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Civil Rights: Intensive Document Analysis

Persistent Issue:
What actions are justified in the interest of the welfare or security of the community?
Central Question:
What strategies should civil rights participants use to achieve a more just, equal society in 1968?
Course:
U.S. History
Strategy:
Activist Strategy Meeting
Grade Level:
11
Lessons in this unit:
  1. Civil Rights: Introductory Grabber
  2. Civil Rights: Intensive Document Analysis
  3. Black Power: Structured Academic Controversy
  4. Civil Rights: Presentation Preparation
  5. Civil Rights: Presentation and Deliberation

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Click here to download a chart detailing the standards addressed in this lesson as identified by the National Council for the Social Studies (NCSS), the National History Standards, and the Alabama Course of Study.

Seq. Title Size Filetype Download
1 Thematic Timeline 44.29 KB PDF Download File
2 Document Analysis Worksheet 33.64 KB PDF Download File
3 Document Analysis Summary 27.69 KB PDF Download File

Mr. Cory Callahan

Cory Callahan currently teaches U.S., World, and Modern European History at Auburn High School in Auburn, Alabama. He assumed this position in the spring of 2002 after spending four years as a classroom teacher in LaGrange, Georgia. Cory sponsors the Government, Multicultural, and Scholar Bowl clubs as well as serving as the vertical team leader for grades 7-12 social studies. Cory is married and the father of two young sons.

Cory has studied under and collaborated with Dr. John Saye and Dr. Tom Brush on PIH projects for nearly ten years. He also serves as a supervising teacher for practicing and pre-service teachers.

LaGrange High School

LaGrange High School has a population of approximately 1000 students in grades 9-12. It is one of three high schools in the city where many of it’s citizens are either industrial workers at a local mill or are associated with the city’s 4-year private college. This unit was taught wihtin a remedial social studies class where virtually all of the student had not yet passed the Georgia High School Graduation Exam and, additionally, had very little success academically. LaGrange High School incorporated a block schedule, thus the class met for 94 minutes every day for one semester. The diverse students ranged in traditional ability levels and academic motivation.