Students engage with key vocabulary related to the civil rights movements of twentieth-century United States. The experience can be used as an introduction or a review at the end of the unit.
Students engage with key vocabulary related to the civil rights movements of twentieth-century United States. The experience can be used as an introduction or a review at the end of the unit.
Students read an introduction to the upcoming unit on post–World War II civil rights movements and this vocabulary-focused experience. They examine an image and caption about the Freedom Riders attack in Birmingham, Alabama, then respond to two polls indicating which listed civil rights–related terms they are familiar and unfamiliar with. Students contribute to a word cloud by sharing brief ideas about what comes to mind when they hear the term “civil rights.”
Teacher MovesIntroduce the purpose of the experience as either an entry point or a review of civil rights vocabulary and, if desired, set it for self-paced work. Use the poll results to gauge students’ prior knowledge and briefly clarify unfamiliar terms as needed. Invite students to share what they already know about civil rights movements, drawing on sample ideas if helpful, and then transition the class to the next scene when most are ready.
Students view images related to the civil rights movement, including Ruby Bridges entering a newly integrated school, and answer a multiple-choice question to identify which vocabulary word best describes what is happening in the photograph. They then answer a second multiple-choice question to select the best synonym for “militant” and complete a fill-in-the-blank item using the term “social equality” in context.
Teacher MovesGuide students through the vocabulary applications, prompting them to connect each term to the historical situations shown or described. Review responses to clarify why particular choices are correct, reinforce precise meanings of the terms, and address any misconceptions before unlocking the next scene.
Students examine images and text about rights for other populations, including women, and complete a fill-in-the-blank item that defines “feminism” in context. They read a brief explanation of Title IX and answer a multiple-choice question identifying it as an example of a specific civil rights–related concept. Students then complete a drag-and-drop activity, matching vocabulary words to definitions for “status quo” and “civil disobedience.”
Teacher MovesHighlight how civil rights vocabulary applies beyond the Black freedom struggle to other groups, such as women. Review student answers to the fill-in-the-blank, multiple-choice, and drag-and-drop items, emphasizing accurate definitions and usage of each term. Provide additional examples or counterexamples where needed and ensure students can distinguish among closely related concepts before moving on.
Students view an image introducing the concept of segregation, then create or upload a drawing that illustrates the term “segregation” and add a caption that correctly uses the word.
Teacher MovesEncourage students to choose or create images that clearly represent segregation in historical or contemporary contexts and to write precise, descriptive captions using the term accurately. Circulate to provide feedback on both the visual representations and the language in captions, prompting students to refine their work to demonstrate clear understanding of the concept.
©2026 Exploros. All rights reserved.