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\n\"Making\n\n
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\nMaking Change: Revolutionary Tactics of the Civil Rights Movement\n

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\n\nFor Teachers\n\n10th - Higher Ed\n\nStandards\n
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\nThe film American Revolutionary: The Evolution of Grace Lee Boggs introduces viewers to the differing philosophies of and strategies employed by 1960s civil rights leaders such as Malcolm X and Martin Luther King, Jr. and the debate over...\n
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Lesson Plan
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\n\"Civil\n\n
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\nNational Park Service\n
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\nCivil War to Civil Rights: From Pea Ridge to Central High\n

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\n\nFor Teachers\n\n4th - 12th\n\nStandards\n
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\nExplore how the Civil War impacted the Civil Rights Movement. Class members complete a series of projects for a unit that uses a layered curriculum approach to learning. \n
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Lesson Plan
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\n\"Martin\n\n
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\nNational Endowment for the Humanities\n
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\nMartin Luther King, Jr. and Nonviolent Resistance\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWas nonviolent resistance the best means of securing civil rights for black Americans in the 1960s? In this highly engaging and informative lesson, your young historians will closely analyze several key documents from the civil rights...\n
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\n\"Lesson:\n\n
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\nCurated OER\n
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\nLesson: Emory Douglas: Revolution in Our Time, Part 2\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nI love lessons like this because they let kids see the power of art, poetry, and activism in times of social injustice and unrest. They'll analyze the art used by Emory Douglas in the production of the Black Panther newspaper and...\n
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Lesson Plan
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\n\"The\n\n
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\nThe Civil Rights Movement\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nStudents analyze the tensions that existed in American society during the Civil Rights Era as well as the problems that children experienced. They evaluate editorial cartoons dealing with the American Civil Rights movement to view the...\n
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\n\"Civil\n\n
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\nCurated OER\n
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\nCivil Rights through Photographs\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents examine why racial tensions continued after laws were put into place to try and create equal treatment.  In this two part Civil Rights lesson, students explored the causes of the movement through photography and a...\n
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Unit Plan
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\n\"Egalitarian\n\n
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\nEgalitarian America\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nWhat does a true American represent? Scholars investigate the equal rights era of the 1960s and 1970s in the 20th installment of a 22-part series on American history. Using photographic, magazine, written, and video evidence, groups...\n
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Instructional Video
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\n\"An\n\n
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\nMacat\n
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\nAn Introduction to Henry David Thoreau’s Civil Disobedience\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWhat is right isn't always lawful — and what is lawful isn't always right. Such is the argument of Henry David Thoreau's Civil Disobedience, which contends that it is the duty of the citizen to disobey the authority of the...\n
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\n\"CRM\n\n
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\nCRM and Political Issues\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders explore the impact of the American Civil Rights Movement. In this 20th century American history lesson, 9th graders watch \"A Time for Justice,\" and listen to a voting rights speech delivered by President Johnson. Students...\n
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\n\"A\n\n
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\nA New Twist on Race Relations\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nLearners analyze the impact of American Bandstand on race relations. For this race relations instructional activity, young scholars use the music and dance show American Bandstand to learn about race relations. Learners categorize...\n
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\n\"Paul\n\n
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\nPaul Conrad's Perspective on Civil Rights\n

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\n Students review a political cartoon and discuss desegregation.  In this cartoon analysis lesson, 11th graders discuss the impact of a political cartoon and its relation to a Supreme Court case.  Students read additional...\n
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\n\"Reconstruction\n\n
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\nRoy Rosenzweig Center for History and New Media\n
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\nReconstruction\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nWhen slavery ended, what did the government do to help African American during Reconstruction? An interesting instructional activity uses primary sources such as newspaper articles to help scholars analyze Reconstruction policies and how...\n
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\n\"Birmingham,\n\n
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\nAlabama Department of Archives and History\n
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\nBirmingham, 1963: Spring Jubilation Part 2\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nThe release of Martin Luther King, Jr. from the Birmingham jail, the Children's March, and the bombings of the Gaston Motel and the home of Reverend A.D. King's home. As part of a study of the civil rights movement, class members...\n
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\n\"THEMATIC\n\n
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\nTHEMATIC ESSAY\n

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\nMiddle schoolers Compare and contrast the beliefs and methodology of three leaders of the Civil Rights movement. Using specific examples, discuss how these leaders were either successful or unsuccessful in attaining their goals.\n
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\nThe Art of Nonviolence: Martin Luther King, Jr., Gandhi, and Concepts of Nonviolence in Indian Art \n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents make connections between nonviolent ideals and art. In this visual arts lesson plan, students discuss the successes of the American Civil Rights Movement and discuss Gandhi's influence on the movement. Students then examine...\n
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\n\"Social\n\n
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\nCurated OER\n
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\nSocial and Cultural Issues in the Civil Rights Movement\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the society and culture during the times of the Civil Rights movement. They view video clips and answer comprehension questions. They work together to research different authors and musicians sharing their information...\n
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\nLesson: Tlatelolco: Mexican Student Massacre 1968\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nThe Massacre of Tlatelolco is the focus of a discussion-based lesson. Civil-minded learners consider the nature of student movements that have ended in violence based on over-reaction and government oppression. They discuss the social...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Kansas-Nebraska Act of 1854: Popular Sovereignty and the Political Polarization over Slavery\n

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\nWhy did Stephen Douglas support the Kansas-Nebraska Act of 1854? Why did Abraham Lincoln oppose it? Young historians examine how the Kansas-Nebraska Act of 1854 affected the political balance between free and slave states and explore how...\n
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\n\"Fight\n\n
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\nFight For Your Right - Leading A Revolution of Change\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars examine civil rights. In this civil rights lesson, students research human rights issues of United States history. Young scholars then discuss their research findings and write Bill of Rights statements for the topics they...\n
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\n\"Fred\n\n
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\nRoy Rosenzweig Center for History and New Media\n
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\nFred Seibel, the Times-Dispatch, and Massive Resistance\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nA lesson challenges scholars to analyze editorial cartoons created by Fred Seibel, illustrator for the Times-Dispatch, during the Massive Resistance. A class discussion looking at today's editorial pages and Jim Crow Laws leads the...\n
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\n\"Governance,\n\n
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\nGovernance, Corruption and Conflict Simulation on Nepal\n

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\n\nFor Students\n\n9th - Higher Ed\n
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\nCan your class help the people of Nepal? Scholars take an in-depth look into the social injustices and struggling economy of a country in turmoil during a multi-day role-playing exercise. After reviewing information on the problems...\n
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\n\"Who’s\n\n
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\nWho’s Got Rights? An Introduction to Human Rights and Human Rights Defenders\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore human rights issues. In this social justice lesson, students examine human rights as they read segments of the \"Universal Declaration of Human Rights,\" discuss photographs with human rights implications, and play a human...\n
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\n\"Civil\n\n
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\nCivil Rights after MLK and RFK\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents are assigned to groups representing minority populations who produce a research project in a digital format from the list. A few of the choices are: speech, letter to the editor, editorial cartoon, etc.\n
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\n\"We\n\n
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\nWe the People: The Citizen and the Constitution\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nRobert Coles’ The Story of Ruby Bridges forms the basis of this powerful cross-curricular study of civic education and civic responsibility. Class members consider how the book presents authority, responsibility, justice, and privacy.....\n
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