The Museum Of The Civil Rights Movement

873 Words4 Pages
The final exhibit in the museum of the Civil Rights Movement involves all levels of the critical thinking process as laid out by Reichenbach (2001). The six main parts of critical thinking also link to the Bloom’s Taxonomy levels, thus move students from review of knowledge all the way through the evaluation process. Students will use multiple different activities and teacher chosen groups in order to move seamlessly through the learning process (Carr & Bertrando, 2012). The learning unit will end with an engaging activity that allows students freedom to not only make choices, but also use creativity to connect concepts of the past to concepts of the present. Students will enter class and their first activity will ask students to create an annotated flow map of events from the 1950s and 1960s that review student knowledge. There are different levels to this activity in order to enable success of students no matter whether they are advanced, average, or struggling learners. Students will be placed in flexible categories and given their assignment (Beam, 2009). The assignment on the surface will look the same; however, when students begin working, advanced learners will come up with the review concepts on their own, average students will have a list of topics to put in order and annotate, and students who are struggling will use option boxes to put review items in the correct boxes with annotations (Beam, 2009). Once students complete their version of the flow map, they
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