"Voices of the Movement" (Lesson 1 of 3)

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

Abstract In this introductory and exploratory activity, students will be responsible for researching and reading three primary or literary source quotations about the impact of voter discrimination on the African American population in the 1960's. These quotations should give an understanding of how these policies affected minorities and challenged their confidence in government. In addition these quotes should not only include the source's reaction, but a personal suggestion on how to remedy these unconstitutional voting practices. Students will share their findings with the class and discuss the emotions invoked by the readings. Lesson fundamental understandings: Essential Questions: FUNDAMENTAL UNDERSTANDINGS: The struggle for suffrage was an emotionally charged battle waged predominately along racial and geographical lines. ESSENTIAL QUESTIONS: What role did human emotion play in determining the course of the Civil Rights Movement between 1960 and 1965? How did these varying viewpoints affect the momentum of the Movement in a positive and/or negative manner? How were prominent political or social figures utilized to bring publicity to the Movement? How would our lives be different if suffrage had not been extended fairly to all Americans? Why did so many people resist the Movement and what was their justification for doing so? Standards National Standards NATIONAL STANDARDS: STANDARD 4 The struggle for racial and gender equality and for the extension of civil liberties. TECHNOLOGY STANDARDS: Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology. Students use technology to locate, evaluate, and collect information from a variety of sources. State Standards Florida State Standards: SS.A.5.4 The student undestands U.S. History from 1880 to the present. SS.B.2.4 The student understands the interactions of people and the environment. SS.C.1.4 The student understands the structures, functions and purposes of government and how the principles and values of American democracy are reflected in American constitutional government. SS.C.2.4 The student understands the role of citizenship in American democracy. Lesson Prerequisite Skills Basic understanding of online research and reference tools; journal entry skills; critical thinking skills; guided/organized classroom discussion techniques; knowledge of propaganda techniques Teacher Information/Situations/Setting/Time Time Frame: 2 days ( 50 minute class period) Materials/Resources: Daily journal, computer access, online research sites (if teacher would like to provide in an effort to save time) Pre-lesson preparation: -Confirm computer lab access for all periods -Teacher may conduct own research to determine who the students will be researching. If this method is used, the teacher should provide a working list of names for the students to utilize. (Examples: Eugene “Bull” Connor, Robert Moses, Medgar Evars, George Wallace, etc) If not, teacher should direct students to conduct own research and freely choose individuals to analyze. NOTE: Due to the emotional and personal nature of this activity, the teacher may want to attempt this with mature students who have advanced communication skills and tolerance for opposing viewpoints. Assessment Use of student learning log. Activities, topics and procedure detailed in the "task" section. The teacher checks logs to determine degree of understanding. Verbal assessment through daily class discussion. Student Activity/Tasks 1. Engage students in this lesson by reading several quotations documented between 1960 and 1965. These quotes should reveal both supportive and opposing viewpoints on the extension of suffrage to African Americans. Be certain these quotes are powerful enough to provoke an emotional response in the students. 2. Ask each student to identify in their journal the initial emotional response they had when hearing these words. Briefly discuss responses. Engage in class discussion and determine a social consensus if possible. 3. Give students one class period to engage in online research. While conducting research, the students will be guided to locate at least three primary sources: two in favor of constitutional voting practices and the other in opposition to unrestricted minority voting rights. Students will write these quotations in their personal daily journal, identifying not only the sources, but the online site used to locate the quote. 4. Teacher may collect the journals to verify completion of the activity or may choose to circulate the room and spot check journal entries. 5. After returning the journals, the teacher will conduct class-discussion to determine the commonalities and differences in student findings. The student will read his/her quotes and after, the class will be asked to share any emotional response provoked by hearing these shared words. Simultaneously, the student will be writing these responses in their journal. Direct the students to recognize how spoken words either engaged or enraged citizens to take action in the movement for voting rights. Also, it is important to identify the socio-economic characteristics of those being quoted and how race, political party affiliation and geography effected one’s perspective on the movement. NOTE: Due to the emotional and personal nature of this activity, the teacher may want to attempt this with mature students who have advanced communication skills and tolerance for opposing viewpoints. Enrichment/Alternate Activity: Students may write a reflection paper (length to be determined) on what position they would have taken on the extension of voting rights during the 1960's. Students may share findings with adults in their family and ask them to share personal experiences and thoughts on the topic. Teacher may show video clips from the series "Eyes on the Prize" to provide visual reinforcement. Cross-Curricular: N/A Technology Requirements/Tools/Materials Computers with online access USEFUL ONLINE RESOURCES: http://www.civilrightsmuseum.org http://www.socialstudies4u.com http://www.virtualscholar.com Acknowledgements: Ms. Ellen Fairbairn, Las Vegas, Nevada Ms. Heidi Olive, Las Vegas, Nevada 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.