"Origins of Racial Inequality" (Lesson 2 of 3)

Lesson Details Subject: Social Studies Learning Level: High School Author(s): Knolla/Nielsen Submitted by:

Abstract In the classroom setting, the teacher and the students will discuss the 100 year time period leading up to the voting rights legislation of 1965(It is critical that each student complete an assigned reading prior to this discussion). Using information found on the Internet and other sources,the students will develop a visual timeline that includes significant people, places and events that impacted the direction of the civil rights movement. Lesson fundamental understandings: Essential Questions: The relationship between racial inequality and the implementation of discriminatory voting practices(1860-1960) was at the heart of the struggle for enforcement of voting rights legislation. Essential Questions: 1. How did racial prejudice amongst the white majority lead to the enactment of unfair and discriminatory governmental policies in the deep South? 2. How did the three branches of government work collectively to promote racial equality at the state level? 3. Why did the southern states resist lifting unfair and unconstituional voting practices aimed predominately at African American citizens during the 1960's? questions: Standards National Standards Chapter 2: Standards in Historical Thinking Standard A: Distinguish between past, present, and future time. Era 9:Standard 4A The student understands the “Second Reconstruction” and its advancement of civil rights. Technology Standard: 5.A. Students use technology to locate, evaluate, and collect information from a variety of sources. 5.B. Students use technology tools to process data and report results. Information Literacy: Standard 2: The student who is information literate evaluates information critically and competently. Standard 3: The student who is information literate uses information accurately and creatively. State Standards S.S. A.1.4: The student understands historical chronology and the historical perspective. S.S. A.5.4: The student understands U.S. history from 1880 to the present day Lesson Prerequisite Skills Have a basic knowledge of Civil War amendments, Jim Crow laws, separation of powers, landmark civil rights Supreme Court cases and influential civil rights leaders. In addition, students should have basic online research and timeline or draw/paint software skills. Teacher Information/Situations/Setting/Time Time Frame: This lesson will take four 50 minute-class periods. Materials/Resources: History textbook, Computer access (2 students per computer), draw/paint or timeline software, scanner, various library resources with civil rights pictures. Pre-lesson preparation: Search a variety of websites and texts for visuals to be used on the timeline (websites listed under acknowledgements). Assessment Student-created visual timeline to illustrate chronology of struggle for extension of voting rights. Timeline Rubric: 100 points Followed directions----- 10 points Completed on time------- 20 points Creativity------------------ 10 points Content ---------------- 30 points Relevant Graphics---------- 30 points (at least 20 pictures) Points will be awarded based on use of pertinent events, organization, neatness and accuracy Student Activity/Tasks 1.Students will participate in class discussion reviewing the major events that impacted civil rights from 1860-1960. 2.Students will create a visual timeline using online resources as well as their textbook and other resources to trace the history of racial inequality from 1860-1960. They will need to have at least two pictures for each decade (students should include examples of racial inequality- i.e. economic, political, and social). 3.Student will pair up with partner (chosen by teacher) and begin searching for visual pictures for the timeline. 4.Students will present their timeline to the class. 5.Students will participate in discussion addressing the following questions: 1. How did racial prejudice of the white majority lead to the enactment of unfair and discriminatory governmental policies in the deep South? 2. How did the three branches of government work collectively to promote racial equality at the state level? 3. Why did the Southern states resist lifting unfair and unconstituional voting practices aimed predominately at African American citizens during the 1960's? Enrichment/Alternate Activity: Students could conduct a personal interview with a family member or someone who was growing up during the 1960's to get their perspective on the racial inequalities of the time period. Cross-Curricular: N/A Technology Requirements/Tools/Materials Computers with a draw/paint or timelining software Internet access Acknowledgements: Robert Downs: Educator : Atlanta, Georgia Georgia Ellen Fairbairn: Educator: Las Vegas, Nevada Heidi Olive: Educator: Las Vegas, Nevada http://www.civilrightsmuseum.org http://www.ghgcorp.com/hollaway/civil.htm http://afgen.com/pioneer.html http://www.seattletimes.com/mlk "The Civil Rights Movement in America: from 1865 to the Present"    by: Patricia and Fredrick McKissack Additional Resources Main URL: Related Lessons Related Resources Copyright © 1997-2003 Career Connection to Teaching with Technology USDOE Technology Innovation Challenge Grant Marshall Ransom, Project Manager All rights reserved.