The Onset 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 Rights 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.
Lesson Created By: JarvaisJackson
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:
SMARTBOARD
Notes ( direct instruction from previous classes)
Rubric
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 participate 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 perspective (3 minutes)
Open discussion about each document at the stations.(15 minutes)
Day 2:
Students will be assigned 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 timesheet ( 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 in America? (5 minutes)
Teacher Notes
There are numerous topics that will allow the students to explore the Civil Rights Movement with a wider lens.
Suggested Fake book topics:
- The 54th Mass. Regiment
- 13th, 14th and 15th Amendment
- Selma to Montgomery March
- Reconstruction
- Jim Crow Laws
- Plessy vs Ferguson
- Dred Scott
- Demark Vesey
- The Tuskegee Airmen
- Brown vs Broad of Education
- Freedom Riders
- Little Rock Nine
- March of Washington
- Freedom Summer
- Orangeburg Massacre
- Black Codes
-
In the profile of FAKEBOOK: Students will write a three-paragraph page to respond to: Does social injustice continue to plague America?
STANDARDS:
Standard 5: Demonstrate an understanding of the impact of world events on South Carolina and the United States from 1929 to present.
Indicator 8.5.CX: Analyze the correlation between the Modern Civil Rights Movement in South Carolina and the U.S.
Standards
- This indicator was designed to promote inquiry into military and economic policies during World War II, to include the significance of military bases in South Carolina. This indicator was also developed to foster inquiry into postwar economic developments and demographic changes, to include the immigration of Jewish refugees following the Holocaust.
- This indicator was designed to foster inquiry into the role of South Carolina in the Modern Civil Rights Movement, to include the influence of court cases such as Briggs v. Elliot and Flemming v. South Carolina Electric and Gas. This indicator was also developed to promote inquiry into the relationship between national leadership, protests, and events and South Carolina leadership, protests and events, such as the Friendship Nine and the Orangeburg Massacre.
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.
ADD RESOURCES
https://www.youtube.com/watch?v=FuDT6-AvrxA