Eldridge Cleaver Teacher Resources

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Students research and profile figures in American civil rights such as Rosa Parks, from 1955-68, to create commemorative posters.
Young scholars conduct research on the Civil Rights Movement and participants in order to create an encyclopedia with alphabetical articles about some of the leaders and the ordinary people who made a difference in the movement. The articles for the encyclopedia are written so first-graders are able to read and understand.
Students discuss their responsibility in helping to solve a problem.  In this character traits lesson, students discuss how being part of a solution is better than being part of a problem.  Students role play and practice responsibility with being a problem solver. 
Students explore the meaning of religious tolerance, first by analyzing quotations about the acceptance of different beliefs and then by researching the history of tolerance within various religions as related to the quotations.
High schoolers explore African American history by researching the Jim Crow laws. In this Civil Rights lesson plan, students define the Jim Crow laws, the reasons they were put into place, and how they were ultimately defeated. High schoolers write a paper about the volatile era between 1870 and 1960 and paint an image that reflects a political message about the unjust laws.
Students investigate the context, issues, important people, and outcomes of the Civil Rights movement of the 1950's and 1960's. They attempt to answer the essential question, "Would the Civil Rights movement of the 1950's and 60's have happened if Martin Luther King, Jr. had never been born?" They research primary and secondary sources.
Students create encyclopedias for the American Civil Rights Movement. In this 20th century American history activity, students research the contributions of lesser and well-known civil rights activists and write encyclopedia entries featuring their findings. 
Students determine that history is a field of study that can help them understand themselves and the people around them. By reading sources by and about people with many of the same interests and concerns that they have and learning to see how these issues were dealt with differently at different historical times, they discover that history shapes people's lives and that people shape the changes in history.
Students complete a unit of lessons on the Civil Rights movement. They create a timeline, write a newspaper article, develop and present a skit, participate in a debate, and create a Powerpoint presentation.
Students examine how historical events have helped to shape society, the roles played by singers and protest songs in the movement for civil rights, and the role American citizens played in shaping their society. Students make posters and PowerPoint presentations, create time lines, participate in debates, write a newspaper article, and compose a creative writing in this project.
Students explore the possible relationships between characters in a novel. They read the novel 'Their Eyes Were Watching God' and answer all the questions on each chapter so that the characters and events are familiar to the students.
Sixth graders research a number of sources including the Internet to find information about the regions of Arkansas while locating sites of national historic interest. They located sites on maps while working at assigned websites. They design a relief map with an oral presentation to share with classmates.
Pupils develop a handbill advertising a cure using herbs or natural materials. They view artifacts online and predict what illness could be cured by the artifact. They share their broadsides or handbills with other students in the class.
Deepen understanding of the Civil Rights Movement with this collection of primary documents. This resource contains 22 video transcripts about desegregation, voting rights, black power, Dr. Martin Luther King Jr., and more. You might consider having your class analyze and discuss these primary documents. These could be used in stations, as evidence for argument essays, or in a larger project.

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