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The Civil Rights MovementProject G.L.A.D.Idea Pages

Structured English Immersion U.S. History Grades 9-12

I. Unit Theme The development of federal civil rights movement Focus: civil rights advocates and protests Focus: civil rights legal precedents Identify important people in the civil rights movement

II. Focus/Motivation Observation Charts Inquiry Chart Big Book Songs/chants

III. Concepts The Civil Rights Movement was mostly between 1950 and the mid 1960s, but is

tied to a long history of race relations in the United States. Many people were needed to fight for civil rights, using a variety of protest

methods including group activities like sit-ins, as well as suing in the courts. The Civil Rights movement impacted almost every aspect of life because the

discrimination that was being fought against affected almost every aspect of daily life.

The movement started with African-Americans but eventually spread to other minority groups such as Latinos/Chicanos, American Indians, and women.

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The Civil Rights MovementProject G.L.A.D.

StandardsStructured English Immersion U.S. History

Grades 9-12

United States History and Geography: Continuity and Change in the Twentieth Century, grade 11

Students in grade eleven study the major turning points in American history in the twentieth century. Following a review of the nation's beginnings and the impact of the Enlightenment on U.S. democratic ideals, students build upon the tenth grade study of global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students consider the major social problems of our time and trace their causes in historical events. They learn that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students understand that our rights under the U.S. Constitution are a precious inheritance that depends on an educated citizenry for their preservation and protection.

11.10 Students analyze the development of federal civil rights and voting rights.

1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948. 2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209. 3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education. 4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech.5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities. 6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil

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Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process. 7. Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

Grades Nine Through Twelve: ELD and ELDStandards Map for Grades 9-12 prepared by © 2001 WestEd, Northern California Comprehensive Assistance Center = Heavy line separates clusters of standards B = Beginning EA = Early Advanced E I = Early Intermediate A = Advanced I = Intermediate

Listening and Speaking ELD Standards ELA Standards

Level 9-12 9-10 11-12B Begin to speak with a few words or sentences,

using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).

1.4 Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources).

1.5 Recognize and use elements of classical speech forms…in formulating rational arguments and applying the art of persuasion and debate.

1.3 Choose logical patterns of organization…to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause.

1.6 Present and advance a clear thesis statement and choose appropriate types of proof…that meet standard tests for evidence, including credibility, validity, and relevance.

1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.

1.8 Produce concise notes for extemporaneous delivery.

1.9 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (e.g., voice, gestures, eye contact) for presentations.

1.10 Analyze historically significant speeches to find the rhetorical devices and features that make them memorable.

1.4 Use rhetorical questions, parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and aesthetic effect.

1.5 Distinguish between and use various forms of classical and contemporary logical arguments.

1.6 Use logical, ethical, and emotional appeals that enhance a specific tone and purpose.

1.7 Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging.

1.8 Use effective and interesting language, including: informal expressions for effect; standard American English for clarity; technical language for specificity.

1.9 Use research and analysis to justify strategies for gesture, movement, and vocalization, including dialect, pronunciation, and enunciation.

EI Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns he/she).

I Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns).

EA Be understood when speaking, using consistent standard English grammatical forms and sounds, intonation, pitch, and modulation, but may have random errors.

A Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch, and modulation.

EA Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.

A Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter.

B Demonstrate comprehension of oral presentations and instructions through non-verbal responses.

1.11 Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

1.10 Evaluate when to use different kinds of effects to create effective productions.

I Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses.

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1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

1.11 Critique a speaker’s diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.

EA Listen attentively to more complex stories/ information on new topics and identify the main points and supporting details.

A Listen attentively to stories and subject area topics, and identify the main points and supporting details.

EI Restate and execute multi-step oral directions.

B Respond with simple words or phrases to questions about simple written texts.

1.2 Compare and contrast the ways in which media genres (e.g., televised news, news magazines, documentaries, online information) cover the same event.

1.1 Recognize strategies used by the media to inform, persuade, entertain, and transmit culture.

1.2 Analyze the impact of the media on the democratic process at the local, state, and national levels.

1.3 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers.

EI Restate in simple sentences the main idea of oral presentations of subject matter content.

I Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject matter content.

EA Summarize literary pieces in greater detail, including character, setting, plot, and analysis.

B Orally identify types of media by name (e.g., magazine, documentary film, news report).

I Identify a variety of media messages and give some supporting details (e.g., radio, television, movies).

A Identify strategies used by the media to present information for a variety of purposes (e.g., to inform, entertain, or persuade).

B Ask and answer questions using simple sentences or phrases.

1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.

1.13 Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

1.14 Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them.

1.12 Identify logical fallacies used in oral addresses.

1.13 Analyze the four basic types of persuasive speech and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

1.14 Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness.

EI Ask and answer questions using phrases or simple sentences.

I Respond to messages by asking simple questions or by brief restatement of the message.

EA Respond to messages by asking questions, challenging statement, or offering examples that affirm the message.

EA Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., “heavy as a ton of bricks,” “sunshine girl”).

A Demonstrate understanding of figurative language and idiomatic expressions by responding to and using such expressions appropriately.

EI Orally communicate basic needs (e.g., “Do we have to ___?”).

2.1 Deliver narrative presentations: narrate a sequence of events and communicate their significance to the audience; locate scenes and incidents in specific places; describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters; pace the presentation of actions to accommodate time or mood changes.

2.3 Apply appropriate interviewing techniques: prepare and ask relevant questions; make notes of responses; use language that conveys maturity, sensitivity, and respect; respond correctly and effectively to questions; demonstrate knowledge of

2.1 Deliver reflective presentations: explore the significance of personal experiences, events, conditions, or concerns, using appropriate rhetorical strategies; draw comparisons between the specific incident and broader themes that illustrate the speaker’s beliefs or generalizations about life; maintain a balance between describing the incident and relating it to more general, abstract ideas.

2.2 Deliver oral reports on historical investigations: use exposition, narration, description, persuasion, or some combination of those to support the thesis; analyze several historical records of a single event, examining critical relationships between elements of

I Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

EA Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and soliciting information.

A Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing.

I Prepare and deliver short presentation on ideas, premises, or images from a variety of common sources.

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the subject or organization; compile and report responses; evaluate the effectiveness of the interview.

2.2 Deliver expository presentations: marshal evidence in support of a thesis and related claims, including information on all relevant perspectives; convey information and ideas from primary and secondary sources accurately and coherently; make distinctions between the relative value and significance of specific data, facts, and ideas; include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs; anticipate and address the listener’s potential misunderstandings, biases, and expectations; use technical terms and notations accurately.

2.6 Deliver descriptive presentations: establish clearly the speaker’s point of view on the subject of the presentation; establish clearly the speaker’s relationship with that subject; use effective, factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory details

2.4 Deliver oral responses to literature: advance a judgment demonstrating a comprehensive grasp of the significant ideas of works or passages; support important ideas and viewpoints through accurate and detailed references to the text or to other works; demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created; identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

2.5 Deliver persuasive arguments: structure ideas and arguments in a coherent, logical fashion; use rhetorical devices to support assertions; clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning; anticipate and address the listener’s concerns and counterarguments.

the research topic; explain the perceived reason or reasons for the similarities and differences by using information derived from primary and secondary sources to support or enhance the presentation; include information on all relevant perspectives and consider the validity and reliability of sources.

2.3 Deliver oral responses to literature: demonstrate a comprehensive understanding of the significant ideas of literary works; analyze the imagery, language, universal themes, and unique aspects of the text through the use of rhetorical strategies; support important ideas and viewpoints through accurate and detailed references to the text or other works; demonstrate an awareness of the author’s use of stylistic devices and an appreciation of the effects created; identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

2.4 Deliver multimedia presentations: combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.

EA Prepare and deliver presentations that use a variety of sources.

A Prepare and deliver presentations/reports across content areas that include purpose, point of view, introduction, coherent transition, and appropriate conclusions.

2.5 Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning.

Reading Word Analysis ELD Standards ELA Standards

Level 9-12 9-10 11-12B Recognize and correctly pronounce most English

phonemes when reading aloud.EI Produce most English phonemes comprehensibly,

while orally reading their own writing, simple sentences or texts.

B Recognize common English morphemes in phrases and simple sentences.

EI Use common English morphemes in oral and silent reading.

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I Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.

EA/A Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas.

EI Recognize obvious cognates in phrases, simple sentences, literature, and content area texts (e.g., education, educación, actualmente, actually).

I Identify cognates and false cognates in literature and texts in content areas (e.g., cognate – agonía, agony; false cognate – éxito, exit).

EA/A Distinguish between cognates and false cognates in literature and texts in content areas.

Reading Fluency & Systematic Vocabulary Development

ELD Standards ELA StandardsLevel 9-12 9-10 11-12

EI Read own writing of narrative and expository text aloud with appropriate pacing, intonation, and expression.

EI Use connectors to appropriately sequence written text (e.g., “first, then, after that, finally”).

I Apply knowledge of text connectors to make inferences.

EA Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation, and expression.

EI Recognize simple idioms, analogies, figures of speech, and metaphors in literature and texts in content areas (e.g., “the last word”).

1.1 Identify and use the literal and figurative meanings of words and understand word derivations.

1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.

I Demonstrate sufficient knowledge of English syntax to interpret the meaning of idioms, analogies, and metaphors.

EA Use idioms, analogies, and metaphors in literature and texts in content areas.

A Use common idioms, some analogies and metaphors (e.g., “shine like a star,” and “let the cat out of the bag”).

B Recognize simple affixes (educate, education), prefixes (dislike), synonyms (big, large), and antonyms (hot, cold).

1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo).

1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology.EI Begin to use knowledge of simple affixes,

prefixes, synonyms, and antonyms to interpret the meaning of unknown words.

I Identify variations of the same word that are found in a text and know with some accuracy how affixes change the meaning of these words.

EA Use knowledge of affixes, roots, and increased vocabulary to interpret the meaning of words in literature and content area texts.

I Use decoding skills and knowledge of vocabulary, both academic and social, to read independently.

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EA Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.

A Apply knowledge of academic and social vocabulary to achieve independent reading.

B Read aloud simple words presented in literature and content area texts; demonstrate comprehension by using one or two words or simple sentence responses.

EI Read simple paragraphs and passages independently.

I Use knowledge of English morphemes, phonics, and syntax to decode written texts.

EA Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words.

EI Recognize that words sometimes have multiple meanings and apply this knowledge to written texts.

1.2 Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

1.1 Trace the etymology of significant terms used in political science and history.

I Recognize that words sometimes have multiple meanings.

EA Recognize that words sometimes have multiple meanings and apply this knowledge to understanding written texts.

A Use words appropriately that sometimes have multiple meanings and apply this knowledge consistently to literature and texts in content areas.

B Use an English dictionary to derive meaning of simple known vocabulary.

IE Use a standard dictionary to find the meaning of unknown vocabulary.

I Use a standard dictionary to derive the meanings of unknown vocabulary.

EA Use a standard dictionary to determine meanings of unknown words (e.g., idioms and words with multiple meanings).

A Use a standard dictionary to determine meanings of unknown words.

B Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects).

B Respond with appropriate short phrases or sentences in a variety of social and academic settings (e.g., answer simple questions).

EI Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.

I Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.

Reading Comprehension ELD Standards ELA Standards

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Level 9-12 9-10 11-12B Point out text features such as title, table of

contents, and chapter headings.2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

2.1 Analyze both the features and rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.

EI Orally identify the features of simple excerpts of public documents using key words or phrases.

I Read and use simple sentences to orally identify the features of rhetorical devices of simple excerpts of public and workplace documents and content text.

EA Analyze the features and rhetorical devices of at least two types of public documents (e.g., warranties, contracts, manuals, magazines, and textbooks).

A Analyze the features and rhetorical devices of different types of public documents, and how the authors use these features and devices.

B Use pictures, lists, charts, and tables to identify the vocabulary, syntax, and grammar used in public and workplace documents (e.g., speeches, debates, manuals, and contracts).

EI Use simple sentences to orally identify the structure and format of workplace documents (e.g., format, graphics, and headers).

I Read and orally identify the structure and format of workplace documents (e.g., graphics and headers) and give one brief example of how authors use the feature to achieve their purpose.

EA Analyze the structure and format of workplace documents and how authors use these to achieve their purposes.

B Understand and follow simple multi-step oral directions of classroom or work-related activities.

2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web sites on the Internet).

EI After a group activity, present a brief oral report demonstrating three or four simple steps necessary to achieve a specific goal or product from a consumer or workplace document.

EI Identify and follow some multi-step directions for simple mechanical devices and basic forms.

I Understand and orally explain most multi-step directions for simple mechanical devices and for simple applications.

B Orally identify main ideas and some details of familiar literature and informational materials/public documents (e.g., newspaper, brochures, etc.) using key words or phrases.

2.3 Generate relevant questions about readings on issues that can be researched.

2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension

2.4 Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend and clarify interpretations.

EI Read and orally respond to simple literary text and text in content areas by answering factual comprehension questions using simple sentences.

I Read and use detailed sentences to orally identify main ideas and use them to make predictions about informational materials, literary text, and text in content areas.

EA Apply knowledge of language to achieve meaning/ comprehension from informational materials, literary texts, and texts in content areas.

B Recognize a few specific facts in familiar expository texts such as consumer, and workplace documents and content area texts.

2.5 Extend ideas presented in primary and secondary sources through original analysis, evaluation, and elaboration.

2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text. EI Read and orally identify a few specific facts in

simple expository text such as consumer and workplace documents and content area text.

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2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.

2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents.

2.5 Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

I Present a brief report which verifies and clarifies facts presented in two to three forms of expository texts.

EA Read and analyze how clarity is affected by patterns of organization, repetition of key ideas, syntax, and word choice.

A Analyze how clarity is affected by patterns of organization, hierarchical structures, repetition of key ideas, syntax, and word choice in texts across content areas.

I Listen to an excerpt from a brief political speech and give an oral critique of the author’s evidence using simple sentences.

2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material).

2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion).

EA Prepare an oral and written report which evaluates the credibility of an author’s argument or defense of a claim (include a bibliography).

A Prepare an oral and written report which evaluates the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence. Prepare a bibliography for the report.

Writing Strategies & Applications ELD Standards ELA Standards

Level 9-12 9-10 11-12B Create simple sentences or phrases with some

assistance.1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than passive voice.

1.4 Develop the main ideas within the body of the composition through supporting evidence.

1.2 Use point of view, characterization, style, and related elements for specific rhetorical and aesthetic purposes.

1.1 Demonstrate an understanding of the elements of discourse when completing narrative, expository, persuasive, or descriptive writing assignments.

1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

2.3 Write reflective compositions: explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies; draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life; maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.

1.5 Use language in natural, fresh, and vivid ways to establish a specific tone.

EI Use common verbs, nouns, and high frequency modifiers in simple sentences.

EI Write an increasing number of words and simple sentences appropriate for language arts and other content areas.

I Recognize structured ideas and arguments and their supporting examples in persuasive writing.

EA Use appropriate language variations and genres in writing for language arts and other content areas.

A Structure ideas and arguments within a given context giving supporting and relevant examples.

I Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions.

EA Write persuasive compositions that structure ideas and arguments in a logical way with consistent use of standard grammatical forms.

A Write persuasive and expository compositions that include a clear thesis, describe organized points of support, and address counter-arguments.

A Produce writing that establishes a controlling impression or thesis.

B Write simple compositions such as descriptions and compare/contrast that have a main idea and some detail.

EI Write expository compositions such as descriptions, compare/contrast, and problem/solution that include a main idea and some details using simple sentences.

I Recognize elements of characterization in a piece of writing and apply them when writing.

EA Identify various elements of discourse in writing (e.g., purpose, speaker, audience, form).

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EA Write reflective compositions that explore the significance of events.

A Produce writing using various elements of discourse in narrative, expository, persuasive, informational, and/or descriptive writing.

B Write a brief narrative using a few simple sentences that include setting and some details.

2.2 Write responses to literature: demonstrate a comprehensive grasp of the significant ideas of literary works; support important ideas and viewpoints through accurate and detailed references to the text or to other works; demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created; identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

2.3 Write expository compositions, including analytical essays and research reports: marshal evidence in support of a thesis and related claims, including information on all relevant perspectives; convey information and ideas from primary and secondary sources accurately and coherently; make distinctions between the relative value and significance of specific data, facts, and ideas; include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs; anticipate and address readers’ potential misunderstandings, biases, and expectations; use technical terms and notations accurately.

2.2 Write responses to literature: demonstrate a comprehensive understanding of the significant ideas in works or passages; analyze the imagery, language, universal themes, and unique aspects of the text; support important ideas and viewpoints through accurate and detailed references to the text and to other works; demonstrate an understanding of the author’s use of stylistic devices and an appreciation of the effects created; identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

2.4 Write historical investigation reports: use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to support the main proposition; analyze several historical records of a single event, examining critical relationships between elements of the research topic; explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation; include information from all relevant perspectives and take into consideration the validity and reliability of sources.

EI Use simple sentences to follow on outline and create a draft of a short essay.

EI Use simple sentences to write responses to selected literature that exhibit factual understanding of the text and connect the student’s own experience to specific parts of the text.

I Narrate a sequence of events and communicate their significance to the audience.

I Write brief expository compositions and reports that include a thesis and some supporting details; provide information from primary sources; and organize and record information on charts/graphs.

EA Develop a clear thesis and support it using the rhetorical devices of analogy, quotation, and fact.

A Use a variety of rhetorical devices to support assertions (e.g., appeal to logic through reasoning, case study, and analogy).

B Use the writing process to write brief narratives and stories with a few standard grammatical forms.

1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.

2.1 Write biographical or autobiographical narratives or shorts stories: relate a sequence of events and communicate the significance of the events to the audience; locate scenes and incidents in specific places; describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings; pace the presentation of actions to accommodate changes in time and mood; make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.

1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance the subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

2.1 Write fictional, autobiographical, or biographical narratives: narrate a sequence of events and communicate their significance to the audience; locate scenes and incidents in specific places; describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings; pace the presentation of actions to accommodate temporal, spatial, and dramatic mood changes; make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.

EI From a given topic, use the writing process to write sentences and short paragraphs with supporting details. There may be some inconsistent use of standard grammatical forms.

I Use complex sentences to write brief fictional biographies and short stories that include a sequence of events and provide supporting details.

EA Write detailed fictional biographies or autobiographies.

A Write expository compositions, including analytical essays and research reports, for language arts and other content areas that provide evidence in support of a thesis and related claims.

B Organize and record expository information on pictures, lists, charts, and tables for literature and content areas.

1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium.

1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids; and the issuance of a call for action.EI Collect information and take notes on a given

topic from a variety of sources.

I Use basic strategies of note taking, outlining, and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be in evidence.)

EA Use strategies of note taking, outlining, and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms.

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A Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays, using standard grammatical forms.

B Complete a job application form by providing basic information such as name, address, and education.

2.5 Write business letters: provide clear and purposeful information and address the intended audience appropriately; use appropriate tone, vocabulary, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients; highlight central ideas and images; follow conventional style with page formats, fonts, and spacing that contribute to the documents’ readability and impact.

2.6 Write technical documents: report information and convey ideas logically and correctly; offer detailed and accurate specifications; include scenarios, definitions, and examples to aid comprehension; anticipate readers’ problems, mistakes, and misunderstandings.

2.5 Write job applications/resumes: provide clear and purposeful information and address the intended audience appropriately; use varied levels, patterns, and types of language to achieve intended effects and aid comprehension; modify the tone to fit the purpose and audience; follow the conventional style for that type of document and use page formats, fonts, and spacing that contribute to the readability and impact of the document.

EI Complete simple informational documents related to career development.

I Write job applications and resumes that are clear and provide all needed information.

EA Write job applications and resumes that are clear and purposeful and address the intended audience appropriately.

A Write job applications and resumes that modify tone to fit purpose and audience and follow the conventional format for the type of document.

I Investigate and research a topic in a content area and develop a brief essay or report that includes source citations.

1.3 Use clear research questions and suitable research methods to elicit and present evidence from primary and secondary sources.

1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.

1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals.

2.4 Write persuasive compositions: structure ideas and arguments in a sustained and logical fashion; use specific rhetorical devices to support assertions; clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning; address readers’ concerns, counterclaims, biases, and expectations.

1.7 Use systematic strategies to organize and record information.

1.6 Develop presentations by using clear research questions and creative and critical research strategies.

EA Write expository compositions and reports of information that convey information from primary and secondary sources and use some technical terms. Use appropriate tone and voice based on purpose, audience, and subject matter.

A Clarify and defend positions with relevant evidence, including facts, expert opinions, quotations and/or expressions of commonly accepted beliefs, and logical reasoning.

1.8 Design and publish documents by using advanced publishing software and graphic programs.

1.8 Integrate databases, graphics, and spreadsheets into word-processed documents.

2.6 Deliver multimedia presentations: combine text, images, and sound and draw information from many sources; select an appropriate medium for each element of the presentation; use the selected media skillfully, editing appropriately and monitoring for quality; test the audience’s response and revise the presentation accordingly.

Writing Conventions ELD Standards ELA Standards

Level 9-12 9-10 11-12B Revise writing for proper use of final punctuation,

capitals, and correct spelling.1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

1.2 Produce legible work that shows accurate spelling and correct punctuation and capitalization.

EI Revise writing with teacher assistance to clarify meaning and improve conventions and organization.

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1.5 Reflect appropriate manuscript requirements, including title page presentations, pagination, spacing and margins, and integration of source and support material

1.3 Reflect appropriate manuscript requirements in writing.

I Revise writing for appropriate word choice and organization, with variation in grammatical forms and spelling.

EA Revise writing for appropriate word choice, organization, consistent point of view, and transitions, with some variation in grammatical forms and spelling.

A Revise writing for appropriate word choice, organization, consistent point of view, and transitions, with approximate standard grammatical forms and spelling.

B Edit own work and correct punctuation.

EI Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling).

I Edit and correct basic grammatical structures and conventions of writing.

EA Edit writing for grammatical structures and conventions of writing.

A Edit writing for conventions of writing to approximate standard grammatical forms.

B Identify basic vocabulary, mechanics, and structures in a piece of writing.

1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).

1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.

1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax.

1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage. EI Use clauses, phrases, and mechanics with

consistent variations in grammatical forms.

EA Create coherent paragraphs through effective transitions.

A Create coherent paragraphs through effective transitions and parallel constructions.

Literary Response & Analysis ELD Standards ELA Standards

Level 9-12 9-10 11-12EI Distinguish the characteristics of different forms

of dramatic literature using simple sentences, pictures, lists, charts, and tables (e.g., comedy and tragedy).

3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).

3.1 Analyze the characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.

EA Identify recognized works of world literature and contrast the major literary forms and techniques.

EI Orally identify literary elements of theme, plot, setting, and character using simple sentences.

3.3 Analyze the interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motiva-tions, relationships, influences) and explain the way those interactions affect the plot.

3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.

3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

3.7 Analyze recognized works of world literature from a variety of authors.

I Read and use detailed sentences to orally explain the literary elements of theme, plot, setting, and characters.

EA Identify the function of dialogue, scene design, and asides in dramatic literature.

A Describe the function of dialogue, scene design, asides, and soliloquies in dramatic literature.

EI Orally respond to factual comprehension questions taken from two forms of literature (brief excerpts from a comedy and tragedy) using simple sentences.

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I Read and use detailed sentences to orally respond to factual comprehension questions taken from three forms of literature.

I Apply knowledge of language to analyze and derive meaning/comprehension from literary texts.

B Role-play a character from a familiar piece of literature using phrases or simple sentences.

3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.

3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.

3.6 Analyze the way in which authors through the centuries have used archtypes drawn from myth and tradition in literature, film, political speeches, and religious writings. EI Briefly describe what a character is like by what

he/she does in a familiar narration, dialogue, or drama, using simple sentences.

I Read and use detailed sentences to orally describe what a character is like by what he/she does in a narration, dialogue, or drama.

A Analyze the interaction between characters and subordinate characters in literary texts (e.g., motivations and reactions).

EI Use expanded vocabulary and some descriptive words for oral responses to familiar literature.

3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. I Use expanded vocabulary and descriptive words

and paraphrasing for oral and written responses to texts.

I Use detailed sentences to orally compare and contrast a similar theme or topic across three genres.

EA Orally and in writing compare and contrast a similar theme or topic across several genres using detailed sentences.

A Compare and contrast a similar theme or topic across genres and explain how the genre shapes the theme or topic.

B Recite simple poems. 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism (aesthetic approach).

3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical or aesthetic purposes or both.

3.4 Analyze the way in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions.

I Use detailed sentences to orally identify at least two ways in which poets use personification, figures of speech, and sounds.

EA Identify techniques which have specific rhetorical or aesthetic purposes in literary texts (e.g., irony, tone, mood, “sound” of language).

EA Identify several literary elements and techniques (e.g., figurative language, imagery, and symbolism).

EA Read and identify ways in which poets use personification, figures of speech, imagery, and sound.

A Explain the significance of several literary elements and techniques (e.g., figurative language, imagery, allegory, and symbolism).

B Orally identify the beginning, middle, and end of a simple literary text.

3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). B Use pictures, lists, charts, and tables to identify

the sequence of events from simple literary texts.

EI Read and orally identify the main events of the plot using simple sentences.

I Read and use detailed sentences to orally describe the sequence of events in literary texts.

B Read and orally identify the speaker or narrator in a simple selection.

3.9 Explain how voice, persona, and the choice of a narrator affect characterization of the tone, plot, and credibility of a text. B Recognize the difference between first and third

person using phrases or simple sentences.

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EA Identify recognized works of American literature and their genre in order to contrast major periods, themes, and trends.

3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period (historical approach).

3.5 Analyze recognized works of American literature representing a variety of genres and traditions.

3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (such as suffrage, women’s role in organized labor) (political approach).

A Relate literary works and authors to major themes and issues of their eras.

A Analyze recognized works of American literature and their genre in order to contrast major periods, themes, and trends.

3.9 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters (philosophical approach).

3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.

Grades Nine Through Twelve: Investigation and ExperimentationScience Content Standards

1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:

a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.

b. Identify and communicate sources of unavoidable experimental error.

c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions.

d. Formulate explanations by using logic and evidence.

e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions.

f. Distinguish between hypothesis and theory as scientific terms.

g. Recognize the usefulness and limitations of models and theories as scientific representations of reality.

h. Read and interpret topographic and geologic maps.

i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena

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(e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem).

j. Recognize the issues of statistical variability and the need for controlled tests.

k. Recognize the cumulative nature of scientific evidence.

l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science.

m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California.

n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e. g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets).

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VocabularyStructured English Immersion U.S. History

Grades 9-12

Jim Crowsharecroppingdiscriminationpoll taxacresplantationinterferenceindignantresiliencyignorantmiserynight menKu Klux Klantarred and feathereddisobeysubduedprotectionrecoilmalevolentapologizedumbfoundconfoundhanglynchreprimandslaveryprofitableretaliaterevengefrustrationdefendfoolishadmonishinterminablebreeding stockjusticesuperiorinferiorcolored

collateralmulattoaristocracyresentdenoteequalitymortgagemourningprim (to)incidentbanishshundecentdebtschain gangpestershroudlethargicnauseousstrickentraipsinghesitateadamantsingedobliviousracial segregationracisminferioroppressioninclusivepervasiveimpliedrageintimacyetiquetteimputenotoriousaccommodationslegal freedoms

facilitateseparate but equaldiscriminationimpliedprohibitedlynchingmutilateddismemberedsocial scientistcivil rights activistsocial conditionprevailedmobilityeconomic depressionperpetuatequellinflammatory

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Structured English Immersion U.S. History, Grades 9-12RESOURCES

Books:One Nation, Many People. J. Garcia, S. Harley & J. Howard. Globe Fearon, 1995

For the People, By the People. People’s Publishing Group, 1997

Changes, “Martin Luther King Jr.” F. Laubauch, E. M. Kirk & R. Laubauch. New Readers Press, 1991.

Internet:There are a variety of web sites available using any of the terms or names from the history standards as key terms. Many of the pictures I used were found by using Google’s Image search. Here is a short list of some sites I found more helpful.

A Photo Dossier on Sharecropping A Photo Dossier on Sharecropping. This page is graphics heavy and may take several minutes to load. Visit the Library of Congress ... www.english.uiuc.edu/maps/poets/a_f/brown/photos.htm

Little Rock Central High 40th AnniversaryBackground and history of events during the integration of Central High in 1957. www.centralhigh57.org/

Martin Luther King , Jr .: A Biographical Sketch Martin Luther King, Jr. was born at noon Tuesday, January15, 1929 ... www.lib.lsu.edu/hum/mlk/srs218.html - 13k - Mar 23, 2003

Civil Rights ResourcesCivil Rights Timeline - MLK Page These pages were created in honor of Martin Luther King Day http: //wmich.edu/politics/mlk/index.html; ... cybersleuth-kids.com/sleuth/History/ US_History/Civil_Rights/

[PDF]Roll of Thunder , Hear My Cry : A Unit Plan (readings on Jim Crow and Personal Narratives on Sharecropping) www.jimcrowhistory.org/resources/ pdf/amlit_lp_roll_of_thunder.pdf

http://www.jimcrowhistory.org/resources/pdf/amlit_lp_roll_of_thunder.pdf

http://cybersleuth-kids.com/sleuth/History/US_History/Civil_Rights/

http://www.lib.lsu.edu/hum/mlk/srs218.html

http://www.centralhigh57.org/

http://www.english.uiuc.edu/maps/poets/a_f/brown/photos.htm

The Civil Rights MovementProject G.L.A.D.Planning Pages

Structured English Immersion U.S. History Grades 9-12

I. Focus and Motivation Daily Read Aloud Inquiry Charts Observation Charts Exploration Chart Big Book

II. Input Timeline Comparative Input Graphic Organizer Pictorial World Map Narrative Expert Groups Picture File Cards CCD

III. Guided Oral Practice Lecture with 10/2 Picture File Cards T-graph Process Grid CCD Where’s My Answer? Chants

IV. Reading/Writing Total Class

o Cooperative Strip Paragraph-transitions, conclusions Group Practice

o Team Taskso Team Writing Workshopo Ear to Ear Readingo Expert Groupso 10/2/2 with Memory Bank

Individual o Learning Logs

o Text and Youo Interactive Journalo Writer’s Workshopo Individual Taskso Team Writing Workshop

Write a persuasive lettero Research

Background subject Customs

o Develop presentation: plays, videos, oral reports, slide-shows

V. Extended Activities Make Big Book Posters 20 Questions Jeopardy Music/songs from Black American roots Museum

VI. Closure Present Letter Process All Learning/Inquiry Test Feast-foods of the deep south Student Generated Tests Graffiti Wall Where’s My Answer? Required Expository to Rubric Required Poetry Piece Team Feud Personal Exploration


Structured English Immersion U.S. History, Grades 9-12Sample Daily Lesson Plans

Day 1Focus and Motivation

CCD/signal word – Civil Rights Personal Standards & Reinforcers Observation Chart Inquiry Chart – What do you know about Civil Rights? Big Book and Personal Interaction Poetry/Chant Student Portfolios & team organization

Input World Map Poetry/Chant U.S. Map Timeline

Reading and Writing Learning Log

Guided Oral Practice T-Graph Exploration Report – Picture File Cards/daily life with Jim Crow Poetry/Chant

Input Pictorial – Martin Luther King, jr.

Reading and Writing Learning Log Home/School Connection


Thematic music to enter by CCD/signal word – review old and choose new Review Home/School Connection Review maps and timeline Review Pictorial with word cards

Guided Oral Practice Poetry/Chant – Bugaloo & highlight words

Input Graphic Organizer/Venn: Sharecropping/Jim Crow verses Slavery Narrative: Little Rock Nine

Reading and Writing Learning Log

Guided Oral Practice Poetry/chant Sentence Patterning Chart - read, trade, flip chants Team Tasks - introduce procedures Expert Groups

Reading and Writing Response Journal Home/School Connection


CCD/signal word – review old and choose new Return Response Journal Review Home/School Connections Review Graphic Organizer with word cards Review Narrative with thought bubbles

Reading and Writing Story Map of Narrative

Guided Oral Practice Review T-Graph – cooperation Team Tasks – review list of tasks Expert Groups Team Evaluations Poetry/Chant Process Grid

o Choral response for first rowo Numbered heads for accountability of experts in other rows

Reading and Writing Writer’s Workshop

o Mini lesson – Genres

Home/School Connection – Treatment of minority groups in home country


Review Home/School Connection CCD/signal word – review old and choose new Review Home/School Connection Chant/poetry

Guided Oral Practice Poetry/Chant

Reading and Writing Cooperative Strip Paragraph

o Read, Revise, & Edito Model Editing Checklist

Team Tasks – Review list of tasks Leveled Reading Groups

o ELD Group Frame Can be story retell

o Clunkers and Links Read the Walls Personal CCD Response Journal


Return journal CCD – Review meaning of signal word, choose new word Review Big Book Review/Process the Inquiry Chart

Reading and Writing Team Tasks – Review list of tasks Leveled Reading Groups

o Cooperative Strip Paragraph With struggling readers

Ear to Ear – with textbook or poetry Listen & Sketch Writer’s Workshop

o Mini lesson – historical fictiono Author’s chair

Guided Oral Practice Team Presentations Poetry/chant

Closure Where’s My Answer?


Structured English Immersion U.S. History, Grades 9-12Chants, By Nancy Riebeek

SOUND OFF – CIVIL RIGHTS

I don’t know but I’ve been told,Segregation has no hold.Our country is the land of the free.Everyone gets equal opportunity.

Sound off – ConstitutionalSound off – Civil RightsSound off – 1.2.3.4. Equality!

The 13th amendment set slaves free,But with Jim Crow, they couldn’t be.States and custom kept them downNo vote, no land, no education.

Sound off – End slaverySound off – No OpportunitySound off – 1.2.3.4. Protest!

First came Plessy and Ferguson.Separate is equal for you, my son.Brown verses Topeka, Linda came.Separate is unequal and a shame!

Sound off – EducationSound off – SegregationSound off – 1.2.3.4. Integrate!

JIM CROW

Jim CrowAllowed to growKept the blacks all in a row.

Not rightFor Civil RightsFor equality we must fight!

EqualityOpportunityAll races have a right to be!

Equal Education (To tune/rhythm of “The Lady with the alligator purse”)

In 1900 and 54Linda Brown came to the schoolhouse door“Out!” said the teacher. “Out!” said Jim Crow.Colored children to a separate school must go.

Said, Thurgood Marshall to the Supreme Court“Separate isn’t equal, we must abort!”“In!” said the justices. “In!” said the court.“Service must be equal!” they did report.

In 1900 and 57Segregated high schools were a sin.“Out!” said the white mob. “In!” the law said.Little Rock high was integrated.

In 1900 and 62James Meredith wanted law school, too.“No!” said Old Miss. “Yes!” said the court.Kennedy sent marshals to escort.

ActivistsActivists here! Activists there! Activists, activists everywhere!

Bold activists protestedCourageous activists marchedInspired activists leadAnd many activists united

Activists here! Activists there! Activists, activists everywhere!

Activists in the streetsActivists in the storesActivists in the courts And activists on television

Activists here! Activists there! Activists, activists everywhere!Activists! Activists! Activists!

Civil Disobedience Bugaloo!

I’m for Civil Rights and I’m here to sayWe have to protest in a certain wayIf they won’t give us service at the same tableWe all sit in until we are able

Sitting on a bus all tired after workRosa Parks, her rights did assert.When asked to stand for a white man,She said, “I’ll just sit.” That was her plan.

No services for coloreds?Whites only, too?Do the Civil Disobedience bugaloo!

Marching along Montgomery’s streetsHoping segregation to beat.Martin Luther King and others stood tallProtesting to gain equality for all.

Thurgood Marshall and the N.A.A.C.P.Seeking equal education for all to seeTo the Supreme Court they argued the caseEqual opportunity for every race.

No services for coloreds?Whites only, too?Do the Civil Disobedience bugaloo!

Yes Ma’am

Is this discrimination? Yes, Ma’amIs this discrimination? Yes, Ma’am

How do you know? Separate schools and busesHow do you know? Separate seats and services

Is segregation right? No, ma’amIs segregation right? It’s discrimination!

Why is it a problem? Lower quality servicesWhy is it a problem? Inferior opportunitiesWhy is it a problem? Second class citizens

How do we fix it? Civil Disobedience and Affirmative ActionHow do we fix it? Take them to court and stand for your rights

Do we still need to Yes, ma’am!Fight for it?

When do we stop? When all are treated equally!

Is discrimination wrong? Yes, Ma’amIs discrimination wrong? Yes, Ma’am

Using the Courts(Sung to the tune of “Cielito Linda”)

Thurgood Marshall was a lawyerThe first black on the Supreme CourtBut before that, in 1954He was a lawyer for Linda Brown

Ay, ay, ay, ay, using the courtsTo gain civil rights for everyoneCan separate ever be equal?

Plessy rode in a white train carBack in 1896To protest for equal rightsGuaranteed in the Constitution

Ay, ay, ay, ay, using the courtsThe Supreme Court disagreed with himAnd said separate but equal is alright

Linda Brown in 1954Wanted to go to the elementary schoolThat school was just for whitesSo her parents sued the school board

Ay, ay, ay, ay, using the courtsThe Supreme Court reversed itselfAnd said separate cannot be equal


Structured English Immersion U.S. History, Grades 9-12Narrative, By Nancy Riebeek

The Little Rock Nine

Background poster: The silhouette of Central High School.

1. (A color photo of the high school.)After the success of Thurgood Marshall in the Supreme Court case of “Brown vs. The Board of Education of Topeka, Kansas, school districts across the country had to think about what this court decision would mean to them. The Supreme Court decision said that all school districts should desegregate immediately. In Little Rock, Arkansas, the school board decided that Central High School should begin to desegregate slowly, in their own way, before the federal government came in to tell them how to do it.

2. (A photo of seven of the nine students talking in someone’s living room.)Students at the black high school were asked to apply to Central High School, a school of 2,000 white students. Eighteen black students were accepted, but only 9 decided to attend. The students were nervous, but they had advice from various people, including members of NAACP.

3. (A photo of guardsmen lined up along a street with the school in the background.) On September 2, 1957, the day before school was to start, Governor Faubus sent the Arkansas National Guard to surround the school. They were ordered to protect the school from integration. In a nationally televised speech that night, the governor told the world that if black students attempted to enter Central High School “blood would run in the streets.”

4. (A photo of the street in front of the school lined with people on one side, the National Guard on the other side and large army trucks in the street.) On the first day of school, an angry mob of citizens gathered in front of the school. There were almost 1,000 people waiting with the National Guard to stop the 9 black students. The NAACP had suspected there would be a mob of people. They called the nine students to tell them to not go to school that day, but one student did not have a phone.

5. (A photo of Elizabeth Eckford walking through a group of yelling white women.) Elizabeth Eckford went to school expecting to meet her friends. The nine black students had planned to meet the NCAAP representative near the school and go in together. Elizabeth kept walking toward the school, not sure what to do. White citizens yelled ugly things at her. They threatened to lynch her.

6. (A photo of Elizabeth crossing the street alone, walking toward three armed guardsmen with hands out, signaling her not to enter school grounds.) Elizabeth just wanted to get inside the school, away from the angry people in the street. As she came toward the school, the guardsmen signaled to her. They stopped her. They told her she could not enter the school. They sent her back into the angry mob. Elizabeth was afraid.

7. (Elizabeth sitting at a bus stop surrounded by a crowd of people all staring at her.) Elizabeth wanted to run away. She wanted to escape from the crowd of people. She went to a bus stop, not knowing what else to do. As she waited for the bus, the people surrounded the bus stop. Suddenly two white men approached her. She was afraid, but the men offered to help her go home. They helped her to get away from the crowd.

8. (The school with people standing in front and a photographer.) Later, NAACP lawyers were able to force Governor Faubus to remove the Arkansas National Guard from the school. When the nine black students finally attended school, they entered by a side door so as to escape attention from the crowd out front. When the crowd of people outside realized that the black students had entered the school, they began to yell ugly things into the building. They called to the white students to leave and join the protest outside. By 11:30, the mob had become unmanageable. For their own safety, the police escorted the nine out of the back door.

9. (U.S. army with bayonets pointed at protestors.) That night, President Eisenhower decided to send in the 101st Airborne Division of the U.S. Army to protect the rights of the nine students to attend Central High School. In this way, the federal government supported the desegregation of the school. Each of the nine students was assigned a personal army escort at school. The army escorted the students every day that year.

10. (The cover of Life Magazine, October 7, 1957) The 101st Airborne controlled the crowds. Eventually the crows outside the school became less of a problem, but the nine black students still had to deal with problems caused by some of the other students in the school.

11. (The nine students getting out of a U.S. Army car in front of the school.) Only 8 of the 9 finished the school year at Central High that year. In December, Minnie Jean Brown became angry at the insults from other students. She dumped her lunch on the head of a white boy who was insulting her. After she returned from her suspension, she was again the victim of insults. She was expelled for calling the girl “white trash”. But despite the difficulties, these nine students began the successful desegregation of Central High School.

12. (Clinton signing a proclamation while surrounded by the nine and others from Arkansas. This was the 40th anniversary of the desegregation.) Eventually all schools in Arkansas were desegregated and in 1997 President Clinton went to Little Rock to celebrate the courage of the original nine black students.

Adapted from:On the Front Lines with the Little Rock Nine at http://www.pbs.org/wgbh/amex/kids/civilrights/features_school.html

Public Schools Shut Down at http://www.watson.org/~lisa/blackhistory/school-integration/lilrock/shutdown.html

Little Rock Central High 40th Anniversary at http://www.centralhigh57.org/(These are all good sites for the pictures, too.)

http://www.centralhigh57.org/

http://www.watson.org/~lisa/blackhistory/school-integration/lilrock/shutdown.html

http://www.pbs.org/wgbh/amex/kids/civilrights/features_school.html


Structured English Immersion U.S. History, Grades 9-12Big Book, By Nancy Riebeek

The Important Thing About Civil Rights1. The important thing about Civil Rights is many courageous people are needed to gain and maintain them.

The Civil Rights movement in the United States took place in the 1950s and 1960s, but there were important people and events before that.

Dred Scott was a slave who lived in the free state of Illinois for several years. His owner died and his new owner wanted to sell him. He believed that living in a free state made him free. The Supreme Court decided against him. This made anti-slavery people angry and contributed to the start of the Civil War in America.

Homer Plessy was only 1/8th black and he looked white. He wanted to protest racial segregation by riding in the “whites only” section of an interstate train. For his act of civil disobedience, he was arrested.

In 1896, the Supreme Court said that, as long as there are equal facilities for both coloreds and whites, segregation was legal.

This established a legal precedent of “separate but equal” which segregationists used to defend their Jim Crow policies in schools, stores, buses and other areas of daily life for many years

The important thing about Civil Rights is many courageous people are needed to gain and maintain them.

2.The important thing about Civil Rights is many courageous people are needed to gain and maintain them.

Linda Brown’s parents wanted her to walk to their neighborhood school in Topeka, Kansas. Instead she rode a bus for an hour every morning to reach the colored school across town.

Thurgood Marshall was a lawyer with the N.A.A.C.P., the National Association for the Advancement of Colored People. He argued the Brown’s case to the Supreme Court. He said that “separate but equal” was wrong. Separate was not equal because the school facilities provided for black students were not as good as those provided to white students. The lack of equal facilities damaged black student’s self-esteem.

The Supreme Court agreed. The court’s decision said that schools could not segregate students based on color. Schools must be desegregated.


3. The important thing about Civil Rights is many courageous people are needed to gain and maintain them.

In 1955 in Montgomery, Alabama, Rosa Parks was riding a bus home from work. When the bus became full, she was asked to give her seat to a white man. She was tired. Her feet hurt. She would not stand.

For her act of civil disobedience, Miss. Parks was arrested. The Reverend Martin Luther King Jr. was elected by the black community to lead the protest against the bus company. For over a year, all the black people in Montgomery boycotted riding the town buses. Hundreds of colored people walked to work or arranged carpools. It was inconvenient. They were insulted by white people. It was difficult.

Eventually they won the right to sit anywhere on the bus and to keep their seats when white people got on. Montgomery, Alabama buses were desegregated.



In 1957, nine colored children were admitted to Little Rock High School as part of the school’s desegregation movement. There were 2000 white high school students.

The white community was angry. Many people protested. They stood outside the school, insulting the children and making it difficult for them to pass by. The governor of Arkansas sent the state’s National Guard troops to stop the students. They guarded the high school with bayonets on their rifles.

President Eisenhower ordered the National Guard to stand down. He sent the 101st Airborne Division of the Army to the high school. They controlled the mob of angry citizens. They escorted the nine colored students to classes.

Eventually these brave children graduated from Little Rock High School. The protests stopped. Other black children followed the nine. Little Rock High School was desegregated.



In 1960, in Greensboro, North Carolina, colored university students sat down for lunch. They were not served lunch because they were colored. They refused to leave.

In the south, Jim Crow laws and traditions allowed restaurants and lunch counters to have rules that allowed them to refuse to serve colored people. They had signs in their windows that said “Whites Only”. The students were using civil disobedience to protest these rules. They were using “sit ins”.

Local people were rude to them. They insulted them, called them names, spit at them and poured their drinks on their heads.

The students did not respond with violence. They remained calm. They believed that to respond with violence would increase the problem. Violence was not a solution. They followed the teachings of such leaders as Mahatma Ghandi and Martin Luther King Jr.

These students had to be brave to face these challenges. They knew they had to bring national attention to the problems of the Jim Crow south if anything was ever going to change. They had to get the whole nation to look to the south and demand that civil rights be for everyone, black and white.



In 1962, James Meredith wanted to apply to the law school at the University of Mississippi. Meredith had served in the U.S. air force for 9 years. He was black.

Meredith’s application to the university was denied. A federal court said that he was rejected only because he was colored. The court ordered the school to admit him.

Federal Marshals were sent to protect Meredith from threats of being lynched. Students protested his attendance. During riots, 160 federal marshals were wounded and two people were killed.

In 1964, Meredith successfully graduated from the University of Mississippi.

In June, 1966, Meredith started a solitary march from Memphis to Jackson, Mississippi , to protest against racism. Soon after starting his march he was shot and wounded by a sniper. When they heard the news, other civil rights leaders, including Martin Luther King Jr., decided to continue the march in Meredith’s name. Once again the civil rights movement had shown that it would not give in to racism.


7.The important thing about Civil Rights is many courageous people are needed to gain and maintain them.

In 1961, blacks and whites joined together as “Freedom Riders”. They wanted to test if the interstate buses in the south were following federal laws against discrimination and segregation.

The riders faced mobs of angry people in many towns. They were spit at, insulted and attacked. One bus was fire bombed. Some riders died for their beliefs and peaceful actions.

Other brave men and women acted on their belief that civil rights are for everyone. They helped black people register to vote. They challenged local laws. They stood up and marched in the streets.

They marched in Selma to protest for the right to vote. The 600 were stopped with clubs and tear gas. They were beaten on national television. Two days later they began again. When they ended in Montgomery, the capital of Alabama, there were 25,000 marchers. The world’s attention was on the south.



People in other cities began to have marches. Protestors were sent to jail. They had a “fill the jail” policy to overwhelm the local police.

In Birmingham, Alabama in 1963, the police prevented marchers from protesting, so the protestors sent their children to march. The children were sprayed with water from fire hoses. After four days, the fire department refused to turn on the water for the hoses and the local merchants agreed to desegregate their stores. The protestors had gained support and agreement.

All of this brought the world’s attention to the racist laws and practices in the south.

Many good people lost their lives for their beliefs. Civil Rights workers were hanged by mobs or shot. Civil Rights leaders like Martin Luther King Jr. were assassinated.

But their work continued, and expanded. Women and other ethnic minorities began to protest for equality, too. Native Americans argued for more rights. Chicanos protested for fair labor contracts for field workers.


Civil Rights MovementExpert Group Reading

A. Phillip RandolphThe Leader: A. Philip Randolph was born in 1889 in Florida. His father was a minister. His grandparents were slaves.

Major goals: Randolph wanted to help the workingman, because he felt there was dignity in honest labor. He wanted workers to have fair contracts. He wanted black workers and white workers to be treated equally and fairly. Some of the people he helped were workers on trains, in military defense factories, and in the military.

Events and Actions:Randolph organized a union for sleeping car porters called the Brotherhood of Sleeping Car Porters. Sleeping car porters were black male employees of the Pullman Company. The train cars where they worked were called sleeping cars because the seats converted to beds for traveling overnight. Pullman cars were rolling hotel rooms built in railroad cars. The porters were unhappy at work. They wanted Randolph to help them organize a union to improve working conditions and wages. The men who worked as porters were paid wages far below the wages of other railroad employees. Porters had to depend largely upon tips. Randolph began to organize the union in 1925. After twelve years, they earned a fair contract.

Randolph continued to fight for equality for black workers. In 1940, he began to organize a “March on Washington” to protest discrimination in government defense industry jobs. The defense industries were private companies that manufactured things for the U.S. Military. Black workers were not treated equally to white workers. The march never happened, because Randolph got what he wanted. President Franklin Roosevelt banned discrimination in civilian defense factory jobs. This was an important step to gaining fair employment practices for all Americans.

After World War II, in 1947, President Harry Truman proposed a military draft. Randolph objected to any type of draft unless the military banned segregation. Randolph met with President Truman, but Truman did not agree with him. Randolph urged blacks to boycott the Army, Navy, and Air Force by refusing to register for the draft. The boycott was successful. President Truman honored Randolph's original request by prohibiting discrimination and segregation in the armed services.

Randolph continued to lead people. He organized a large group of protestors who attended the March on Washington in 1963. He was elected a leader of the union AFL-CIO. In 1965, with funds from the AFL-CIO, Randolph founded the "A. Philip Randolph Institute" (APRI). Randolph remained an important force in the Civil Rights Movement until his death in 1979.

Laws and Legal Precedents: Randolph's union contract for the Brotherhood of Sleeping Car Porters was the first time a white employer had signed a labor agreement with a black union leader in America. Randolph’s activities also lead to two important Executive Orders. The first executive order was in 1941. President Roosevelt banned discrimination in civilian defense jobs. The second executive order was in 1948, when President Truman prohibited discrimination and segregation in the military.

Miscellaneous:Randolph believed that you could gain what you needed only if you organized as a group. He said: "At the banquet table of nature there are no reserved seats. You get what you take, and you keep what you can hold. If you can't take anything, you won't get anything; and if you can't hold anything, you won't keep anything. And you can't take anything without organization." A. Philip Randolph

Adapted by Nancy Riebeek from readings at this web site: http://www.aprihq.org/Bio-Rand2.htm


James Farmer

The Leader:James Farmer was born in 1920 in Texas and died in 1999. He was the son of a preacher and grandson of slaves.

Major Goals:James Farmer wanted racial equality for everyone. He wanted people to enjoy the same public services and the same civil rights no matter their race.

Events and Actions:In 1942, Farmer helped to found the Congress of Racial Equality (CORE), a civil rights organization. This organization was the first in the United States to use nonviolent protests to fight discrimination. In April of 1947, CORE sent eight black men to ride in the white section of a bus in North Carolina. Federal law and the Supreme Court said that segregation on interstate buses was not legal, but the men were arrested for sitting in the “whites only” section. They fought the arrest in court. They used the court system to fight segregation. This was just one way in which CORE used nonviolent methods to help end segregation.

CORE supported other important events in the Civil Rights Movement. Members of CORE assisted in the Montgomery Bus Boycott in Alabama in 1955. Members of CORE helped college students in Greensboro, North Carolina. They joined the students in 1960 in their nonviolent protest against segregated lunch counters. CORE also participated in jail-ins. This was when the protestors refused to pay bail when arrested during a nonviolent protest. Their goal was to fill the jail and overwhelm local police.

One of the most memorable events in which CORE participated was the “Freedom Rides”. This was when black and white protestors rode together on interstate buses. The blacks rode in the section for whites. The whites rode in the section for blacks. The blacks ate at the whites-only restaurants and used the whites-only restrooms in the bus depots. The whites used the services for blacks. The Freedom Riders were attacked by mobs of people. They were insulted and spit at. One bus was bombed. Three CORE volunteers died.

Core also supported President Kennedy’s Voter Education Project. They helped organize the March on Washington in 1963. In 1964 CORE participated in the Mississippi Freedom Summer Project; three activists killed that summer were members of CORE.

Laws and Legal Precedents:James Farmer and CORE were active in southern civil rights activities for many years. Their activities supported the enforcement of several anti-segregation laws. CORE’s activities helped the passage of legislation like the Civil Rights Act of 1964 and the Voter Rights Act of 1965.

Miscellaneous:Farmer risked his life several times in protesting for civil rights. He believed in the teaching of Mohandas Gandhi, whose strategy of nonviolent direct action became a weapon against discrimination.

James Farmer was one of the “Big Four” leaders of the Civil Rights Movement. He was saddened in later life when young blacks seemed to not know the sacrifices made by so many during the Civil Rights Movement. He felt he was vindicated when he was awarded the Presidential Medal of Freedom by President Clinton in 1998.

Adapted by Nancy Riebeek from readings at these web sites: http://www.infoplease.com/ipa/A0800617.htmlhttp://www.core-online.org/history/history.htmhttp://www.mwc.edu/educ/jfarmer.htmhttp://www.disciples.org/convo/Convonews/conew004.htm

http://www.mwc.edu/educ/jfarmer.htm

http://www.core-online.org/history/history.htm

Civil Rights MovementExpert Group Reading Martin Luther King, Jr.

The Leader:Martin Luther King, Jr. was born in 1929, in Atlanta, Georgia. He came from a family of ministers and sharecroppers. King skipped several grades in school and eventually completed a doctoral degree at Harvard University. He was the pastor of the Dexter Avenue Baptist Church in Montgomery, Alabama when he rose to fame in the Montgomery Bus Boycott.

Major Goals: Dr. King wanted to end segregation. He led marches and protests to end segregation and racial discrimination in many areas of daily life. He wanted people to be treated with fairness and equality. His philosophy of nonviolent action changed the nation.

Events and Actions:Dr. King was involved in many different protests, and was arrested thirty times for his participation in civil rights activities. Although he worked for many years as a civil rights advocate, some events were more pivotal than others.

The first landmark event was in 1955. Dr. King was elected to lead the Montgomery Bus Boycott. It took over a year, but it succeeded in desegregating the city buses. The boycott began after the arrest of Rosa Parks. She would not give her but seat to a white man. The success of the protest helped to encourage other civil rights demonstrations throughout the South.

The second major protest in which Dr. King participated was in Birmingham, Alabama in 1963. Birmingham was known as the most segregated city in the South. Local civil rights activists had been working for equality for years. Many of the activists had been beaten, arrested, castrated, or worse. One of the most aggressive opponents to racial equality was “Bull” Connor, the Chief of Police. Another important opponent was the new governor of Alabama, George Wallace. When he came into office in 1963, he pledged "Segregation now, segregation tomorrow, segregation forever."

In 1963, Dr. King’s organization began demonstrations throughout the city to protest segregation. National television recorded Bull Connor sending police dogs into the crowds of marchers. He ordered the fire hoses turned on, knocking down the children with water. After several months, the city ended its segregation laws, but emotions still ran high. A few months later a black church was bombed and four young girls were killed. Several people were

shot that same day. After investigations into these acts of violence, the city began to calm down. The success had come, but at a great price.

The third major event was in Selma, Alabama in 1963. In Birmingham, they had tried to change the whole city at one time. In Selma they would focus on the right to vote. The city administrators did not allow blacks to vote. They required voters to pass a test, but no blacks were allowed to pass it. Before King was invited to help in Selma, protest marches in Selma and neighboring towns were met with violence. Police and state troopers beat marchers. One man was killed. One March was met by police and state troopers at Edmund Pettus Bridge in Selma. On orders from Governor Wallace to stop the march, the troopers fired tear gas into the crowd and severely beat protesters. They followed people back to the church and continued to hit them. Television news coverage went out to the nation about “Bloody Sunday”.

When Dr. King arrived in Selma, heimmediately started making plans for a new march. President Johnson federalized the Alabama National Guard to give protection to the marchers. Two weeks after the first attempt, the marchers crossed over the bridge and kept going for five days. When they entered Montgomery, they were 25,000 people strong.

The fourth major event was the March on Washington later in 1963. Dr. King and the other civil rights leaders wanted to continue the pressure on the American government for support of civil rights. The March on Washington was designed to encourage the president and congress to pass legislation to support desegregation, equality in the workplace, and the right to vote. King delivered a speech of hope and determination. He talked of racial harmony, love, and a belief that blacks and whites could live together in peace.

Laws and Legal Precedents:The Montgomery Bus Boycott resulted in the legal desegregation of city buses. After the March on Washington, several civil rights leaders including Dr. King and A. Philip Randolph met with President Kennedy. Their discussion later led to The Civil Rights Act of 1964 and the Voting Rights Act of 1965.

Miscellaneous:When Dr. King was in jail in Birmingham, white ministers in Birmingham asked him to wait for equality and to stop the protests in their city. From jail, King wrote the ministers a letter. King said that the word “wait” always means “never” for the black man. He wanted the fight for equality to continue. His “Letters from a Birmingham Jail” is still important as major civil rights literature. The speech King gave in the March on Washington is titled

“I Have a Dream”. It is currently considered one of the greatest and most influential speeches ever.

Martin Luther King Jr. was awarded many times both during his life and posthumously. He was Time magazine Man of the Year in 1963 and won the Nobel Peace Prize in 1964. At age 35, Dr. King was the youngest man, the second American, and the third black man awarded the Nobel Peace Prize.

Dr. King was shot while standing on the balcony of a Motel in Memphis, Tennessee on April 4, 1968. James Earl Ray entered a plea of guilty when brought to trial for the assassination. Dr. King had been in Memphis to help lead sanitation workers in a protest against low wages and intolerable conditions.

Adapted by Nancy Riebeek from readings at these web sites:www.watson.org/~lisa/blackhistory/civilrights-55-65/selma.htmlwww.lib.lsu.edu/hum/mlk/srs218.html www.sage.edu/RSC/programs/globcomm/ division/students/civil.html

http://www.watson.org/~lisa/blackhistory/civilrights-55-65/selma.html


Homer Plessey

The Leader:Homer Plessey was one-sixth black and his skin color was white. He was an ordinary man who believed in the Constitution. The Thirteenth, Fourteenth and Fifteenth Amendments to the Constitution guaranteed basic rights to all men, even blacks. Homer Plessey saw that in practice, blacks did not have these basic rights. He wanted to bring this to public attention.

Civil Rights: Homer Plessey wanted all rights guaranteed in the Thirteenth, Fourteenth and Fifteenth Amendments to the Constitution to be ensured for everyone in fact, not just on paper.

Protests: After the Civil War, although slaves were freed, whites were still treating blacks unfairly. Soon after the Civil War, Congress passed a Civil Rights Bill. This stated that any person born in the U.S., except the Native Americans, was a citizen of the United States. No matter what race a person was, they all deserved equal rights. The bill also said that the federal government would step in whenever a state would not follow this law. The federal government, though, did not enforce this law. A local system of discriminatory laws and practices called Jim Crow began to grow in many states, especially in the south. This system of discrimination allowed all public services to be segregated. Trains, for example, had separate cars for white people and colored. The waiting areas in the train stations were also segregated.

Homer Plessey was part of an organization that wanted to protest the Jim Crow system. They wanted the government to help desegregate the south. They wanted the federal government to see that the state and local governments were breaking the laws of the U.S. Constitution by allowing segregation. In order to gain the attention they needed, Plessey decided to ride in the white section of a train. He went to jail because he would not move from his seat on the train to another car that was only for blacks. Although he looked white, he was considered black, because he had black ancestors. One drop of blood was all it took.

Homer Plessey went to court and said that if he went to jail because of what he did on the train, Congress would be disobeying the Thirteenth and Fourteenth Amendments. Many people believed segregation of blacks and whites was right, if their facilities were equal. Judge John Howard Ferguson said Plessey was guilty because the state had control over the railroad

companies, not the U.S. Federal Government. The judge said the federal government did not have jurisdiction over state facilities.

After Plessey was found guilty, he appealed his case to the Supreme Court of Louisiana. Then he took his case to the Supreme Court of the United States. Both times he was found guilty. The court said the law did not disobey the Thirteenth and Fourteenth Amendments. They also said he was just being treated separately, not unequally. The only person that was on Plessey’s side was Supreme Court Justice John Harlen.

Homer Plessey was put in jail, but the case was very important to other people. Many people believed the law that blacks and whites could be separated, but the facilities would be equal, was right. Although the Supreme Court said this, the separate facilities for blacks and whites were almost never equal. Blacks were still treated unfairly. Whites had better restrooms, more updated schools, and better busing service. For more than 100 years after the Civil War, blacks continued to be treated unequally.

Laws and Legal Precedents: The “separate but equal” precedent was used as a legal justification for segregation of facilitates and services for many years. Not until “Brown v. Board of Education of Topeka, Kansas” in 1954 was this precedent thrown out as unconstitutional.

Miscellaneous:The Civil Rights Movement in America was in the 1950s and 1960s, but there were many courageous people like Homer Plessey who began the fight years before.Adapted by Nancy Riebeek from readings at this web site: The Nation Splits: A Step Closer to the Civil War http://library.thinkquest.org/CR0215469/fight_for_equality.htm


Thurgood MarshallThe Leader:Thurgood Marshall was born in 1908 and died in 1993. He earned his law degree at Howard University in 1933 and began work for the National Association for the Advancement of Colored People (NAACP) in 1934. He is one of the most well known figures in the history of civil rights in America and the first Black Supreme Court Justice in the United States.

Civil Rights: Thurgood Marshall was a lawyer who used court precedent to challenge racial discrimination. He participated in landmark court cases that opened the door to desegregation of schools, other public services, and the military.

The Protests: In 1935 he successfully attacked segregation and discrimination in education when he participated in the desegregation of the University of Maryland Law School. Earlier, he had been denied admission to this university based on his race. Marshall then was a legal director for the NAACP from 1940 to 1961. That was a time of great activity in the movement for civil rights. Marshall and other lawyers with the NAACP developed a long-term strategy for eradicating segregation in schools. They first concentrated on graduate and professional schools. In 1950, he won Supreme Court victories in two graduate-school integration cases, Sweatt v. Painter and McLaurin v. Oklahoma State Regents.

As they won more cases, they turned toward elementary and high schools. This culminated in the landmark 1954 decision "Brown verses The Board of Education of Topeka, Kansas". This landmark case demolished the legal basis for segregation in America. This case challenged the legal precedent that had been established under "Plessey versus Ferguson" in 1896. In that case the Supreme Court decided that "separate but equal" facilities were adequate and segregation of people based on their race was acceptable. The "Brown" case overturned "Plessey" and declared segregation of public schools illegal. When asked for a definition of "equal" by Justice Frankfurter, Marshall replied, "Equal means getting the same thing, at the same time and in the same place."

The NAACP sent Marshall to Japan and Korea in 1951 to investigate complaints that African-American soldiers convicted by U. S. Army court-martial had not received fair trials. He reported that the general practice in the U.S. military was one of "rigid segregation". He also continued to support the right of people to protest for their civil rights. His appeal arguments got the sentences of 22 of the 40 men reduced. As a lawyer he also defended

civil rights demonstrators. In 1961, he won a Supreme Circuit Court victory involving civil rights protestors in "Garner v. Louisiana".

Laws and Legal Precedents: One of the most famous court cases in which Thurgood Marshall participated was the Brown v. Board of Education in 1954. As a lawyer and judge, he participated in many cases, but that one was a real turning point for the civil rights movement.

Some of the other important cases he argued, which became landmarks in the destruction of segregation, as well as constitutional precedents with their decisions, include Smith v. Allwright (1944), establishing the rights of African-Americans to vote in Democratic primary elections; Morgan v. Virginia (1946), outlawing the state's segregation policy as applied to interstate bus transportation; Shelley v. Kramer (1948), outlawing restrictive covenants in housing; and Sweatt v. Painter (1950), requiring admission of an African-American student to the University of Texas Law School.

Miscellaneous:As a forceful advocate for equality, he was not always part of the majority in his Supreme Court decisions. In fact, Marshall is often remembered for his dissents. Of these, one of his best known is a 63-page opinion in "San Antonio School District v Rodriguez". The court held, 5-4, that the Constitution's guarantee of equal protection was not violated by the property tax system used in Texas and most other states to finance public education. Marshall accused the majority of "unsupportable acquiescence in a system which deprives children in their earliest years of the chance to reach their full potential as citizens."

During his nearly quarter-century on the Supreme Court, he remained a strong advocate of individual rights and never wavered in his devotion to ending discrimination. He formed a key part of the Court's progressive majority, which voted to uphold a woman's right to abortion. His majority opinions covered such areas as ecology, the right of appeal of people convicted of narcotic charges, failure to report for and submit to induction into the U. S. Armed Forces, obscenity, and the rights of Native Americans.Adapted by Nancy Riebeek from readings at these web sites:New York Times, January 25 1993; 365 Days into Black History; From Slavery To Freedom, John Franklinhttp://www.ai.mit.edu/~isbell/HFh/black/events_and_people/html/001.thurgood_marshall.html

Biography.comhttp://afroamhistory.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fsearch.biography.com%2Fprint_record.pl%3Fid%3D17352

http://www.ai.mit.edu/~isbell/HFh/black/events_and_people/html/001.thurgood_marshall.html

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