social studies standards civil rights movement u.s. history 10 th grade authors: kristi dugan &...

Social Studies StandardsSocial Studies Standards

Civil Rights MovementCivil Rights Movement

U.S. HistoryU.S. History

1010thth Grade Grade

Authors: Kristi Dugan & Mike FarleyAuthors: Kristi Dugan & Mike Farley

ED 639ED 639

Dr. HelmsDr. Helms

Table of ContentsTable of Contents

Educational & Helpful WebsitesEducational & Helpful Websites HistoryHistory People in SocietiesPeople in Societies GeographyGeography Citizenship Rights & ResponsibilitiesCitizenship Rights & Responsibilities Democratic Processes/GovernmentDemocratic Processes/Government EconomicsEconomics Social Studies MethodologySocial Studies Methodology

Educational & Helpful WebsitesEducational & Helpful Websites

Yahoo! Directory: Yahoo! Directory: US History/Civil US History/Civil Rights MovementRights Movement The Sit-in Movement The Civil Rights Era

Civil Rights: Law & History

Historic Places of the Civil Rights Movement

HistoryHistory

Activity #1Activity #1 Students will view a video covering the Civil Rights EraStudents will view a video covering the Civil Rights Era. .

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

HistoryHistory Activity #2Activity #2

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

HistoryHistory Activity #3Activity #3

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

HistoryHistory

Activity #4Activity #4 Students will be placed into groups of 3 or 4. Each Students will be placed into groups of 3 or 4. Each

group will be given a printed out newspaper from group will be given a printed out newspaper from the 1960s. Each group must find a story about the the 1960s. Each group must find a story about the Civil Rights Movement, summarize it, and share Civil Rights Movement, summarize it, and share their findings with the class.their findings with the class.

HistoryHistory

Activity #5Activity #5 Students will reflect on their feelings concerning Students will reflect on their feelings concerning

what they have learned about the Civil Rights what they have learned about the Civil Rights Movement. In their journals, they will write at Movement. In their journals, they will write at least 1 page describing their feelings and any least 1 page describing their feelings and any insights they may have. insights they may have.

People in SocietiesPeople in Societies

Activity #1Activity #1 Students will use their textbooks and previous Students will use their textbooks and previous

notes to compare and contrast the philosophies of notes to compare and contrast the philosophies of Martin Luther King Jr. and Malcolm X. Martin Luther King Jr. and Malcolm X.

People in SocietiesPeople in Societies Activity #2Activity #2

The class will be divided into 4 groups in The class will be divided into 4 groups in order to discuss and reflect upon the history of order to discuss and reflect upon the history of Rosa Parks concerning when she was forced Rosa Parks concerning when she was forced to give up her seat on a Montgomery City bus. to give up her seat on a Montgomery City bus. The groups will state their attitudes and The groups will state their attitudes and feelings to the class after being in that feelings to the class after being in that situation.situation.

The 4 groups will be representing: (1)Rosa Parks, The 4 groups will be representing: (1)Rosa Parks, (2)the bus driver, (3)the white man who wanted (2)the bus driver, (3)the white man who wanted Rosa’s seat, and (4)a random black woman sitting Rosa’s seat, and (4)a random black woman sitting

in the back of the bus.in the back of the bus.


Activity #3Activity #3 Students will Students will

research and identify research and identify Jackie Robinson’s Jackie Robinson’s contribution to contribution to baseball and to the baseball and to the Civil Rights Civil Rights Movement. Movement. Discussion will Discussion will follow.follow.

People in SocietiesPeople in Societies Activity #4Activity #4

Students will Students will learn background learn background history of Ruby history of Ruby Bridges and will Bridges and will then watch the then watch the Disney movie, Disney movie, “Ruby Bridges”. “Ruby Bridges”. Students will Students will answer questions answer questions throughout the throughout the movie. movie.


Activity #5Activity #5 Students will write hip/hop or rap lyrics about a Students will write hip/hop or rap lyrics about a

significant person during the Civil Rights significant person during the Civil Rights Movement. They must research the chosen person Movement. They must research the chosen person and be prepared to represent facts in the lyrics.and be prepared to represent facts in the lyrics.

GeographyGeography Activity #1Activity #1

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

GeographyGeography

Activity #2Activity #2 Students will create a map Students will create a map

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

GeographyGeography

Activity #3Activity #3 Students will make a poster in groups of 2 or 3 Students will make a poster in groups of 2 or 3

depicting the roles of the North and South during depicting the roles of the North and South during the Civil Rights Movement. Students will share the Civil Rights Movement. Students will share their posters with the class. Posters will be hung on their posters with the class. Posters will be hung on the wall for display after presentations are the wall for display after presentations are complete. complete.

GeographyGeography

Activity #4Activity #4 Students will read the short Students will read the short

narrative, narrative, Running a Thousand Running a Thousand Miles for FreedomMiles for Freedom by William by William Craft. Reading the book, students Craft. Reading the book, students will learn about location, place, will learn about location, place, and movement as the two main and movement as the two main characters attempt to escape from characters attempt to escape from slavery. slavery.

GeographyGeography Activity #5Activity #5

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

Citizenship Rights & Citizenship Rights & ResponsibilitiesResponsibilities

Activity #1Activity #1 Students will conduct an interview with a person Students will conduct an interview with a person

(black or white) who lived during the Civil Rights (black or white) who lived during the Civil Rights Movement. Students will gain insight on how that Movement. Students will gain insight on how that person was affected and what life was life in person was affected and what life was life in general during this time. A 2-page report will be general during this time. A 2-page report will be written displaying the findings of the interview.written displaying the findings of the interview.


Activity #2Activity #2 As a follow-up to Activity #1, students will take As a follow-up to Activity #1, students will take

home a questionnaire sheet asking if grandparents home a questionnaire sheet asking if grandparents or older friends would like to come in and tell of or older friends would like to come in and tell of their experiences during the Civil Rights their experiences during the Civil Rights Movement. Students will come up with questions Movement. Students will come up with questions that they will ask after the speaker is finished. that they will ask after the speaker is finished.


Activity #3Activity #3 Students will discuss the Students will discuss the

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


Activity #4Activity #4 Students will watch the Students will watch the

Spike Lee film, Spike Lee film, 4 Little 4 Little GirlsGirls which takes place in which takes place in Birmingham, Alabama in Birmingham, Alabama in 1963. Students will 1963. Students will answer questions during answer questions during the movie concerning how the movie concerning how the Civil Rights the Civil Rights Movement became a Movement became a child’s crusade. child’s crusade.


Activity #5Activity #5 After studying the Civil Rights After studying the Civil Rights

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

Democratic Processes/GovernmentDemocratic Processes/Government

Activity #1Activity #1 Students will read arguments pertaining to the Students will read arguments pertaining to the

Brown v. Board of Education of TopekaBrown v. Board of Education of Topeka. They will . They will decide if the argument supports Brown, the Board decide if the argument supports Brown, the Board of Education, both, or neither. of Education, both, or neither.


Activity #2Activity #2 Students will experience discrimination firsthand Students will experience discrimination firsthand

within the classroom based on the color of their within the classroom based on the color of their eyes. A discussion will follow.eyes. A discussion will follow.


Activity #3Activity #3 Students will research the role of 2 government Students will research the role of 2 government

leaders who had a hand in the Civil Rights leaders who had a hand in the Civil Rights Movement. In a 1-2 page paper, students will Movement. In a 1-2 page paper, students will identify the main actions and attitudes of these identify the main actions and attitudes of these officials concerning the Civil Rights Movement. officials concerning the Civil Rights Movement. (A list of officials will be provided.)(A list of officials will be provided.)


Activity #4Activity #4 Students will compare and contrast points found in Students will compare and contrast points found in

Plessy v. Ferguson Plessy v. Ferguson and and Brown v. Board of Brown v. Board of Education of Topeka. Education of Topeka. A worksheet with guiding A worksheet with guiding questions will be given to each student to complete questions will be given to each student to complete by the end of the period. by the end of the period.


Activity #5Activity #5 Students will write in their journals expressing Students will write in their journals expressing

their thoughts on the court cases, government their thoughts on the court cases, government leadership, and discrimination in general. leadership, and discrimination in general.

EconomicsEconomics

Activity #1Activity #1 After reading the short narrative, After reading the short narrative,

Running a Thousand Miles for Running a Thousand Miles for FreedomFreedom by William Craft, students by William Craft, students will be able to identify scarcity, will be able to identify scarcity, opportunity costs, and movement as opportunity costs, and movement as they apply to the everyday world. they apply to the everyday world. Responsive questions will be given Responsive questions will be given pertaining to the reading.pertaining to the reading.

EconomicsEconomics

Activity #2Activity #2 Students will provide possible economic outcomes Students will provide possible economic outcomes

of the Greensboro sit-ins and the reasoning behind of the Greensboro sit-ins and the reasoning behind each outcome listed. each outcome listed.

EconomicsEconomics

Activity #3Activity #3 Students will discuss the economic condition of Students will discuss the economic condition of

Montgomery during the Montgomery Bus Boycott. Montgomery during the Montgomery Bus Boycott. They will provide reasoning and possible solutions They will provide reasoning and possible solutions to this problem. An informal paper containing the to this problem. An informal paper containing the student’s ideas will be turned in at the end of the student’s ideas will be turned in at the end of the class period. class period.

EconomicsEconomics

Activity #4Activity #4 Students will study a NAACP budget Students will study a NAACP budget

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

EconomicsEconomics

Activity #5Activity #5 Students will look at the economic reasoning Students will look at the economic reasoning

behind Jim Crow laws in the South. They will behind Jim Crow laws in the South. They will depict their findings in a chart that will be depict their findings in a chart that will be provided.provided.

Social Studies MethodologySocial Studies Methodology

Activity #1Activity #1 Students will pair up and go onto the Internet to Students will pair up and go onto the Internet to

find pictures and biographies of 5 Civil Rights find pictures and biographies of 5 Civil Rights leaders. They must take notes on their findings and leaders. They must take notes on their findings and will tell the class about 1 of their choice.will tell the class about 1 of their choice.


Activity #2Activity #2 Students will pair up and use a CD-ROM provided Students will pair up and use a CD-ROM provided

to examine key court cases in the development of to examine key court cases in the development of civil rights and the legal strategies used to end civil rights and the legal strategies used to end school segregation. They will learn more about key school segregation. They will learn more about key figures, events, and legislation within the figures, events, and legislation within the movement. movement.


Activity #3Activity #3 Students will pair up and go onto the Internet to Students will pair up and go onto the Internet to

find information about the Civil Rights Movement find information about the Civil Rights Movement in order to create a timeline. There must be at least in order to create a timeline. There must be at least 10 events listed on the timeline.10 events listed on the timeline.


Activity #4Activity #4 Students will send emails to their Congressman Students will send emails to their Congressman

informing him/her of their feelings about an informing him/her of their feelings about an unequal or equal America. unequal or equal America.

Social Studies MethodologySocial Studies Methodology Activity #5Activity #5

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

social studies standards civil rights movement u.s. history 10 th grade authors: kristi dugan &...

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