Standards Addressed: (NCSS: I) (N. Post War United States, 1945-1972) The student will understand the changes in legal definitions of individual rights in the 1960 and 1970s and the social movements that prompted them. Lesson Objectives: Students will: become familiar with important historic civil rights protests, consider their own investment in protests and change, and also appreciate the complexities behind protests and the results they have on society as a whole, as well as individuals’ personal lives. Information (Knowledge and Understandings): - The student will understand that well-known civil rights protests contained differing amounts of personal risk.
- The student will understand that the rights revolution included many different aspects, perceptions, and forms.
- The student will understand that the struggle for civil rights has been ongoing for decades.
- Dispositions/Affect:
a. The student will analyze gain an appreciation for those who participated in the courageous acts of protest during the civil rights era. - Skills:
- Students will use higher order thinking skills to discuss well-known civil rights protests in the context of personal risk.
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Teacher’s Activities § Lecture/discuss protests in general and address the following questions. Throughout history, what has been protested? Who usually does the protesting? What kinds of strategies may be used? What are the results of some protests? Can you name a few successful or unsuccessful protests from history? § Hand out the Civil Rights Protest Chart to each student. § After students have finished the chart, initiate class discussion. Go over each protest and the answers to the questions in the chart. Skip over the last row called Rate Risk. § In order for the teacher and the class to see how risky each of these protests were, the teacher will create a class continuum. In order for there to be enough room, the teacher may need to clear out chairs and desks, so that students can form a line from one side of the room to the other. § Designate one side of the room as a “1” and the opposite side as a “5.” The middle of the room is a “3.” Ask the students to stand. § Read out the first protest on the chart. Ask students to place themselves somewhere on the continuum between 1 and 5 based on how much risk they attribute to that protest. Students should have time to move around to the 1, 2, 3, 4, and 5 areas in the room, depending on their rating. § Repeat this process for each of the five protests. Note which protests are particularly risky or non-risky, and if the ratings change according to the protest. § As you go, call on certain students to explain why they gave that protest the rating they did. Discuss whether or not students give higher ratings to protests involving greater physical risks (bodily harm) rather than personal risks (alienating family and friends, loss of a job.) § Ask the students to return to their seats, they will listen to some oral history accounts and then continue with the discussion. | Students’ Activities § Students will use their textbooks, reference books, and the internet to fill in the chart. Give them adequate time to use complete the chart in class or assign it to them as homework. § After students have finished the chart they will participate in a class discussion. § Students will place themselves in a continuum between 1 and 5 for the five protests discussed based on how much risk they attribute to the protest. § Students will have to explain randomly why they picked the number they did. | Time 15-20 min. | Objs: 1a 1b 1c 3a |
Instructional Strategies to be Used: | r Discovery Learning r Discussion | r Coop. Learning r Concept Formation | r Simulations x Questioning r Inquiry | r Debate x Lecture r Other: |
