SS4

Grade 4, Social Studies
Std 14: Describe the social, political, and economic impact of the modern Civil Rights Movement on Alabama.
• Identifying important people and events of the modern Civil Rights Movement
• Identifying benefits of the 1964 Civil Rights Act and the 1965 Voting Rights Act

Lesson Plans:

Famous African-Americans During this unit students will study the lives of famous African-Americans who have had an impact upon history or present day society. This interdisciplinary hands-on unit will incorporate social studies, reading, language arts, and technology.

I Have a Dream
Students will relate the past with the present, encourage peaceful social activism to enable change, and encourage awareness of current events

Riding the Bus - Taking a Stand
Students will identify the policy of segregation which existed in Alabama, define the legal idea of being "separate but equal", define and describe an editorial, discuss the impact of social unrest and inequality upon economic development, describe Dr. King's theory of non-violence and its impact upon the Civil Rights Movement.

Beyond the Famous Leaders of the Civil Rights Movement
Students will research individuals involved in the Civil Rights Movement and create an student-friendly encyclopedia.

A Civil Rights Timeline
Students will make and annotate a timeline of the Constitutional amendments that extended civil rights.

Civil Rights - Martin Luther King, Jr.
Students will explain the important role Martin Luther King, Jr., played in the Civil Rights movement, recognize alternate views in the Civil Rights movement and compare them to the views of Dr. King, and recommend possible solutions to civil rights problems.

Learning to Respect Each Other
Identify similarities and differences between people of different racial and ethnic groups and challenge commonly held stereotypes related to racial and ethnic groups.

Birmingham 1963
Students will develop an understanding the events of Birmingham in 1963 and the positions held by the individuals involved.

Marching for Justice - Selma to Montgomery
Students will compare and contrast the original newspaper accounts of the march with the description of the march after ten years, and discuss current activities held to commemorate the Selma to Montgomery March.

Voting Rights
Students will use a map with population data to develop hypotheses concerning the distribution of political power in Alabama in 1962, 1964 and 1965 and define and discuss the Voting Rights Act of 1965.

The Civil Rights Movement (A web project)
Students will develop an original piece of self-expression on the topic of Black History based on research using traditional and on-line resources.

Resources:

Alabama Department of Archives & History: Timelines, activity sheets, teacher resources.

1964 Civil Rights Act: Information and links.

The 1965 Voting Rights Act: Information and links.

The Congress of Racial Equality: Contains historical and current information.

Alabama History Timeline: A very thorough resource.

Civil Rights: The Long Road to Equality: This two-part documentary examines the history of the American civil rights movement and explores discrimination, bias, and racism through the interviews, archival footage and photographs, and on-camera discussions with middle and high school students. United Streaming.

Martin Luther King, Jr. and the Civil Rights Movement: This program traces the career of this great leader through the "sit-ins," "freedom riders," numerous arrests, the presidency of John F. Kennedy, the 1963 march to Washington, D.C., passage of the Civil Rights Act in 1964, and Voting Rights Act in 1965. United Streaming.

American Heroes and Heroines: Dr. Martin Luther King, Jr.: A combination of costumed re-enactments and archival footage of the civil rights movement shows how our country’s foremost civil rights leader transformed race relations in America. United Streaming.

Suggestions for English Language Learners:
(E/B=Entering/Beginning, D=Developing, E=Expanding)

(E/B) Students reproduce historical highlights from timelines or visually supported newspaper headlines.
(E/B) Students produce entries for historical journals from timelines or visually supported newspaper headlines.
(E/B) Students gather research with a partner.
(E/B) Students scan for information.
(E/B) Students develop a pictorial timeline.
(E/B) Students create a diorama.
(D) Students maintain historical journals in chronological order based on timelines or newspaper headlines.
(D) Students match visual with a description.
(D) Students use well-illustrated resources. Complete a graphic organizer with student-researched information.
(D) Write questions on researched information in groups. Then ask each other questions following a teacher model.
(E) Students produce reports from historical journals (using technology).
(E) Students respond to inferential questions.
(E) Students write a short report.

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