Civil Rights HyperStudio Magazine

Civil Rights HyperStudio Magazine

Course(s)/Subject(s):Civics 8

Grade Level(s):8

Key Words: Civics, Technology

Developer(s) Name: Kimberly Candelmo

School: Kilmer Middle School

Approximate Time Frame:Three weeks

Materials/Equipment Needed:Materials on Civil Rights Movement, Library, Digital Camera, Computer Lab

Description of Lesson (includes context):Students will gather information on this time period in the library. Students will use their research to design a Civil Rights magazine. Students will work with a partner to create a presentation on the Civil Rights Movement using Hyperstudio.


  1. What is the objective of this lesson?

POS Standards:
8.1Students will identify and understand the rights and responsibilities of citizens of
the United States.

POS Benchmarks:
8.1.1Students will be able to explain the meaning of American citzenship and analyze
issues involving the rights of citizens of the United States.

POS Indicators:
8.1.1.cAnalyze fundamental liberties, rights, and values including religion, speech,
press, assembly, petition, due process, and equality under the law.

SOL(s) (including Computer/Technology):HSS 7.1, C/T8.2, C/T8.3, C/T8.4



  1. What will we examine as evidence of students' knowledge and/or skill?

Product(s):Article, letter to the editor, editorial

Performance(s):Hyperstudio presentation


  1. What exactly will the students and teacher do during the lesson?

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Directions to students for proceeding with the lesson:

  1. Week one:Students will research the civil rights movement. They will take notes
    throughout the week while also capturing pictures using the digital camera and saving
    them in a folder created for their specific class. Students will copy photos from
    resources used in the library so that they are able to include them in the magazine which
    the class will publish.
  2. Week two:Students, working individually, will draft, revise, and edit one of the
    following four features for publication in the class magazine:
    * Students will write an expose article which "uncovers" some aspect of the
    treatment of African-Americans in this country before or during the civil rights
    * Students will write a feature article which chronicles one key event from the civil
    rights movement.
    * Students will write a letter to the editor, written from the persepctive of a civil
    rights leader. The letter should critique or support the event described in the
    feature article from that person's point of view.
    * Students will write an editorial which gives their opinion, supported by evidence,
    of the civil rights movement and its effect on African-Americans and society as a
    whole. Students must also include one political cartoon, borrowed or original,
    that shows how the struggles of the African-Americans for civil rights influenced
    another group in American society.
  3. Week three:Students will create a Hyperstudio presentation summarizing the Civil
    Rights Movement. At the end of the week, students will present their Hyperstudio
    presentation to the class.

Directions to teacher/administrator using the lesson:

  1. Give students an overview of the project prior to going to the library.
  2. Give students due dates for each component of the magazine.
  3. Each week students must be given guidelines and instructions describing how to
    complete the given task. For example, students should be given instructions on how to
    write an article at the beginning of week two.
  4. Prior to going to the computer lab divide students into work groups of two or three and
    supply each group with a floppy disk so that they are able to save their work.
  5. Prior to going to the computer lab students will be given instructions on how to create a
    Hyperstudio presentation.
  6. While creating their presentation with a partner students will retrieve photos from the
    folder created for their class.


  1. What options in presentation(s) and/or response(s) are suggested in order to provide the opportunity for all students to demonstrate achievement of the benchmark(s) and indicator(s)?

Before students go to the library the teacher should meet with the librarian to ensure
appropriate variety of materials are available according to student ability needs.
In order to accommodate learning styles as well as computer ability level, students can be
grouped in such a way that at least one group member has strong writing skills.

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