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Civil Rights in Alabama Unit: Response Group

Persistent Issue:
When are citizens justified in resisting governmental authority?
Central Question:
What was the best way to stop discrimination in Alabama in the 1950s and 1960s?
Topic:
Civil Rights
Course:
U.S. History
Strategy:
Response Groups
Grade Level:
4
Lessons in this unit:
  1. Civil Rights in Alabama Unit: Interactive Slide Lecture
  2. Civil Rights in Alabama Unit: Response Group

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Alabama Course of Study, Social Studies, 4th Grade

14.  Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

  • Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr., George C. Wallace, Rosa Parks, Fred Shuttlesworth, John Lewis, Malcolm X, Thurgood Marshall, Hugo Black, and Ralph David Abernathy
  • Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
  • Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
  • Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights

National Council for the Social Studies, Early Grades

Strand 2: Time, Continuity, and Change

  • Social studies programs should include experiences that provide for the study of the past and its legacy.

Strand 5: Individuals, Groups, and Institutions

  • Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

Strand 6: Power, Authority, and Governance

  • Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.

Strand 10: Civic Ideals and Practices

  • Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.
Lesson Video

1.
Clip 1: Introducing the Lesson – Photo Analysis

Amanda introduces the lesson by reminding students of the unit central question and the lesson focus question. She then asks students to interpret the differences between black and white segregated schools. She then reads the Linda Brown incident and has the class comment.
Lesson Video

2.
Clip 2: Introducing the Lesson – Venn Diagram

Amanda introduces the Venn Diagram and then debriefs students written comments.
Lesson Video

3.
Clip 3: Response Group 1 – Part 1

Amanda introduces “Response Group #1” and reads the scenario and then releases students to work in groups. She then debriefs students’ responses.
Lesson Video

4.
Clip 4: Response Group 1 – Part 2

Shelia has students work through the concluding portion of Response Group 1 in which students indicate which perspective they agree with and why. Shelia debriefs students’ responses.
Lesson Video

5.
Clip 5: Response Group 2

Shelia reviews the directions for the Response Group 2 handout and has students work through the “pros and cons” of using the legal strategy. Shelia then debriefs students’ answers.