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47 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 10a, The Civil Rights Movement in the Postwar Era
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Civil Services: Exploring the Lasting Impact of the Civil Rights Movement

http://www.nytimes.com/learning/teachers/lessons/20020118friday.html?searchpv=learning_lessons

Description: Investigate important themes, figures, and events of the civil rights movement. Learn about the connection between song and the civil rights movement as explored in a concert for children and by reading and discussing the New York Times article "Family Fare: A Joyful Noise." Investigate various aspects of the civil rights movement. Then create a class mural that both synthesizes your knowledge of this period in history and demonstrates your understanding of the continuing impact of the movement on American society. Standards 11.10.2, 11.10.5, and 11.10.6

Author: Rachel McClain, The New York Times Learning Network, Javaid Khan, The Bank Street College of Education in New York City

Lesson ID: 224

Crossing the Line: A Tribute to Cesar Chavez - An American Hero

http://home.jps.net/~gailhd/crossing/student.htm

Description: Cesar Chavez has received worldwide recognition as an American hero. In his lifetime, he inspired and led thousands of farm workers in the nonviolent movement for social justice. Schools, streets, and parks are named in his memory. Monuments, murals, and even a U.S. postal stamp have been designed in his honor. March 31 has been declared Cesar Chavez Day. What makes Cesar Chavez a hero? You and your teammates will be responsible for designing an oral presentation for younger children at your school to explain Cesar Chavez Day. As a team, you will decide what you consider to be the most important lessons to be learned from the life of Cesar Chavez. To help your young audience better understand what you are talking about, you will need to create some visuals to go along with your oral presentation. Choose one of the following: an Illustrated Big Book on the Life of Cesar Chavez; an Illustrated Poster on the Life of Cesar Chavez; a Multimedia Presentation. Standards 4.4.3, 4.4.4, 4.4.5, and 11.10.5

Author: Gail Desler, Pleasant Valley Middle School

Lesson ID: 276

Declarations of Independence: Exploring American Indian Rights to Self-Governance

http://www.nytimes.com/learning/teachers/lessons/20021125monday.html

Description: Examine what your class knows about American Indians past and present, then research key issues facing American Indian tribes today. To synthesize your learning, write letters taking the perspective of an American Indian examining questions of tribal recognition. Standards 11.10.7 and 12.7.1

Author: Michelle Sale, New York Times Learning Network, Tanya Yasmin Chin, Bank Street College of Education

Lesson ID: 301

Exploring the Power of Martin Luther King, Jr.'s Words through Diamante Poetry

http://readWriteThink.org/lessons/lesson_view.asp?id=258

Description: Explore the ways that powerful and passionate words communicate the concepts of freedom, justice, discrimination, and the American Dream in Martin Luther King, Jr.'s "I Have a Dream" speech by paying attention to the details of King's speech. As you read gather words to use in your own original poems. Pay close attention to King's use of literary devices, such as symbol and repetition, and analyze King's definitions of freedom, justice, discrimination, and dreams as demonstrated by the examples and details in his "I Have a Dream" speech. After a thorough exploration of the power of the speech, choose powerful words and themes from the text and arrange them into original diamante poems, seven-line, diamond- shaped poems based on contrasting words. Standard 11.10.4

Author: Sharon Webster, Narragansett, Rhode Island

Lesson ID: 385

From Canterbury to Little Rock: The Struggle for Educational Equality for African Americans

http://www.cr.nps.gov/NR/twhp/wwwlps/lessons/crandall/Crandall.htm

Description: Compare racial integration of schools in Canterbury, Connecticut, in 1831 and in Little Rock, Arkansas, in the 1950's. Use primary sources to examine the sites and people involved and follow the actions and reactions of communities and courts in achieving educational equality. Standard 11.10.6

Author: Teaching With Historic Places, National Park Service

Lesson ID: 426

From Jim Crow To Linda Brown: A Retrospective of the African American Experience from 1897 to 1953

http://lcweb2.loc.gov/ammem/ndlpedu/lessons/97/crow/crowhome.html

Description: The era of legal segregation in America, from Plessy v. Ferguson (1897) to Brown v. The Board of Education, Topeka, Kansas (1954), is seldom fully explored. It is important to develop an understanding of the complex themes and concepts of African American life in the first half of the 20th century to provide a foundation for a more meaningful understanding of the modern Civil Rights Movement. In this mini-unit students will explore to what extent the African American experience was "separate but equal." After completing a study of Plessy v. Ferguson (1897), students will simulate the Afro-American Council Meeting in 1898 using African American Perspectives: Pamphlets from the Daniel A.P.Murray Collection, 1818-1907. This will be followed by an exploration of resources in American Memory and other classroom materials. The unit culminating activity is the creation of a similar meeting of the Afro-American Council prior to the Brown case in 1954. Standards 11.1.4, 11.10.1, 11.10.2, 12.1.6, and 12.5.4

Author: Agnes Dunn and Eric Powell, American Memory Institute 1997

Lesson ID: 428

Honoring the Legacy of Rosa Parks

http://score.rims.k12.ca.us/score_lessons/special_events/rosa_parks/

Description: The Mother of the Civil Rights Movement died October 24, 2005. Her dignified defiance in the face of segregation helped America and the world understand the power of nonviolent protest to create a more just society. Learn more about her remarkable life through these web lessons and resources. Standards and 12.3.2 civics

Author: SCORE H-SS

Lesson ID: 348

How History Affects Supreme Court Decisions and Supreme Court Decisions Affect History: A Look at the Fourteenth Amendment

http://www.pbs.org/wnet/supremecourt/educators/lp2.html

Description: Why were the promises made by the post-Civil War amendments so important? Students will analyze and compare important Supreme Court decisions involving the Fourteenth Amendment and civil rights. Students will also study how the Court applied the Fourteenth Amendment to questions involving the liberty of contract and protections for working people. Through a series of interactive and reflective activities, students will trace the evolution of the Fourteenth Amendment from the late 1800s through the New Deal. Standards 11.6.5, 11.10.3, and 12.5.1

Author: Judy Zimmer, Street Law

Lesson ID: 1516

In What Ways Did the Civil Rights Movement Change the Lives of African Americans?

http://www.eduref.org/Virtual/Lessons/crossroads/sec4/Unit_11/Unit_XIQ3.html

Description: In this activity you will describe important events in the Civil Rights movement, appreciate what it was like to participate in those events, and explain how those events changed the lives of African Americans. Part of this is to explain the important role Martin Luther King, Jr., played in the Civil Rights movement. Recognize alternate views in the Civil Rights movement and compare them to the views of Dr. King. From today's perspective, evaluate the successes and failures of the civil rights movement. Standards 11.10.5

Author: Council for Citizenship Education, Crossroads Curriculum

Lesson ID: 561

Jackie Robinson and Civil Rights History

http://www.archives.gov/education/lessons/jackie-robinson/

Description: In groups, read nine documents form the National Archives and analyze them to determine the key issues of the Civil Rights Movement. What were the issues that most impacted Jackie Robinson? If five hundred years from now, these nine documents are the only surviving pieces of evidence describing the civil rights struggle in the United States in the 20th century, what information about that struggle would survive? How accurate would that information be? Standards 11.10.1 and 12.2.1

Author: National Archives and Records Administration, The Digital Classroom

Lesson ID: 592

47 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 10a, The Civil Rights Movement in the Postwar Era
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