Objectives

By the end of this unit/ lesson students will be able to answer the following questions and support their claims with both primary and secondary source documents:

  • What form of protest is most effective?
  • In what ways have African Americans used education and religion to advance civil rights efforts?

Standards

Reading Standards for Literacy in history/Social Studies 6-12:

12:

1) Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

3) Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

6) Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

7) Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

9) Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

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.]

[Nannie Helen Burroughs, three-quarter length portrait, standing, facing front, wearing coat with furs and hat] / Doerr, Louisville, Ky.
Creator: Doerr, Louisville, Ky.
Source: http://www.loc.gov/pictures/item/2001698185/
Date: between 1900 and 1920

[Thurgood Marshall standing with Nannie Helen Burroughs(?) in front of microphone, with three other people]
Creator:
Source: http://www.loc.gov/pictures/item/00651185/
Date: between 1940 and 1958

Miss Nannie H. Burroughs, President, Nat'l. League of Rep. Colored Women
Creator:
Source: http://www.loc.gov/pictures/item/90707099/
Date: between ca. 1910 and 194-?

Booker T. Washington with Nannie H. Burroughs in Daytona, Florida,
Creator:
Source: http://www.loc.gov/pictures/item/98500610/
Date: between 1910 and 1915

Standing, left to right: Arun Gandhi, Martin Luther King, Jr., and Roy Wilkins
Creator:
Source: http://www.loc.gov/pictures/item/99406413/
Date: [1957 July

Warm Up

Review various forms of protest

Review role of nonviolence

Recap ways in which African Americans fought social and economic inequality

Recount connections between religion and education

New Material

Review

Practice

Review class homework (current events) regarding modern protests locally, nationally, and internationally

Assessment


Students will have five (5) modern events and then required to select two (2) to answer the following:
•What are they protesting?
•Why?
•What form of protest are they using (physical, spiritual, non-violent, violent or combination)?
•Which method is most effective? Why?

Students will also be required to compare and contrast, in essay form, one of the protests to Frederick Douglass, Nannie Helen Burroughs, Mahatma Gandhi or Dr. Martin Luther King.

Students will be given the option to use primary sources to create a poster or powerpoint as evidence to support their claim in lieu of an essay.

*Since I will be co-teaching (with a SPED instructor), this exercises can easily be modified for SPED students with a chart they are required to fill in.

Closure and Reflection

Students will be given the opportunity to later present their final projects