Student+Instruction+for+Civil+Rights+Movement

Civil Rights Movement, 1954-1968

** Teacher Name: ** Darryl Carr **Grade Level(s):** 9-12 **Course: Social Studies**


 * Anticipatory Lesson: **

[|"Eisenhower Blues," by J.B. Lenoir, (1954)]

[|Georgia Governor Herman Talmadge on school segregation, 4/14/54]

[|Thurgood Marshall on Segregation, 1954]

** Sstudents will be able to demonstrate knowledge in reference: **

· Understand the concept of civil rights and civil liberties · understand and evaluate the roles played by President Lyndon B. Johnson, Dr. Martin Luther King Jr., and J. Edgar Hoover during the American civil rights movement; · understand the roles of these three men in the context of the times in which they lived  and be able to discuss what influenced them · experience discrimination · become familiar with “Jim Crow” laws be able to lead a class discussion using some of the following questions:


 * Why was it important to Lyndon Johnson to have the Civil Rights Act of 1964 passed by Congress?
 * Why was J. Edgar Hoover interested in discrediting Martin Luther King Jr.? Why did he use the specter of communism as a reason for having Dr. King under surveillance?
 * Why was Lyndon Johnson taping as many conversations as possible?
 * Why didn't Dr. King realize that he could have been under surveillance?
 * Why did Lyndon Johnson extend Hoover's tenure beyond the mandatory retirement age?
 * What is each man's legacy?

Computer to assess assigned web links · Reference materials on the 1960s, President Lyndon B. Johnson, Dr. Martin Luther King Jr., and FBI Director J. Edgar Hoover · The Civil Rights Act of 1964 · Writing material · __ []** __ [|A Short History of the FBI]
 * Material and Technology needed: **
 * [|Sitting for Justice: National Museum of American History]
 * Civil rights Act of 1964
 * Civil Rights Timeline
 *  [|American Civil Liberties Union says about privacy]
 * [|Martin Luther King Jr.: A Biographical Sketch]
 * [|Investigative Responsibilities of the FBI in Civil Rights]
 * [|The President's Daily Diaries, 1963-1969]

// The Civil Rights Movement: A Photographic History, 1954-68. //

Each student will be assessed on their written letter to the family member they researched. The letter will be comprised of no less than 4-5 paragraphs. Additionally, each group will present a 10-minute discussion on their study of civil liberties. What civil rights legislation has been passed since the 1960s? What other work remains to be done? What issues will affect them, as they become adults? Have students work in groups as investigative reporters to prepare a 10-minute piece updating civil liberties for an evening news feature.
 * Assessment **

[|Take Home Activity Sheet.docx]

[|Rubrics.docx]