Classroom Activities
Lesson 1
Title - "History In/Justice: A Multi-linear Civil Rights Timeline"
Student Learning Outcomes
Students will be able to: 1. Identify 20 key dates in each of the last 3 centuries, in relation to the struggle for Civil Rights 2. Make connections between the events in relation to civil rights, the economy and socially, to uncover the relationships each have to each other 3. Place themselves in the history of the larger movement for Civil Rights by identifying their family's point of entry into this country.
Materials Used
American Vision, History textbooks
Computer, LCD projector
Post-its, butcher paper, construction paper, (7) class-sets of markers, (7) glue-sticks, (7) scissors, (7) yard-sticks/long straightedges
Lesson #1 Outline
Opening - Welcome students. Direct them to copy their homework, read the Aim (objective) for the day, copy their homework and begin and complete their Do Now.
Do Now - Identify what you believe to be the (3) most important events/dates/people in the struggle for Civil Rights. Explain.
Have (3) students share their responses.
Activity #1 - Where I'm From!
Read and critically discuss Phillis Wheatley's poem, "On Being Brought from Africa to America".
On a post-it note, answer the following questions:
To the best of your ability, identify your family's point of entry into the country. Where did they come from? Why did they leave? Why did they come to the United States?
Note: This series of questions lend themselves to viewing civil rights and the struggle for them in a way that helps students reflect upon their and their families interests and how they benefit from the change brought about by the Civil Rights Movement.
Students will hold onto the post-it until their timeline's (activity #3) are completed. Upon completion of the Civil Rights Timeline, students will place their post-its onto the timeline and identify what was happening during their respective family's point of entry.
If students cannot answer the questions on their own, then have them do some research through their family members as homework.
Activity #2 - Teacher lecture on key events and figures of the Civil Rights Movement.
Activity #3 - Multi-linear Civil Rights Timeline. Using class presentation/lecture notes and American Vision textbook chapters: 1. Define 10 key terms and names from each of the (3) categories: civil rights, the economy, social/cultural (see handout) 2. Connect (5) key terms and/or names from each of the categories to (5) other key terms and/or names 3. For homework, draw or print out five pictures for each category 4. Organize information on butcher paper, including all key terms, connections, three categories and images.
Activity #4 - Locating "you" in history. Direct students to place their post-it on the timeline. Have them identify what is happening at the time in relation to civil rights. Answer the following questions: 1. According to the timeline were your family members allowed/recognized as having: Citizenship, Voting rights, Social mobility, Other 2. Make sure to distinguish members of their families that would/would not have according to her/his race, class, gender, nationality, etc.
Review - Highlight key Dates/Events/People through teacher-led class discussion.
Closure - Close with student reflection on timeline followed by guided discussion. Q/A.
Monitoring and Assessment
Student learning will be monitored by regularly "checking for understanding" during class activities and discussion. I will both answer questions from students as well as randomly select students to gauge their level of comprehension of their tasks as well as content. Students will be assessed using their completed timeline and student reflection.
Modifications to Address Individual Student Learning Needs
I will use both written and verbal instruction. The lesson is designed to have students work both individually and collaboratively, with a portion of the assessment based on successful group work.
Follow-up activities/Homework
The completed student reflection will provide the necessary schema to approach the upcoming lesson. Students will engage in the critical reading of primary sources and/or teacher summaries of primary sources.
Lesson 2
Title - "The Living Words of the Civil Rights Movement - David Walker's Appeal and President Lincoln on Colonization"
Student Learning Outcomes
Students will be able to: 1. Explore David Walker's "Appeal" and his demands for African/African-Americans in relation to white supremacy 2. Compare President Lincoln's colonization framework in relation to African's in America 3. Assess the strengths and weaknesses of each approach to Black empowerment.
Materials Used
-Film clip: http://fora.tv/2009/02/10/Henry_Louis_Gates_on_Lincoln_and_Race
-Primary sources: Excerpts of David Walker's Appeal, President Lincoln on Colonization
-History textbooks, American Vision
-Computer and LCD projector
-Post-its, butcher paper, construction paper, (7) class-sets of markers, (7) glue-sticks, (7) scissors, (7) yard-sticks/long straightedges
Lesson #2 Outline
Opening - Welcome students. Direct them to copy their homework, read the Aim (objective) for the day, copy their homework and begin and complete their Do Now.
Do Now - How did African Americans get their rights? Explain the process briefly using examples.
Activity #1 - Class reading of excerpts of David Walker's "Appeal". Students will use the tool of metacognition and Talk To The Text (T4) to identify key points, connectionsl questions and reflection.
Activity #2 - Watch an excerpt of Henry Louis Gate's Interview with the Aspen Institute speaking about his documentary film, Looking for Lincoln. Students will follow up with a reading of Lincoln's position on Blacks in America. Collectively, they will "Team up and Break-Down" Abraham Lincoln's and David Walker's position on colonization highlighting key arguments in favor and against.
Closure - Close with student presentation of debrief on strengths and areas of concern in relation to David Walker's and President Lincoln's views on colonization and the potential for black and white relations.
Monitoring and Assessment
Student learning will be monitored by regularly "checking for understanding" during class activities and discussion. I will both answer questions from students as well as randomly select students to gauge their level of comprehension of their tasks as well as content. Students will also submit for credit: T4 of reading and film, notes from "Team-up and Break-Down".
Modifications to Address Individual Student Learning Needs
I will use both written and verbal instruction. The lesson is designed to have students work both individually and collaboratively, with a portion of the assessment based on successful group work. Film, lecture guided reading of primary sources, individual and group work and student presentation will provide an opportunity for different types of learners.
Lesson 3
Title - "The Living Words of the Civil Rights Movement - Marcus Garvey and Booker T. Washington"
Student Learning Outcomes
Students will be able to: Explore the responses of Marcus Garvey and Booker T. Washington to white supremacy 2. Compare and Contrast Marcus Garvey's Back to Africa Movement and Booker T. Washington's "gradual" approach to black empowerment 3. Assess the strengths and weaknesses of each approach to black empowerment.
Materials
American Vision, History textbook
-Primary source documents
Lesson #3 Outline
Opening - Welcome students. Direct them to copy their homework, read the Aim (objective) for the day, copy their homework and begin and complete their Do Now.
DN - If you were being bullied by someone bigger and stronger than you, what would you do: a) fight back, b) run away c) try to negotiate d) other.
Activity #1 - Students will critically read and summa-flect on excerpts of two speeches by Marcus Garvey and Booker T. Washington in relation to their perspectives on securing safety and freedom for black people in the United States.
Using the method of meta-cognition called Talking To The Text (T4), students will make critical notes, connections, questions and reflection on the two documents.
Activity #2 - Socratic Seminar Students will engage reading within a guided dialogue.
Using a fishbowl set up (inner circle/outer circle) the inner circle will answer the following questions: 1. What are the strengths of Booker T. Washington's position? 2.What are the strengths of Marcus Garvey's position? 3.Whose position is correct? Do you agree with? The outer circle will observe the dialogue, take notes, develop questions, and make connections and reflections.
After 20 minutes, the circles will exchange positions and the next set of questions will be answered by the inner circle: 1. What are the similarities with other civil rights leaders studied? 2. What is the same? Different? 3. How has this shaped or influenced our society currently?
The outer circle will observe the dialogue, take notes, develop questions, make connections and reflections.
Closure
Monitoring and Assessment
I will regularly check for student understanding. In addition, I will sum up the key points for each of the readings. Translation of material will be provided as needed.
Student's critical reading notes and reflection as well as Socratic seminar notes will be used to assess student progress.
Modifications to Address Individual Student Learning Needs
Teacher summaries and translation of readings will be used to ensure student understanding of material.
Follow-up activities/Homework
Students will read and memorize an excerpt of Dr. King's "I have a Dream," Speech.
Lesson 4
Title - "The Living Words of the Civil Rights Movement - Malcolm X and Dr. King"
Expected Learning Outcomes
Students will be able to: 1. Compare and contrast Malcolm X's concept of Black Nationalism to Dr. King's integrationist vision of America 2. Assess the strengths and weaknesses of each approach to Black empowerment.
Materials Used
American Vision, History textbooks
Primary source documents: Malcolm X, "Ballot or the Bullet", Dr. King, "I Have A Dream" and "Non-Violence: The Only Road to Freedom."
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
http://www.democracynow.org/2003/5/19/the_ballot_or_the_bullet_its
Lesson #4 Outline
Opening - Welcome students. Direct them to copy their homework, read the Aim (objective) for the day, copy their homework and begin and complete their Do Now.
DN - Is there such a thing as "good" violence? Is there any reason to ever use violence? Explain.
Activity #1 - Students will study the oratory of Dr. King and Malcolm X. We will listen to and analyze clips of the two speeches from Dr. King and Malcolm X
Activity #2 - After careful study of the spirit and meaning of the words, students will memorize and prepare for their own delivery of each of the speeches: 1. Excerpts from Dr. Kings "I have a Dream" and Malcolm X's "The Ballot or the Bullet".
Activity #3 - Debate - Students will prepare for and conduct a debate between the two schools of thought represented by Dr. King and Malcolm X. Summoning prior knowledge of other Civil Rights leaders, students will prepare for a structured exchange of strengths and areas of concern in relation to the two leaders.
Closure
Monitoring and Assessment
Students will be work in large classroom settings, group work and individually to prepare for their speeches and debate. Regular "checking for understanding" through Q & A. I will also move through the class providing direction and guidance.
Modifications to Address Individual Student Learning Needs
This lesson provides several access points for students to engage in the material. Students will work with several areas of intelligence. They will have the opportunity to work individually and in groups and they will recite significant speeches by Dr. King and Malcolm X.
Lesson 5
Title - "Civil Rights Come Alive: A Performance"
Expected Learning Outcomes
Students will be able to: 1. Write a short dialogue that incorporates the history of the Civil Rights Movement into a current situation 2. Represent (3) core values of the Civil Rights movement by performing a 5-minute dramatization 3. Critically analyze the various approaches the African American community and other communities, took to achieve civil rights.
Materials Used
Past readings and notes.
Lesson #5 Outline
Opening - Welcome students. Direct them to copy their homework, read the Aim (objective) for the day, copy their homework and begin and complete their Do Now.
DN - Identify a time when you feel you were discriminated or saw someone discriminated against.
Activity #1 - Class reading and analysis of June Jordan's "The Difficult Miracle of Black Poetry in America or Something Like a Sonnet for Phillis Wheatley".
Activity #2 -Performance Dialogue: Looking at ourselves, looking at the world
Students will be assigned to pairs to recreate/reenact/reinterpret a theme in history through their own experience as who they are today ie. black, female, immigrant, white, Chinese, lgbtq etc.
Using the following themes, students will create a dialogue with his/her partner that incorporates the key aspects of one of the themes identified below:
- Black nationalism: self-reliance; resistance to oppression; self-love; self-defense; recognition and promotion of Black beauty, intelligence and positive contributions to society.
- Integration/Assimilation: acceptance by white society; loyalty to America; proving worthiness through hard work and perseverance.
- Back to Africa or colonization: response to white supremacy; self-reliance and independence.
- Solidarity: multi-racial unity; sacrifice; recognition of value of all people; struggle for human rights
Students will create a 5-minute dialogue incorporating the key aspects of their theme. The dialogue must be created within the context of the students' identity in the present. In other words, students will be drawing from their own experiences to create a dialogue between actors that ultimately reflect what they have learned.
Step 1 - Assign pairs and theme. Brainstorm lived experiences to draw from to highlight the required themes.
Step 2 - Write your play and prepare for your performance
Step 3 - Practice and Perform
Monitoring and Assessment:
Students will work in large classroom settings, groups and individually to prepare for the performance of their scripted dialogues. Regular "checking for understanding" through both voluntary and random selection of students. I will also move through the class providing direction and guidance.
The following will be used to assess student knowledge: Written dialogue, Performance
Modifications to Address Individual Student Learning Needs
This lesson provides several access points for students to engage in the material. Students will work collaboratively with a partner to identify their own lived experiences that relate to key Civil Rights Movement themes, thus making it relevant. Furthermore, students will have the opportunity to express themselves creatively through performance. The activities will also allow students to explore various ways of reflecting what they know, ie. acting, reading, music, etc.
Follow-up activities/Homework
Student reflection of his/her own Performance as well as others.
Lesson 6
Title "Race and Civil Rights Today"
Expected Learning Outcomes
Students will be able to: 1. Identify 5 areas the Civil Rights Movement has affected their lives 2. Examine the current social, political and economic landscape and identify current civil rights issues 3. Assess the overall Civil Rights Movement identifying (3) strengths and (3) weaknesses.
Materials Used
Freedom Songs: Music from the Civil Rights Movement
Obama Race Speech
Lesson 6 Outline
Opening - Welcome students. Direct them to copy their homework, read the Aim (objective) for the day, copy their homework and begin and complete their Do Now.
DN - On a scale of 1-10, how would you rate the success of the Civil Rights Movement? Explain
Activity #1 - Music, Culture and Civil Rights. Students will identify from a list of songs from the Civil Rights Movement, to study. They will then identify a contemporary song they believe to be influenced by the themes of the Civil Rights Movement.
Students will explore past and current music of the Civil Rights Movement. Through lyrics analysis, music study and performance, this activity will allow students to explore the integral aspect of culture to this struggle for justice.
Activity #2 - Critically read Frederick Douglas' "What to the slave is the 4th of July" and Thurgood Marshall's address on the Bicentennial of the United States. Students will compare and contrast the statements to identify what has changed and what has not.
Activity #3 - President Obama's speech on Race. Students will read and watch this speech. Through T4, students will create a list of historical references and examples the President uses and connect each to the current state of race today.
Activity #4 - "Lighting a Candle and Making Connections." Students will be introduced to other aspects of change that followed if not were a direct result of the fight for African-American civil and human rights. Immigration Reform Act of 1968, United Farm Workers, Equal Rights Amendment.
Students will make a collage on a mason jar that incorporates images of the Civil Rights Movement from the past, its concrete affect on the present and their own aspirations for the future.
Monitoring and Assessment
Regular "checking for understanding" through both voluntary and random selection of students. I will also move through the class providing direction and guidance.
Modifications to Address Individual Student Learning Needs
This lesson provides several access points for students to engage in the material. Students will work with several areas of intelligence.
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