Civil Rights Unit Table of Contents

Civil Rights Unit Introduction

Lesson One: What do you know about the Civil Rights Movement?

Students view images of the Civil Rights Movement and work in groups to chart questions they have about this period.

Lesson Two: The NAACP’s Legal Challenge to Segregated Schools

Students examine political cartoons as historical evidence. They work in groups to examine different court cases under Brown v. Board. The lesson concludes with a class discussion of the Brown v. Board Supreme Court decision.

Lesson Three: School Integration Implications of Brown v. Board of Education

Students listen to and read examples of interviews of people who experienced desegregation. In addition, they prepare to complete an oral history project.

Lesson Four: Structured Academic Controversy: Evaluating the Impact of Brown v. Board

Students engage in a Structured Academic Controversy (SAC) around the following question: Was Brown v. Board successful?

Lesson Five: Individuals and Organizations Force Change

Students participate in a jigsaw in which they analyze historical documents related to the Montgomery Bus Boycott, answer questions about them, and share their findings with their classmates. They also examine the concept of democratic citizenship in the context of the people involved in the Bus Boycott.

Lesson Six: Socratic Seminar: Martin Luther King’s Letter From Birmingham Jail

Students prepare for and participate in a Socratic Seminar to discuss Dr. Martin Luther King’s Letter from Birmingham Jail.

Lesson Seven: Birmingham 1963: The Children’s March (Optional)

Students view Mighty Times: The Children’s March and record personal reflections on what happened and their feelings about the events. Students share their impressions in class discussion.

Lesson Eight: The Legislative Process: Everybody’s Right to Vote

Students read, discuss, and view information that focuses discussion on the Civil Rights and Voting Rights Acts.

Lesson Nine: Martin Luther King, Jr. or Malcolm X: Two Sides of the Same Coin?

Students work in groups of four to read and analyze different historical documents related to activist group activities and use the evidence they gather to answer the lesson’s title question.

This lesson is optional in Virginia but required to meet the Alabama Course of Study.

Lesson Ten: Raising Their Voices: Political Movements

Students analyze descriptions of events to determine the essential elements of a movement and explore some specific examples of movements, particularly the Women’s Movement and the American Indian Movement.

Lesson Eleven: Post-Assessment: What Have We Learned?

Students reflect on the unit and record something they have learned. Students share their stories, poems, and ideas and then complete a post-assessment.

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