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- Vietnam and Civil Rights Era, 1960-1980
Vietnam and Civil Rights Era, 1960-1980 Teacher Resources
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Students evaluate the Kennedy Administration's involvement in the civil rights movement. In this Civil rights lesson, students read and take notes from speeches connected to the historic March on Washington from the National Archives in a jigsaw format. Students write editorial articles from the perspective of different newspapers commenting on the speeches.
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 identify and acquire an understanding of what the Civil Rights Movement consisted of, the issues that sparked the Movement, the people who participated and the events that occurred during the Movement. They also identify how to analyze and interpret photographs and make inferences. Students then demonstrate what they learned and express it in some form of writing.
Twelfth graders select and research one of these three events from the 1960's-the Vietnam War, the civil rights movement or the counter culture movement- and select songs that are associated with these events. They prepare outlines and give oral presenations about the selected events and songs. Students conduct interviews with people who lived during the 1960's and they ask them to recall the events and identify songs associated with those events.
High schoolers learn about citizens who were actively involved in the civil rights movement, and the strategies they used to overcome the Jim Crow laws that were so prevalent in the 1960s. They investigate the voting amendments of the US Constitution, and apply these ammendments during a hands-on simulation. Video and Internet resources are also used in this most-impressive high school history lesson plan.
Twelfth graders conduct interviews with people who lived during the 1960s and ask them to recall the events and identify songs associated with those events. The interviewees will be asked to express their feelings about the events and songs and if their feelings have changed or remained the same over time.
“I have in my hand 57 cases of individuals who would appear to be either card carrying members or certainly loyal to the Communist Party. . .” Senator Joseph McCarthy certainly stirred the pot with his claims. The result was a series of legislative actions that put McCarthy in the spotlight and First Amendment rights in jeopardy. Was Congress’s violation of the First Amendment during the McCarthy Era justified? To prepare to respond to this guiding question, class members examine a series of primary source documents including the First Amendment, the Smith Act, and Joseph McCarthy’s speech delivered February, 1950, in Wheeling, West Virginia. After group and full-class discussions, individuals craft an essay using evidence drawn from the documents to support their argument.
One of the many appeals of this resource lies in its diverse application. Appropriate for US history, English, or art classes, scholars will appreciate the exploration of the civil rights movement through art, music, and film. They'll discuss and analyze the revolutionary art of Black Panther artist Emory Douglas. They'll consider both the social context of the time and the Panthers' mission as they view Douglas's work. They then analyze the lyrics to the James Brown song, "Say it Loud: I'm Black and I'm Proud." A wonderful way to bring social injustice and social revolution to the table. The resource includes discussion questions, but does not provide any assessment or rubric.
Eleventh graders take a closer look at the Equal Rights Amendment (ERA). In this women's rights lesson, 11th graders read the Equal Rights Amendment as well as the "Feminine Mystique" and selections by Gloria Steinam and Phyllis Schalafly. Students analyze the provided texts and determine why the ERA failed.
Tenth graders investigate three American leaders from the Civil Rights Movement while they examine the early 1960's and the topic of racial equality. They listen to music from the era, read speeches, and look at images of Martin Luther King, Malcolm X, and John F. Kennedy. Finally, they write and share paragraphs that describe the final moments of each of the three men's lives.
Students view a film, "Dawn's Early Light: Ralph McGill and the Segregated South." As groups of students observe the movie, they list key dates, significant persons interviewed, and cultural characteristics. Upon completion of the movie, students create a timeline of McGills life, a timeline the Civil Rights movement, and write a biographical sketch of important people. Students discuss cultural changes.
No need to look any further. This resource has everything for a solid exploration of the role of African Americans in the Vietnam War. Class members read primary sources, including a Martin Luther King speech, political cartoons of the era, as well as a comic book. All of the discussion questions are included as are the materials. In the end, 11th graders create an informational flyer for King's April 4th, 1967 speech. It includes a synthesis of information they learned throughout.
Art and music have been vehicles for statements of civil unrest for hundreds of years. Upper graders critically analyze several pop songs or music movements from the 1980s that exemplify politically charged motives. They analyze lyrics that were written purposefully as protest, and lyrics whose meanings changed as they were used by specific groups or for a specific reason. They engage in a class discussion and write a short paper on a single song.