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Introduction
This curriculum web is designed to introduce students to a time period when the United States was in a major transition. Students will examine several influential individuals, notable organizations, and impactful movements during the Civil Rights Movement. Although this historical and controversial issue took place in various places in the United States, the state of Georgia played a significant role and impacted the results of this issue. Students will specifically investigate three well known issues that helped shape what is commonly known as “the Civil Rights Movement”. The following issues will be investigated: school desegregation, the desegregation of public facilities, and the Albany Movement in Georgia.
Curriculum Standards(s)
SS8H11 The student will evaluate the role of Georgia in the modern Civil Rights Movement.
a. Describe major developments in civil rights and Georgia’s role during the 1940s and 1950s; include the roles of Herman Talmadge, Benjamin Mays, the 1946 governor’s race and the end of the white primary, Brown v. Board of Education, Martin Luther King, Jr., and the 1956 state flag.
b. Analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960s and 1970s; include such events as the founding of the Student Non-Violent Coordinating Committee (SNCC), Sibley Commission, admission of Hamilton Holmes and Charlayne Hunter to the University of Georgia, Albany Movement, March on Washington, Civil Rights Act, the election of Maynard Jackson as mayor of Atlanta, and the role of Lester Maddox.
Aim/Purpose
The “Civil Rights Movement” curriculum web aims to promote middle school students’ understanding of the controversial issue of the Civil Rights Movement and those individuals that were impacted by it.
Rationale
By the age of thirteen, students are now able to make better decisions about behavior and more importantly, able to justify why it occurs or why it does not. Prior to this age, students are more likely to reflect the opinions of their parents and not utilize their own evaluation system to form opinions. As controversial as the Civil Rights Movement was during the 1950s through the 1970s, there is no better time to introduce and reflect on such an issue that divided the United States several years ago. A student’s ability to research and study civil rights has the potential to promote awareness of equal rights when dealing with issues in the future.
General Educational Goals
The Civil Rights Movement is often a period of history not explored as in depth as other major historical periods of time in school. The cause of this unknown, but it may be the result of it being so controversial in sensitivity to the different demographics of people that were impacted by it. Through this curriculum web, students will explore the causes, influential leaders, and organizations developed as a result of the Civil rights Movement. It is important for current students to embrace what transpired in the past to increase awareness and sensitivity to dealing with similar and controversial topics of today.
Subject Matter Description
This curriculum is centered on subject matter relevant to the controversial issue of the Civil Rights Movement and those individuals impacted by it. Topics and individuals discussed will include:
- The desegregation of schools
- The desegregation of public facilities
- Brown v. Board of Education case
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The Albany Movement
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Martin Luther King Jr.
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Malcom X
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National Association for the Advancement of Colored People
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Ku Klux Klan
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Hamilton Holmes and Charlayne Hunter enrollment to Georgia University
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Civil Rights Act of 1964
Learner Description
The activities in this web are designed specifically for 8th grade students as an introduction to some of the key events that transpired during the Civil Rights Movement. However, it can be used to for older high school students who are reviewing this topic as well.
Prerequisites
Before beginning this curriculum, students should be able to:
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Read at an eighth grade level
- Navigate between web pages
- Follow directions for completing Glog
Learning Objectives
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Collect data from selcted web resources and links to research information related to the Civil Rights Movement
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Distinguished the characteristics associated with both sides of the controversial issue over civil rights
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Research the impact that influential leaders and organizations made that led to achievement of all individuals obtaining equal rights
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Compare and contrast ideologies of selected influential individuals during this time period
- Create a visually appealing glog that includes information about the Civil Rights Movement
Materials
- Computer with internet access
- Installed flash player
- Websites for research
Instructional Plan
Prior to beginning any activities in the curriculum web, students should be directed to read chapter 20 in the text, the Georgia Studies Book: Our State and the Nation. This chapter provides a good introduction of some of the key events in the Civil Rights Movement. In addition students will be provided with several links to view that will give greater detail of some of the key events of the Civil Rights Movement via the internet prior to completing the activities.
Resources
Methods
Students will be placed in homogeneous ability groups of 2-3 students. Groups will be established as those who need remediation and those who need acceleration. This will be determined by the teacher from an informal assessment of pre-discussions with students to determine what they already know about the Civil Rights Movement.
Whole Group
- Independently view videos and linked websites with group
- Access quizlet to view key terms associated with the Civil Rights Movement
- Collect information from websites about the different aspects of the Civil Rights Movement
- Design a concept map in Gliffy about the Brown v. Board of Education case
Activity 1
There was a huge disparity in the amount of money spent nationally between black and white students. This was also evident in the state of Georgia as well. “In 1954, Georgia spent $190 to educate each white child, $132 on each black child” (Jackson, Stakes, Hepburn, L. and Hepburn, M., 2004). The ruling of the Brown v. Board of Education might have been one the most important civil rights’ cases. Using the program, Gliffy, create a concept map which highlights some of the key information that occurred during the case or after as a result of it.
- Complete a Venn Diagram of the ideologies of Martin Luther King Jr. and Malcom X
Activity 2
The desegregation of public facilities was a long process in which many individuals were faced with a dilemma that often involved jail or death in some extreme cases. Although the desegregation of schools marked a huge win for equal educational opportunities for all individuals, blacks realized that gaining access to other segregated public tax-supported facilities like hospitals, parks, and other recreational areas, would be an even greater challenge. This new challenge meant that leaders would be needed to emerge to provide guidance for one of the most important issues up to this point in history. In a Venn Diagram, compare and contrast the ideologies of Martin Luther King Jr. and Malcom X during the Civil Rights Movement.
- Write a short essay on the Albany Movement’s impact on the Civil Rights Movement
Activity 3
Several local black organizations merged together to form what was referred to as the Albany Movement. Their platform was to end segregation by negotiation as opposed to demonstration and violence. In a short essay, describe the role that the Albany Movement played in the Civil Rights Movement.
- Write a short essay of a recent controversial issue of rights being violated
Activity 4
Although the Civil Rights Movement of the 1950s through the early 1970s marked the most significant transition of the way life was experienced, there have been many similar controversial topics that have transpired in recent years as well. In an essay, choose a recent issue where a group of individuals with similar beliefs or conditions, or an organization’s rights have been violated similar to the way individuals were impacted prior to the Civil Rights Movement.
- Create a visually appealing glog with group members (culminating activity)
Activity 5
Using Glogster, create a glog with your assigned group which includes a specific component of the Civil Rights Movement. The following are possible subjects that could be developed as a glog: the desegregation of education, desegregation off public facilities, a specific influential leader or organization during the movement, and the Albany Movement.
Remediation
- View videos and linked websites with the assistance of the teacher as a guide
- Access Quizlet to review terminology associated with the Civil Rights Movement
- Provide students with topics for glog and extended guided resources for research
Acceleration
- Independent selecion of topics for glog
- Select additional resources from those provided to include in glog
Assessment Plan
There will be three rubrics used to assess the five activities in this plan:
Activity 1
Gliffy Concept Map -
Using the program, Gliffy, students will create a concept map which highlights some of the key information that occurred during the case or after as a result of it.
Activity 2
Venn Diagram -
In a Venn Diagram, students will compare and contrast the ideologies of Martin Luther King Jr. and Malcom X during the Civil Rights Movement.
Activity 3
Short Essay -
In a short essay, students will describe the role that the Albany Movement played in the Civil Rights Movement.
Activity 4
Short Essay -
In an essay, student will select a recent issue where a group of individuals with similar beliefs or conditions, or an organization’s rights have been violated similar to the way individuals were impacted prior to the Civil Rights Movement.
Activity 5
Create a Glog -
Using Glogster, create a glog with your assigned group which includes a specific component of the Civil Rights Movement. The following are possible subjects that could be developed as a glog: the desegregation of education, desegregation off public facilities, a specific influential leader or organization during the movement, and the Albany Movement.
Evaluation Plan
Students will complete the Google survey evaluation form after completion of the curriculum web and activities.
Curriculum Web Evaluation Form
Contact Information
Damon Jefferson
UWG Student
Instructional Technology
Special Education Teacher
Atlanta Public Schools
damonjefferson73@gmail.com
Bibliography
Burke, K. ( 2006). From standards to rubrics in steps. Thousand Oaks, CA: Corwin Press.
Cunningham, C. A., & Billingsley, M. (2006). Curriculum webs: weaving the web into teaching and learning. Boston: Pearson Education, Inc.
Georgia Performance Standards: Georgia Department of Education.
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