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54. A New Civil Rights Movement
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Despite the efforts of Radical Reconstructionists, the American South emerged from the Civil War with a system of laws that undermined the freedom of African Americans and preserved many elements of white privilege. No major successful attack was launched on the segregation system until the 1950s.

Subject:
U.S. History
Material Type:
Diagram/Illustration
Reading
Provider:
Independence Hall Association
Provider Set:
US History
Date Added:
12/03/2014
54d. The Sit-In Movement
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By 1960, the Civil Rights Movement had gained strong momentum. The nonviolent measures employed by Martin Luther King Jr. helped African American activists win supporters across the country and throughout the world. On February 1, 1960, a new tactic was added to the peaceful activists' strategy. Four African American college students walked up to a whites-only lunch counter at the local Woolworth's store in Greensboro, North Carolina, and asked for coffee. When service was refused, the students sat patiently. Despite threats and intimidation, the students sat quietly and waited to be served.

Subject:
U.S. History
Material Type:
Diagram/Illustration
Reading
Provider:
Independence Hall Association
Provider Set:
US History
Date Added:
12/03/2014
54f. Martin Luther King Jr.
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As the unquestioned leader of the peaceful Civil Rights Movement in the 1960s, Dr. Martin Luther King Jr. was at the same time one of the most beloved and one of the most hated men of his time. From his involvement in the Montgomery bus boycott in 1955 until his untimely death in 1968, King's message of change through peaceful means added to the movement's numbers and gave it its moral strength. The legacy of Martin Luther King Jr. is embodied in these two simple words: equality and nonviolence.

Subject:
U.S. History
Material Type:
Diagram/Illustration
Reading
Provider:
Independence Hall Association
Provider Set:
US History
Date Added:
12/03/2014
African American History: From Emancipation to the Present
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The purpose of this course is to examine the African American experience in the United States from 1863 to the present. Prominent themes include the end of the Civil War and the beginning of Reconstruction; African Americans' urbanization experiences; the development of the modern civil rights movement and its aftermath; and the thought and leadership of Booker T. Washington, Ida B. Wells-Barnett, W.E.B. Du Bois, Marcus Garvey, Martin Luther King Jr., and Malcolm X. WARNING: Some of the lectures in this course contain graphic content and/or adult language that some users may find disturbing.

Subject:
Arts and Humanities
U.S. History
Material Type:
Lecture
Lecture Notes
Syllabus
Provider:
Yale University
Provider Set:
Open Yale Courses
Author:
Jonathan Holloway
Date Added:
04/30/2012
Bayard Rustin: A Freedom Budget, Part 2
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This audio excerpt from Bayard Rustin's 1967 "Freedom Budget" speech outlines a nine-year plan to end poverty in America. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.

Subject:
U.S. History
Economics
Material Type:
Activity/Lab
Provider:
PBS LearningMedia
Provider Set:
PBS Learning Media: Multimedia Resources for the Classroom and Professional Development
Teachers' Domain
Author:
Birmingham Civil Rights Institute
Institute of Museum and Library Services
Washington University in St. Louis
WGBH Educational Foundation
Date Added:
05/06/2004
The Civil Rights Movement
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In 1948, President Harry Truman took an early step towards civil rights reform by issuing Executive Order 9981, which eliminated racial segregation in the military. After World War II, African Americans ? then often called Negroes or "coloreds," began to mobilize against discrimination. They demanded an end to segregation and fought for equality in education, housing, and employment opportunities. The images in this topic show that by the 1960s, their struggle ? which began in the segregated South ? had reached California. As a number of photographs in this topic show, many Californians showed their support for Civil Rights activists and victims of racial discrimination in the South by holding marches, rallies, and demonstrations urging equality for African Americans. In one image three white children in San Francisco hold a sign in support of the four young black girls killed in the 1963 bombing of the 16th Street Baptist Church in Birmingham, Alabama. Photographs also show people in San Francisco boycotting Kress and Woolworth's department stores, sites of racial discrimination in the South. Documents shown here include a flyer urging the boycott of the stores; and a Western Union telegram sent in 1963, stating that Civil Rights activists Roy Wilkins and Medgar Evers were arrested attempting to picket Woolworth's in Jackson, Mississippi. Two photographs of memorials for slain civil rights leaders ? a march in honor Medgar Evers in 1963, in Los Angeles, and a memorial in the San Francisco Bay Area for Martin Luther King, Jr., in 1968 ? show racially mixed crowds in attendance. But not all Californians sympathized with the Civil Rights movement. Images of racial hatred and prejudice are reflected in the photograph of an African American woman holding a rock that had been thrown through an office window, and Klu Klux Klan graffiti spray-painted on a home. Various groups formed to fight in the struggle for equal rights. The National Association for the Advancement of Colored People (NAACP), formed in 1909, entered a new phase during this period, leading in the organized struggle for civil rights. An example of how the NAACP communicated about events is reflected in a letter from the Alameda County branch of the NAACP on June 13, 1950, which reported segregation on the Southern Pacific Railroad trains leaving Los Angeles. A flyer promoting the boycott of California grapes exemplifies NAACP support for other rights movements, in this case the United Farm Workers. Other flyers urged Californians to fight sharecropper wages and "Keep Mississippi Out of California." Groups such as the Congress of Racial Equality (CORE) and student groups also protested segregation and incidents of racial discrimination in the South. Several important African American leaders ? including Martin Luther King, Jr., Malcolm X, Thurgood Marshall, and Ralph Abernathy ? all came to California, as documented by photographs included here. Sometimes, the price of fighting for social justice was high. Two images capture events held for leaders in the social justice movement who were assassinated: the 1963 memorial march in Los Angeles for civil rights leader Medgar Evers; and a crowd attending a Martin Luther King, Jr., Memorial Rally in honor of the slain civil rights leader.

Material Type:
Diagram/Illustration
Lesson Plan
Primary Source
Reading
Teaching/Learning Strategy
Provider:
University of California
Provider Set:
Calisphere - California Digital Library
Date Added:
04/25/2013
English Language Arts, Grade 12
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The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

Subject:
English Language Arts
Material Type:
Full Course
Provider:
Pearson
Date Added:
10/06/2016
English Language Arts, Grade 12, Social Class and the Law
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The laws that govern and the social norms that regulate society are not always fair, legal, moral, or ethical. What is a person to do about all this injustice? What are the hazards of righting injustices or changing social norms? And what are the dangers of doing nothing?

ACCOMPLISHMENTS

Students read and annotate Antigone, “Letter from a Birmingham Jail,” and Pygmalion.
Students write a literary analysis showing the effect of social class or the law on a character’s life.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How do social class and legal institutions shape literary characters’ lives (and presumably our lives)?
How does social class affect a person in dealing with the law (protect a person, hurt a person)?
How is social class determined in America and in other places in the world?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 12, Social Class and the Law, Antigone, the Law, and Social Class, Reading Groups
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In this lesson, students finish reading, annotating, and discussing Antigone. Then they will meet in their Independent Reading Groups for the first time.

Subject:
English Language Arts
Reading Informational Text
Material Type:
Lesson Plan
Provider:
Pearson
English Language Arts, Grade 12, Social Class and the Law, Antigone, the Law, and Social Class, The Laws in Thebes
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In this lesson, students discuss the ending of Antigone and retake the survey about justice that they took in Lesson 1. They will also write about how the laws in Thebes have shaped the lives of the characters who live there.

Subject:
English Language Arts
Reading Informational Text
Material Type:
Lesson Plan
Provider:
Pearson
English Language Arts, Grade 12, Social Class and the Law, Disobedience, Law, and Social Class, A Letter from a Birmingham Jail.
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In this lesson, students will take the second in a series of three Cold Write assessments in the narrative genre. The Benchmark Assessment (Cold Write) is an unassisted and unrevised piece of writing with the purpose of providing a quick gauge of the student’s mastery of the characteristics of a given genre. Today’s Benchmark Assessment (Cold Write) measures and provides a benchmark of students’ mastery of narrative writing. They’ll also continue reading, annotating, and discussing “Letter from a Birmingham Jail.” Then they’ll focus on the charges made against Dr. King and how he refutes them.

Subject:
English Language Arts
Reading Informational Text
Material Type:
Lesson Plan
Provider:
Pearson
English Language Arts, Grade 12, Social Class and the Law, Disobedience, Law, and Social Class, Building A Convincing Argument
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In this lesson, students look at “Letter from a Birmingham Jail” again, focusing on Dr. King’s writing style. Then students will try to write a paragraph using his style of repeating passages or phrases to build a convincing argument.

Subject:
English Language Arts
Reading Informational Text
Material Type:
Lesson Plan
Provider:
Pearson
English Language Arts, Grade 12, Social Class and the Law, Disobedience, Law, and Social Class, Civil Disobedience
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In this lesson, students learn about civil disobedience—about people purposefully disobeying a law that they feel to be unjust. They’ll read from two examples that address the issue: Henry David Thoreau’s “Civil Disobedience” and Dr. Martin Luther King, Jr.’s “Letter from a Birmingham Jail.”

Subject:
English Language Arts
Composition and Rhetoric
Material Type:
Lesson Plan
Provider:
Pearson
Every Punctuation Mark Matters: A Minilesson on Semicolons
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Students analyze stylistic choices and grammar use in authentic writing, focusing on the use of the semicolon in Martin Luther King Jr.'s "Letter from Birmingham Jail."

Subject:
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Activity/Lab
Lesson Plan
Provider:
ReadWriteThink
Provider Set:
ReadWriteThink
Date Added:
10/02/2013
Expository Writing: Exploring Social and Ethical Issues through Film and Print, Fall 2002
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This section of Expository Writing provides the opportunity for students- as readers, viewers, writers and speakers - to engage with social and ethical issues that they care deeply about. Through discussing selected documentary and feature films and the writings of such authors as Maya Angelou, Robert Coles, Charles Dickens, Barbara Ehrenreich, Martin Luther King, Jr., Jonathan Kozol, and Alice Walker, we will explore different perspectives on a range of social problems such as poverty, homelessness, and racial and gender inequality. In assigned essays, students will have the opportunity to write about social and ethical issues of their own choice. This course aims to help students to grow significantly in their ability to understand and grapple with arguments, to integrate secondary print and visual sources and to craft well-reasoned and elegant essays. Students will also keep a reader-writer notebook and give at least one oral presentation. In class we will discuss assigned films and readings, explore strategies for successful academic writing,freewrite and critique one another's essays. Satisfies Phase I and CI Writing Requirements.

Subject:
Arts and Humanities
Material Type:
Full Course
Provider:
M.I.T.
Provider Set:
M.I.T. OpenCourseWare
Author:
Walsh, Andrea S.
Date Added:
01/01/2002
Expository Writing: Social and Ethical Issues in Print, Photography and Film, Fall 2005
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This section of Expository Writing provides the opportunity for students- as readers, viewers, writers and speakers - to engage with social and ethical issues that they care deeply about. Through discussing selected documentary and feature films and the writings of such authors as Maya Angelou, Robert Coles, Charles Dickens, Barbara Ehrenreich, Martin Luther King, Jr., Jonathan Kozol, and Alice Walker, we will explore different perspectives on a range of social problems such as poverty, homelessness, and racial and gender inequality. In assigned essays, students will have the opportunity to write about social and ethical issues of their own choice. This course aims to help students to grow significantly in their ability to understand and grapple with arguments, to integrate secondary print and visual sources and to craft well-reasoned and elegant essays. Students will also keep a reader-writer notebook and give at least one oral presentation. In class we will discuss assigned films and readings, explore strategies for successful academic writing,freewrite and critique one another's essays. Satisfies Phase I and CI Writing Requirements.

Subject:
Arts and Humanities
Material Type:
Full Course
Provider:
M.I.T.
Provider Set:
M.I.T. OpenCourseWare
Author:
Walsh, Andrea S.
Date Added:
01/01/2005
Fighting for Our Rights - Beginning Level
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This lesson outlines the importance of Susan B. Anthony and Martin Luther King, Jr. in U.S. history. It also presents information about the civil rights movement and reviews the First Amendment rights. Prior to teaching Fighting for Our Rights, we recommend covering two other USCIS civics lessons first: Benjamin Franklin and the U.S. Constitution, and Bill of Rights and Other Amendments. Depending on your schedule, you may also want to cover the lessons on Abraham Lincoln and the Civil War as there is related historical information that would help your students better understand the current lesson. Covers civics test items 6, 77, 84, 85, and 100.

Subject:
Language Education (ESL)
U.S. History
Material Type:
Lesson Plan
Provider:
U.S. Citizenship and Immigration Services
Provider Set:
Beginning Level Lesson Plans
Date Added:
09/04/2015
Happy Birthday, Dr. King
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This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text "Happy Birthday Dr. King". When ten-year old Jamalĺĺs grandfather hears that the boy is in trouble for fighting to sit in the back of the bus, he tells Jamal about Rosa Parks, Martin Luther King, Jr., and the civil rights movement. Jamal responds with an idea for a skit for his schoolĺĺs King Day assembly.

Subject:
Arts and Humanities
Material Type:
Lesson Plan
Unit of Study
Provider:
Basal Alignment Project
Provider Set:
Anchorage District
Author:
Kathryn Jones
Date Added:
10/01/2013