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IB Syllabus Link:
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Lesson 1: Before the Civil Rights Movement
Reading: 'Right and Protest', M.Scott-Baumann & P. Clements, pages 12-15 Activities 1. Open the lesson PowerPoint below. 2. Watch the video. 3. Research; the political system within America and how it works. The American Constitution and exactly which civil rights are written into it. 4. Create a diagram showing the US system of government. Home Learning: Make a start on your timeline and key people/words notes |
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Lesson 2: Discrimination, segregation and violence against African Americans
Pre-reading: Right and Protest', M.Scott-Baumann & P. Clements, pages 15-22 Activities 1. Open the lesson PowerPoint. 2. Complete the worksheet on OneNote using the suggested resources below. 3. Complete the source analysis tasks and practice the exam style question. 4. Write a headline to summarise your learning today. Resources 1. Crash Course Video about Reconstruction 2. Read the pdf about the Plessy v. Ferguson case. 3. History.com website about the Plessy v. Ferguson case. 4. YouTube Video documentary 'The Rise and Fall of Jim Crow' 5. The Rise and Fall of Jim Crow - have a go at the literacy test for voter registration. Can you pass? 6. Jim Crow Museum website 7. Spartacus Education site on Jim Crow Laws 8. Spartacus Educational site on the KKK after Reconstruction. 9. Eyewitness to History.com website on the KKK Home Learning
Extension Tasks: 1. Watch the video about the American Civil War. |
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Learning Objectives:
Learning Outcomes: 4: You can identify and discuss the messages expressed in a source. 5: You make 4-5 valid statements about the messages of a source and support with some detail from the sources. You can consider the value of a source based on its content. 6/7: You make many valid statements about the messages of a source and support with some detail from the sources and contextual knowledge. You can consider the value of a source based on its content, origin and purpose |
Is it right to judge people in the past by our standards today? With this in mind is it possible to be objective in the study of Civil Rights? |
Activities
1. Connect Activity: look at the images from the Huff Post Article. Select one that grabs your eye, then write two statements with the photo answering the following questions;
2. Activate Activity: In groups analyse one of the sources below to decide how valuable it is for a historian studying Civil Rights. Source A - Raya, Brooklyn, Muskaan, Tina Source B - Tuna, Tom, Adrika, Yasien Source C - Najat, Cameron, Mahla, Archan Source D - Claire, Alexia, Patrekur, Luca Need some help? Uses the toolkits for source analysis 3. Demonstrate Activity: Speed dating challenge. You will have 5 minutes to present your source analysis to another student. Remember your focus: How valuable is this source to a historian studying Civil Rights? Take notes on the other sources, you will have to decide overall which is the most valuable. 4. Consolidate Activity: |
Lesson 3 Home Learning: The NAACP and the emergence of the Civil Rights Movement
Pre-reading: Right and Protest', M.Scott-Baumann & P. Clements, pages 22-28 Activities 1. Open the PowerPoint. 2. Create a timeline of the key events in the Civil Right Movement between 1909-1950. 3. Complete the questions. Resources Article about the song Strange Fruit NAACP website |
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Lesson 4: Brown v. Board of Education
Pre-reading: Right and Protest', M.Scott-Baumann & P. Clements, pages 28-37 (Create a side of Cornell method notes. Watch the video about how to make great notes) Activities Connect Activity: From your home learning research create six cards on the following;
Demonstrate Activity: Complete the Microsoft Form quiz and then the practice exam questions on Brown v. Board in your OneNote Consolidate Activity: Peer assessment. Extension Resources: |
Learning Objectives 1. To know the key features of the Brown v. Board of Education case. 2. To explain the impact of the Supreme Court decision of 1954. |
Lesson 4: Home Learning
Use the resources to find out about Emmett Till and answer the following questions, then complete the challenge task to create a Bio Poem.
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Write a bio poem about Emmett Till, Mose Write or Mamie Till. For an example visit classtools.net Method Line 1: First Name Line 2: Four descriptive traits Line 3: Sibling of…(or parent of / child of) Line 4: Cares deeply about… Line 4: Feels… Line 5: Fears… Line 6: Needs… Line 7: Gives… Line 8: Longs to see… Line 9: Resident of… Line 10: Last Name Resources
Government website |