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Civil Rights

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Civil Rights Do You Know Yours? Choose your friends by their character and your socks by their color. Choosing your socks by their character makes no sense and ... – PowerPoint PPT presentation

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Title: Civil Rights


1
Civil Rights Do You Know Yours? Choose your
friends by their character and your socks by
their color. Choosing your socks by their
character makes no sense and choosing your
friends by their color is unthinkable.
Anonymous (Quote taken from the site "Teachers
Against Prejudice" - http//www.teachersagainstpre
judice.org/)
2
Strand 1 - American History P.O. 6 Describe the
importance of b. Nonviolent Protests d. Civil
Rights Act of 1964 ELL Language
Objective Students will express orally, his or
her own thinking and ideas.
3
Students will Identify types of nonviolent
protests and how these actions affected
society Identify parts of the Civil Rights Act
of 1964 and show how people were affected
throughout the country. Students will use
speaking skills to demonstrate an understanding
of what was read and of what their peers said in
group. Students will read short passages either
individually (silently) or in small groups
aloud. Students will then write up to a
paragraph which will reflect their thoughts
about the passage(s) read.
4
Bell Work Explain what you know about the Civil
Rights Movement. Include names of people
involved. Do people still struggle for personal
rights today? If so give an example. On your own
piece of paper, define/describe the following
terms in your own words prejudice
discrimination civil disobedience stigma
equality
boycott violence exclusion
segregate nonviolence prejudice
integrate equal opportunity racist
sit-in minority Keep this list as
you will be asked to find examples of in
pictures, videos, or stories. We will discuss
this vocabulary as a class. Be prepared to
explain or give examples of these terms.

5
What Do You Think? How do people work to secure
their Civil Rights? People show this in
different ways through violent or nonviolent
acts. Which do you think people practice more?
Which do you think is more effective and which
will last longer? Why? What groups of people
from the past or from today struggle to have the
same rights as all people? Name the group(s) and
what are they fighting for. (Example women -
right to vote, gays - right to marry)
Activity You are to choose pictures of
nonviolent and violent protests. Write down A
description of the picture What each picture
represents Your thoughts of the situation
6
Activity You are to read two stories about two
different people who struggled for the same
rights that others had. Then you are to write a
paragraph for each about you thought of that
person's experience. After you are done you are
to discuss in your group what your thoughts of
each were. One person is in charge of writing
notes and another can be in charge of presenting
each groups thoughts and the last person will
write answers on board.
7
Thoughts And Reactions To Stories
8
Civil Rights Act 1964 The Civil Rights Act of
1964 was instrumental in providing Civil Rights
for ALL People, not just a select few. There
are 5 titles of this act, in your group you will
be assigned an act, you are to Discuss what
the benefits and problems are, write these in
your notes. Decide whether or not people still
experience discrimination today. If so who is
affected and what is/are the issue(s).
President Lyndon Johnson signs the Civil Rights
Act of 1964 64/7/2-3
http//www.congresslink.org/print_basics_histmats_
civilrights64text.htm
9
Civil Rights Act of 1964 - 5 Titles
10
Teacher Resources and Follow-up Activities Some
good resources would include the following
websites (you will need to copy then paste) The
Gilder Lehrman Institute of American History The
Tumultuous Sixties - http//www.gilderlehrman.org
/teachers/module21/index.html The Voices of
Civil Rights - http//www.voicesofcivilrights.org/
index.html
Incorpora
ting Thematic Units with other teachers? One
novel that we used at our site that the students
enjoyed was The Watson's Go To Birmingham -
1963 by Christopher Paul Curtis Or if you need
other books for different reading levels,
consider African-American Bibliography Books for
Children http//falcon.jmu.edu/ramseyil/mulafro.
htm A very good film to complete this lesson
that is available at most movie rentals is "Ruby
Bridges". Many of the Pima County Libraries
hold copies as well and the movie can be checked
out for up to a week (the other positive is that
the borrowing of movies at your local library is
free). http//www.lib.ci.tucson.az.us/ You can
find great questions to go along with the movie
at http//www.mrbuck.crosswinds.net/RubyBridgesVi
ewingQuestions.html Teachers Against Prejudice
(TAP) is a website with suggestions regarding
movies to complete your lesson with themes
regarding the struggle with securing Civil
Rights appropriate for middle school (other grade
levels are available as well) http//www.teachers
againstprejudice.org/
11
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