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The Civil Rights Movement

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The Civil Rights Movement: Heroes, Sheroes, and the Struggle for Equitable Citizenship Unit Sketch Time Frame This unit could take longer than six weeks. – PowerPoint PPT presentation

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Title: The Civil Rights Movement


1
The Civil Rights Movement
  • Heroes, Sheroes, and the Struggle for Equitable
    Citizenship

2
Unit Sketch
  • Richard Scott Rennert. Hank Aaron. New York
    Chelsea House Publishers, 1993. General
    Collections. (9-26) Courtesy of Chelsea House

3
Time Frame
  • This unit could take longer than six weeks.
    Ideally students would be allowed to investigate
    this topic for a full quarter.
  • Time limits in specific lessons have
    intentionally been left out to allow for
    flexibility in planning specifics.

4
Essential Questions
  • What are our civil rights?
  • What was the Civil rights Movement about?
  • How has the Civil Rights Movement impacted daily
    life, housing, schools, dining, entertainment,
    transportation, and employment?
  • What do I have the right to do?
  • How has society changed?
  • Are changes still taking place?

5
Unit Standards Alignment
  • Illinois Learning Standards
  • 16.E.2c (US) Describe the influence of key
    individuals and groups, including Susan. B
    Anthony/suffrage and Martin Luther King/civil
    rights, in the historic eras of IL and the US
  • 14.F.2. Identify consistencies and
    inconsistencies between expressed US political
    traditions, ideas, and actual practices (e.g.,
    freedom of speech, right to bear arms, slavery,
    voting rights).
  • 16.A2a. Read historical stories and determine
    events which influenced their writing.
  • 16A2c Ask questions and seek answers by
    collecting and analyzing data from historic
    documents, images and other literary and
    non-literary sources.
  • 14F2 Identify consistencies and inconsistencies
    between expressed United States political
    traditions and ideas and actual practices (e.g.,
    freedom of speech, right to bear arms, slavery,
    voting rights).
  • 18B2a Describe interactions of individuals,
    groups, and institutions in situations drawn from
    the local government (e.g., local response to
    state and local reforms).

6
Unit Standards Alignment
  • National Standards
  • Culture
  • Time, Continuity, and Change
  • People, Places, and Environments
  • Individual Development and Identity
  • Individuals, Groups, and Institutions
  • Power, Authority, and Governance
  • Global Connections
  • Civic Ideals and Practices

7
A Variety of Instructional Methods
  • Short term - Whole class/small group assignments
    conducted daily
  • Long term Read The Watsons go to Birmingham
    1963 and other childrens literature in language
    arts.
  • Long term - Students create a timeline
    identifying important events
  • Timeline circles the room
  • Includes pictures, drawings, and written
    descriptions
  • Long term- Small Group Research Assignment
    culminating in a power point presentation,
    documentary, play, newspaper, or other
    presentation format
  • Small group of three students choose a topic to
    study
  • Synthesizes material
  • Presents data
  • Responds to questions from the audience (other
    students)
  • Topics to choose from include Where were the
    Women?, Native Americans, Marches on Washington,
    Latinos/Latinas, Different Faiths/Same Cause,
    Freedom Singers, Freedom Riders, Freedom Summer,
    NAACP, SNCC, Black Power, Rainbow Coalition,
    Segregation, De facto Segregation in
    Champaign-Urbana, Freedom Schools

8
Freedom Film Festival
  • Toward the beginning of the unit, there will be a
    film festival that is at least one day long.
  • We recommend And the Children Shall Lead, Malcolm
    X, Mississippi Burning, Hoop Dream, and Guess
    Whos Coming to Dinner.
  • This film festival will help students decide what
    they would like to study in their long-term group
    research project and will reach students with
    visual and auditory intelligences.

9
Music
  • This unit will utilize the broad spectrum of
    music produced during and about the Civil Rights
    Movement.
  • The unit will begin with students listening to
    and discussing several powerful songs.
  • Questions
  • What do you think these songs are about?
  • What do you think the writers singers of these
    songs are feeling?
  • What does freedom mean?
  • What are rights?
  • See the bibliography for suggestions. Some
    selections are included on this CD and may be
    downloaded for educational purposes.

10
Lesson Ideas - Constitutional Rights
  • Description What are our constitutional rights?
  • Using a series of readers theater dramatizations
    of letters and speeches written/spoken by civil
    rights activists and politicians, reading
    childrens literature, and viewing film of
    speeches on the history channel website (as
    listed in bibliography) have students examine
    their constitutional rights.
  • What are your constitutional rights?
  • What do I have the right to do?
  • What was the Civil rights Movement about?
  • How has society changed?
  • Purpose
  • Students will determine what their constitutional
    rights are by examining primary resources and
    question how some members of society may be
    denied their civil rights.

11
Lesson Ideas - Constitutional Rights (Continued)
  • Stages of Inquiry
  • Tuning in
  • Preparing to find out
  • Finding out
  • Instructional Strategy
  • Guided inquiry
  • Assessment
  • Formative assessment of group discussions
  • Summative assessment of journal entries.

12
Lesson Ideas - Role of Government
  • Brown v. Board of Education
  • Description Students will be placed into groups.
    Each group will study one of the cases in Brown
    v. Board of Education and will investigate the
    details of the case and present their findings to
    the class. As a class, students will discuss the
    decision and the impact the decision has had on
    education in the United States.
  • Purpose To allow students to investigate the
    legalities involved in the Civil Rights Movement.
  • Stages of Inquiry
  • Tuning in
  • Preparing to find out
  • Finding out
  • Sorting out
  • Making connections
  • Instructional Strategy
  • Full inquiry
  • Assessment
  • Formative assessment of classroom discussion

13
Lesson Ideas - Political Activism Then
  • Description If Not Us, Then Who?
  • As an extension of the readings and discussions
    in the previous lesson regarding constitutional
    rights this project will give students the
    opportunity to research the life of a civil
    rights activist and groups and create a book or
    power point presentation to the class.
  • Begin with student discussion and read from from
    The Civil Rights Movement for Kids (chapter 4 If
    Not Us, Then Who? Freedom Riders, 1961).
  • View and discuss photos from If Not Us, Then
    Who?
  • Stage student run reenactments.

14
Lesson Ideas - Political Activism Then (Continued)
  • Lesson Continued
  • Discuss essential questions
  • How has the Civil Rights Movement impacted daily
    life, housing, schools, dinning, entertainment,
    transportation, and employment?
  • How has society changed?
  • Are changes still taking place?
  • Purpose
  • To provide students the opportunity to gain a
    deeper understanding of the sacrifices that the
    activist made in his/her fight for justice.
  • Stages of Inquiry
  • Sorting out
  • Going further
  • Taking action

15
Lesson Ideas - Political Activism Then (Continued)
  • Instructional Strategy
  • Full inquiry
  • Assessment
  • Formative assessment - discussions reenactments
  • Summative - film reenactments organizing a
    protest

16
Lesson Ideas - Political Activism Then and Now in
C-U
  • Discuss current civil rights issues in the
    Champaign with members of the community
  • Begin this lesson with a discussion of What is
    stereotyping?
  • Bring in two community members, one to discuss
    the school issue and one to discuss the police
    profiling issue
  • This is be an introduction to oral histories.
    Students will interview these speakers, and then
    students will find others in the community to
    interview about this issue.
  • Take Action Organize a demonstration/protest,
    write a letter to someone in power, or write a
    letter to the editor of the local paper.

17
Lesson Ideas - MLKs Birthday
  • Lesson
  • Description Listen to MLK Jr. speeches from MLK
    tape while reading them print outs of the text.
    Students will highlight areas that they feel
    important/moving and relevant to their research.
  • Purpose Students need to hear the power,
    passion, and conviction in MLKs voice to fully
    grasp the magnitude and impact of his words.
  • Stage of Inquiry
  • Finding out
  • Making connections
  • Instructional Strategy Focus on auditory and
    visual intelligences.
  • Assessment Formative assessment of classroom
    discussion.

18
Lesson Ideas - Diversity within the Civil Rights
Movement
  • Lesson pick who you are mask and persons name
  • Description Each student will randomly pick a
    mask from a bin. Each mask be painted a
    different skin color representing a different
    race and will also have a name written on it.
    There will be a wide range of races represented
    in the selection. The student will have to
    research this person and assume the attitudes and
    actions of this person during a class reenactment
    dealing with issues/events related to the civil
    rights movement.
  • Purpose Students will not be able to choose
    their race and will place in the position of
    experiencing life in someone elses skin.
    Students will gain an understanding of the
    diversity within the Civil Rights Movement and
    the common injustices that they experienced.
  • Stage of Inquiry
  • Going further
  • Instructional Strategy Guided inquiry
  • Assessment Formative assessment of reenactments,
    research, and discussion

19
Lesson Ideas - Urban America Then and Now
  • Lesson Newspaper Media Inquiry
  • Description Have students bring in newspaper
    articles that deal with an issue of
    discrimination and compare these articles to some
    newspaper articles from the civil rights era.
    Student will interview each other and respond to
    the following
  • What do I have the right to do?
  • Compared to the 1960s
  • How has society changed?
  • Are changes still taking place?
  • Where do we go from here?
  • Purpose Compare and contrast the civil rights
    issues (racism) then and nowin order to
    ascertain where we as a society are at and where
    we need to go from here.

20
Lesson Ideas - Urban America Then and Now
(Continued)
  • Stage of Inquiry
  • Making connections
  • Sorting out
  • Instructional Strategy
  • Guided inquiry
  • Students respond and document responses to
    essential questions using video.
  • Assessment
  • Formative - ongoing classroom discussion
  • Summative - media inquiry documentation

21
Assessment
  • Summative Assessment - Formal -
    culmination/summation of learning from inquiry,
    could be done in a power point presentation,
    written as a newspaper article, poetry,theatrical
    performance
  • Formative Assessment - Informal, ongoing
    assessments made during lessons based on students
    understanding of subject, can be used to
    modify/adjust/change course of lesson
    small/large group discussions.

22
Unit Bibliography - Teacher Literature
  • Bode, J. The Colors of Freedom - Immigrant
    Stories.Grolier Publishing. (1999.) New York,
    NY.
  • Hine, D. C., William C. Hine and Stanley Harrold.
    The African American Odyssey, Vol. 2 since
    1865. 2nd ed. (Ch 21 The Freedom Movement
    1954-1965 Ch 22 The Struggle Continues
    1965-1980)
  • Best as reference for teachers and it also has CD
    with music and speeches.
  • Kozol, Jonathan. Savage Inequalities
    Childrens in Americas Schools. Crown
    Publishers,
  • Inc. (1991.) New York, NY.
  • Levstik, L.S. and Keith C. Barton. Doing
    History Investigating With Children in
    Elementary and Middle Schools Second Edition.
    Lawrence Erlbaum Associates, Publishers. (
    2001.) Mahwah, NJ.
  • A resources that explains how inquiry is used to
    teach History.
  • March, C. Celebrating Black Heritage. Gallopade
    International. (2003.)
  • A collection of activities for teaching
    African-American history.
  • Mazel, E. (selected and Arranged .) And don't
    call me a racist!" A treasury of quotes on the
    past, present, and future of the color line in
    America.
  • Parker, W.D. Social Studies for Elementary
    Education Twelfth Edition. Pearson - Merrill
    Prentice Hall. (2005.) Upper Saddle river, NJ.
  • Steffey, S. and Wendy J. Hood. If This Is Social
    Studies, Why Isnt It Boring? Stenhouse
    Publishers. (1994). Portland, ME.
  • A narrative resource that provides strategies for
    teaching history and making it relevant and
    meaningful to students.

23
Unit Bibliography - Teacher Literature (Continued)
  • Turk, M. C. The Civil Rights Movement for Kids
    A History with 21 Activities. Chicago Review
    Press, Incorporated. (2000). Chicago, IL.
  • A collection of background information and
    activities for teaching and learning about the
    Civil Rights Movement.
  • Welton, D.A. Children and Their World
    Strategies for Teaching Social Studies Eighth
    Edition.Houghton Milffin Company. (2005.) Boston,
    MA
  • A resources that provides strategies and lesson
    plan ideas for teaching Social Studies.

24
Unit Bibliography Childrens Literature and
Resource Books
  • Andryszewski, T. The March On Washington 1963
    Gathering To Be Heard. The Millbrook Press.
    (1963.) Brookfield, CN.
  • Birdseye, D. H. and Tom Birdseye. Under Our Skin
    Kids Talk About Race. Holiday House. (1997.)
  • Bridges, Ruby. Through My Eyes Ruby Bridges.
    Scholastic Press. (1999.) New York, NY
  • Curtis, C. P. The Watsons Go to Birmingham -
    1963. Delacorte Press Bantam Doubleday Dell
    Publishing Group, Inc. (1995.) New York, NY.
  • The story of an African-American family that
    takes a trip from their home in Flint, Michigan
    to visit family in Birmingham, Alabama. The
    story takes place during the height of the Civil
    Rights Movement, in 1963.
  • Englebert, P. and Betz Des Chenes (Editors.)
    American Civil Rights Primary Sources (Volume 1).
    U.X.L. The Gale Group. (1999.) Detroit, MI.
  • A primary sources Cooks that provides nineteen
    documents. This book reflects the diversity with
    in the Civil Rights Movement.
  • Grimes, N. Talkin About Bessie The Story of
    Aviator Elizabeth Coleman. Orchard Books -
    Scholastic Inc.. (2002.) New York, NY.
  • Historical fiction is used tell the story of the
    live of Bessie Coleman
  • Haskins, Jim. I Have a Dream The life and
    words of Martin Luther King, Jr. The Millbrook
    Press. (1992). Brookfield, CT.
  • Haskins, J. Freedom Rides Journey for Justice.
    Hyperion Books for Children. (1995.) New York,
    NY.
  • Howard, M.S. The Civil Rights Marches. ABDO
    Publishing Company. (2004.) Edina, MN.
  • .

25
Unit Bibliography Childrens Literature and
Resource Books (Continued)
  • January, B. Witness to History Civil Rights.
    Heinemann Library - Reed Elsevier, Inc. (2003.)
    Chicago, IL.
  • McKissack, P. C. Goin Someplace Special.
    Antheneum books for Young Readers Simon
    Schuster Childrens Publishing Division. (2001.)
    New York, NY.
  • A young African-American girl living in the south
    takes a trip to the library. It is the one
    public facility where everyone (regardless of
    their race) is welcome.
  • McKissack, Patricia and Fredrick. The Civil
    Rights Movement in America from 1865 to the
    Present, 2nd Ed. Childrens Press. (1994.)
    Chicago, IL.
  • McWhorter, Diane. A Dream of Freedom Civil
    Rights Movement from 1954 to 1968. Scholastic
    Inc. (2004.) New York, NY.
  • Morrison, T. Remember the Journey to School
    Integration. Houghton Mifflin Company. (2004.)
    Boston.
  • Munoz Ryan, P. When Marian Sang. Scholastic
    Inc. (2002.) New York, NY.
  • A biography of opera singer Marin Anderson. She
    sang for royalty in Europe but in her own country
    the color of her skin prohibited her from
    achieving the same success.
  • Parks, R. Rosa Parks My Story. Dial Books.
    (1992.) New York, NY.
  • Pinkney, A.D. Let It Shine Stories of Black Women
    Freedom Fighters. Gulliver Books-Harcourt, Inc.,
    (2000.)New York, NY.
  • Short biographies of ten African-American women
    whos actions helped shape U.S. history and
    improve the lives of African Americans
  • .

26
Unit Bibliography Childrens Literature and
Resource Books (Continued)
  • Raines, Howell. My Soul is Rested Days in the
    Deep South Remembered. Penguin Books. (1983).
    New York, NY.
  • Rappaport, D. Martins Big Words The Life of Dr.
    Martin Luther King, Jr. Jump At The Sun -
    Hyperion books for Children. (2001.) New York,
    NY.
  • Summer, L. S. Rosa Parks Journey to Freedom The
    African American Library. The Childs World,
    Inc. (2000.) Chanhassen, MN.
  • Thomas, J. C. (editor) Linda Brown, You Are Not
    Alone The Brown v. Board of Education Decision.
    Jump At The Sun - Hyperion Books For Children.
    (2003.) New York, NY.
  • A collection of writings by children,s authors
    who experienced the changes brought forth by the
    Brown v. BOE decision. The authors share their
    viewpoints and experiences in this collection

27
Unit Bibliography Childrens Literature
(Continued)
  • Venable, R. The Civil Rights Movement. The
    Childs World, Inc. (2002.) Chanhassen, MN.. .
  • Walsh, F. The Montgomery Bus Boycott. World
    Almanac Library - Discovery Books. (2003.)
    Milwaukee, WI.
  • Woodson, J. The Other Side of the Fence
  • Zinn, H. A People's History of the United
    States, 1492 to Present. (Ch. 17 "Or Does it
    Explode?") HarperCollins. (1999.) New York,
    NY.
  • Zinn, H. The People Speak American Voices,
    Some Famous, Some Little Known.
  • HarperCollins. (2004.) New York, NY.

28
Unit Bibliography - Music
  • India Arie. Intro (cuz of you change gonna
    come).
  • Tracy Chapman. Freedom Now, Material World,
    Subcity
  • Billie Holiday. Strange Fruit also sung by Nina
    Simone.
  • Zilphia Horton, Frank Hamilton, Guy Carawan, and
    Pete Seeger. "We Shall Overcome.
  • Nina Simone. Mississippi Goddamn.
  • Sweet Honey in the Rock.. Ellas Song, More
    Than A Paycheck, Crying for Freedom in South
    Africa, Im Gon Stand, Seven Principles.
  • Blood, P. Patterson, A. Rise Up Singing The
    Group Singing Book. Sing-Out Publications,
    Bethlehem, PA. (1992.)

29
Unit Bibliography - Internet Resources
  • http//memory.loc.gov/ammem/aaohtml/exhibit/aopart
    9.html
  • Hank Aaron quote/ photo from web site - Richard
    Scott Rennert. Hank Aaron. New York Chelsea
    House Publishers, 1993. General Collections.
    (9-26) Courtesy of Chelsea House
  • http//www.historychannel.com/classroom/brownvboar
    d/
  • The History Channel has film clips of Charles
    Houston's film documentation of inequality of the
    educational system The site includes other film
    clips of critical events that took place during
    the Civil Rights Movement.
  • http//memory.loc.gov/ammem/aaohtml/exhibit/aointr
    o.html
  • The Library of Congress - African American
    Odyssey - A internet documentary regarding the
    struggle of the African-American for equity and
    justice.

30
Unit Bibliography - Internet Resources
  • http//www.infoplease.com/spot/civilrightstimeline
    1.html
  • This web site has a timeline that includes
    current civil rights issues (affirmative action).
  • http//www.cr.nps.gov/nr/travel/civilrights/index.
    htm
  • This website provides an introduction/overview of
    the Civil Rights Movement and lists historic
    sites (written documentation, photos, and maps)
    associated with the Civil Rights Movement.
  • http//www.usdoj.gov80/crs/pubs/prevyouhatecrim.h
    tm
  • This article addresses hate crimes and provides
    suggestions as to how hate crimes can be
    prevented.

31
Unit Bibliography - Film
  • And the Children Shall Lead
  • Malcolm X
  • Mississippi Burning
  • Hoop Dream
  • Guess Whos Coming to Dinner.

32
Reflections on Process
  • The ability to work with others whom I have
    already shared many positive work experiences
    with dramatically increased my motivation and the
    amount I learned during the writing of this unit.
    Its really amazing to me how much three minds
    and bodies can get done when communication,
    support, and understanding are strong and honest.
    Working with others who are as interested in
    civil rights and equality was also inspirational.
    I truly learned from this process.
  • This has been the most engaging group project
    that I have experienced during my course of study
    at UIUC. I had the opportunity to work with two
    individuals (both masters cert students) that
    welcomed my ideas and challenged my thinking.
    There was never any doubt that the assignment was
    ours and that everyones input was valued.
  • This was a fabulous process since I got to work
    with two other graduate students and the synergy
    that was created was so much fun and so
    inspiring. The power of three minds working
    together generates a lot of interesting ideas.

33
Reflections on Content
  • I was born in 1963, in the north, to biracial
    parents of Caribbean ethnicity. Perhaps it was
    my overprotective parents or the fact that I was
    so young that I dont have and distinct memories
    of events that were taking place while I was
    growing up. This unit made me more aware of the
    extent to which people went to fight for
    equality. Every day people were heroes and
    sheroes. There is so mush that I take for
    granted that I now feel a bit ashamed. Men,
    women, and children laid down their live to fight
    for not only their civil rights but the rights of
    people that they world never know.
  • I have been interested lately in learning more
    about the Civil Rights Movement, especially
    through the eyes and lives of women and African
    Americans. I will be the mother of a child of
    color and was embarrassed by my knowledge of this
    important period of American history. Although I
    still have much to learn, I feel I am armed with
    the resources necessary to teach myself and to
    learn from my students.

34
Reflections on Content (continued)
  • There is so much to be studied and learned on
    this topic. A teacher could spend years working
    with all these source books and literature. I
    find this so exciting and am sure that I could
    easily inspire students to feel this excitement
    as well!!!! There are so many lessons to be
    learned and applied to todays society. We still
    have very separate worlds in our country. Our
    education system favors upper-class white
    Americans at the expense of all other races and
    classes. The war in Iraq and post 9/11 America
    show the glaring need for tolerance and
    acceptance of all peoples. There is so much
    obvious racism that we hear about and see in our
    country!! The more we expose students to the
    ideas of tolerance and accepting others, the more
    we move our country forward to being a healthier
    and happier place.

35
Reflections on Pedagogical Influences
  • The difference between teaching social studies
    using direct instruction, reading our of a text,
    and doing worksheet activates that do not require
    critical thinking and teaching social studies
    using inquiry is like comparing night and day.
    Even thought I have not taught any of these
    lessons I know that the level of engagement
    increases when students are involved in their
    learning. Entire class discussion where student
    use what the know and explore topics using a
    variety of media increase their engagement. I
    have seen it happen. When the student have
    choices, when material is taught in a context
    that is relevant to their lives the classroom
    comes alive. The concern becomes having enough
    time to hear all the voices of the student who
    want to participate in the conversation. This is
    quite different than the disengaged students that
    I see using outdated text that speak only partial
    truths. Making it real and taking action will be
    how I teach.
  • I am a visual and auditory learner and was
    thrilled to be able to incorporate these
    intelligences into the unit. Students need to
    feel the Civil Rights Movement, not just read
    about it.

36
Reflections on Pedagogical Influences (continued)
  • I hope as a teacher to be able to expose my
    students to ways of thinking of their society as
    a nurturing community for all. I fear that we
    are bombarded with media messages of rich, white
    people so frequently that the idea of a
    multi-cultural and diverse America is so often
    lost. The role of a teacher is to expose young
    minds to new ways of thinking and understanding
    everyones importance and rights. I would hope
    to show students the struggles that they will
    benefit from Civil Rights, Womens Rights, etc.
    There are so many battles still to fight to make
    sure that our country is a fairer place for all
    of its citizens and everyones voice is
    recognized by our government. The idea of
    fighting for ones rights is so essential for the
    ongoing process of democracy. I would hope to
    help all children see that they will be active
    members of society and that they will have
    responsibilities to express their needs for the
    benefit of not only themselves, but everyone in
    their community.
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