims to address social studies and technology standards and incorporates principles of universal design for learning. Students' timelines will be assessed to evaluate their understanding of the course content.

Uploaded by

api-444425700
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Civil Rights Movement in Georgia


Content Area: Social Studies
Grade Level(s): 8th Grade

Content Standard Addressed: SS8H11: Evaluate the role of Georgia in the modern civil rights movement. A)
Explain Georgia’s response to Brown v. Board of Education including the 1956 flag and the Sibley Commission.
B) Describe the role of individuals (Martin Luther King, Jr. and John Lewis), groups (SNCC and SCLC) and events
(Albany Movement and March on Washington) in the Civil Rights Movement. C) Explain the resistance to the
1964 Civil Rights Act, emphasizing the role of Lester Maddox.

Technology Standard Addressed: ISTE Standards for Students: Standard 1) Empowered Learner-Students
leverage technology to take an active role in choosing, achieving and demonstrating competency in their
learning goals, informed by the learning sciences. 1D) Students understand the fundamental concepts of
technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are
able to transfer their knowledge to explore emerging technologies.

Selected Technology Tool: Visme

URL(s) to support the lesson (if applicable): https://my.visme.co/projects/jwvokrjq-civil-rights-movement-in-


georgia; this is a link to the Visme timeline created for the Civil Rights Movement in Georgia content.

Bloom’s Taxonomy Level(s):


☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):


Engagement: Regarding the engagement principle of universal design for learning, students will be able to
become interested and engaged with learning because they are using technology to complete an assignment
within the classroom. Anytime technology is used within the classroom, students become very interested
within course work and begin to engage more within classroom activities. This being very beneficial to
student learning.
Representation: Regarding the representation principle of universal design for learning, content and
information is presented in a different way than the normal way for learning. Students will be able to learn
content through timelines and this is beneficial to student learning because it diversifies the way students
obtain content knowledge.
Action and Expression: Regarding the action and expression principle of universal design for learning, this
lesson idea allows students to show their understanding of content through an original approach. Students
can use Visme software to create a timeline that allows them to show their understanding of content taught
within the classroom. This can show how well students are or are not understanding content and this shows
to be beneficial to student learning.
Lesson idea implementation: Within this lesson, students will be creating an original timeline about the Civil
Rights Movement in Georgia using the Visme online software. During this lesson, teachers will act as
facilitators as students may need help with maneuvering while using the Visme software. This project will be

Spring 2018_SJB
Beyond-the-Basic Productivity Tools (BBPT)
introduced within the beginning of class, so that students can understand what assignment they will be
completing during the school day. This assignment may take 1 to 2 school days to complete.

Students learning will be assessed after the projects are turned in and this will help teachers understand
students understanding of content taught. The final product can be used to differentiate learning by allowing
students to have access to the Visme timeline links they created. They can use the timelines they created as
study tools for upcoming quizzes or tests. This differentiating the way the students learn and obtain content
knowledge over time. Students’ learning is at the highest level because they are required to create original
products that show their understanding of content taught from the Civil Rights Movement in Georgia.
Feedback will be provided to students through graded rubrics and this will let them know how well they
addressed content learned within their work.

Reflective Practice: The lesson idea created impacts student learning because it really shows students true
understanding of content taught and how well knowledge is obtained. This lesson is as extended as it can be
and it assess students’ understanding of content through the use of technology. Another technology tool that
could enhance this project is TimeGlider, it is another timeline online software.

Spring 2018_SJB

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