Out of the Shadows | Black America Since MLK: And Still I Rise

pbs.org/blackamerica

Lesson  1:  Out  of  the  Shadows Black  America  Since  MLK:  And  Still  I  Rise

Organize the class into small groups and distribute the “3-2-1 Chart.” Have them watch clip two and complete the chart. Instruct students to share the facts they gathered by going to at least two people in other groups to give a fact and get a fact. Bring the class together to discuss.
https://d43fweuh3sg51.cloudfront.net/media/media_files/627a3519-6839-47f...

Have students watch clip one, then hand out “Free-Write Prompts." Assign one question to each student and provide two minutes to write a response to the question. Ask students to share their writing with the class. Next, play clip two.
Free­Write  Prompts
● The  Voting  Rights  Act  overcame  legal  barriers  at  the  state  and  local  levels  that prevented  African  Americans  from  voting.  Why  was  the  passage  of  this  law  such an  emotional  experience  
    for  many  African  Americans?
● Television  was  a  main  source  of  news  in  the  1960s.  Explain  how  the  images  of police  attacking  peaceful  protesters  and  unarmed  black  men  on  the  streets affected  different  segments  
     of  the  viewing  audience.
● What  did  the  Watts  riots  reveal  about  the  extent  of  racial  tensions  in  America  in the  1960s?  What  were  the  conditions  in  Los  Angeles  and  elsewhere  that  led  to this  tension?

Post­Viewing  Discussion/Activity
Make copies of the “Discussion Activity” handout and distribute to each class. Place students in small working groups and assign each group one the following questions to discuss.
Directions:   In  your  small  group,  discuss  the  question  you  were  assigned.  Be  prepared to  present  your  findings  to  the  class.
● Describe  how  the  1965  Voting  Rights  Act  brought  hope  to  many  African Americans,  but  also  fell  short  of  addressing  the  deeper  feelings  of  racial discrimination.
● How  did  the  Watts  riots  and  rebellion  express  the  frustration  many  African Americans  felt  from  decades  of  racial  indignities?  How  were  the  riots  interpreted by  many  whites?  
    How  do  you  account  for  the  difference?
● What  effect  did  the  Black  Power  movement  have  on  the  civil  rights  movement? Explain  whether  you  think  it  helped  or  hurt  the  cause  of  advancing  equality  for African  Americans.
● According  to  the  film,  what  were  some  of  the  central  causes  of  black  poverty?  Why  do  you  think  these  issues  were  not  addressed  by  state  and  local governments?
● Why  was  the  strong  reaction  of  Chicago’s  white  residents  against  Dr.  King  such  a surprise  to  him  and  many  people  in  the  country?
● According  to  the  film,  why  were  many  whites  across  the  country  resistant  to African  American  economic  and  social  advancement?  Do  you  think  those  reasons still  exist?

This lesson extends the work completed in class through the “Free-Write Prompts”, “3-2-1 Chart”, and the “Discussion Activity”. By completing the multimedia project students can tie past events to the 21st century and answer the essential question.

Step 1 – Divide the class into seven groups and assign a topic that relates directly to the videos and the discussions completed in class.
•    Voting Rights Act of 1965
•    Television/Media Coverage
•    Watts Riots
•    Black Power Movement
•    Black Poverty
•    White Resistance to Economic and Social Advancements in Black Society
•    Palmetto Scene – Riley, Burns, Gates Talk Racial Divide
Step 2 – Each group must complete a multimedia project that gives historical context to their given topic and relates events of the past to events that are currently happening today. The essential question must be answered and correlations must be made to their past event.
Step 3 – Student work will be assessed through a multimedia rubric. 

Discussing  Controversial  Issues
This  lesson  examines  aspects  in  which  students  will  likely  disagree  or  may  not  have  yet formed  solid  opinions.  This  calls  for  a  learning  environment  that  is  open,  tolerant,  and
comfortable  for  all  students. Angela  Harwood  and  Carole  Haun,  Atlanta  educators  contributing  to  the  ERIC Clearinghouse  for  Social  Studies/Social  Science  Education,  offer  these  considerations
when  discussing  controversial  issues  in  the  classroom:

• Establish  a  safe  environment:  One  of  the  most  important  elements  of successful  discussions  is  the  creation  of  an  intellectually  safe  environment for  students’  participation.  
• To  model  appropriate  discussion  behaviors, listen  to  and  respect  student  contributions,  tolerate  widely  divergent  views, and  encourage  their  expression.  Let  students  know  that  they  shouldn’t interrupt  each  other’s  comments  and  that  they  can  disagree  without  being disagreeable.
• Maintain  focus  and  direction:  It’s  easy  for  a  stimulating  discussion  to  wander  off  topic.  To provide  necessary  structure,  develop  an  agenda  that  includes  time  for  discussion, organizing  student  contributions  and  specific  activities  or  assignments  that  grow  out  of that  discussion.
• Ensure  a  balance:  Students  should  be  exposed  to  the  full  range  of  perspectives  on  an issue.  If  important  viewpoints  on  a  specific  issue  aren’t  expressed,  carefully  question students  about  them  or  ask  them  to  present  those  perspectives  themselves.
• Encourage  equal  participation:  To  achieve  a  balanced  discussion,  you  may  need  to  draw out  reticent  students  and  limit  the  contributions  of  more  outspoken  students.
• Limit  your  personal  viewpoints:  Like  anybody  else,  you  have  a  personal  opinion  about many  issues.  Be  careful,  however,  that  expressing  them  doesn’t  adversely  affect students’  ability  to  freely  examine  those  issues.  If  you  take  a  stand  on  a  controversial issue,  make  it  clear  that  yours  is  only  one  opinion  and  that  you  welcome  students  to challenge  it.

pbs.org/blackamerica

Multimedia Project Rubric -  adapted from NCSU.EDU

4 points

3 points

2 points

1 point

Topic/Content

Covers topic completely and in depth. Includes accurate and factual information and encourages the audience to know more.

Covers essential information with most information being factual and accurate. There is enough elaboration that the audience has an understanding of the topic.

Includes some essential information. Some information is factual and accurate. The audience has some understanding of the topic.

Includes little essential information. Little information is factual or accurate. The audience has very little understanding of the topic.

Mechanics

Grammar, spelling, punctuation, capitalization are correct. No errors in text.

Includes 2-3 grammatical errors, misspellings, punctuation errors, etc.

Includes 3-4 grammatical errors, misspellings, punctuation errors, etc.

Includes more than 5 grammatical errors, misspellings, punctuation errors, etc.

Cooperative Group Word

Works well with others. Assumes a clear role and related responsibilities. Motivates others to do their best.

Works well with others. Takes part in most decisions and contributes fair share to group.

Works with others, but has difficulty sharing decisions and responsibilities.

Cannot work with others in most situations. Cannot share decisions or responsibilities.

Oral Presentation Skills

Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery.

Communicates ideas with proper voice projection. Adequate preparation and delivery.

Some difficulty communicating ideas, due to voice projection, lack of preparation, or incomplete work.

Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work.