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.
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?
Other Instructional Materials or Notes:
Notes ( direct instruction from previous classes)
- 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.
Lesson Created By: JarvaisJackson