1. Social Studies Standards Civil Rights Movement U.S. History 10 th Grade Authors: Kristi Dugan & Mike Farley ED 639 Dr. Helms

2. Table of Contents Educational & Helpful Websites Educational & Helpful Websites Educational & Helpful Websites Educational & Helpful Websites History History History People in Societies People in Societies People in Societies People in Societies Geography Geography Geography Citizenship Rights & Responsibilities Citizenship Rights & Responsibilities Citizenship Rights & Responsibilities Citizenship Rights & Responsibilities Democratic Processes/Government Democratic Processes/Government Democratic Processes/Government Democratic Processes/Government Economics Economics Economics Social Studies Methodology Social Studies Methodology Social Studies Methodology Social Studies Methodology

3. Educational & Helpful Websites Yahoo! Directory: US History/Civil Rights Movement Yahoo! Directory: US History/Civil Rights Movement The Sit-in Movement The Civil Rights Era Civil Rights: Law & History Historic Places of the Civil Rights Movement

4. History Activity #1 Activity #1 Students will view a video covering the Civil Rights Era. The video will provide information on the following topics: Brown v. Board of Education; Rosa Parks; Martin Luther King, Jr.; civil unrest; Freedom Riders; Civil Rights Act; Voting Rights Act; Malcolm X; Black Panthers; American Indian Movement; Cesar Chavez; United Farm Workers; Japanese American Evacuation Claims Act; National Organization for Women; Americans with Disabilities Act; affirmative action. Students will view a video covering the Civil Rights Era. The video will provide information on the following topics: Brown v. Board of Education; Rosa Parks; Martin Luther King, Jr.; civil unrest; Freedom Riders; Civil Rights Act; Voting Rights Act; Malcolm X; Black Panthers; American Indian Movement; Cesar Chavez; United Farm Workers; Japanese American Evacuation Claims Act; National Organization for Women; Americans with Disabilities Act; affirmative action.

5. History Activity #2 Activity #2 Students will read a handout depicting the work of the Klu Klux Klan. The handout will have a story of a black man who had a close encounter with the KKK and will also tell the story of a KKK member. Students will be placed teams: Team 1 represents the black man and Team 2 represents the KKK member. They must argue their feelings, reasoning, and solutions to racial discrimination. Students will read a handout depicting the work of the Klu Klux Klan. The handout will have a story of a black man who had a close encounter with the KKK and will also tell the story of a KKK member. Students will be placed teams: Team 1 represents the black man and Team 2 represents the KKK member. They must argue their feelings, reasoning, and solutions to racial discrimination.

6. History Activity #3 Activity #3 Students will research the 54 th Massachusetts Infantry and be able to conclude who some of the members were, what laws were passed enabling them to become Union soldiers, who were some of their major supporters, and what were the consequences of being captured as a black man in the South. Students will research the 54 th Massachusetts Infantry and be able to conclude who some of the members were, what laws were passed enabling them to become Union soldiers, who were some of their major supporters, and what were the consequences of being captured as a black man in the South.

7. History Activity #4 Activity #4 Students will be placed into groups of 3 or 4. Each group will be given a printed out newspaper from the 1960s. Each group must find a story about the Civil Rights Movement, summarize it, and share their findings with the class. Students will be placed into groups of 3 or 4. Each group will be given a printed out newspaper from the 1960s. Each group must find a story about the Civil Rights Movement, summarize it, and share their findings with the class.

8. History Activity #5 Activity #5 Students will reflect on their feelings concerning what they have learned about the Civil Rights Movement. In their journals, they will write at least 1 page describing their feelings and any insights they may have. Students will reflect on their feelings concerning what they have learned about the Civil Rights Movement. In their journals, they will write at least 1 page describing their feelings and any insights they may have.

9. People in Societies Activity #1 Activity #1 Students will use their textbooks and previous notes to compare and contrast the philosophies of Martin Luther King Jr. and Malcolm X. Students will use their textbooks and previous notes to compare and contrast the philosophies of Martin Luther King Jr. and Malcolm X.

10. People in Societies Activity #2 Activity #2 The class will be divided into 4 groups in order to discuss and reflect upon the history of Rosa Parks concerning when she was forced to give up her seat on a Montgomery City bus. The groups will state their attitudes and feelings to the class after being in that situation. The class will be divided into 4 groups in order to discuss and reflect upon the history of Rosa Parks concerning when she was forced to give up her seat on a Montgomery City bus. The groups will state their attitudes and feelings to the class after being in that situation. The 4 groups will be representing: (1)Rosa Parks, (2)the bus driver, (3)the white man who wanted Rosa’s seat, and (4)a random black woman sitting in the back of the bus. The 4 groups will be representing: (1)Rosa Parks, (2)the bus driver, (3)the white man who wanted Rosa’s seat, and (4)a random black woman sitting in the back of the bus.

11. People in Societies Activity #3 Activity #3 Students will research and identify Jackie Robinson’s contribution to baseball and to the Civil Rights Movement. Discussion will follow. Students will research and identify Jackie Robinson’s contribution to baseball and to the Civil Rights Movement. Discussion will follow.

12. People in Societies Activity #4 Activity #4 Students will learn background history of Ruby Bridges and will then watch the Disney movie, “Ruby Bridges”. Students will answer questions throughout the movie. Students will learn background history of Ruby Bridges and will then watch the Disney movie, “Ruby Bridges”. Students will answer questions throughout the movie.

13. People in Societies Activity #5 Activity #5 Students will write hip/hop or rap lyrics about a significant person during the Civil Rights Movement. They must research the chosen person and be prepared to represent facts in the lyrics. Students will write hip/hop or rap lyrics about a significant person during the Civil Rights Movement. They must research the chosen person and be prepared to represent facts in the lyrics.

14. Geography Activity #1 Activity #1 Students will be given a map of the United States and will use their textbooks and notes to pinpoint various places in the country where the Civil Rights Movement was prominent. A minimum of 5 locations must be labeled and each location must have a paragraph describing it’s significance. Students will be given a map of the United States and will use their textbooks and notes to pinpoint various places in the country where the Civil Rights Movement was prominent. A minimum of 5 locations must be labeled and each location must have a paragraph describing it’s significance.

15. Geography Activity #2 Activity #2 Students will create a map exhibiting the 3 main passages to the North on the Underground Railroad. Students will also write a paragraph telling which route they would take if they were a runaway slave and why. Students will create a map exhibiting the 3 main passages to the North on the Underground Railroad. Students will also write a paragraph telling which route they would take if they were a runaway slave and why.

16. Geography Activity #3 Activity #3 Students will make a poster in groups of 2 or 3 depicting the roles of the North and South during the Civil Rights Movement. Students will share their posters with the class. Posters will be hung on the wall for display after presentations are complete. Students will make a poster in groups of 2 or 3 depicting the roles of the North and South during the Civil Rights Movement. Students will share their posters with the class. Posters will be hung on the wall for display after presentations are complete.

17. Geography Activity #4 Activity #4 Students will read the short narrative, Running a Thousand Miles for Freedom by William Craft. Reading the book, students will learn about location, place, and movement as the two main characters attempt to escape from slavery. Students will read the short narrative, Running a Thousand Miles for Freedom by William Craft. Reading the book, students will learn about location, place, and movement as the two main characters attempt to escape from slavery.

18. Geography Activity #5 Activity #5 Students will consider life in the South during the Civil Rights Movement. They will be assigned a place in which they lived during this time. Students will write about their living conditions and their treatment while in this new town in their journals. Students will consider life in the South during the Civil Rights Movement. They will be assigned a place in which they lived during this time. Students will write about their living conditions and their treatment while in this new town in their journals.

19. Citizenship Rights & Responsibilities Activity #1 Activity #1 Students will conduct an interview with a person (black or white) who lived during the Civil Rights Movement. Students will gain insight on how that person was affected and what life was life in general during this time. A 2-page report will be written displaying the findings of the interview. Students will conduct an interview with a person (black or white) who lived during the Civil Rights Movement. Students will gain insight on how that person was affected and what life was life in general during this time. A 2-page report will be written displaying the findings of the interview.

20. Citizenship Rights & Responsibilities Activity #2 Activity #2 As a follow-up to Activity #1, students will take home a questionnaire sheet asking if grandparents or older friends would like to come in and tell of their experiences during the Civil Rights Movement. Students will come up with questions that they will ask after the speaker is finished. As a follow-up to Activity #1, students will take home a questionnaire sheet asking if grandparents or older friends would like to come in and tell of their experiences during the Civil Rights Movement. Students will come up with questions that they will ask after the speaker is finished.

21. Citizenship Rights & Responsibilities Activity #3 Activity #3 Students will discuss the philosophies of violence and non-violence as a class and will then take a side to argue for. They will put themselves in the situation of a black person during the Civil Rights Movement and argue for what they believe to be the best philosophy. A 1-page opinion paper will be due the next day. Students will discuss the philosophies of violence and non-violence as a class and will then take a side to argue for. They will put themselves in the situation of a black person during the Civil Rights Movement and argue for what they believe to be the best philosophy. A 1-page opinion paper will be due the next day.

22. Citizenship Rights & Responsibilities Activity #4 Activity #4 Students will watch the Spike Lee film, 4 Little Girls which takes place in Birmingham, Alabama in 1963. Students will answer questions during the movie concerning how the Civil Rights Movement became a child’s crusade. Students will watch the Spike Lee film, 4 Little Girls which takes place in Birmingham, Alabama in 1963. Students will answer questions during the movie concerning how the Civil Rights Movement became a child’s crusade.

23. Citizenship Rights & Responsibilities Activity #5 Activity #5 After studying the Civil Rights Movement, students will consider black-and-white relationships in their community. They will focus on one area such as the school cafeteria, local mall, etc. Students will express their concerns, if any, about the future of those relationships and will present their views to the class in a 2 minute oral report. After studying the Civil Rights Movement, students will consider black-and-white relationships in their community. They will focus on one area such as the school cafeteria, local mall, etc. Students will express their concerns, if any, about the future of those relationships and will present their views to the class in a 2 minute oral report.

24. Democratic Processes/Government Activity #1 Activity #1 Students will read arguments pertaining to the Brown v. Board of Education of Topeka. They will decide if the argument supports Brown, the Board of Education, both, or neither. Students will read arguments pertaining to the Brown v. Board of Education of Topeka. They will decide if the argument supports Brown, the Board of Education, both, or neither.

25. Democratic Processes/Government Activity #2 Activity #2 Students will experience discrimination firsthand within the classroom based on the color of their eyes. A discussion will follow. Students will experience discrimination firsthand within the classroom based on the color of their eyes. A discussion will follow.

26. Democratic Processes/Government Activity #3 Activity #3 Students will research the role of 2 government leaders who had a hand in the Civil Rights Movement. In a 1-2 page paper, students will identify the main actions and attitudes of these officials concerning the Civil Rights Movement. (A list of officials will be provided.) Students will research the role of 2 government leaders who had a hand in the Civil Rights Movement. In a 1-2 page paper, students will identify the main actions and attitudes of these officials concerning the Civil Rights Movement. (A list of officials will be provided.)

27. Democratic Processes/Government Activity #4 Activity #4 Students will compare and contrast points found in Plessy v. Ferguson and Brown v. Board of Education of Topeka. A worksheet with guiding questions will be given to each student to complete by the end of the period. Students will compare and contrast points found in Plessy v. Ferguson and Brown v. Board of Education of Topeka. A worksheet with guiding questions will be given to each student to complete by the end of the period.

28. Democratic Processes/Government Activity #5 Activity #5 Students will write in their journals expressing their thoughts on the court cases, government leadership, and discrimination in general. Students will write in their journals expressing their thoughts on the court cases, government leadership, and discrimination in general.

29. Economics Activity #1 Activity #1 After reading the short narrative, Running a Thousand Miles for Freedom by William Craft, students will be able to identify scarcity, opportunity costs, and movement as they apply to the everyday world. Responsive questions will be given pertaining to the reading. After reading the short narrative, Running a Thousand Miles for Freedom by William Craft, students will be able to identify scarcity, opportunity costs, and movement as they apply to the everyday world. Responsive questions will be given pertaining to the reading.

30. Economics Activity #2 Activity #2 Students will provide possible economic outcomes of the Greensboro sit-ins and the reasoning behind each outcome listed. Students will provide possible economic outcomes of the Greensboro sit-ins and the reasoning behind each outcome listed.

31. Economics Activity #3 Activity #3 Students will discuss the economic condition of Montgomery during the Montgomery Bus Boycott. They will provide reasoning and possible solutions to this problem. An informal paper containing the student’s ideas will be turned in at the end of the class period. Students will discuss the economic condition of Montgomery during the Montgomery Bus Boycott. They will provide reasoning and possible solutions to this problem. An informal paper containing the student’s ideas will be turned in at the end of the class period.

32. Economics Activity #4 Activity #4 Students will study a NAACP budget from the 1950s & 1960s and contrast that budget to one from the present. Discussion will follow concerning the limitations, or lack thereof, of the NAACP based on their budget of the different times listed above. Students will study a NAACP budget from the 1950s & 1960s and contrast that budget to one from the present. Discussion will follow concerning the limitations, or lack thereof, of the NAACP based on their budget of the different times listed above.

33. Economics Activity #5 Activity #5 Students will look at the economic reasoning behind Jim Crow laws in the South. They will depict their findings in a chart that will be provided. Students will look at the economic reasoning behind Jim Crow laws in the South. They will depict their findings in a chart that will be provided.

34. Social Studies Methodology Activity #1 Activity #1 Students will pair up and go onto the Internet to find pictures and biographies of 5 Civil Rights leaders. They must take notes on their findings and will tell the class about 1 of their choice. Students will pair up and go onto the Internet to find pictures and biographies of 5 Civil Rights leaders. They must take notes on their findings and will tell the class about 1 of their choice.

35. Social Studies Methodology Activity #2 Activity #2 Students will pair up and use a CD-ROM provided to examine key court cases in the development of civil rights and the legal strategies used to end school segregation. They will learn more about key figures, events, and legislation within the movement. Students will pair up and use a CD-ROM provided to examine key court cases in the development of civil rights and the legal strategies used to end school segregation. They will learn more about key figures, events, and legislation within the movement.

36. Social Studies Methodology Activity #3 Activity #3 Students will pair up and go onto the Internet to find information about the Civil Rights Movement in order to create a timeline. There must be at least 10 events listed on the timeline. Students will pair up and go onto the Internet to find information about the Civil Rights Movement in order to create a timeline. There must be at least 10 events listed on the timeline.

37. Social Studies Methodology Activity #4 Activity #4 Students will send emails to their Congressman informing him/her of their feelings about an unequal or equal America. Students will send emails to their Congressman informing him/her of their feelings about an unequal or equal America.

38. Social Studies Methodology Activity #5 Activity #5 After the students have learned various aspects of the Civil Rights Movement, they will choose one person or event and create an informative PowerPoint presentation. At least 10 slides must be created. After the students have learned various aspects of the Civil Rights Movement, they will choose one person or event and create an informative PowerPoint presentation. At least 10 slides must be created.