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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
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URL:
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