Objectives

[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]

By the end of this lesson, student will:

  • complete our discussion about Anne Moody’s book, Coming of Age in Mississippi, “The Movement”
  • lead discussions about the following topics
    1. 1960: Greensboro, NC sit-ins (February)
    2. 1961: JFK inaugurated
    3. 1961: Freedom Rides (May)
    4. 1963: Bus Boycott, Birmingham, AL
  • March on Washington for Jobs and Freedom (August)
  •  
    1. 1964: Civil Rights Act of 1964
    2. 1965: The Selma to Birmingham March
  • Freedom Summer

Standards

[Applicable DCPS content and skills standards as well as Common Core standards. Click "Add Content to this section" and select "Standards"]. You may then delete this text box by clicking Menu -> delete this text]

Resources

[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

JFK Inaugural Address



Download this file

The Civil Right Act of 1964



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Sit in Training-The Smithsonian Institution



embeded:

JFK Inaugural Address





JFK Inaugural Address-Text



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Dr. King, "I Have a Dream" speech





Dr. King "I Have a Dream" speech (Text)



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Warm Up

[The warm-up refers to how you are going to introduce your lesson to the students you are teaching. While you can include administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content and skills you will be teaching them. This can range from telling them your instructional objectives to asking them to respond to a question which engages their prior knowledge and experience with a major concept you will be teaching. Warm-ups can vary quite a bit from day to day, but should reflect the instructional objectives of the daily lesson plan and the curricular unit.]
  • Grab a seat and watch the video. Then discuss with your group how Anne Moody reacted and how you think you might have reacted in that situation.        

New Material

Lesson #5: Anne Moody, Coming of Age in Mississippi, Section 4: “The Movement

  • Student led discussion about the life of Anne Moody. As the discussion progresses, we will look at other events that were occurring during that time:
    1. 1960: Greensboro, NC sit-ins (February)
    2. 1961: Kennedy inauguration speech
      • Freedom Rides (May)
    3. 1963: Bus Boycott, Birmingham, AL

Lesson #5: Violence and the Civil Rights Movement

After watching the video and discussing it in their groups, we will open the class to a more general discussion about the sit-ins and Anne Moody. 

We will then look at JFK’s Inaugural Address and ask the following questions:

  • To whom do you think the President was speaking to?
  • Show proof in the text.

After a number of students have their say, we will look at two (2) specific passages and analyze them:

  1. We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans--born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage--and unwilling to witness or permit the slow undoing of those human rights to which this nation has always been committed, and to which we are committed today at home and around the world.
  2. And so, my fellow Americans: ask not what your country can do for you--ask what you can do for your country.                                                                                                
  3. My fellow citizens of the world: ask not what America will do for you, but what together we can do for the freedom of man.

Students will lead a discussion about the Freedom Rides, the Bus Boycott in Birmingham Alabama, and introduce the “March on Washington for Jobs and Freedom.

We will then look at Dr. Kings’s “I Have a Dream Speech” and ask the following questions:

  • To whom do you think Dr. King was speaking to?
  • Show proof in the text.

After a number of students have their say, we will look at two (2) specific passages and analyze them:

  1. In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness.
  2. It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

Let’s take a few minutes to look at the construction of Dr. King’s speech and see what imagery he is trying to evoke and what ties to history he is trying to make. Don’t forget style. Sometimes it isn’t what he says as much as how he says it. 

  • Examples can include “Five score …” and Lincoln
  • The repetitive use of the number one-hundred as a way to emphasize his point, a trick from the pulpit.
  • The idea of “cash a check” could be an acknowledgement of Booker T. Washington’s ideas or of the very nature of capitalism in this country. 
  • How he progresses from “gradualism” to the notion that things may explode if White America doesn’t come to its senses. 
  • “I have a dream” is all inclusive.

Students will then discuss the Civil Rights Act of 1964 and Freedom Summer.

Homework:

  • Review the Civil Rights Act of 1965, Malcolm X's Assasination, the riots in Watts, Newark, and Detroit, and the Black Panters in your textbooks. I would suggest you go online to find out additonal information.  

Practice

[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]

Students will:

  • lead discussions in a group and class setting. 
  • create a narrative from outside research, primary and secondary readings from class, their textbook, and their review books, connecting events that will be discussed in the class. 
  • compare notes and analyze primary documents 

Assessment

[This section illustrates how you will know that your students have learned what you taught them. This usually means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the instructional objectives and be buttressed by the new material and practice engaged over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you develop the instructional objectives but before you develop the teaching methods you will use. Assessment includes formative “checks for understanding” throughout the lesson and summative, end of lesson evaluations.]

Students will be assigned events and asked to complete outside research in order to lead discussions.

Outside sources can include primary source documents--including political cartoons--photographs, letters, bills, newspaper articles, etc. 

Students should write down discussion questions for their area of research.

Students will turn in their Kennedy and King annotated pages. 


Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]

Without a doubt things had to, and would, change. America has now really seen the "dark side" of racism in the South and were shocked. In addition, we will see that the Black Power movement will come into play and that in many ways, people were tired of waiting. America was ready to explode and something had to be done. 

Tomorrow we will see what happens when the Black community believes it has run out of options and begins to violently fight back. Be ready! Find something to add to our discussion!