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This Civil Rights: What Made Nonviolent Protest Effective during the Civil Rights Movement? unit plan also includes:
- Civil Rights (.html)
- Civil Rights (.docx)
- The Success of Nonviolent Civil Resistance: Erica Chenoweth at TEDxBoulder
- Students Stage ‘Die-Ins’ after Indictment Decision in Eric Garner Case
- Defying Ban, Students March to Brooklyn in Protest of Eric Garner Decision
- When Did ‘Die-Ins’ Become a Form of Protest?
- Students See New Hope in Bias Protests
- The Object of History
- Join the Greensboro Sit-ins
- Activity
- Assessment
- Vocabulary
- Join to access all included materials
Sit-ins and boycotts, marches and speeches, songs and demonstrations were hallmarks of nonviolent protest of the civil rights movement. Young scholars research primary and secondary source documents to determine what made nonviolent protests effective in the United States Civil Right Movement.
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CCSS:
Designed
Concepts
protests, non-violent protest, civil rights, civil rights leaders, the civil rights movement, primary source analysis, primary source images, primary sources, the civil rights act of 1964, brown v. board of education, argumentative writing, arguments, supporting details, black history month, african american history
Instructional Ideas
- Present the lesson during Black History Month
- Requires extra prep time to collect and prepare the materials needed for the lesson
Classroom Considerations
- This inquiry-based unit focuses on the effectiveness of the nonviolent protest of the Greensboro sit-ins, Montgomery bus boycott, Birmingham campaign, Selma to Montgomery marches, Freedom Rides in 1961, 1963 March on Washington, Freedom Summer of 1964, and the Chicago Freedom Movement that began in 1966
- Presumes class members are familiar with Inquiry-Based Learning
- Researchers require access to devices with internet
- This resource is only available on an unencrypted HTTP website.It should be fine for general use, but don’t use it to share any personally identifiable information
Pros
- The 76-page packet includes a staging question and supporting questions, as well as formative and summative performance tasks
Cons
- None