Melissa Shen, Lincoln-Sudbury High School

and Kaylene Stevens, Framingham High School

Introduction to Civil Rights Unit Plan

Rationale:

This is a civil rights unit plan focusing on the 1950s and 60s. It is designed to show students how civil rights leaders and organization changed the status of African Americans. Currently, teaching is focused heavily on MLK and Malcolm X. In a survey I took of my honors classes all the students were aware of King and Malcolm, but rarely any of the students knew who Thurgood Marshall was. In order to teach students a wide variety of viewpoints, this unit will focus on figures: John Lewis, Stokely Carmichael and SNCC, Huey Newton and the Black Panthers, Malcolm X, MLK, Thurgood Marshall, and James Meredith. Students will examine the strategy and beliefs of these different people. Students will also look closely at different methodology of different leaders, and compare their success rates. Also, an emphasis will be placed on using primary source documents as learning tools.

Preparation for Roundtable:

The students spent two weeks preparing for the roundtable discussion. Each day was spent discussing and analyzing the different civil rights activists. The students were assigned their roles on the first day. Various primary source documents were used. Students looked at videos, speeches, interviews, and letters by the leaders in the movement. Students were continually asked to compare tactics and strategies in the movement. The day before the roundtable discussion students spent the class period in library gathering more research on their leaders.

Assessment:

Students were graded on three components. 40% of their grade was the roundtable discussion itself, 20% was the notes the student used to prepare for the roundtable, and 40% was dialogue the students wrote after the roundtable between their assigned civil rights activist and another activist at the table. The roundtable was the most difficult component to grade. I took notes during the presentation in order to grasp a full understanding of student knowledge.

Changes and Adaptations:

In doing this project again several changes could be made to strengthen knowledge and understanding. First, women involved in the civil rights movement should be included. Diane Nash and Daisy Bates would serve as nice additions to the roundtable. Second, I would have used more time. A block period is needed to give proper time to all the issues that arouse during the roundtable. Third, I may not have included James Meredith. While Meredith play an important role in history, he may not have been as essential as the other leaders at the roundtable.