Course Description and Class Expectations:
https://docs.google.com/document/d/1frkqoRQ8iqPWTTf4GTVZ-j35fjputBxi_jirApIhUOE/edit?usp=sharing
Grade Self-Evaluation - How To Get an A in This Class
https://docs.google.com/document/d/1DWxnvnU4-nfvw4gHe5K9355gMEcBzYeay1PprWuGomw/edit?usp=sharing
STUDENT WEBSITES
McKenna https://mckennalongview.weebly.com/
Rachel https://civilrightsrachel.weebly.com/
Skylar https://skylarlongview.weebly.com/
Nessa https://nessalongview.weebly.com/
Icely https://icelylongview.weebly.com/
Ellie https://toglobalize.weebly.com/
Orin https://theemeraldpalace.weebly.com/
Addison https://addisonlongview.weebly.com/
Quint https://quintlongview.weebly.com/
Arron https://arronlongview.weebly.com/
Estrella https://estrellalongview.weebly.com/
Cade https://cadelongview.weebly.com/
Blake https://blakelongview.weebly.com/
https://docs.google.com/document/d/1frkqoRQ8iqPWTTf4GTVZ-j35fjputBxi_jirApIhUOE/edit?usp=sharing
Grade Self-Evaluation - How To Get an A in This Class
https://docs.google.com/document/d/1DWxnvnU4-nfvw4gHe5K9355gMEcBzYeay1PprWuGomw/edit?usp=sharing
STUDENT WEBSITES
McKenna https://mckennalongview.weebly.com/
Rachel https://civilrightsrachel.weebly.com/
Skylar https://skylarlongview.weebly.com/
Nessa https://nessalongview.weebly.com/
Icely https://icelylongview.weebly.com/
Ellie https://toglobalize.weebly.com/
Orin https://theemeraldpalace.weebly.com/
Addison https://addisonlongview.weebly.com/
Quint https://quintlongview.weebly.com/
Arron https://arronlongview.weebly.com/
Estrella https://estrellalongview.weebly.com/
Cade https://cadelongview.weebly.com/
Blake https://blakelongview.weebly.com/
Monday, April 16, 2018
Question of the Day: How has America changed since the time of the Civil Rights Movement?
50 Years Later: How the Civil Rights Act Has Changed America https://www.washingtonpost.com/news/wonk/wp/2014/07/03/wonkblog-50-years-later-how-the-civil-rights-act-has-changed-america/
Website Creation -
Question of the Day: How has America changed since the time of the Civil Rights Movement?
50 Years Later: How the Civil Rights Act Has Changed America https://www.washingtonpost.com/news/wonk/wp/2014/07/03/wonkblog-50-years-later-how-the-civil-rights-act-has-changed-america/
- Slide: Emmett and Trayvon https://docs.google.com/presentation/d/1R62FFyjmQmydVAzJ8aU59x1U-c9d2TnASvok9JI3I0M/edit?usp=sharing
- Trayvon Martin Biography http://www.biography.com/people/trayvon-martin-21283721#tragic-death
- Emmett Till Biography http://www.biography.com/people/emmett-till-507515
- Emmett Till Video
Website Creation -
- Bookmark the class website (www.longviewamericanhistory.weebly.com) on the Chromebook.
- Go to www.weebly.com and create a website of your own (or add a page called The Civil Rights Movement to the one you've already started).
- If it's a new site, call it (yourname)longview.weebly.com (e.g. jenniferlongview.weebly.com)
- Add a page to the site and call it The Civil Rights Movement
- Share the website with me (Go to Settings, then Editor, then add me as an editor - [email protected]
Tuesday, April 17, 2018
Course Description https://docs.google.com/document/d/1frkqoRQ8iqPWTTf4GTVZ-j35fjputBxi_jirApIhUOE/edit?usp=sharing
Pre-Test - What do you already know? https://docs.google.com/document/d/1HFzqF-6V-GWF2AZXY2ac_AJm7ZVjVqWb_CbYXI3nVLY/edit?usp=sharing
A Longer Look at the Emmett Till - Trayvon Martin Comparison http://www.huffingtonpost.com/nicolaus-mills/emmett-till-trayvon-martin_b_3606636.html
Question of the Day: What are American values? What makes us good guys? Why should people look up to Americans?
Course Description https://docs.google.com/document/d/1frkqoRQ8iqPWTTf4GTVZ-j35fjputBxi_jirApIhUOE/edit?usp=sharing
Pre-Test - What do you already know? https://docs.google.com/document/d/1HFzqF-6V-GWF2AZXY2ac_AJm7ZVjVqWb_CbYXI3nVLY/edit?usp=sharing
A Longer Look at the Emmett Till - Trayvon Martin Comparison http://www.huffingtonpost.com/nicolaus-mills/emmett-till-trayvon-martin_b_3606636.html
Question of the Day: What are American values? What makes us good guys? Why should people look up to Americans?
Wednesday, April 18, 2018
Question of the Day: How did the racial divide in America begin and what is the legacy of slavery in this country?
"Slavery was a legal institution that existed in the United States of America between 1620 and 1865 that treated people as property that could be bought and sold, and forced to work without pay. Although the international slave trade was prohibited from 1808, internal slave-trading continued apace, and the slave population would eventually peak at four million before abolition. Of all 1,515,605 families in the 15 slave states in 1860, nearly 400,000 held slaves (roughly one in four) amounting to 8% of all American families."
"Slavery and the Making of America"
Question of the Day: How did the racial divide in America begin and what is the legacy of slavery in this country?
- Teaching about slavery http://neatoday.org/2018/02/07/teaching-about-slavery/
- Take the Quiz https://docs.google.com/document/d/1PLf2vkszWmTCuMN1SDMLLIjOJOA1A3fZRS4zepGzXHY/edit?usp=sharing Teaching Tolerance Quiz https://splcenter.typeform.com/to/m9ASwr
"Slavery was a legal institution that existed in the United States of America between 1620 and 1865 that treated people as property that could be bought and sold, and forced to work without pay. Although the international slave trade was prohibited from 1808, internal slave-trading continued apace, and the slave population would eventually peak at four million before abolition. Of all 1,515,605 families in the 15 slave states in 1860, nearly 400,000 held slaves (roughly one in four) amounting to 8% of all American families."
"Slavery and the Making of America"
- An American Tragedy : The Legacy of Slavery Lingers in our Cities and Ghettos https://www.brookings.edu/articles/an-american-tragedy-the-legacy-of-slavery-lingers-in-our-cities-ghettos/
- Bryan Stephenson TED Talk: We live with the legacy of slavery (7:28)
Thursday, April 19, 2018
Question of the Day: . What was life like for African American citizens of Denver throughout the history of the city? How did African Americans thrive in an era of discrimination? How is Denver a better place because of its citizens of color?
Soul Food http://www.oprah.com/food/the-origin-of-soul-food-african-american-cooking_1/all
Watch: Rebels Remembered
- Worksheet: https://docs.google.com/document/d/1LsS5vZQvOYcWXMLn2eXk5MyCWBdja8wEiLOMNF5a-2s/edit?usp=sharing
The Welton Street Cafe https://www.yelp.com/biz/welton-street-caf%C3%A9-denver-2
Friday, April 20, 2018
Debrief Field Trip to Welton St. Cafe
14th Amendment: Equal Protection Under the Law
https://www.law.cornell.edu/constitution/amendmentxiv
Colorado's Long History - and Uncertain Present - With the KKK and Other Hate Groups https://www.denverpost.com/2017/08/20/hate-groups-and-extremists-have-a-long-history-in-colorado/
Colorado Hate Groups www.splcenter.org/hate-map
Question of the Day: What strategies did the nonviolent activists in Denver use to fight against racism,discrimination, and segregation in employment, housing, and education?
Watch Rebels Remembered
Worksheet: https://docs.google.com/document/d/1LsS5vZQvOYcWXMLn2eXk5MyCWBdja8wEiLOMNF5a-2s/edit?usp=sharing
Debrief Field Trip to Welton St. Cafe
14th Amendment: Equal Protection Under the Law
https://www.law.cornell.edu/constitution/amendmentxiv
Colorado's Long History - and Uncertain Present - With the KKK and Other Hate Groups https://www.denverpost.com/2017/08/20/hate-groups-and-extremists-have-a-long-history-in-colorado/
Colorado Hate Groups www.splcenter.org/hate-map
Question of the Day: What strategies did the nonviolent activists in Denver use to fight against racism,discrimination, and segregation in employment, housing, and education?
Watch Rebels Remembered
Worksheet: https://docs.google.com/document/d/1LsS5vZQvOYcWXMLn2eXk5MyCWBdja8wEiLOMNF5a-2s/edit?usp=sharing
Monday, April 23, 2018
Question of the Day: What was life like for African Americans in the Jim Crow South? 1. Listen to Part 1 of the Radio Program (up to 15:26) Remembering Jim Crow http://americanradioworks.publicradio.org/features/remembering/ Follow along with the transcript http://americanradioworks.publicradio.org/features/remembering/transcript.html 2. Look at the Jim Crow Laws from various states. Find the most outrageous ones and share them with the class. americanradioworks.publicradio.org/features/remembering/laws.html 3. Look through the photos of the Jim Crow South. Choose 1, research it and write a paragraph about it what you think it means and about your reaction to it. Copy the photo onto a Google Doc and write your answer there. Share the Google Doc with me: [email protected] https://www.google.com/search?q=images+jim+crow+south&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwi2gILzxc_aAhVr0oMKHeOPAfYQsAQIXg&biw=1920&bih=925 |
Tuesday, April 24, 2018
Question of the Day: What were the key events of the Civil Rights Movement and who were the people who participated in the struggle for justice? 1. Watch A Time for Justice (38:52) (if this video doesn't play, there are more videos on my bookshelf on the north side (facing the parking lot. Just choose one) https://www.youtube.com/watch?v=p_wxujHE_-o 2. Answer the Guided Questions during or after the viewing http://negaresa.org/ccgps/history/timeforjustice.pdf |
|
Wednesday, April 25, 2018
On your website (but first on a Google Doc) answer the Questions of the Day from Monday and Tuesday. Include photos, links to websites, and any videos you can find to support your answers.
On your website (but first on a Google Doc) answer the Questions of the Day from Monday and Tuesday. Include photos, links to websites, and any videos you can find to support your answers.
Thursday, April 26, 2018
No School
No School
Friday, April 27, 2018
Question of the Day: What strategies were used and what strengths did ordinary people possess that led to the success of the Montgomery Bus Boycott? 1. Watch Video: Eyes on the Prize: Montgomery Bus Boycott (33:10) https://www.youtube.com/watch?v=krWroNcO_qs 2. Complete 3-2-1 Worksheet https://docs.google.com/document/d/1nAcPcSIZWj_G7qOoLNdGsvoZXqMIcP4s2-7-CyOWMD0/edit?usp=sharing |
Monday, April 30, 2018
Question of the Day: What are the effects of racial discrimination on the body, mind, and spirit of the people who experience it? A Class Divided: The Experiment in Discrimination Video http://www.pbs.org/wgbh/frontline/film/class-divided/
|
Tuesday, May 1, 2018
Question of the Day: Can separate races be equal races? What was said to justify segregation?
Eyes on the Prize: Fighting Back https://www.youtube.com/watch?v=kLy1PSieKDY
Question of the Day: Can separate races be equal races? What was said to justify segregation?
- Plessy v. Ferguson
- Brown v. Board of Education
Eyes on the Prize: Fighting Back https://www.youtube.com/watch?v=kLy1PSieKDY
Wednesday, May 2, 2018
https://docs.google.com/presentation/d/1WKteB8Kmx8sNeTfMv8uQZii4ljn8lnwVIPx9TMiamZ4/edit?usp=sharing Question (1) of the Day: What should we expect of elected leaders when extremists act out of hatred and bigotry? 1. Watch clips from two video:
2. In groups of 3, talk about the two videos and events. Compare and contrast. Share the highlights in a group discussion. You may use this discussion guide to help move the discussion along. https://docs.google.com/document/d/17g0t2iTk8FdYHB9XSWGo0H6QR3U5KpLdbVeRrb2rz2s/edit?usp=sharing 3. In a large group discussion, share your thoughts on how to answer the Question of the Day: What should be expected of leaders when extremists act out of hatred and bigotry?
Question (2) of the Day: How do historians sort through the historical evidence to draw conclusions about what happened in the past and to make meaning of it? 1. In your groups, consider the events in Charlottesville, VA and using the primary sources you are given, work to piece together the most accurate answer to the question: Who was responsible for the violence in Charlottesville? 2. As a group, using the primary sources provided, write your historical conclusion Primary Sources: https://docs.google.com/document/d/1PHgTaauwd5-U2gGNoToZ5WNpmJIY3NjG8sY5GPYHtlQ/edit?usp=sharing Thursday, May 3, 2018
No class |
For further reading, if you are interested:
Who Were the Counterprotesters in Charlottesville https://www.nytimes.com/2017/08/14/us/who-were-the-counterprotesters-in-charlottesville.html What the Alt-Left Was Actually Doing in Charlottesville http://www.slate.com/articles/news_and_politics/politics/2017/08/what_the_alt_left_was_actually_doing_in_charlottesville.html Eisenhower & the Little Rock Crisis: A Milestone in Civil Rights History https://crystalsungbookreviews.wordpress.com/2015/03/08/eisenhower-the-little-rock-crisis-a-milestone-in-civil-rights-history/ |
Friday, May 4, 2018
Question of the Day: When dealing with hate groups do you ignore them hoping they'll go away OR will they only come back stronger?
Timeline of Events in Charlottesville https://www.washingtonpost.com/graphics/2017/local/charlottesville-timeline/?utm_term=.ae5131224849
Who Were the Counterprotesters in Charlottesville https://www.nytimes.com/2017/08/14/us/who-were-the-counterprotesters-in-charlottesville.html
Just Ignore Them is Awful Advice for Dealing with Neo-Nazis https://www.rollingstone.com/politics/features/just-ignore-them-is-awful-advice-for-dealing-with-neo-nazis-w500050
Neo-Nazis love media attention. But ignoring them isn't an option https://www.theguardian.com/commentisfree/2017/aug/18/neo-nazis-media-coverage-cannot-ignore
Monday, May 7, 2018
All the Questions of the Day that should be answered on your Website
https://docs.google.com/document/d/13y3LlqC-UAHtkiioY7Xxf0TqVSPP7Srr9Qadlwd9itE/edit?usp=sharing
Question of the Day: What are the accomplishments of the Civil Rights Movement?
Question of the Day: What did some people sacrifice and endure to gain civil rights for those denied them in this country?
All the Questions of the Day that should be answered on your Website
https://docs.google.com/document/d/13y3LlqC-UAHtkiioY7Xxf0TqVSPP7Srr9Qadlwd9itE/edit?usp=sharing
Question of the Day: What are the accomplishments of the Civil Rights Movement?
- Accomplishments of the Civil Rights Movement Slideshow https://docs.google.com/presentation/d/1Ne7B-J8QCib98H4ykcaWmPz4PZNoGP6jhRpxMfFDXZc/edit?usp=sharing
Question of the Day: What did some people sacrifice and endure to gain civil rights for those denied them in this country?
- Eyes on the Prize: Fighting Back https://www.youtube.com/watch?v=kLy1PSieKDY
Tuesday, May 8, 2018
Question of the Day: How did the Black Panthers view their work and what did they endure and sacrifice for their work?
Images
Question of the Day: How did the Black Panthers view their work and what did they endure and sacrifice for their work?
Images
- 10 Point Program for Self Defense
- Black Panthers White Lies (13:26) https://www.youtube.com/watch?v=4e7gm5JZc9M
- How the Black Panther Party shifted Health Care in the US https://www.youtube.com/watch?v=4e7gm5JZc9M
- To Feed our Children http://www.usd116.org/ProfDev/AHTC/lessons/Goerss10/To%20Feed%20Our%20Children%20article.pdf
Wednesday, May 9, 2018
Question of the Day: Is the past really past? How can the inequality of today be explained by the inequality of yesterday?
Reading: Two Schools in Mississippi - and a lesson in race and inequality in Americahttps://www.theguardian.com/us-news/2017/aug/27/two-schools-in-mississippi-and-a-lesson-in-race-and-inequality-in-america
Mississippi: Is This America?
Where does Colorado rank? https://www.usatoday.com/story/money/economy/2018/02/08/geographic-disparity-states-best-and-worst-schools/1079181001/
Question of the Day: Is the past really past? How can the inequality of today be explained by the inequality of yesterday?
Reading: Two Schools in Mississippi - and a lesson in race and inequality in Americahttps://www.theguardian.com/us-news/2017/aug/27/two-schools-in-mississippi-and-a-lesson-in-race-and-inequality-in-america
Mississippi: Is This America?
Where does Colorado rank? https://www.usatoday.com/story/money/economy/2018/02/08/geographic-disparity-states-best-and-worst-schools/1079181001/
Thursday, May 10, 2018
Question of the Day: Is the past really past? How can the inequality of today be explained by the inequality of yesterday?
Mississippi: Is This America?
Question of the Day: Is the past really past? How can the inequality of today be explained by the inequality of yesterday?
Mississippi: Is This America?
Friday, May 11, 2018
Question of the Day: In what ways were African Americans kept from exercising their right to vote and how did Civil Rights activists seek to remedy this?
Mississippi: Is This America?
Question of the Day: In what ways were African Americans kept from exercising their right to vote and how did Civil Rights activists seek to remedy this?
Mississippi: Is This America?
Monday, May 14, 2018
Question of the Day: In what ways was the Chicano Rights Movement (El Movimiento) similar to the Civil Rights Movement for African Americans?
Review and Summary of PBS Documentary Chicano!
https://www.albany.edu/jmmh/vol3/chicano/chicano.html
Read: I am Joaquin http://www.latinamericanstudies.org/latinos/joaquin.htm
Watch: Chicano! PBS Documentary Fighting For Political Powerhttps://www.youtube.com/watch?v=yEqW_IF67pw (23:06)
Question of the Day: In what ways was the Chicano Rights Movement (El Movimiento) similar to the Civil Rights Movement for African Americans?
Review and Summary of PBS Documentary Chicano!
https://www.albany.edu/jmmh/vol3/chicano/chicano.html
Read: I am Joaquin http://www.latinamericanstudies.org/latinos/joaquin.htm
Watch: Chicano! PBS Documentary Fighting For Political Powerhttps://www.youtube.com/watch?v=yEqW_IF67pw (23:06)
Tuesday, May 15, 2018
Question of the Day: What was the experience of Chicano students in East L.A. and what did activists do to promote change?
1968 East L.A. Walkouts http://www.latimes.com/nation/la-na-1968-east-la-walkouts-20180301-htmlstory.html
Watch: Chicano! PBS Documentary Taking Back The Schools https://www.youtube.com/watch?v=FG1pZOFX6xo (10:42)
Question of the Day: What was the experience of Chicano students in Denver and what did activists do to promote change?
Question of the Day: What was the experience of Chicano students in East L.A. and what did activists do to promote change?
1968 East L.A. Walkouts http://www.latimes.com/nation/la-na-1968-east-la-walkouts-20180301-htmlstory.html
Watch: Chicano! PBS Documentary Taking Back The Schools https://www.youtube.com/watch?v=FG1pZOFX6xo (10:42)
Question of the Day: What was the experience of Chicano students in Denver and what did activists do to promote change?
- Chicano Movement's Denver Roots Run Deep https://www.npr.org/2011/06/30/137529484/the-chicano-movements-denver-roots-run-deep
- A Brief History of the Chicano Rights Movement https://msudenver.edu/media/content/journeythroughourheritage/tlachtligames/StudyGuideElMovimientoWebCopyGuideOnlypdf.pdf
- Video: El Movimiento at History Colorado museum https://www.c-span.org/video/?414663-1/chicano-movement-colorado
Wednesday, May 16, 2018
Question of the Day: What were the aims of the Poor People's Campaign?
http://www.blackpast.org/aah/poor-peoples-campaign-december-4-1967-june-19-1968
Question of the Day: Who was Corky Gonzales and what did he do to fight for civil rights for Chicanos in Denver?
Read:
Watch: After Joaquin : The Crusade for Justice https://www.youtube.com/watch?v=8OrifLnbs_A
Question of the Day: What were the aims of the Poor People's Campaign?
http://www.blackpast.org/aah/poor-peoples-campaign-december-4-1967-june-19-1968
Question of the Day: Who was Corky Gonzales and what did he do to fight for civil rights for Chicanos in Denver?
Read:
- The Poor People's Campaign http://www.blackpast.org/aah/poor-peoples-campaign-december-4-1967-june-19-1968
- Corky Gonzales https://www.escuelatlatelolco.org/Corky.html
Watch: After Joaquin : The Crusade for Justice https://www.youtube.com/watch?v=8OrifLnbs_A
Thursday, May 17, 2018
Question of the Day: When seeking change why do some choose violence and some choose nonviolence?
Pair Work: Discuss a time when you were very angry about something. What did you do? What did you not do? Were your words or your actions violent or non-violent? When is violence necessary? Read: http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit11_6.pdf Read: What is a Just War? www.bbc.co.uk/ethics/war/just/what.shtml Watch: Malcolm X and Dr. Martin Luther King, Jr. https://www.youtube.com/watch?v=h4PqLKWuwyU |
|
Friday, May 18, 2018
List of Questions of the Day https://docs.google.com/document/d/13y3LlqC-UAHtkiioY7Xxf0TqVSPP7Srr9Qadlwd9itE/edit?usp=sharing Question of the Day: How did government legally enforce segregation and what has been the impact on the people of America? Read Excerpts: An American Tragedy: The Legacy of Slavery Lingers In Our Cities' Ghettos https://www.brookings.edu/articles/an-american-tragedy-the-legacy-of-slavery-lingers-in-our-cities-ghettos/ |
|
Monday, May 21, 2018
Question of the Day: What are the institutions in our society that perpetuate racism, how does it affect the people of this country, and what can be done about it?
Institutional Racism: https://www.thoughtco.com/examples-of-institutional-racism-in-the-u-s-2834624
-Housing - https://www.theatlantic.com/business/archive/2014/05/the-racist-housing-policy-that-made-your-neighborhood/371439/
-Education - https://www.benjerry.com/whats-new/2017/11/systemic-racism-education
-Employment - https://www.forbes.com/sites/hbsworkingknowledge/2017/05/17/minorities-who-whiten-resumes-get-more-job-interviews/#7abc4bb67b74
-Health Care https://www.npr.org/2017/10/28/560444290/racism-is-literally-bad-for-your-health
-Justice System - laws, police, courts, prisons - https://www.huffingtonpost.com/entry/18-examples-of-racism-in-criminal-legal-system_us_57f26bf0e4b095bd896a1476
-Economic system - http://nymag.com/daily/intelligencer/2017/09/the-american-economy-isnt-getting-any-less-racist.html
-Political system and voting https://www.vera.org/blog/how-systemic-racism-keeps-millions-of-black-people-from-voting
Racism in Housing
- Redlining
- Watch: https://www.youtube.com/watch?v=UmMs8eQP4T0
- Denver's Redline Map
Tuesday, May 22, 2018
Question of the Day: What actions can people, communities, and institutions take to fight back against racism and discrimination? What do you personally pledge to do to actively resist racism?
How to Overcome Our Biases? Walk Boldly Toward Them
https://www.ted.com/talks/verna_myers_how_to_overcome_our_biases_walk_boldly_toward_them/discussion
Individual Acts of Racism
Institutional Racism
Helping to end racism with your vote
Not in Our Town https://www.niot.org/history
What can you do to confront individual acts of racism?
What can you do to confront institutional racism?
How to Overcome Our Biases? Walk Boldly Toward Them
https://www.ted.com/talks/verna_myers_how_to_overcome_our_biases_walk_boldly_toward_them/discussion
Individual Acts of Racism
- Hate Crimes
- Slurs and verbal assaults
Institutional Racism
Helping to end racism with your vote
Not in Our Town https://www.niot.org/history
What can you do to confront individual acts of racism?
What can you do to confront institutional racism?
Fall 2017 Course
I am the Descendant of a Founding Father and I have Two Black Daughters and I am Racist https://www.washingtonpost.com/news/post-nation/wp/2017/11/03/im-the-descendant-of-a-founding-father-and-i-have-two-black-daughters-and-i-am-racist/?noredirect=on&utm_term=.166aae352e5f
https://www.nytimes.com/video/us/politics/100000005367125/trump-charlottesville-presidency.html?smid=pl-share
I am the Descendant of a Founding Father and I have Two Black Daughters and I am Racist https://www.washingtonpost.com/news/post-nation/wp/2017/11/03/im-the-descendant-of-a-founding-father-and-i-have-two-black-daughters-and-i-am-racist/?noredirect=on&utm_term=.166aae352e5f
https://www.nytimes.com/video/us/politics/100000005367125/trump-charlottesville-presidency.html?smid=pl-share
Monday, November 7
Pre-Test - What do you already know? https://docs.google.com/document/d/1HFzqF-6V-GWF2AZXY2ac_AJm7ZVjVqWb_CbYXI3nVLY/edit?usp=sharing
Question of the Day: How has America changed since the time of the Civil Rights Movement?
50 Years Later: How the Civil Rights Act Has Changed America https://www.washingtonpost.com/news/wonk/wp/2014/07/03/wonkblog-50-years-later-how-the-civil-rights-act-has-changed-america/
- Slide: Emmett and Trayvon https://docs.google.com/presentation/d/1R62FFyjmQmydVAzJ8aU59x1U-c9d2TnASvok9JI3I0M/edit?usp=sharing
- Trayvon Martin Biography http://www.biography.com/people/trayvon-martin-21283721#tragic-death
- Emmett Till Biography http://www.biography.com/people/emmett-till-507515
- Emmett Till Video
- A Longer Look at the Emmett Till - Trayvon Martin Comparison http://www.huffingtonpost.com/nicolaus-mills/emmett-till-trayvon-martin_b_3606636.html
Website Creation -
- Bookmark the class website (www.longviewamericanhistory.weebly.com) on the Chromebook.
- Go to www.weebly.com and create a website of your own (or add a page called The Civil Rights Movement to the one you've already started).
- If it's a new site, call it (yourname)longview.weebly.com (e.g. jenniferlongview.weebly.com)
- Add a page to the site and call it The Civil Rights Movement
- Share the website with me (Go to Settings, then Editor, then add me as an editor - [email protected]
Course Description https://docs.google.com/document/d/1frkqoRQ8iqPWTTf4GTVZ-j35fjputBxi_jirApIhUOE/edit?usp=sharing
Tuesday, November 8
Question of the Day: How did things get so bad in America?
Question of the Day: How did things get so bad in America?
Slavery was a legal institution that existed in the United States of America between 1620 and 1865 that treated people as property that could be bought and sold, and forced to work without pay. Although the international slave trade was prohibited from 1808, internal slave-trading continued apace, and the slave population would eventually peak at four million before abolition. Of all 1,515,605 families in the 15 slave states in 1860, nearly 400,000 held slaves (roughly one in four) amounting to 8% of all American families.
wikipedia and "Slavery and the Making of America"
wikipedia and "Slavery and the Making of America"
Video: Slavery and the making of the US (10:59) https://youtu.be/11ks526JV70
Wednesday, November 9
Question of the Day: What was life like for African Americans in the Jim Crow South?
Remembering Jim Crow: Radio Program http://americanradioworks.publicradio.org/features/remembering/
Question of the Day: What was life like for African Americans in the Jim Crow South?
Remembering Jim Crow: Radio Program http://americanradioworks.publicradio.org/features/remembering/
Thursday, November 10 - morning
Question of the Day: What was life like for African American Citizens in Denver from the 1920's to the 1960's?
Watch Rebels Remembered : The Civil Rights Movement in Colorado
Worksheet: https://docs.google.com/document/d/1LsS5vZQvOYcWXMLn2eXk5MyCWBdja8wEiLOMNF5a-2s/edit?usp=sharing
Question of the Day: What was life like for African American Citizens in Denver from the 1920's to the 1960's?
Watch Rebels Remembered : The Civil Rights Movement in Colorado
Worksheet: https://docs.google.com/document/d/1LsS5vZQvOYcWXMLn2eXk5MyCWBdja8wEiLOMNF5a-2s/edit?usp=sharing
Thursday, November 10 - Afternoon
Field Trip to Blair-Caldwell African American Research Library
https://history.denverlibrary.org/blair
Field Trip to Blair-Caldwell African American Research Library
https://history.denverlibrary.org/blair
Friday, November 11
Debrief Field Trip to Blair-Caldwell African American Museum and Research Library
Question of the Day: . What was life like for African American Citizens in Denver up until the 1950's and 1960's? (After visiting the museum, give an answer that includes a fuller picture of African American life beyond discrimination and oppression)
Debrief Field Trip to Blair-Caldwell African American Museum and Research Library
Question of the Day: . What was life like for African American Citizens in Denver up until the 1950's and 1960's? (After visiting the museum, give an answer that includes a fuller picture of African American life beyond discrimination and oppression)
Monday, November 14
Question of the Day: What are the effects of racial discrimination on the body, mind, and spirit of the people who experience it?
A Class Divided: The Experiment in Discrimination http://www.pbs.org/wgbh/frontline/film/class-divided/
Question of the Day: What are the effects of racial discrimination on the body, mind, and spirit of the people who experience it?
A Class Divided: The Experiment in Discrimination http://www.pbs.org/wgbh/frontline/film/class-divided/
Tuesday, November 15
Question of the Day: What are the effects of racial discrimination on the body, mind, and spirit of the people who experience it?
Emotions List: How does racism make people feel? http://thework.com/sites/thework/downloads/worksheets/Emotions_List_Ltr.pdf
On the Mind
On the Spirit:
Homework: Draw the emotions that racism produces Due Thursday.
Style Examples https://docs.google.com/document/d/1JdwtDxaSdqrJgAcgy5tq8aaYwIy2568q-Ckuwl_U9dQ/edit?usp=sharing
Question of the Day: What are the effects of racial discrimination on the body, mind, and spirit of the people who experience it?
Emotions List: How does racism make people feel? http://thework.com/sites/thework/downloads/worksheets/Emotions_List_Ltr.pdf
On the Mind
- Racism's Psychological Toll http://www.nytimes.com/2015/06/24/magazine/racisms-psychological-toll.html?_r=0
- Link Between Racism and PTSD https://www.psychologytoday.com/blog/culturally-speaking/201509/the-link-between-racism-and-ptsd
- http://www.thecharlottepost.com/news/2013/11/06/news/subtle-racism-can-impact-your-health
- http://fierceforblackwomen.com/2015/09/21/protecting-your-teen-from-the-negative-health-impact-of-racism/
On the Spirit:
- Dancing with Broken Bones: Poverty, Race, and Spirit-filled Dying in the Inner City https://books.google.com/books?id=phlKYP68Ta0C&pg=PA23&dq=racism+harm+spirit+injury&hl=en&sa=X&ved=0ahUKEwi-u9eWp6PQAhWM7IMKHeTGA_Y4ChDoAQg6MAU#v=onepage&q=racism%20harm%20spirit%20injury&f=false
- Telegram to President Eisenhower from Little Rock 9 Parents https://eisenhower.archives.gov/research/online_documents/civil_rights_little_rock/Little_Rock_Telegram.pdf
Homework: Draw the emotions that racism produces Due Thursday.
Style Examples https://docs.google.com/document/d/1JdwtDxaSdqrJgAcgy5tq8aaYwIy2568q-Ckuwl_U9dQ/edit?usp=sharing
"Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law, for the policy of separating the races is usually interpreted as denoting the inferiority of the negro group. A sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law, therefore, has a tendency to [retard] the educational and mental development of negro children and to deprive them of some of the benefits they would receive in a racial[ly] integrated school system."
from the Supreme Court ruling in Brown v. Board of Education.
The position of supremacy is inherently dehumanizing to individuals in the dominant group, in addition to the terrible costs to the subordinated group. Our full humanity can only be realized in full community with other human beings - in situations of reciprocity, equity, fairness, and mutuality.
from the Racial Justice page of MAUCC
Wednesday, November 16
1. Question of the Day: What are the economic consequences of racial discrimination?
A History of Discrimination and Its Consequences (Family A and Family B) https://www.pbs.org/newshour/extra/lessons_plans/the-50th-march-on-washington-lesson-plan-a-history-of-discrimination-and-its-consequences-2/
2. What were the key events of the Civil Rights Movement and who were the people who participated in the struggle for justice?
1. Question of the Day: What are the economic consequences of racial discrimination?
A History of Discrimination and Its Consequences (Family A and Family B) https://www.pbs.org/newshour/extra/lessons_plans/the-50th-march-on-washington-lesson-plan-a-history-of-discrimination-and-its-consequences-2/
2. What were the key events of the Civil Rights Movement and who were the people who participated in the struggle for justice?
|
|
Thursday, November 17
Complete viewing and discussion of A Time for Justice https://www.youtube.com/watch?v=p_wxujHE_-o
Question of the Day: Can separate races be equal races?
Intro to the Montgomery Bus Boycott
Complete viewing and discussion of A Time for Justice https://www.youtube.com/watch?v=p_wxujHE_-o
Question of the Day: Can separate races be equal races?
- Plessy v. Ferguson
- Brown v. Board of Education
Intro to the Montgomery Bus Boycott
Friday, November 18
No Class - Much Ado About Nothing field trip
No Class - Much Ado About Nothing field trip
Monday, November 21 - Friday November 25 THANKSGIVING BREAK
Monday, November 28
Question of the Day: How can everyday people organize to transform a community?
https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans/lesson-plan-montgomery-bus-boycott-0
Review of past 3 weeks
Montgomery Bus Boycott - Part One Rosa Parks https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans/activities/part-one-rosa-parks
Discussion: What new information about Rosa Parks and the Montgomery bus boycott did you gain from the documents? What was most interesting to you? What questions do you still have? How does the information in these documents differ from the generally accepted story of Rosa Parks? Is the public's understanding of Parks based more on legend or reality? Who or what contributes to the public's understanding of historical events and figures? What are the consequences of hero making in history? Support your answer with examples.
Question of the Day: How can everyday people organize to transform a community?
https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans/lesson-plan-montgomery-bus-boycott-0
Review of past 3 weeks
- Study Guide https://docs.google.com/document/d/1WNPhSOsfB__PyZQhL8n6sSqtCUohV33DYjcmCSzwyAY/edit?usp=sharing
Montgomery Bus Boycott - Part One Rosa Parks https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans/activities/part-one-rosa-parks
- Document Analysis Worksheet https://www.archives.gov/files/education/lessons/worksheets/written_document_analysis_worksheet.pdf
- Jo Ann Robinson's Letter https://kinginstitute.stanford.edu/king-papers/documents/letter-wa-gayle
- Rosa Parks' arrest report https://kinginstitute.stanford.edu/king-papers/documents/arrest-record-rosa-parks
- Boycott Handbill https://kinginstitute.stanford.edu/king-papers/documents/announcement-another-negro-woman-has-been-arrested-dont-ride-bus
Discussion: What new information about Rosa Parks and the Montgomery bus boycott did you gain from the documents? What was most interesting to you? What questions do you still have? How does the information in these documents differ from the generally accepted story of Rosa Parks? Is the public's understanding of Parks based more on legend or reality? Who or what contributes to the public's understanding of historical events and figures? What are the consequences of hero making in history? Support your answer with examples.
Tuesday, November 29
Question of the Day: How can everyday people organize to transform a community?
Part Two: Claudette Colvin https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans/activities/part-one-rosa-parks
- Arrest Report http://okra.stanford.edu/transcription/document_images/undecided/550302-001.pdf
- Letter from Virginia Durr http://okra.stanford.edu/transcription/document_images/undecided/550411-000.pdf
- Meeting Notes of the Montgomery Improvement Association http://okra.stanford.edu/transcription/document_images/InVol6/550322-000.pdf
Wednesday, November 30
Question of the Day: How can everyday people organize to transform a community?
Goals of the Boycott https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans/activities/part-three-goals-boycott
Role Play Speakers' Panel
Discussion: Why is a boycott an effective strategy? What obstacles stood in their way? What are some of the strategies for transforming institutional racism? How can every day people organize to transform a community?
Read the Alabama Movement for Human Relations newsletter from December of 1955. The AMHR newsletter describes the situation in Montgomery and the boycott goals. Identify the goals and the obstacles of the boycott using the T-Chart Handout.
Read the letter to editors of TIME.What role does the media plays in influencing public opinion? How do newspaper accounts contribute to the historical narrative?
Anna Holden's interview with the Police Commissioner Sellers
Question of the Day: How can everyday people organize to transform a community?
Goals of the Boycott https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans/activities/part-three-goals-boycott
Role Play Speakers' Panel
- Juliette Morgan: Montgomery Citizen
- Mrs. I.B. Rutledge: Montgomery Citizen
- J.H. Bagley: Manager Montgomery City Lines
- Beatrice Charles: Citizen of Montgomery
- Clyde Sellers, Police Commissioner
- Mary Kinney: Business Owner
- Edna King: Music Instructor
- Jack Crenshaw: Attorney for Montgomery City Lines
- Montgomery Citizens Worksheet https://kinginstitute.stanford.edu/sites/default/files/montomerycitizenworksheet.pdf
- Suggestions for Speakers https://kinginstitute.stanford.edu/sites/default/files/suggestions_for_speakers.pdf
- Suggestions for Facilitator https://kinginstitute.stanford.edu/sites/default/files/suggestions_for_facilitator.pdf
Discussion: Why is a boycott an effective strategy? What obstacles stood in their way? What are some of the strategies for transforming institutional racism? How can every day people organize to transform a community?
Read the Alabama Movement for Human Relations newsletter from December of 1955. The AMHR newsletter describes the situation in Montgomery and the boycott goals. Identify the goals and the obstacles of the boycott using the T-Chart Handout.
Read the letter to editors of TIME.What role does the media plays in influencing public opinion? How do newspaper accounts contribute to the historical narrative?
Anna Holden's interview with the Police Commissioner Sellers
- Definition of institutional racism. Jenice L. View's definition from her article in "Putting the Movement Back in Civil Rights Teaching." : Institutional racism is the concept of white superiority that is "reinforced in schools, banks, churches, the workplace, real estate agencies, law enforcement, the judicial system, and other institutions that govern daily life, with the purpose of exploiting other "races" and preserving privilege for "whites."
- Read Anna Holden's interview with the Police Commissioner Sellers and identify examples of institutional racism. Think beyond the bus company.
Thursday, December 1
Question of the Day: How can everyday people organize to transform a community?
Video: Eyes on the Prize: Montgomery Bus Boycott (33:10) https://www.youtube.com/watch?v=krWroNcO_qs
Discussion: 3-2-1
Question of the Day: How can everyday people organize to transform a community?
Video: Eyes on the Prize: Montgomery Bus Boycott (33:10) https://www.youtube.com/watch?v=krWroNcO_qs
Discussion: 3-2-1
Friday, December 2
Question of the Day: How did African Americans remain so strong throughout the Civil Rights Movement, even in the face of brutal opposition to what they were trying to accomplish?
What did the brutal opposition look like in the fight for school desegregation?
The Little Rock 9
Intro - The Bravery of Elizabeth Eckford
Watch the clip from the Eyes on the Prize Video about the Little Rock 9 (9:56) https://www.youtube.com/watch?v=HH-eC4LgZT4
Read letter from Daisy Bates to Roy Wilkins on the treatment of the Little Rock 9 http://www.loc.gov/exhibits/brown/brown-aftermath.html#obj127
Listen to Interviews with the Little Rock 9
Audio Interview with Daisy Bates http://docsouth.unc.edu/sohp/G-0009/excerpts/excerpt_947.html
Oral History Audio Clips https://www.nps.gov/chsc/learn/historyculture/oral-history.htm
NPR Story of Little Rock 9
Audio http://www.npr.org/templates/story/story.php?storyId=14563865
Transcript http://www.npr.org/templates/transcript/transcript.php?storyId=14563865
_________________________________________________________________________________________________
Question of the Day: How did African Americans remain so strong throughout the Civil Rights Movement, even in the face of brutal opposition to what they were trying to accomplish?
What did the brutal opposition look like in the fight for school desegregation?
- Clinton High School http://www.loc.gov/exhibits/brown/brown-aftermath.html#obj125C
- Autherine Lucy http://www.loc.gov/exhibits/brown/brown-aftermath.html#obj121A
- Dorothy Geraldine Counts http://www.loc.gov/exhibits/brown/brown-aftermath.html#obj125B
The Little Rock 9
Intro - The Bravery of Elizabeth Eckford
Watch the clip from the Eyes on the Prize Video about the Little Rock 9 (9:56) https://www.youtube.com/watch?v=HH-eC4LgZT4
Read letter from Daisy Bates to Roy Wilkins on the treatment of the Little Rock 9 http://www.loc.gov/exhibits/brown/brown-aftermath.html#obj127
Listen to Interviews with the Little Rock 9
- State and Federal Involvment https://www.nps.gov/media/video/view.htm?id=75B6407B-CA99-456F-48EAAD2409F6FD3D
- Student Interaction https://www.nps.gov/media/video/view.htm?id=7B35AA03-CF9C-8DFB-83E32A09945E1F8C
- The Little Rock Nine Attend Classes https://www.nps.gov/media/video/view.htm?id=4586A9D0-E06D-12C0-51E0E06C46D04518
Audio Interview with Daisy Bates http://docsouth.unc.edu/sohp/G-0009/excerpts/excerpt_947.html
Oral History Audio Clips https://www.nps.gov/chsc/learn/historyculture/oral-history.htm
NPR Story of Little Rock 9
Audio http://www.npr.org/templates/story/story.php?storyId=14563865
Transcript http://www.npr.org/templates/transcript/transcript.php?storyId=14563865
_________________________________________________________________________________________________
Monday, December 5
Question of the Day: How can white allies assist in the fight for racial justice?
Mississippi Freedom Summer
Question of the Day: How can white allies assist in the fight for racial justice?
Mississippi Freedom Summer
- Intro: Is This America?
Tuesday, December 6
Question of the Day: How can white allies assist in the fight for racial justice?
Fighting Racism is Your Responsibility: Start Now http://www.salon.com/2016/07/08/how_to_be_a_white_ally_fighting_racism_is_your_responsibility_start_now/
Key Terms Study Guide https://docs.google.com/document/d/1WNPhSOsfB__PyZQhL8n6sSqtCUohV33DYjcmCSzwyAY/edit?usp=sharing Answer Key https://docs.google.com/document/d/1gCWTACXNUdUwHiV1jo0JMFOWxPYffLBUjgRDAZlsKos/edit?usp=sharing
Mississippi Freedom Summer http://www1.cuny.edu/portal_ur/content/freedom_curriculum/PDFs/09-1697_Let_Freedom_Ring_Less6_HM3.pdf
Question of the Day: How can white allies assist in the fight for racial justice?
- Responding to Bigoted Words http://www.adl.org/assets/pdf/education-outreach/Responding-to-Bigoted-Words.pdf
- Responding to Jokes and Slurs http://www.adl.org/assets/pdf/education-outreach/Responding-to-Jokes-and-Slurs.pdf
Fighting Racism is Your Responsibility: Start Now http://www.salon.com/2016/07/08/how_to_be_a_white_ally_fighting_racism_is_your_responsibility_start_now/
Key Terms Study Guide https://docs.google.com/document/d/1WNPhSOsfB__PyZQhL8n6sSqtCUohV33DYjcmCSzwyAY/edit?usp=sharing Answer Key https://docs.google.com/document/d/1gCWTACXNUdUwHiV1jo0JMFOWxPYffLBUjgRDAZlsKos/edit?usp=sharing
Mississippi Freedom Summer http://www1.cuny.edu/portal_ur/content/freedom_curriculum/PDFs/09-1697_Let_Freedom_Ring_Less6_HM3.pdf
- Lesson IV Let Freedom Ring
- FBI Poster
- Barbara Mutnick's Letter
- Sylvia Wong's Letter
- Benjamin Perkin's Poem
- McComb USA Play
Wednesday, December 7
Question of the Day: How did the philosophies and approaches to racial justice of Malcolm X and Dr. Martin Luther King, Jr. differ and how were they the same?
Research Assignment: Discover what the experts have to say in answer to the question above.
_____________________________________________________________________________________________________________________________________
Question of the Day: How did the philosophies and approaches to racial justice of Malcolm X and Dr. Martin Luther King, Jr. differ and how were they the same?
Research Assignment: Discover what the experts have to say in answer to the question above.
_____________________________________________________________________________________________________________________________________
Thursday, December 8 Morning
Question of the Day: El Movimiento
Latino Americans - Documentary http://www.pbs.org/latino-americans/en/
Students Rising http://www.pbs.org/latino-americans/en/education/activities/
The Farmworker Movement http://www.pbs.org/latino-americans/en/education/activities/
_________________________________________________________________________________________________
Question of the Day: El Movimiento
Latino Americans - Documentary http://www.pbs.org/latino-americans/en/
Students Rising http://www.pbs.org/latino-americans/en/education/activities/
The Farmworker Movement http://www.pbs.org/latino-americans/en/education/activities/
_________________________________________________________________________________________________
________________________________________________________________________________________________
Friday, December 9
Question of the Day: What tactics of protest worked best to bring about change?
Sit-Ins
A Force More Powerful: We Were Warriors http://www.aforcemorepowerful.org/
Diane Nash https://www.theguardian.com/global-development-professionals-network/2017/apr/06/diane-nash-non-violent-protest-civil-rights-gandhi-martin-luther-king?utm_content=buffer072d7&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer
______________________________________________________________________________________________
Question of the Day: What tactics of protest worked best to bring about change?
Sit-Ins
A Force More Powerful: We Were Warriors http://www.aforcemorepowerful.org/
Diane Nash https://www.theguardian.com/global-development-professionals-network/2017/apr/06/diane-nash-non-violent-protest-civil-rights-gandhi-martin-luther-king?utm_content=buffer072d7&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer
______________________________________________________________________________________________
Monday, December 12
Question of the Day: How did the young Freedom Riders bring the president and the American public face to face with the challenge of confronting the opponents of integration?
Freedom Rides - http://www.pbs.org/wgbh/americanexperience/freedomriders/assets/pdf/Democracy-in-Action-Teachers-Guide.pdf
Letter from a Freedom Rider's Father https://docs.google.com/document/d/1pUNF-7KaX5yv9IZgLLRU0LBqHgt_F2AtkY6GxvN9dNs/edit?usp=sharing
Freedom Riders movie: http://www.pbs.org/wgbh/americanexperience/freedomriders/watch
_________________________________________________________________________________________________________________________________________________
Question of the Day: How did the young Freedom Riders bring the president and the American public face to face with the challenge of confronting the opponents of integration?
Freedom Rides - http://www.pbs.org/wgbh/americanexperience/freedomriders/assets/pdf/Democracy-in-Action-Teachers-Guide.pdf
Letter from a Freedom Rider's Father https://docs.google.com/document/d/1pUNF-7KaX5yv9IZgLLRU0LBqHgt_F2AtkY6GxvN9dNs/edit?usp=sharing
Freedom Riders movie: http://www.pbs.org/wgbh/americanexperience/freedomriders/watch
_________________________________________________________________________________________________________________________________________________
Tuesday, December 13
Question of the Day: How did the young Freedom Riders bring the president and the American public face to face with the challenge of confronting the opponents of integration?
Freedom Riders movie: http://www.pbs.org/wgbh/americanexperience/freedomriders/watch
_________________________________________________________________________________________________
Question of the Day: How did the young Freedom Riders bring the president and the American public face to face with the challenge of confronting the opponents of integration?
Freedom Riders movie: http://www.pbs.org/wgbh/americanexperience/freedomriders/watch
_________________________________________________________________________________________________
Wednesday, December 14
Question of the Day: How did the young Freedom Riders bring the president and the American public face to face with the challenge of confronting the opponents of integration?
Freedom Riders movie: http://www.pbs.org/wgbh/americanexperience/freedomriders/watch
________________________________________________________________________________________________
Question of the Day: How did the young Freedom Riders bring the president and the American public face to face with the challenge of confronting the opponents of integration?
Freedom Riders movie: http://www.pbs.org/wgbh/americanexperience/freedomriders/watch
________________________________________________________________________________________________
Thursday, December 15
Question of the Day (1): How did the young Freedom Riders bring the president and the American public face to face with the challenge of confronting the opponents of integration?
Freedom Riders movie: http://www.pbs.org/wgbh/americanexperience/freedomriders/watch
Question of the Day (2): How did public perception of the Black Panther Party differ from the reality of who they were and what they did and how did it lead to a backlash against them?
Research: On your own, research the Black Panther Party in order to answer the essential question.
http://www.huffingtonpost.com/entry/27-important-facts-everyone-should-know-about-the-black-panthers_us_56c4d853e4b08ffac1276462
Movie http://theblackpanthers.com/home/
_________________________________________________________________________________________________
Question of the Day (1): How did the young Freedom Riders bring the president and the American public face to face with the challenge of confronting the opponents of integration?
Freedom Riders movie: http://www.pbs.org/wgbh/americanexperience/freedomriders/watch
Question of the Day (2): How did public perception of the Black Panther Party differ from the reality of who they were and what they did and how did it lead to a backlash against them?
Research: On your own, research the Black Panther Party in order to answer the essential question.
http://www.huffingtonpost.com/entry/27-important-facts-everyone-should-know-about-the-black-panthers_us_56c4d853e4b08ffac1276462
Movie http://theblackpanthers.com/home/
_________________________________________________________________________________________________
____________________________________________________________________________________________
Monday, December 19
Question of the Day: What were the accomplishments of the Civil Rights Movement?
Slide Show: Accomplishments of the Civil Rights Movement https://docs.google.com/presentation/d/1Ne7B-J8QCib98H4ykcaWmPz4PZNoGP6jhRpxMfFDXZc/edit?usp=sharing
Activity: Prepare for Final Exam
_________________________________________________________________________________________________
Monday, December 19
Question of the Day: What were the accomplishments of the Civil Rights Movement?
Slide Show: Accomplishments of the Civil Rights Movement https://docs.google.com/presentation/d/1Ne7B-J8QCib98H4ykcaWmPz4PZNoGP6jhRpxMfFDXZc/edit?usp=sharing
Activity: Prepare for Final Exam
- Study Guide: https://docs.google.com/document/d/1_8m_oU3KfKEQSFCnuZQ3Bhi281FYNaNJYho0V0VmwmU/edit?usp=sharing
_________________________________________________________________________________________________
Tuesday, December 20
Question of the Day: What did the Civil Rights Movement fail to accomplish?
________________________________________________________________________
Question of the Day: What did the Civil Rights Movement fail to accomplish?
________________________________________________________________________
Wednesday, December 21
Question of the Day:
Question of the Day:
Resources
How the US Government Segregated America https://www.npr.org/2017/05/03/526655831/a-forgotten-history-of-how-the-u-s-government-segregated-america
Suspiciously Black in Starbucks https://www.citylab.com/equity/2018/04/suspiciously-black-in-starbucks/558257/?utm_source=atlfb
Discussion: What is implicit bias?
Mississippi Freedom Summer
Question of the Day: What is the legacy of the Little Rock Nine and how did their courageous acts forever change American education?
Little Rock 9
Suspiciously Black in Starbucks https://www.citylab.com/equity/2018/04/suspiciously-black-in-starbucks/558257/?utm_source=atlfb
Discussion: What is implicit bias?
Mississippi Freedom Summer
- Freedom School Curriculum http://www.educationanddemocracy.org/ED_FSC.html
Question of the Day: What is the legacy of the Little Rock Nine and how did their courageous acts forever change American education?
Little Rock 9
Part 4: Redefining Leadership https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans/activities/part-four-redefining-leadership
Listen to the audio of King's first speech as President of the Montgomery Improvement Association at Holt Street Baptist Church on December 5, 1955.
Read the text of the speech and see a photo of the meeting in the Holt Street Baptist Church. The boycott had begun that morning after JoAnn Robinson circulated handbills asking for citizens to stay off the buses. Thousands of people came to the meeting that night to support a call for continuing the boycott. While you listen to the speech, choose your favorite quote and explain the reason for their choice. Explain how King's position as a minister contributed to his role as a leader within the boycott.
Activity: 7 students perform a dramatic reading of the Montgomery Improvement Association minutes from January 30th, 1956. The Roles should include a narrator, Rev. Alford, Rev. Binion, Mr. E.D. Nixon, Mr. White, Rev. King, and Mr. Saye. The narrator should read the passages without quotation marks.
Discussion: Who led the boycott? Many argue that King led the boycott. Is this an accurate characterization? In the MIA meeting King states, "From my limited contact, if we went tonight and asked the people to get back on the bus, we would be ostracized." Did the people create and sustain the boycott or did Martin Luther King, Jr. inspire them to sustain the boycott? What was the legal strategy of the NAACP? What was the relationship between the MIA and the NAACP?
Redefining Leadership Handout https://kinginstitute.stanford.edu/sites/default/files/redefining_leadership_handout.pdf
Activity: Using the King Encyclopedia http://kingencyclopedia.stanford.edu/encyclopedia/encyclopedia_contents.html examine the role of the Montgomery Improvement Association (MIA), the Women's Political Council (WPC) and the National Association for the Advancement of Colored People (NAACP). In groups of 3, read the entries from the King Encyclopedia, and record your findings on the Redefining Leadership Handout.
Question of the Day: How can everyday people organize to transform a community?
Social Transformation
Watch Kazu Haga's discussion of the philosophy of nonviolence from Freedom's Ring. Put the philosophy in your own words and apply it to an event in your own life.
Activity: Read and discuss the Six Principles of Nonviolence and Six Steps to Nonviolent Direct Action.
Activity: Using the Document Analysis Worksheet https://www.archives.gov/files/education/lessons/worksheets/written_document_analysis_worksheet.pdf read and analyze the Statement on the End of the Montgomery Bus Boycott and Integrated Bus Suggestions
Discussion/Reflection Questions: What is the philosophy of nonviolence? In what ways does nonviolent direct action lead to social transformation? Who is transformed by nonviolent direct action? How does the following quote reflect King's commitment to nonviolence?
Discussion: Did the citizens of Montgomery achieve justice, social transformation and/or reconciliation as a result of the nonviolent direct action? Some have described the Montgomery bus boycott as the beginning of the civil rights movement. Is that an accurate description? How should the boycott be situated in the broader black freedom struggle? How should it be told?
National Museum of African American History and Culture https://nmaahc.si.edu/
Understanding Race: Teacher's Guide http://www.understandingrace.org/resources/pdf/racemiddleschoolteachersguide.pdf
Questions
1. What rights should be guaranteed to all people in the United States of America?
2. What are civil rights and why are they so important?
3. What was life like for African Americans in the Jim Crow South?
4. What was the first well-publicized act of brutality that many African Americans remember?
5. Why is “separate but equal” inherently unequal?
6. What methods did the people use to gain their rights?
7. What was Martin Luther King’s non-violence all about?
8. How did Martin Luther King’s beliefs, words, and actions differ from those of Malcolm X?
9. How did African Americans remain so strong throughout the Civil Rights Movement, even in the face of brutal opposition to what they were trying to accomplish?
10. What organizations united people to work together for civil rights?
11. Were there white people who helped in the Civil Rights Movement?
12. How well did the federal government protect the rights of African Americans?
13. What was Black Power all about? What were their goals and actions, and what was the response of the public to their efforts>
14. What were the greatest accomplishments of the Civil Rights Movement?
15. What more is there to be accomplished to protect the civil rights of African Americans and other minorities in the USA?
Lessons
Emmett Till
Voting Rights
http://www.tolerance.org/lesson/voting-rights-act-1965-and-beyond
www.facebook.com/TeachingTolerance.org/videos/10154189632958446/
Little Rock 9
Listen to the audio of King's first speech as President of the Montgomery Improvement Association at Holt Street Baptist Church on December 5, 1955.
- Audio (14: 51) http://okra.stanford.edu/media/audio/551205004.mp3
Read the text of the speech and see a photo of the meeting in the Holt Street Baptist Church. The boycott had begun that morning after JoAnn Robinson circulated handbills asking for citizens to stay off the buses. Thousands of people came to the meeting that night to support a call for continuing the boycott. While you listen to the speech, choose your favorite quote and explain the reason for their choice. Explain how King's position as a minister contributed to his role as a leader within the boycott.
Activity: 7 students perform a dramatic reading of the Montgomery Improvement Association minutes from January 30th, 1956. The Roles should include a narrator, Rev. Alford, Rev. Binion, Mr. E.D. Nixon, Mr. White, Rev. King, and Mr. Saye. The narrator should read the passages without quotation marks.
Discussion: Who led the boycott? Many argue that King led the boycott. Is this an accurate characterization? In the MIA meeting King states, "From my limited contact, if we went tonight and asked the people to get back on the bus, we would be ostracized." Did the people create and sustain the boycott or did Martin Luther King, Jr. inspire them to sustain the boycott? What was the legal strategy of the NAACP? What was the relationship between the MIA and the NAACP?
Redefining Leadership Handout https://kinginstitute.stanford.edu/sites/default/files/redefining_leadership_handout.pdf
Activity: Using the King Encyclopedia http://kingencyclopedia.stanford.edu/encyclopedia/encyclopedia_contents.html examine the role of the Montgomery Improvement Association (MIA), the Women's Political Council (WPC) and the National Association for the Advancement of Colored People (NAACP). In groups of 3, read the entries from the King Encyclopedia, and record your findings on the Redefining Leadership Handout.
Question of the Day: How can everyday people organize to transform a community?
Social Transformation
Watch Kazu Haga's discussion of the philosophy of nonviolence from Freedom's Ring. Put the philosophy in your own words and apply it to an event in your own life.
Activity: Read and discuss the Six Principles of Nonviolence and Six Steps to Nonviolent Direct Action.
Activity: Using the Document Analysis Worksheet https://www.archives.gov/files/education/lessons/worksheets/written_document_analysis_worksheet.pdf read and analyze the Statement on the End of the Montgomery Bus Boycott and Integrated Bus Suggestions
- King, Statement on the end of the Montgomery bus boycott, 20 December 1956
- Integrated Bus Suggestions
Discussion/Reflection Questions: What is the philosophy of nonviolence? In what ways does nonviolent direct action lead to social transformation? Who is transformed by nonviolent direct action? How does the following quote reflect King's commitment to nonviolence?
- "This morning the long awaited mandate from the United States Supreme Court concerning bus segregation came to Montgomery. Our experience and growth during this past year of united nonviolent protest has been of such that we cannot be satisfied with a court 'victory' over our white brothers. We must respond to the decision with an understanding of those who have oppressed us and with an appreciation of the new adjustments that the court order poses for them. We must act in such a way as to make possible a coming together of white people and colored people on the basis of a real harmony of interests and understandings. We seek an integration based on mutual respect." Martin Luther King, Jr., 20 December, 1956
Discussion: Did the citizens of Montgomery achieve justice, social transformation and/or reconciliation as a result of the nonviolent direct action? Some have described the Montgomery bus boycott as the beginning of the civil rights movement. Is that an accurate description? How should the boycott be situated in the broader black freedom struggle? How should it be told?
National Museum of African American History and Culture https://nmaahc.si.edu/
Understanding Race: Teacher's Guide http://www.understandingrace.org/resources/pdf/racemiddleschoolteachersguide.pdf
Questions
1. What rights should be guaranteed to all people in the United States of America?
2. What are civil rights and why are they so important?
3. What was life like for African Americans in the Jim Crow South?
4. What was the first well-publicized act of brutality that many African Americans remember?
5. Why is “separate but equal” inherently unequal?
6. What methods did the people use to gain their rights?
7. What was Martin Luther King’s non-violence all about?
8. How did Martin Luther King’s beliefs, words, and actions differ from those of Malcolm X?
9. How did African Americans remain so strong throughout the Civil Rights Movement, even in the face of brutal opposition to what they were trying to accomplish?
10. What organizations united people to work together for civil rights?
11. Were there white people who helped in the Civil Rights Movement?
12. How well did the federal government protect the rights of African Americans?
13. What was Black Power all about? What were their goals and actions, and what was the response of the public to their efforts>
14. What were the greatest accomplishments of the Civil Rights Movement?
15. What more is there to be accomplished to protect the civil rights of African Americans and other minorities in the USA?
Lessons
- Teaching for Change Lessons on the Civil Rights Movement http://www.teachingforchange.org/lessons-on-the-civil-rights-movement
- Teaching Tolerance: A Time For Justice Lessons http://www.tolerance.org/sites/default/files/kits/A_Time_for_Justice_Teachers_Guide.pdf
- People of the Civil Rights Movement http://www.discoveryeducation.com/teachers/free-lesson-plans/the-civil-rights-movement.cfm
- March on Washington http://www.discoveryeducation.com/teachers/free-lesson-plans/civil-rights-an-investigation.cfm
- LBJ, Dr. King, and J Edgar Hoover http://www.discoveryeducation.com/teachers/free-lesson-plans/civil-rights-an-investigation.cfm
- African American Freedom Struggle: Civil Rights or Human Rights? https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans/lesson-plan-civil-rights-or-human-rights
- Brain Pop Educators Lessons https://educators.brainpop.com/bp-topic/civil-rights/
- Competing Voices of the Civil Rights Movement: Dr. King and Malcolm X https://edsitement.neh.gov/curriculum-unit/competing-voices-civil-rights-movement
- http://americanhistory.mrdonn.org/civilrightsmovement.html
Emmett Till
Voting Rights
http://www.tolerance.org/lesson/voting-rights-act-1965-and-beyond
www.facebook.com/TeachingTolerance.org/videos/10154189632958446/
Little Rock 9
- Elizabeth Eckford http://constitutioncenter.org/media/files/Eckford+Formatted+Curriculum.pdf
- Little Rock 9 50 Years Later http://www.nytimes.com/interactive/2007/10/01/us/20071001_LITTLEROCK_GRAPHIC.html#