The Beginning of the Civil Rights Movement

 

Using 21st century skills of critical thinking and analyzing the students will use technology to examine primary and secondary sources, provide relevant feedback to peers in blog/social media setting. Students will be provide various sources to gain access to credible information.

 

The goal is to introduce the students to primary resources in the Library of Congress. In a two session class, the topic of Civil Right Movements will be the focal point. Students will learn to analyze primary sources provide feedback and communicate their perspective in computerize format with classmates. In an academically intense environment, student will have opportunities to connect lessons to real world in the 21st century. 

 

Student will look at primary sources to analyze and contextualize clips, letters and speeches from 1863 throughout the climax of the Civil Rights Movements in 1968.The lesson will bridge writing, research and analyzation of history. 

 

Duration
Multiple days
Lesson Type
Traditional Lesson

Lesson Created By: Antoinette Gibson

Lesson Partners: Center for the Education & Equity of African American Students (CEEAAS)

Essential Question

When did the Civil Rights begin in the United States?

How can relate the Civil Rights to the social injustice face by African American today? 

 

Grade(s):

  • 8

Subject(s):

Recommended Technology:

 

LAPTOP:  

FAKEBOOK 

WORLDBOOKONLINE

NEWSELA

 

Other Instructional Materials or Notes:

Lesson Progression

 

Day 1: 

Define the Civil Rights  Movement  (5 minutes)

Brainstorm Civil Rights Movement (Concept Map) (10 minutes) 

Poem Reading:  Bury Me In a Free Land By Francis Harper (5 minutes) 

Present Clip:

Direct Instruction: (54th Massachusetts Regiment)(13 minutes)  

  • Who – Where-Why-When-How-Why 

Using primary sources from LOC (www.loc.com) students will participant in a roundtable: (20 minutes)

  • Each group will have five minutes to give commentary about the pictures, letters or event
  • Each group will share commentary with the next group: each station will have a sheet for notes to be shared with the next group. ( see attachment)
  • Each group will provide their prospective  (3 minutes) 

Open discussion about each document at the stations.(15 minutes) 

Day 2:

Students will be assign a specific historic event or person from the 54th Mass. Regiment through 1972 regarding  the Civil Rights  Movement (5 minutes)

  • Each student will complete a time sheet ( see attachment) (10 minutes)   
  • Student will create a FAKEBOOK account: (https://www.classtools.net/_FAKEBOOK/gallery/search.php) Students will be assign a topic to create a fake social media page in regards to the Civil Rights Movement for assign topic/person. ( see rubric) (40 minutes) 
  • Reflection: Does social injustice continue to American? (5 minutes)

Teacher Notes

There are numerous topics that will allow the students to explore the Civil Rights Movement with a wider lenses.  

Suggested Fake book topics:  

  1. The 54th Mass. Regiment 
  2. 13th, 14th and 15th Amendment 
  3. Selma to Montgomery March 
  4. Reconstruction
  5. Jim Crow Laws
  6. Plessy vs Ferguson
  7. Dred Scott 
  8. Demark Vesey
  9. The Tuskegee Airmen 
  10. Brown vs Broad of Education  
  11. Freedom Riders 
  12. Little Rock Nine 
  13. March of Washington 
  14. Freedom Summer 
  15. Orangeburg Massacre 
  16. Black Codes  

 

In the profile of FAKEBOOK: Students will write a three paragraph page to response to: Does social injustice continue to plague America?

 

Assessments

Students will complete timeline to cover 1861-1972 in regards to enslavement, freemen and African Americans. Using the timeline information and primary resources in LOC (https://www.loc.gov). Students will create the FAKEBOOK (https://www.classtools.net/_FAKEBOOK/gallery/search.php). Students will be assign a specific event, concept or person to create a FAKEBOOK to include, but limited to three primary sources, pictures, audio and other related people, events and ideas to assigned topics.