Grade Appropriate:8-10
Introduction
This lesson addresses the various civil rights gains during the 1950's and what the out coming affects were on society during the 1960's and early 1970's.
By choosing to explore and review these events it will bring a broader understanding of societies views during this era.The United States was left with turmoil and unrest from civil rights gains during the 1950's, during this era a generation of African Americans wanted their voices heard and their Constitutional equal rights acknowledged. It was an era about to burst at the seams. The nation at this time was facing urban riots, assassinations, a younger volatile generation rebelling by the masses and African Americans, women and others trying to secure equal rights.
The first primary document, is a letter written to president John Kennedy on September 21,1962, from the National Association for the Advancement of Colored People. (NAACP)
In this letter the NAACP pleads for the president to take action in regards to the chaos ensuing in Mississippi. The Governor and legislator are deifying constitutional rights upheld by the Federal government and the citizens. They are asking the President to suspend all Federal services and funds to the state of Mississippi. This action will cripple the government of Mississippi and they will be forced to adhere to the constitutional rights of African Americans. The NAACP is seeking rights in a non confrontational manner.
Taking into consideration that civil rights laws have been passed to banish segregation and integrate society. Many of these laws and rights where gained through Superior court rulings during the 1950's. Brown vs Board of Education desegregating schools was won in Superior court in 1952. We then must ask the question, why are African Americans still pleading for equal rights that they are entitled to? An further more what other citizens are having their equal rights abused?
This document Is followed by Western Union Telegrams exchange by Governor Gorge Wallace of Montgomery, Alabama to various parties refuting the need to continue to use force against African American Non Violent Protesters. These telegrams are an exchange of pleas from the Governor to accept the violence he is instilling to keep segregation a part of the Southern tradition. It also addresses issues of past inequality faced by African Americans brought about by white members of society.
The final document are song lyrics to a popular song from 1971, What's Going On? was chosen because it sums up the voices and issues of nation that was fighting wars on many sides home and abroad. This genre of cultural resources, was introduced because students can relate to understanding issues by a wider variety of outlets. At the time this song was produced it was feared that the issues it confronted were to controversy for the American public to digest, when in fact it became a song that shot to the top of the charts and made Marvin Gaye a household name. The lyrics to this song form a simple understanding to what was taking place in our nation at this very tumultuous time.
Essential 3 Questions
What are civil rights?
How does inequality affect specific social environments?
Do all Americans treated equally by various groups within American society?
Primary Documents
First order Document
http://www.loc.gov/exhibits/brown/images/br0156p1s.jpg
Second Order Document
Western Union Telegrams
Third Order Document
"What's Going On?"
Marvin Gaye 1971
(Al Cleveland/Marvin Gaye/Renaldo Benson)
Mother, mother
There's too many of you crying
Brother, brother, brother
There's far too many of you dying
You know we've got to find a way
To bring some lovin' here today - Ya
Father, father
We don't need to escalate
You see, war is not the answer
For only love can conquer hate
You know we've got to find a way
To bring some lovin' here today
Picket lines and picket signs
Don't punish me with brutality
Talk to me, so you can see
Oh, what's going on
What's going on
Ya, what's going on
Ah, what's going on
In the mean time
Right on, baby
Right on
Right on
Father, father, everybody thinks we're wrong
Oh, but who are they to judge us
Simply because our hair is long
Oh, you know we've got to find a way
To bring some understanding here today
Oh
Picket lines and picket signs
Don't punish me with brutality
Talk to me
So you can see
What's going on
Ya, what's going on
Tell me what's going on
I'll tell you what's going on - Uh
Right on baby
Right on baby
From the Album What's going on (1971)
http://www.stlyrics.com/lyrics/thebigchill/whatsgoingon.htm
Lesson Plan
Subject: Social Studies
Number in Group 20
State Standards
6.1.A Social Studies Skills
CS 6.1.A.8.3 Asses the credibility of primary and secondary sources
CS 6.1.A.8.3 Analyze data in order to see persons and events in content
CS 6.1.A.8.5 Examine current issues, events or themes and relate them to past events
6.2.8.B American Values and Principles
6.2.B.8.1 Analyze how certain values including individual rights,the common good, self-government, justice equality and free inquiry are fundemental to American public life
1.Units Goal
What were the the gains of civil rights during the 50's and how they effected the culture of the 60's and 70's
Comparing past events with current events.
2.Prior Knowledge
This is an introductory lesson to historical primary documents. Students should have some background knowledge of Civil Right Movement and Non Violent Protest.Key Term Martin Luther King Jr., Montgomery, Alabama location and movements taking place there, Brown vs Board of Education, Segregation.
3.Learning Objectives
Content
Students will learn the various types of resources that are available as primary
documentation.
Skills
Students will learn how to utilize primary documents and explore the impact of primary resources
*Provide resources for prior knowledge
Understanding
Students will be able to have a better understanding for relevance of events, through various media genres.
*Relate current events to understanding background knowledgeDescribe the document.
4. Materials
Copy of primary documents
Paper
Highlighter
Pen/Pencil
5. Motivation/ Do Now
As students enter classroom have song "What's Going On” written and performed by Al Cleveland/Marvin Gaye/Renaldo Benson
Provide students with Handout of Primary Sources
*Letter addressed to President Kennedy transcribed by the NCCAP
*Telegrams
*Lyrics to Al Cleveland/Marvin Gaye/Renaldo Benson song "What's Going On”
Students will read Lyrics of song implemented by Popcorn Method reading tool
Popcorn Resource tool for reading lyrics:
Each student will receive a numbered piece of paper with line from lyric's and read line aloud when it is their turn.
Song will then be played for students in its entirety
Teacher will prompt students to ask questions pertaining to lyrics.
*“What do you think the lyrics to this song are expressing?
6. Development:
a)Read and review Letter to president and Telegraph documents.
*Introduce some of the social issues of Civil Rights demonstrations and riots
*Question Prompt:
What is a civil right and whom do they pertain to?
Should certain parts of society have civil rights that exclude other portions of society?
Do you feel we live in and equal society?
Why do you think it took so long for African Americans to attain and exercise their equal rights?
*Ask questions about specific lyrics :
* What war are lyrics referring to? (Vietnam, Race Riots)
* Who is protesting and why? (Hippies, African Americans, Womens movement)
*What kinds of Peace Movements are the lyric referring to? (Martin Luther King,Hippies Peace Movement, Protest against Vietnam War)
*Who is being brutalized and by whom are they being brutalized?
* Who is doing the judging?
* What is a protest?
*Do you think by protesting issues were changed
b)Have students break into groups of four. Assign group letters
c)Provide students with copies of all primary document.
d)Instruct students to highlight various portions of the text.
e)Have each group write one quiz question pertaining to each of the primary documents on a large piece of stickie note paper.
Attachment Handout Groups will answer:
Is this a letter, a will, a bill of sale or some other kind of document?
2. What is the date of the document? Is there more than one date? Why?
3. Who is the author of the document? Is this person of historical significance? Do you believe that the author of this document is credible? Is this document written as a requirement of the author's occupation or is this a personal document?
4. For what audience was this document written?
5. List or underline three (3) points that the author made that you believe are important.
6. Why do you think that the author wrote this document? Use quotes from the document to support your position.
7. List two (2) things from the document that describes life in the United States or in Alabama.
7.Assessment
Pen and Paper
Have group A & D answer each others questions and group B&C answer each others questions.
Have students answer questions for a quiz grade
Include one question from each paper in final cumulative test
8.Homework
*Handout: Resource WebPages for primary documents
*Research an event surrounding civil rights issues from 1960-1970, locate a primary document on the internet and write two sentences that can be built upon research document to produce a song which represents the social environment of the event.
