"Stony the Road We Trod ..." | Exploring Alabama’s Civil ...



VOICES OF JUSTICE

NEH Summer Institute - “Stony the road we troad…”: Alabama’s role in the Civil Rights Movement

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Teachers:

Victoria Lehr, Kim V. McPhail, Jan Schmidgall-Petroff, Talya Sokoll

NEH Summer Institute - “Stony the road we troad…”: Alabama’s role in the Civil Rights Movement

Unit Title: Voices of Justice

Teachers:

Victoria Lehr, Kim V. McPhail, Jan Schmidgall-Petroff, Talya Sokoll

DURATION __5 lessons plus culminating project___

CONCEPT/TOPIC(S):______The Civil Rights Movement_________

|Concept: |

|Voices of Justice |

|ESSENTIAL QUESTION: |

|How do ordinary people affect justice in an unjust society? |

|Why do people remember key events in the way they do? |

| INSTRUCTIONAL OBJECTIVES and GOALS: |

|SWBAT explain how individuals fighting for the same cause can have different perspectives on the issues, tactics, and objectives by analyzing speeches from |

|prominent Civil Rights leaders in the 1960s. |

|SWBAT explain how Civil Rights were fought for and promoted through the legal system in the United States by examining the laws and important court cases of the|

|movement both nationally and locally. |

|Students will examine different newspaper articles reporting on the Bombing of the 16th street Baptist Church and the murder of Cynthia Wesley, Addie Mae |

|Collins, Denise McNair and Carol Robertson. |

|Students will practice their information literacy skills, in researching and locating appropriate articles through effective keyword searching. |

|Students will draw connections between the events of September 15, 1963, The Children’s Crusade and modern day Civil Rights issues. |

|Students will be able to examine and analyze artifacts that are telling the stories from the Civil Rights Movement. |

|SWBAT recognize the connection between non-violent protest and the use of music for social change during the civil rights movement. |

|SWBAT analyze lyrics of prominent songs of the era and the civil rights movement and extract meaning and value from them through textual analysis. |

|NATIONAL or STATE STANDARDS: |

|Era 9, Standard 4 Postwar United States (1945 to early 1970s) |

|STANDARD 4: The struggle for racial and gender equality and for the extension of civil liberties. |

|Standard 4A: The student understands the “Second Reconstruction” and its advancement of civil rights. |

|Grade Level: 5-12 |

|Therefore, the student is able to: |

|7-12 Explain the origins of the postwar civil rights movement and the role of the |

|NAACP in the legal assault on segregation. [Analyze multiple causation] |

|5-12 Evaluate the Warren Court’s reasoning in Brown v. Board of Education and |

|its significance in advancing civil rights. [Analyze cause-and-effect relationships] |

|5-12 Explain the resistance to civil rights in the South between 1954 and 1965. |

|[Identify issues and problems in the past] |

|7-12 Analyze the leadership and ideology of Martin Luther King, Jr. and Malcolm |

|X in the civil rights movement and evaluate their legacies. [Assess the importance of the |

|individual in history] |

|7-12 Assess the role of the legislative and executive branches in advancing the civil |

|rights movement and the effect of shifting the focus from de jure to de facto segregation. |

|[Evaluate the implementation of a decision] |

|5-12 Evaluate the agendas, strategies, and effectiveness of various African |

|Americans, Asian Americans, Latino Americans, and Native Americans, as well as the disabled, |

|in the quest for civil rights and equal opportunities. [Explain historical continuity and change] |

|9-12 Assess the reasons for and effectiveness of the escalation from civil disobedience to more radical protest in the civil rights movement. [Marshal evidence |

|of antecedent circumstances] |

| |

| |

4

|Final Project: Students will create a mini-museum exhibit. Each student will pick a modern day civil rights issue to focus on and research. They will create a|

|visual presenation that includes court cases, artifacts, speeches, music, periodicals and any other items that represent their issue. |

|UNIT / ESSENTIAL QUESTION: |

|How do ordinary people affect justice in an unjust society? |

|Why do people remember key events in the way they do? |

|LESSON (1) OBJECTIVE/FOCUS QUESTION: |

|SWBAT explain how Civil Rights were fought for and promoted through the legal system in the United States by examining the laws and important court cases of the|

|movement both nationally and locally. |

|Common Core State Standard (CCSS): |

|National – Standard 4: The struggle for racial and gender equality and for the extension of civil liberties. |

|4A: The student understands the “Second Reconstruction” and its advancement of civil rights. |

|Therefore students will be able to: |

|7-12 Explain the origins of the postwar civil rights movement and the role of the |

|NAACP in the legal assault on segregation. [Analyze multiple causation] |

|5-12 Evaluate the Warren Court’s reasoning in Brown v. Board of Education and |

|its significance in advancing civil rights. [Analyze cause-and-effect relationships] |

|5-12 Explain the resistance to civil rights in the South between 1954 and 1965.[Identify issues and problems in the past] |

|At the end of the lesson students will KNOW: |At the end of the lesson students will BE ABLE TO: |At the end of the lesson students will THINK ABOUT: |

|13th Amendment |Explain the effects of major Civil Rights court |What were the laws in my state/local jurisdiction in |

|Slavery by Another Name |decision on both their immediate society and present |the pre-civil rights era and what Civil Rights court |

|Segregation |day society. |cases were fought here? |

|Plessy v. Ferguson | | |

|Brown v. Board of Education Topeka Kansas | | |

|Heart of Atlanta Motel v. United States | | |

|Loving v. Virginia | | |

|PROCEDURE: |

|Smart Start |Think-Pair-Share: Define segregation and give 3 examples of segregation from 1950/60s society. |

|Engage / Prior Knowledge |Civil Rights, Justice, Martin Luther King Jr., Segregation |

| Lesson Development |

|Whole Class Discovery |As a class we will examine the 13th Amendment (have a student read it out loud) and conduct a discussion around it (When |

| |was it added to the Constitution? Does it free all slaves? etc). The Point of the conversation will be to address the |

| |clause on the amendment that allows slavery if it is a punishment for a crime. Explain to students the rise in mass |

| |incarceration in the South specifically because of this utilizing “Slavery By Another Name” (video clip, book excerpt, |

| |other – depending on the level of your students). Pass out one or two segregation laws from the pre-Civil Rights era and |

| |ask groups to read them and discuss them in their groups. Have each group read their laws out loud and explain what they |

| |mean to the class. When done ask the students to rank the laws in order based on which ones they are most |

| |offended/outraged by and have them discuss why as a whole class. |

| | |

|Civil Rights Court Cases Gallery Walk|Explain to students that today they are going to examine 4 Civil Rights court cases to see how these laws were fought |

| |through the legal system. In four spaces in the room the teacher will have set up an exhibit on each of the following |

| |court cases: Plessy v. Ferguson, Brown v. Board of Education Topeka Kansas, Heart of Atlanta Motel v. United States, and |

| |Loving v. Virginia (Provide visual, written, and if possible tactile stimulus at the station). Students will travel in |

| |groups (10-15 minutes at each station) to examine the court cases and complete a foldable that will give the Who and When,|

| |What and Where, Argument made in court, Court Ruling, and Impact on Society. They will present their findings and have a |

| |great study tool when done. |

| | |

| |Each group will be assigned one court case and will have to present that part of the foldable to the class (each student |

| |in group will present one foldable tab). |

|Group Presentation | |

|Closure |What are the modern day impacts of these court cases? What other injustices still need to be addressed in our court |

| |system? |

|HOMEWORK: |

|Segregation Laws Worksheet & Local Court Case Foldable. → Teacher needs to create a web-search assignment or provide the laws and create a series of questions |

|to examine those laws based on their local community/state. |

|MATERIALS: |

|Segregation Laws, Slavery By Another Name Video Clip, Foldable, Homework Sheet, Gallery Walk Stations |

|BLOOM’S IN THIS LESSON |

| |Knowledge |arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state |

| |Comprehension |classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, |

| | |translate |

| |Application |apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write|

| |Analysis |analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, |

| | |experiment, question, test |

| |Synthesis |arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, |

| | |propose, set up, write |

| |Evaluation |appraise, argue, assess, attach, choose, compare, defend estimate, judge, predict, rate, core, select, support, value, |

| | |evaluate |

|COLLEGE / REAL WORLD CONNECTION: |

|Students will make connections from major historical moments to their local communities as well as their present day lives. |

|UNIT / ESSENTIAL QUESTION: |

|How do ordinary people affect justice in an unjust society? |

|Why do people remember key events in the way they do? |

|LESSON (2) OBJECTIVE/FOCUS QUESTION: |

|SWBAT explain how individuals fighting for the same cause can have different perspectives on the issues, tactics, and objectives by analyzing speeches from |

|prominent Civil Rights leaders in the 1960s. |

|Common Core State Standard (CCSS): |

|National – Standard 4: The struggle for racial and gender equality and for the extension of civil liberties. |

|4A: The student understands the “Second Reconstruction” and its advancement of civil rights. |

|Therefore students will be able to: |

|5-12 Explain the resistance to civil rights in the South between 1954 and 1965.[Identify issues and problems in the past] |

|7-12 Analyze the leadership and ideology of Martin Luther King, Jr. and Malcolm |

|X in the civil rights movement and evaluate their legacies. |

|5-12 Evaluate the agendas, strategies, and effectiveness of various African |

|Americans, Asian Americans, Latino Americans, and Native Americans, as well as the disabled, |

|in the quest for civil rights and equal opportunities. [Explain historical continuity and change] |

|At the end of the lesson students will KNOW: |At the end of the lesson students will BE ABLE TO: |At the end of the lesson students will THINK ABOUT: |

|Martin Luther King Jr |Explain the similarities and differences in 4 |Why women did not serve a more prominent role in the |

|Malcolm X |different civil rights leader’s perspectives on the |Civil Rights Movement. |

|Bayard Rustin |civil rights movement tactics and objectives | |

|Fred L Shuttlesworth | | |

|PROCEDURE: |

|Smart Start |Turn and Talk: Door Partner: Define Civil Rights. |

| |Window Partner: Provide 5 examples of civil rights. |

| |Together: Discuss what rights you would be willing to fight for/go to jail for |

|Engage / Prior Knowledge |Civil Rights, Justice, Martin Luther King Jr., Segregation |

| Lesson Development |

|Model Speech Analysis |Teacher will pass out Speech Analysis Graphic Organizers and copies of Martin Luther King Jr.’s “I Have A Dream” speech. |

| |Teacher will ask a volunteer to read the PowerPoint slide that explains the March on Washington to contextualize the |

| |document in front of them. Teacher will have a short conversation about photographs of the MoW on the PowerPoint slide |

| |(What do you notice in the picture? What to you think is going through the minds of the participants in the march? Ect). |

| |Think-Pair-Share: Read the title of the speech; without reading any of the text what do you think this speech is about? |

| |Make list of predications on the board to consult later. Teacher can either read the speech themselves, have students read|

| |the speech, or find a recorded reading of the speech to listen to in class. Teacher will model with students how to |

| |complete the Speech Analysis GO. Teacher will Model how to use Wordle. |

| | |

| |Teacher will divide the class into 3 groups and will assign each group a speech |

|Expert Groups: Speech Analysis |1 – “From Protest to Politics: The Future of Civil Rights” Bayard Rustin 1965 |

| |2 – “Racial Separation” – Malcolm X1963 |

| |3 – “We Will No Longer Endure Segregation” – Fred L. Shuttlesworth 1963 |

| |Each group will have 25-30 minutes to complete their speech analysis and prepare to present their findings to the class. |

| |→ each group will need access to one laptop/tablet for the Wordle analysis |

| | |

| |Each group will come to the front of the class and have 5 minutes to present their speech analysis. When groups are done |

|Group Presentations |presenting the teacher will pull up the website and ask |

| |students to examine the 1951-2000 speeches and identify what is missing (Women orators). Teacher will lead a discussion |

| |about the lack of documented civil rights speeches by women. Start conversation by asking students why they think the |

| |female voice is missing. |

| | |

| |Working with their turn and talk partner students will create/complete a compare and contrast diagram to establish the |

|Compare and Contrast |similarities and difference between the leaders interpretation of the Civil Rights Movement’s issues, tactics, and |

| |objectives. Pairs will turn this in for a grade as they leave class. |

|Closure |Write 1-2 sentences to summarize what you have learned today. |

|HOMEWORK: |

|None |

|MATERIALS: |

|Copies of Speeches, Speech Analysis Graphic Organizer, Compare and Contrast Graphic Organizer, 3 Computers or Tablets |

|BLOOM’S IN THIS LESSON |

| |Knowledge |arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state |

| |Comprehension |classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, |

| | |translate |

| |Application |apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write|

| |Analysis |analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, |

| | |experiment, question, test |

| |Synthesis |arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, |

| | |propose, set up, write |

| |Evaluation |appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, |

| | |evaluate |

|COLLEGE / REAL WORLD CONNECTION: |

|Students will practice the skill of perspective taking and acknowledge that there are always multiple view points on any given topic even when the people agree |

|and fight on the same side of the issue at hand. |

|UNIT / ESSENTIAL QUESTION: |

|How do ordinary people affect justice in an unjust society? |

|Why do people remember key events in the way they do? |

|LESSON (3) OBJECTIVE/FOCUS QUESTION: |

|Students will examine different newspaper articles reporting on the Bombing of the 16th street Baptist Church and the murder of Cynthia Wesley, Addie Mae Collins, |

|Denise McNair and Carol Robertson. |

|Students will practice their information literacy skills, in researching and locating appropriate articles through effective keyword searching. |

|Students will draw connections between the events of September 15, 1963 and modern day Civil Rights issues. |

|At the end of the lesson students will KNOW: |At the end of the lesson students will BE ABLE TO: |At the end of the lesson students will THINK ABOUT: |

|16th street baptist church bombing |Compare and contrast the reported coverage of the |How the coverage of the events reflected local and |

|Children’s Crusade |children’s crusade in Birmingham and the bombing of |national sentimants and what role they had in moving |

|Addie Mae Collins |the 16th street Baptist church as reported by both |the CRM forward. |

|Cynthai Wesley |local and national newspapers. | |

|Carol Robinson | | |

|PROCEDURE: |

|Smart Start |Writing prompt: Write for five minutes in your journal about your thoughts so far about the CRM, if you need guidance, |

| |consider the following questions: |

| |What did you already know? |

| |What have you learned? |

| |What do you still want to know? |

|Engage / Prior Knowledge |Civil Rights, Justice., Segregation, Birmingham, Children’s Crusade, Four Little GIrls, 16th street Baptist Church |

| Lesson Development |

|Background of Children’s Crusade and |Teacher will show the video: Birmingham Children’s Crusade |

|16th Street Baptist Church Bombing. | |

| |Teacher will have student(s) read the following: |

| |Four months later, on September 15, 1963, at 10:22 a.m., a bomb ripped through the Sixteenth Street Baptist Church in |

| |Birmingham, Alabama. Sixteenth Street Baptist was the oldest African-American church in Birmingham, and had served as a |

| |meeting place for African-Americans fighting against Birmingham's rigid policy of segregation. In the rubble lay the bodies |

| |of four young girls: Denise McNair, 11, and Carole Robertson, Cynthia Wesley, and Addie Mae Collins, each 14. All four were |

| |dead. Birmingham had seen more than its share of violence in 1963. In April and May, African-Americans engaged in a program |

| |of mass protest against the city's Jim Crow laws that barred African-Americans from lunch counters and other facilities. The|

| |protesters were met with brutal resistance from Birmingham's police department, who used dogs and water hoses to disperse |

| |the crowds. In September, Alabama governor George Wallace tried to prevent African-American students from integrating |

| |schools in Birmingham and other cities. More than 40 bombings had occurred since 1947. One neighborhood had been hit so |

| |often it was known as Dynamite Hill, while the whole city had been nicknamed "Bombingham." Before the Sixteenth Street |

| |Church bombing, however, no one had ever died in the explosions. The bombing had been planned by four members of the Ku Klux|

| |Klan: Thomas Blanton, Bobby Cherry, Herman Cash, and Robert "Dynamite Bob" Chambliss. Chambliss was tried and convicted of |

| |the bombings in 1977. Blanton and Cherry were arrested in 2000 and convicted in 2001 and 2002, respectively. Herman Cash |

| |died in 1994 without ever having been charged with the crime. The Sixteenth Street Church bombing was a watershed moment in |

| |the civil rights movement. Although many in the nation sympathized with the plight of African-Americans in the South, very |

| |few did anything about it. The death of four innocent young girls, however, brought the horrors of racial hatred fully into |

| |view. People across the nation began working to end segregation, and the Civil Rights Bill of 1964 and other legislation was|

| |passed the following year. |

| |(20 minutes) |

| | |

| |Turn and talk to your neighbor: How do you think these two events might have impacted the CRM? Why do you think students |

| |marched? What would you have done? (10 minutes) |

| | |

| |Three our four students share out. (5 minutes) |

| | |

| | |

| |Teacher will divide the class into 4 groups and will assign each group an event |

| |1 – Children’s Crusade |

| |OR |

| |2 – 16th street Baptist Church Bombing |

| |→ each group will need access to one laptop/tablet |

| | |

| |Teacher will show class Civil Rights Pathfinder on library website and walk them through an explanation: |

| |each database/periodical resource |

| |the basics of keyword searching. |

| |searching by date/publication to narrow down results(25 minutes) |

| |Newsbank |

| |Proquest Historical Newspapers |

| |Birmingham Public Library Newspaper Archives |

| | |

| |In their small groups students will explore the above databases/archives for articles, both local and national about their |

| |event. Students will select 2 local and 2 national articles about their event and answer the following questions: |

| |Where was the article published? |

| |When was the article published? |

| |Summarize the article in 1-2 sentences. |

| |What does this article indicate about general feeling of the civil rights movement/your specific event? |

| |How successful were you in locating articles about your topic? |

| | |

| |Students will pair up with a classmate who studied the other event and share their answers. Together the students will then|

| |answer the following questions: |

| |How were the two events reported locally? |

| |How were the two events reported nationally? |

| |Is there a difference? |

| |Why or why not? |

| |What does this say about the the location of where these events were being reported? |

| |How do you think the articles, or lack thereof, about these events affected the local or national opinion? |

| |What effect do you think the press/newspaper reportage have on popular opinion? |

| | |

| |Come back as a class and have students share answers to the questions above and then ask: |

| |What modern day civil rights issues exist? |

| |How are they reported in the news/media? |

| |How does this effect your opinion? |

|Closure |Write 1-2 sentences to summarize what you have learned today. |

|HOMEWORK: |

|None |

|MATERIALS: |

|4 Computers or Tablets |

|BLOOM’S IN THIS LESSON |

| |Knowledge |arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state |

| |Comprehension |classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, |

| | |translate |

| |Application |apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write |

| |Analysis |analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, |

| | |experiment, question, test |

| |Synthesis |arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, |

| | |set up, write |

| |Evaluation |appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate|

|COLLEGE / REAL WORLD CONNECTION: |

|Students will practice the skill of perspective taking and acknowledge that there are always multiple view points on any given topic even when the people agree and|

|fight on the same side of the issue at hand. |

|UNIT / ESSENTIAL QUESTION: |

|How do ordinary people affect justice in an unjust society? |

|Why do people remember key events in the way they do? |

|What information is necessary to understand the purpose of an artifact? |

|Why do people remember key places and artifacts in the way they do? |

|LESSON (4) OBJECTIVE/FOCUS QUESTION: |

| |

|Students will be able to examine and analyze artifacts that are telling the stories from the Civil Rights Movement. |

|Common Core State Standard (CCSS): |

|National – Standard 4: The struggle for racial and gender equality and for the extension of civil liberties. |

|4A: The student understands the “Second Reconstruction” and its advancement of civil rights. |

|Therefore students will be able to: |

|7-12 Explain the origins of the postwar civil rights movement and the role of the |

|NAACP in the legal assault on segregation. [Analyze multiple causation] |

|5-12 Evaluate the Warren Court’s reasoning in Brown v. Board of Education and |

|its significance in advancing civil rights. [Analyze cause-and-effect relationships] |

|5-12 Explain the resistance to civil rights in the South between 1954 and 1965.[Identify issues and problems in the past] |

|At the end of the lesson students will KNOW: |At the end of the lesson students will BE ABLE TO: |At the end of the lesson students will THINK ABOUT: |

|The purpose of an artifact, how it connects people to|Analyze an artifact and give examples of how the |How artifacts can tell a story about a certain period|

|places and events both in the past and now. Students|artifact was a participant in the Civil Rights |of time and the events and people involved in that |

|will also know what the artifact may teach us about |Movement. |time period. |

|the Civil Rights Movement. | | |

|PROCEDURE: |

|Smart Start |Warm up-Students will write 3-4 sentences answering the following question. Why do we save things that are important to |

| |us? |

|Engage / Prior Knowledge |Civil Rights, Justice, Martin Luther King Jr., Segregation |

| Lesson Development |

| |Model Speech: Teacher will pass out the Artifact Analysis Graphic Organizer. The teacher will then have a sample |

| |artifact that will serve as a reinforcement for group examination of an artifact. As a group the sample will be analyzed |

| |and discussed. (Students will have analyzed artifacts throughout the year so this will be a review) |

| |Expert Groups: Teacher will divide the students into groups of 3 with each group receiving an artifact to analyze. The |

| |group will then have approximately 30 minutes to discuss possibilities and the story of the artifact they received. |

| |Students will then document the responses of the group using the artifact analysis. |

| |Group Presentations: Each group will be responsible for a 3-5-minute presentation of the artifact they analyzed. The |

| |groups will discuss their findings and what they feel the story is. The teacher will then facilitate a discussion on what|

| |was learned and how that artifact may have impacted the Civil Rights Movement and the person who the artifact belonged to.|

| |Discussion will also be held on what artifacts can tell us and teach us about the Civil Rights Movement. |

| | |

| |Compare and Contrast: In a gallery walk, working with their groups, student will compare and contrast each groups |

| |artifacts adding to each the new thoughts that may arise. |

|Closure |Students will write a sentence summarizing the impact of the artifacts that were investigated. These thoughts will be put|

| |in the “Parking Lot” to share with all classes. |

|HOMEWORK: |

|Students will analyze an artifact of their own that they feel tells their story and involvement in the community, church, or school. |

|MATERIALS: |

|Pictures of artifacts pertaining to the Civil Rights movement. (ex. Suitcase, shoes, glasses, bus, bible), Graphic Organizer, post it note for parking lot. |

|BLOOM’S IN THIS LESSON |

| |Knowledge |arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state |

| |Comprehension |classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, |

| | |translate |

| |Application |apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write|

| |Analysis |analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, |

| | |experiment, question, test |

| |Synthesis |arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, |

| | |propose, set up, write |

| |Evaluation |appraise, argue, assess, attach, choose, compare, defend estimate, judge, predict, rate, core, select, support, value, |

| | |evaluate |

|COLLEGE / REAL WORLD CONNECTION: |

|Students will make connections from major historical moments to their local communities as well as their present day lives. |

|UNIT / ESSENTIAL QUESTION: |

|How did the music of the 1950s and 60s influence the Civil Rights Movement? |

|LESSON (5) OBJECTIVES: |

|SWBAT recognize the connection between non-violent protest and the use of music for social change during the civil rights movement. |

| |

|SWBAT analyze lyrics of prominent songs of the era and the civil rights movement and extract meaning and value from them through textual |

|analysis. |

|Common Core State Standard (CCSS): |

|Students use technology to locate, evaluate, and collect information from a variety of sources. |

|Students use technology tools to process data and report results. |

|Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. |

| |

| |

| | |

|Background |The most familiar images of the civil rights era (1955-68) are of the political and legal protests |

| |occurring throughout the nation. While students will be most familiar with historic images of the legal |

| |battles in the nation’s courts and of public demonstrations, the cause was furthered by other forms of |

| |cultural expression. Throughout our history, political and social struggles were accompanied by the music|

| |of popular culture. In the example of the civil rights movement, participants often blended the political|

| |with the artistic. These expressions often exist in the background; however, this lesson attempts to |

| |bring the popular cultural components, specifically music, to the foreground. |

| Lesson Development |

|Activity #1: |Discussion: Students will discuss and define the goals of the civil rights movement. Students will |

| |discuss how music has played a part in the civil rights movement. |

| | |

| | |

| | |

| | |

| | |

| |SWBAT analyze the lyrics to a song and analyze the message behind them. Possible songs: |

| |“I’ve Been ‘Buked and I’ve Been Scorned” – Mahalia Jackson at the March on Washington (1963) |

| |“This Little Light of Mine” – Various Artists (1950s and 1960s) |

|Activity #2: |‘We Shall Overcome” – Various Artists (1960s and 1960s) |

| |“If I Had a Hammer” – Pete Seeger (1950) |

| |“Get Your Rights Jack” – C.O.R.E. Freedom Singers (early 1960s) |

| |“A Change is Gonna Come” – Sam Cooke (1964) |

| |“Nowhere to Run” – Martha and the Vandellas (1965) |

| |“Rescue Me” – Fontella Bass (1965) |

| |“I Wish I Knew How It Would Feel to be Free” – Nina Simone (1967) |

| | |

| | |

| |Questions: |

| |In what ways did protestors and civil rights advocates utilize these songs? |

| |What types of meaning and emotion could be extracted from the lyrics and the performances of these songs?|

| |Where did the song actively appear in protests of the early 1960s? |

| | |

| | |

| |SW pick two or more songs and explain the connection to the civil rights movement. SW create a media |

| |presentation (PowerPoint, Prezi, Animoto) to present their findings. |

| | |

| | |

| | |

| | |

| | |

|Activity #3: | |

|Closure |Students will leave a reflection in the class blog regarding their thoughts about how music could |

| |influence civil rights today. |

|HOMEWORK: |

|None |

|MATERIALS: |

|Computers, Internet |

Supplementary Material

Artifact Analysis

What is the artifact?

● What type of object is it? (personal item, tool, furniture, pictures, etc.)

● What is it made of?

● How was it produced?

● What do you notice first?

● What other details can you see?

● What audience is the artifact involving?

How did the artifact connect people?

● What relationship between people does the artifact represent?

● How could it have united people?

● How could it divide people?

● Did it give a voice to a particular group of people? How?

How did the artifact expand your knowledge about the period?

● What does the artifact tell you about the social conditions of the era?

● What cultural issues does it raise?

● Has he artifact affected your opinion of the era?

What do you wonder about?

● Who is involved?

● What happened that involved this artifact?

● How could this artifact have changed history?

● Why is this artifact important?

● How could this artifact continue to change history?

Supplementary Material

[pic]

[pic]

[pic]

[pic]

[pic]

Supplementary Material

Name: Period: Date:

| |I Have a Dream |Racial Separation |From Protest to Politics: The |We Will No Longer Endure |

| |Martin Luther King Jr. |Malcolm X |Future of Civil Rights |Segregation |

| | | |Bayard Rustin |Fred L. Shuttlesworth |

|Based on the title, predict the| | | | |

|purpose of this speech: | | | | |

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|What is the main idea the | | | | |

|orator was expressing? | | | | |

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|What is the tone and mood of | | | | |

|the speech? | | | | |

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|What does this speech say about| | | | |

|the era it was produced in? Why| | | | |

|was it necessary? | | | | |

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| |I Have a Dream |Racial Separation |From Protest to Politics: The |We Will No Longer Endure |

| |Martin Luther King Jr. |Malcolm X |Future of Civil Rights |Segregation |

| | | |Bayard Rustin |Fred L. Shuttlesworth |

|What is your reaction to this | | | | |

|speech? | | | | |

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|After using Wordle to analyze | | | | |

|the words in the speech; what | | | | |

|are the 3 most used words and | | | | |

|why do you think they were so | | | | |

|important to the author, | | | | |

|audience, and speech? | | | | |

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|Go back to your prediction. | | | | |

|Were you accurate? Were you | | | | |

|surprised? Explain. | | | | |

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