TITLE of UNIT:	Modern Day Civil Rights – “A Change is Gonna Come”
Authors:	Thomas Panter
Email Addresses:	thomas.panter@cobbk12.org
School:	Durham Middle School
Grade/Subject:	8^th grade Social Studies
Date:	5/21/10

A. STANDARDS:

Academic

Standards

History Standards:

Georgia Standards

SS8H11 The student will evaluate the role of Georgia in the modern civil rights movement.

a. Describe major developments in civil rights and Georgia’s role during the 1940s and 1950s;

include the roles of Herman Talmadge, Benjamin Mays, the 1946 governor’s race and the end of

the white primary, Brown v. Board of Education, Martin Luther King, Jr., and the 1956 state

flag.

b. Analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of

the 1960s and 1970s; include such events as the founding of the Student Non-Violent

Coordinating Committee (SNCC), Sibley Commission, admission of Hamilton Holmes and

Charlayne Hunter to the University of Georgia, Albany Movement, March on Washington, Civil

Rights Act, the election of Maynard Jackson as mayor of Atlanta, and the role of Lester

Maddox.

c. Discuss the impact of Andrew Young on Georgia.

National History Standard

STANDARD 4

The struggle for racial and gender equality and for the extension of civil liberties.

Standard 4A

The student understands the “Second Reconstruction” and its advancement of civil rights.

Grade Level	Therefore, the student is able to
7-12	Explain the origins of the postwar civil rights movement and the role of the NAACP in the legal assault on segregation. [Analyze multiple causation]
5-12	Evaluate the Warren Court’s reasoning in Brown v. Board of Education and its significance in advancing civil rights. [Analyze cause-and-effect relationships]
5-12	Explain the resistance to civil rights in the South between 1954 and 1965. [Identify issues and problems in the past]
7-12	Analyze the leadership and ideology of Martin Luther King, Jr. and Malcolm X in the civil rights movement and evaluate their legacies. [Assess the importance of the individual in history]
7-12	Assess the role of the legislative and executive branches in advancing the civil rights movement and the effect of shifting the focus from de jure to de facto segregation. [Evaluate the implementation of a decision]
5-12	Evaluate the agendas, strategies, and effectiveness of various African Americans, Asian Americans, Latino Americans, and Native Americans, as well as the disabled, in the quest for civil rights and equal opportunities. [Explain historical continuity and change]
9-12	Assess the reasons for and effectiveness of the escalation from civil disobedience to more radical protest in the civil rights movement. [Marshal evidence of antecedent circumstances]

Standard 4B
The student understands the women’s movement for civil rights and equal opportunities.

Grade Level	Therefore, the student is able to
7-12	Analyze the factors contributing to modern feminism and compare the ideas, agendas, and strategies of feminist and counter-feminist organizations. [Marshal evidence of antecedent circumstances]
5-12	Identify the major social, economic, and political issues affecting women and explain the conflicts these issues engendered. [Formulate a position or course of action on an issue]

2. Character Traits Addressed:

Courage - The state or quality of mind or spirit that enables one to face danger, fear, or vicissitudes with self-possession, confidence, and resolution; bravery.

Empathy - the intellectual identification with or vicarious experiencing of the feelings, thoughts, or attitudes of another.

3. Art Standards:

[SOURCE]

NA.5-8.7 EVALUATING MUSIC AND MUSIC PERFORMANCES

Achievement Standard:

Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing
Students evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement

[SOURCE]

NA.5-8.8 UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS

Achievement Standard:

Students compare in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., language arts: issues to be considered in setting texts to music; mathematics: frequency ratios of intervals; sciences: the human hearing process and hazards to hearing; social studies: historical and social events and movements chronicled in or influenced by musical works)

NA.5-8.9 UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE

Achievement Standard:

Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures
Students classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high-quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary

B. SIGNIFICANT & DEEPENING QUESTIONS:

In what ways were people courageous during the American Civil War?

1. What is courage and what does it look like?

2. How does the notion of Civil Rights change over time?

3. What are the limits of Civil Rights in our society?

4. How do Civil Rights affect all people?

5. How is Civil Rights an issue in our society today?

C. CONCEPT:

Change – Universal Macro Concept

Freedom – Micro Concept

D. MASTERWORK: How it is introduced and Experienced:

Co-Masterwork

1. Civil Rights Album – Songs that defined a movement

A. “A Change is Gonna Come” – By Sam Cooke

Students will engage in an artful learning lesson on the life and death of Sam Cooke. The Civil Rights Anthem, “A Change is Gonna Come”, was written and recorded by Cooke as an inspiration to the Civil Rights Movement. Using imagery and the music, students will experience the power of song on an issue that still impacts us today.

B. Songs That Defined A Movement - Students will be assigned to commemorate the anniversary of the modern day civil rights movement. Their job will be to create an album cover representing the whole Civil Rights Movement with a list of songs that best represents the issues that drove the movement itself. They will choose at least 10 songs to include on their album that represent political, social, and cultural movements of the Civil Rights Movement. The songs will include a variety of styles of music. Also, one of the song choices may be a song recorded from another decade, as long as the lyrics are about an event from the movement! (Ex. A song recorded in 2005, but it’s about a Civil Rights Issue)

2. “I Have a Dream” - By Martin Luther King

A. Analyzing the speech

Students will work together in groups of three to analyze each paragraph of the speech by Dr. Martin Luther King Jr., “I Have a Dream

B. The students will then rewrite the speech in their own words that expresses what their dream of America should today. Using Photo Story 3, each group will create a visual presentation of the meaning of their own “I Have a Dream” speech.

E. ENGAGEMENT/ ART-BASED STRATEGIES/ ACCOMMODATIONS:

Students will have the choice of creation of arts based products.

1. Civil Rights Banner

Students will create a flag that represents a topic, event, or person we have discussed in the Civil Rights Movement. Students may choose an idea, event or person from the following list:

Emmett Till, Rosa Parks, Martin Luther King Jr, Hamilton Holmes and Charlayne Hunter, Andrew Young, Maynard Jackson, Ivan Allen, Malcolm X, Segregation and Herman Talmadge, Sit-ins, I Have a Dream Speech, Voting Rights Act of 1965, Montgomery Bus Boycott, March on Washington, Civil Rights Act of 1964, Brown v. Board of Education, Southern Christian Leadership Conference, Student Nonviolent Coordinating Committee, Integration of Central High School, Little Rock, ARK. and

Freedom Riders.

2. I Have a Dream

A. Analyzing the speech

Students will work together in groups of three to analyze each paragraph of the speech by Dr. Martin Luther King Jr., “I Have a Dream”.

B. The students will then rewrite the speech in their own words that expresses what their dream of America should be today. The students will create their own “I Have A Dream” speech using Movie Maker, Audacity or Photo Story 3. Each group will create a visual presentation of the meaning of their own “I Have a Dream” speech in today’s world.

3. “A Change is Gonna Come” – By Sam Cooke

4. Songs That Defined A Movement

Students will be assigned to commemorate the anniversary of the modern day civil rights movement. Their job will be to create an album cover representing the whole Civil Rights Movement with a list of songs that best represents the issues that drove the movement itself. They will choose at least 10 songs to include on their album that represent political, social, and cultural movements of the Civil Rights Movement. The songs will include a variety of styles of music. Also, one of the song choices may be a song recorded from another decade, as long as the lyrics are about an event from the movement! (Ex. A song recorded in 2005, but it’s about a Civil Rights Issue)

5. Whose Line is it anyway? – A Civil Rights Problem Solving Vignette

Using the TV show, “Whose Line is it Anyway?”, as a foundation, students will be given various Civil Rights problems to solve. Students will move to a problem solving station from the Civil Rights Movement. In each station, the group of students will recreate the scene with the props provided and present their solution to the real problem in a reenactment. Inclusion of character in the solution is expected in each vignette. Possible Civil Rights Problems include the following:

a. Rosa Parks asked to move on the Montgomery Bus for sitting in the whites only section.

Problem – How would you handle this situation?

b. Martin Luther King meets Malcolm X.

Problem – What would Malcolm X say to King to convince him that his ideas and methods are better than King’s? What would King say in response?

c. Integration of Central High School

Problem – How do you handle the abuse in the hall and classroom without resorting to violence if you were one of the nine African Americans?

d. Graduation speech by Ernest Green TO Central High

Problem B – You are Ernest Green, the first African American to graduate from Central High School. You are asked to speak to the graduating class you are a part of. What would you say to them?

e. Presidential Candidate, Robert Kennedy, is informed of the assassination of Martin Luther King Jr. as he is about to speak to an African American crowd on April 4, 1968, in Indianapolis, Indiana.

Problem – How do you break the tragic news to the crowd and how would you calm them and provide concern and empathy?

f. Jackie Robinson enters the Brooklyn Dodgers clubhouse for the first time. Being the first African American in the Major Leagues, Robinson is already receiving death threats.

Problem – What would you say to your new teammates if you were Jackie Robinson and what would your teammates say to you?

F. FOCUS STATEMENT: (What is to be learned so deeply so as to last forever?)

Civil Rights affects all citizens regardless of race, religion, national origin, handicap, intelligence, sex, weight, and height.

G. ORIGINAL CREATION: (for the entire unit)

1. The students will create a speech on what their dream of America should be today. The students will create their own “I Have A Dream” speech using Movie Maker, Audacity or Photo Story 3. Each group will create a visual presentation of the meaning of their own “I Have a Dream” speech in today’s world.

2. The students will create an album cover representing the whole Civil Rights Movement with a list of songs that best represents the issues that drove the movement itself. They will choose at least 10 songs to include on their album that represent political, social, and cultural movements of the Civil Rights Movement.

H. REFLECTION/

ASSESSMENT:

I. INQUIRY CENTERS:

I. Inquiry(2) Centers – (show the Deepening Question, Activities, Original Creation,

Accommodations & the nature of the Reflection, for each Inquiry Center)

1. Inquiry Center #1 – Georgia Governors and Atlanta Mayor Political Cartoons

Most political cartoons are designed for a purpose. Their purpose is usually to influence the viewers to see or understand a specific political event(s) that relate to today’s society. Each student will create their own political cartoon that describes a specific Georgia Governor or Atlanta Mayor that was covered in class and his specific impact/contribution on Georgia during the Civil Rights Movement. Choose from the list below:

Ivan Allen, Lester Maddox, Herman Talmadge, Maynard Jackson, Andrew Young, and William Hartsfield.

There are many important things to know for this assignment including:

What was interesting, weird, funny, etc. about the Governor or mayor you chose?

Cartooning is about persuasion, using representation, reasoning, or humor to get others to see your point of view!

Decide what kind of images and humor your audience will understand and appreciate.

Decide on a character or characters -- human or animal -- to make your point.

What will you exaggerate about the Governor you chose so that the point you are trying to make is funny and clear?

Remember the statement, “A picture is worth a thousand words!” Your political cartoon could say more about a person than any book!

2. Inquiry Center #2 – Whose Line is it anyway? – A Civil Rights Problem Solving Vignette

Using the TV show, “Whose Line is it Anyway?”, as a foundation, students will be given various Civil Rights problems to solve. Students will move to a problem solving station from the Civil Rights Movement. In each station, the group of students will recreate the scene with the props provided and present their solution to the real problem in a reenactment to the class. Inclusion of character in the solution is expected in each vignette. Possible Civil Rights Problems include the following:

a. Rosa Parks asked to move on the Montgomery Bus for sitting in the whites only section.

Problem – How would you handle this situation?

b. Martin Luther King meets Malcolm X.

Problem – What would Malcolm X say to King to convince him that his ideas and methods are better than King’s? What would King say in response?

c. Integration of Central High School

Problem – How do you handle the abuse in the hall and classroom without resorting to violence if you were one of the nine African Americans?

d. Graduation speech by Ernest Green TO Central High

Problem B – You are Ernest Green, the first African American to graduate from Central High School. You are asked to speak to the graduating class you are a part of. What would you say to them?

e. Presidential Candidate, Robert Kennedy, is informed of the assassination of Martin Luther King Jr. as he is about to speak to an African American crowd on April 4, 1968, in Indianapolis, Indiana.

Problem – How do you break the tragic news to the crowd and how would you calm them and provide concern and empathy?

f. Jackie Robinson enters the Brooklyn Dodgers clubhouse for the first time. Being the first African American in the Major Leagues, Robinson is already receiving death threats.

Problem – What would you say to your new teammates if you were Jackie Robinson and what would your teammates say to you?

1. Each group will research their Civil Rights problem to help better understand the Civil Rights Movement.

3. Inquiry Center #3 – Civil Rights Protest Banner

Students will create a flag to carry on a Civil Rights Protest that represents a topic, event, or person we have discussed in the Civil Rights Movement. Students may choose an idea, event or person from the following list:

Freedom Riders.

Requirements: The flag should be a combination of images, photos, symbols, words and colors, but it must accurately represent the topic/person. Each person is expected to do their own research. Students may be as creative as they like, but must remember that they are making a statement and a simple-striking-eye-catching is always best. The flag must be at least 21” x 33”. Located somewhere on the flag should be the title of the topic/person OR a title representing the topic/person!

Paper: Each flag must be accompanied by a typed one-page, double-spaced paper describing the flag, the message it’s conveying, and the images/pictures/symbols that was selected.

4. Inquiry Center #4 – Artful Learning

“A Change is Gonna Come” – By Sam Cooke

Students will engage in an artful learning lesson on the life and death of Sam Cooke. Although he never marched in a protest or participated in a sit-in, Sam Cooke’s voice will forever be associated with the Civil Rights Movement. The Civil Rights Anthem, “A Change is Gonna Come”, was written and recorded by Cooke as an inspiration to the Civil Rights Movement. Using imagery and the music, students will experience the power of song on an issue that still impacts us today.

After learning about the life of Sam Cooke, each student will be required to answer the following questions:

1. What does the Civil Rights movement mean to you?

2. Why do you think Cooke had such a hard time making it in the music business at the time?

3. What impact did Sam Cooke’s life in Gospel Music play in his dealings with racism and segregation?

4. What were some of the most important contributions to music that Sam Cooke provided?

5. How did the death of his son and the betrayal of his wife impact his music?

6. Why do you think Sam Cooke wrote the song, “A Change is Gonna Come”?

7. What was Sam Cooke’s impact on the Civil Rights Movement?

8. On election night, President Barrack Obama quoted a Sam Cooke song. "It's been a long time coming," Obama told the Grant Park crowd, "but tonight, because of what we did on this date in this election at this defining moment, change has come to America." What do you think he meant by this statement?

9. If you could ask Sam Cooke one question, what would it be and why?

5. Inquiry Center #5 – Songs That Defined A Movement

Cover: Must by 12” x 12”. This will be a combination of words and images representing the major social, political and cultural events, as well as top artists you chose. The album must have a title and it must include the name of the album.

Liner Notes: This will be done on the back of the album cover. Each student will choose at least 10 songs to include on your album that represent political, social, and cultural movements of the Civil Rights Movement. Your songs should include a variety of styles of music—including new genres of the decade! Also, one of your song choices may be a song recorded from another decade, as long as the lyrics are about an event from your assigned decade! (Ex. A song recorded in 2005, but it’s about a Civil Rights Issue)

The student must list the title of each song, the artist, and the year it was released. Below each song title, the student should explain the message of the song: What event/movement is the song describing? Does the artist have an obvious perspective or opinion of the event/movement?

Links for students to use to find their songs include the following:

http://www.teacheroz.com/fire.htm

http://www.fashion-era.com/1950s/1950s_9_timeline_chart.htm - can be used for all decades

http://library.thinkquest.org/18249/timeline/index.html - Rock Revolution

Social and Political Songs

http://www.spinner.com/2007/07/13/20-protest-songs-that-mattered-no-20/

http://randb.about.com/od/top5lists/tp/Protest_Songs.htm

http://www.tangentsunset.com/socialcommentarymusic.htm

http://answers.yahoo.com/question/index?qid=20090125175050AACtnTz

http://kclibrary.lonestar.edu/decade60.html

80s

http://www.rockonthenet.com/archive/2006/vh180s.htm

http://www.inthe80s.com/

70s

http://www.superseventies.com/singles.html

http://digitaldreamdoor.nutsie.com/pages/best_songs70s.html

http://www.inthe70s.com/

60s

http://digitaldreamdoor.nutsie.com/pages/best_songs60s.html

http://www.inthe60s.com/

http://folkmusic.about.com/od/toptens/tp/Top10Protest.htm

http://www.toptenz.net/top-10-protest-songs-from-the-1960s.php

50s

http://digitaldreamdoor.nutsie.com/pages/best_songs50s.html

http://heavens-gates.com/50s/fabulous50ssongs/

http://kclibrary.lonestar.edu/decade50.html

To better illustrate the album cover, students will work with the school art teacher. Each group will be instructed in the basic color theory including the following:

Contrast is made by using colors that are opposites on the color wheel. Contrast creates drama.
Harmony in a painting can be created by using colors closer on the color wheel.
A color’s hue depends on how much red, blue, or yellow was used to create it.
Monochromatic paintings are painting where several hues of the same color is used.
A painting should primarily consist of either "warm" or "cool" colors. Warm colors are colors with more yellow in them, such as a rust red or burnt orange. Cool colors have more blue to their hue, such as purple.

Each album will be displayed and presented with clips from the song selections played for the whole class.

6. Inquiry Center #6 – I Have a Dream

A. Analyzing the speech

Students will work together in groups of three to analyze each paragraph of the speech by Dr. Martin Luther King Jr., “I Have a Dream”.

History of the speech: Martin Luther King Jr. was the most famous Civil Rights Leader in the world in 1963. He had been at the front of the Montgomery Bus Boycott and he was known as the face of the movement. In early 1963, King organized a march on Washington, DC. It was there, on August 28, 1963, that he would make one of the greatest speeches in world’s history. His partners in the March on Washington for Jobs and Freedom included other religious leaders, labor leaders, and black organizers. The march of hundreds of thousands made its way to the front of the Lincoln Memorial as a symbol of what could be done by those who took action. Musicians such as Bob Dylan and Joan Baez performed; politicians and actors spoke out against the lack of equality in America. Dr. King’s speech would be last and when he stepped up to the microphone; his speech was broadcast all over the nation on both radio and television. On the steps of the Lincoln Memorial, King evoked the name of Lincoln in his "I Have a Dream" speech, and spoke from his heart. He pleaded in his speech for brotherhood and the right to judged by the content of his character, not the color of his skin. It was this speech that helped lead to the 964 Civil Rights Act.

http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

B. Analyzing the “I have a Dream Speech”

Students will watch the speech by Martin Luther King Jr. and answer the reflection questions provided.

1. Why do you think the speech was needed?

2. What did King mean in his speech when he stated, “There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights”?

3. Lincoln refers to “our fathers” in the opening paragraph. Who do you think he is referring to?

4. King stated, “We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force”. What message is he sending to the Civil Rights marchers and supporters?

5. “Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive”, King stated.What does he mean by creative suffering?

6. What famous document in American history was he referring to when he said, “Why I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal."do you think it was important for Lincoln to define why the war was being fought?”

7. “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character”, King screamed. How is this still an issue in today’s society?

C. The students will then rewrite the speech in their own words that expresses what their dream of America should be today. What are the issues facing our country today? The students will create their own “I Have A Dream” speech using Movie Maker, Audacity or Photo Story 3. Each group will create a visual presentation of the meaning of their own “I Have a Dream” speech in today’s world.

D. Students will present their own speech to the class.

J. ART PARTNERS/ CONTRIBUTIONS:

Pam Millis from Arts Now

Music teacher at the school – To help with song research

Drama teacher at the school – To help with the “Whose Line is It Anyway?” assignment

Art teacher at the school – For help with the Political Cartoon assignment and the Civil Rights Protest Banner

K. RELATIONSHIP TO SYSTEM / SCHOOL IMPROVEMENT PLAN:

A. Students will improve writing skills.

1. Students will write in all content areas using the school-wide rubric at regular intervals.

2. Students will utilize a variety of content specific resources to support their writing.

3. Students will use a variety of sentences to write clearly and effectively.

4. Students will write using correct spelling, punctuation, and capitalization in

all content areas.

L. ACADEMIC SERVICE LEARNING:

1. The students will benefit from the teaching and presenting their problem-based vignettes.

2. The students will benefit from teaching and presenting their vignettes to other students within their own building.

3. The student-generated digital storyboard vignettes will be published as a cohesive Civil War Experience.

M. MATERIALS/ RESOURCES:

Sam Cooke – His Greatest Hits

I have a Dream Speech - http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

Access to computer programs like Audacity, Garage Band, Photo Story 3 and Moviemaker

Props – Dodger baseball hats, Dodger baseball jersey, Glasses (Malcolm X and Rosa Parks), Bus drivers hat, Dress hats, a couple of dress coats.

White paper – For the political cartoons

Material for creation of the banners - 21” x 33”.

Headphones for use with the create an album assignment

Use of computers for research and for access to the following links:

http://www.teacheroz.com/fire.htm

http://www.fashion-era.com/1950s/1950s_9_timeline_chart.htm - can be used for all decades

http://library.thinkquest.org/18249/timeline/index.html - Rock Revolution

Social and Political Songs

http://www.spinner.com/2007/07/13/20-protest-songs-that-mattered-no-20/

http://randb.about.com/od/top5lists/tp/Protest_Songs.htm

http://www.tangentsunset.com/socialcommentarymusic.htm

http://answers.yahoo.com/question/index?qid=20090125175050AACtnTz

http://kclibrary.lonestar.edu/decade60.html

80s

http://www.rockonthenet.com/archive/2006/vh180s.htm

http://www.inthe80s.com/

70s

http://www.superseventies.com/singles.html

http://digitaldreamdoor.nutsie.com/pages/best_songs70s.html

http://www.inthe70s.com/

60s

http://digitaldreamdoor.nutsie.com/pages/best_songs60s.html

http://www.inthe60s.com/

http://folkmusic.about.com/od/toptens/tp/Top10Protest.htm

http://www.toptenz.net/top-10-protest-songs-from-the-1960s.php

50s

http://digitaldreamdoor.nutsie.com/pages/best_songs50s.html

http://heavens-gates.com/50s/fabulous50ssongs/

http://kclibrary.lonestar.edu/decade50.html

Whose Line is it anyway? – A Civil Rights Problem Solving Vignette

Using the TV show, “Who’s Line is it Anyway?”, as a foundation, students will be given various Civil Rights problems to solve. Students will move to a problem solving station from the Civil Rights Movement. In each station, the group of students will recreate the scene with the props provided and present their solution to the real problem in a reenactment. Inclusion of character in the solution is expected in each vignette.

Requirements

1. Each group will research their Civil Rights problem to help you better

understand the Civil Rights Movement.

2. Each vignette must contain the following:

a. props/costumes

b. A detailed story of the problem including who was involved, where did it occur, what was happening, when did it happen and why is it important.

c. A role-play on how you would have solved the problem if you were in their shoes.

d. The use of one of the character words we have studied (moral courage, physical courage, integrity, humility, perseverance, tolerance and compassion) is also required.

3. A set of reflection questions to hand out to the students who watch your vignette.

Possible Civil Rights Problems include the following:

1. Martin Luther King Meets Malcolm X

On March 26, 1964, he met Martin Luther King, Jr. in Washington, D.C., after a press conference which followed both men attending the Senate to hear the debate on the Civil Rights bill. This was the only time the two men ever met; their meeting lasted only one minute

Problem A – What would Malcolm X say to Dr. King in order to convince him that his ideas and methods are better than his? What would King say in response?

2. Integration of Central High School in Little Rock, Arkansas

Governor of Arkansas, Orval Faubus, called out the National Guard on September 4 to prevent entry to nine African-American students who had sued for the right to attend an integrated school, Little Rock Central High School. The nine students had been chosen to attend Central High because of their excellent grades.

After President Dwight Eisenhower sent in Federa Troops, the students were able to attend high school. They had to pass through a gauntlet of spitting, jeering whites to arrive at school on their first day, and to put up with harassment from fellow students for the rest of the year. Although federal troops escorted the students between classes, the students were still teased and even attacked by white students when the soldiers weren't around. One of the Little Rock Nine, Minnijean Brown, was suspended for accidentally spilling a bowl of chili on the head of a white student who was harassing her in the school lunch line. Later, she was expelled for verbally abusing a white female student. Only one of the Little Rock Nine, Ernest Green, got the chance to graduate.

Problem A – How do you handle the abuse in the hall and classroom without resorting to violence if you were one of the nine African Americans?

Problem B – You are Ernest Green, the first African American to graduate from Central High School. You are asked to speak to the graduating class you are a part of. What would you say to them?

3. Rosa Parks asked to move on the Montgomery Bus for sitting in the whites only section.

On December 1st, 1955 as Rosa rode the bus home from her job at the Montgomery Fair Department Store. Rosa boarded the bus, paid her fare, and sat down in the first row behind the seats reserved for the whites. This was in the eleventh row and almost in the middle of the bus. Coincidentally, the same bus driver who had thrown her off of the bus 13 years earlier (James F. Blake) was driving the bus that day. The bus made its way along its route and the seats reserved for whites only began to fill up. When all of the seats were full, and there were still three whites standing the bus driver moved toward the back of the bus and demanded that four black people relinquish their seats to the white people. Mrs. Parks was in fact sitting in the first row of the section reserved for blacks. The three black men near her moved, but Rosa just scooted over towards the window seat. The bus driver then asked her why she did not get up and move and she told him that she did not feel that she should have to. She was then arrested.

Problem – How would you have handled this situation as both Rosa Parks and/or the bus driver?

4. Presidential Candidate, Robert Kennedy, is informed of the assassination of Martin Luther King Jr.

As he is about to give his campaign speech for President to an African American crowd on April 4, 1968, in Indianapolis, Indiana, Robert Kennedy is given the news that Civil Rights leader Martin Luther King, JR. had just been assassinated.

Problem – How do you break the tragic news to the crowd and how would you calm them and provide concern and empathy?

5. Jackie Robinson enters the Brooklyn Dodgers clubhouse for the first time.

Being the first African American in the Major Leagues, Robinson is already receiving death threats. There are those on his new team, the Brooklyn Dodgers, who want him there and there are those who do not.

Problem – What would you say to your new teammates if you were Jackie Robinson and what would your teammates say to you?

Group Member Names: _______________________________________________

Rubric for the Civil Rights Vignette

5 - The vignette was a masterpiece! It had all requirements met with great depth! Your vignette solved the problem with props, a detailed story, explanation on character, and reflection questions. I think you may have won the Tony Award!

4 - The vignette was detailed with some facts fully explain the event and impact! All requirements were met but your vignette but left out some info that could have helped the audience understand the event or the solution you had could have never happened in real life.

3 - The vignette was average in quality with basic facts to explain moment from the Civil Rights. It had very little depth and left the audience wandering how you solved this situation.

2 - The vignette was unorganized with few facts to explain the important Civil Rights moment. It was definitely below average with poor costumes, a script that was obviously not rehearsed and little to no mention of character. Did you really solve the problem?

1 - The vignette was very unorganized, very difficult to understand and/or your vignette was partially complete missing many requirements. Your audience just demanded their money back!

0 - The vignette was not completed. Pitiful effort. You were asleep the last few weeks in class. The audience has begun throwing items at you in anger! “I Have A Dream” you didn’t try!

Assignment	Overall points	Your Score
1. Reflection Questions	5 x 4
Comments:
2. Props and costumes/presentation	5 x 4
Comments:
3. Explanation on you would have solved this problem	5 x 6
Comments:
4. Explanation on the Civil Rights event (Who, what, when, where, and why) group before and during the investigation)	5 x 6
Comments:

Total out of 100 points ___________ _

Georgia Governor or Atlanta Mayor Political Cartoon Creation

Most political cartoons are designed for a purpose. Their purpose is usually to influence the viewers to see or understand a specific political event(s) that relate to today’s society. Each student will create their own political cartoon that describes a specific Georgia Governor that was covered in class and his specific impact/contribution on Georgia. Students will be expected to work on this assignment at home and it is due Monday! Be ready to present at the end of class! Good Luck!

Your Governor: _______________________________

When creating your political cartoon read the following for guidance;

· Create a rough draft first. Draw all your ideas down and put it together on a rough draft piece of paper before working on your final political cartoon. It will take you awhile to get used to drafting your ideas visually.

· What was interesting, weird, funny, etc. about the Governor you chose?

· Cartooning is about persuasion, using representation, reasoning, or humor to get others to see your point of view!

· Decide what kind of images and humor your audience will understand and appreciate.

· Decide on a character or characters -- human or animal -- to make your point.

· What will you exaggerate about the Governor you chose so that the point you are trying to make is funny and clear?

· Remember the statement, “A picture is worth a thousand words!” Your political cartoon could say more about a person than any book!

· EXAGGERATE! Enlarge or stretch an image or part of it to draw attention to it!

I am not expecting everyone to be amazing artists in this assignment; creativity goes further than how well someone can draw!

Choose one of the following:

Mayors of Atlanta - Ivan Allen, Maynard Jackson, Andrew Young, or William Hartsfield

Georgia Governors – Eugene Talmadge, Richard Russell, Ellis Arnell, Herman Talmadge or Lester Maddox

Georgia Governor or Atlanta Mayor Political Cartoon Rubric

Name: ________________________

Grading Points

0=Student is missing the assignment

1=Instructions not followed or very poor quality work

or missing a portion of the assignment

2=Instructions followed with below average to average work (Very little artwork or messy work)

3=Instructions followed with average to above average work (Neat with all requirements met)

4=Instructions followed with above average work (Neat with all the requirements met)

5=Instructions followed with outstanding work (Neat with all the requirements met, as well as additional material and content that makes the project exceptional)

A visual representation

1 2 3 4 5 (x 2) _______

A detailed explanation of your cartoon on the back

1 2 3 4 5 (x 5) _______

A title for your cartoon

1 2 3 4 5 (x 2) _______ His specific impact/contribution on Georgia

1 2 3 4 5 (x 5) _______ Character or characters -- human or animal -- to make your point

1 2 3 4 5 (x 4) _______

Neat and easy to understand

1 2 3 4 5 (x 2) _______

Overall Points ____________ out of 100

Comments: _____________________________________________

____________________________________________________

Group Member Names: _______________________________________________

Songs that inspired a movement rubric

5 - The album was very detailed with facts to fully explain the reasons why your song and/or image should be included! Your liner notes were very clear and your choice of music made the listener say, "WOW!"

4 - The album was detailed with some facts to explain the reasons why your song and/or image should be included! Your liner notes were clear but left out some info that could

have helped the listener understand your choices.

3 - The album was average in quality with basic facts to back up why your song and/or image should be included! Your liner notes were a little difficult to understand all of your choices.

2 - The album was unorganized with few facts to back up why your song and/or image should be included! The liner notes were definitely below average.

1 - The album was very unorganized, very difficult to understand why your song and/or image should be included! Your liner notes were partially complete. Poor quality!

0 - The album was not completed. Was that a scratch on your record? Your album was just returned to the store! The listener thought it was a comedy instead of an album of important songs from history!

Assignment	Overall point value	Your Score
1. At least 10 songs about the Civil Rights Movement	5 x 5
Comments:
2. Album cover design	5 x 5
Comments:
3. Liner notes explained why each song was chosen for inclusion in your Civil Rights Album	5 x 8
Comments:
4. Title of each, artist and year it was released was listed group before and during the investigation)	5 x 2
Comments:

Total out of 100 points__________

Creating Your Own “I Have a Dream” Speech

A. Analyzing the speech

You will work together in groups of three to analyze each paragraph of the speech by Dr. Martin Luther King Jr., “I Have a Dream”.

B. Analyzing the “I have a Dream Speech”

You will watch the speech by Martin Luther King Jr. and answer the reflection questions provided. http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

1. Why do you think the speech was needed?

2. What did King mean in his speech when he stated, “There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights”?

3. Lincoln refers to “our fathers” in the opening paragraph. Who do you think he is referring to?

C. You and your group will then rewrite the speech in your own words that expresses what your dream of America should be today. You will create their own “I Have A Dream” speech using Movie Maker, Audacity or Photo Story 3. Each group will create a visual presentation of the meaning of their own “I Have a Dream” speech in today’s world.

D. You will present your own speech to the class.

Create Your Own “I Have a Dream” Speech

Name: ________________________

Block: ____________________

Grading Points:

0=Student is missing the assignment

1=Instructions not followed or very poor quality work.

2= Missing a portion of the assignment or instructions followed with below average work.

3=Instructions followed with minimum work (You did the absolute minimum).

4=Instructions followed with average work (Neat with all the requirements met).

5=Instructions followed with outstanding work (Neat with all the requirements met, as well as additional material and content that makes the project exceptional)

Your speech discussed issues facing America today

1 2 3 4 5 (x 8) _______

Visuals representing the issues

1 2 3 4 5 (x 2) ______

Your dream of what America should be like

1 2 3 4 5 (x 8) _______

Overall presentation of the speech!

1 2 3 4 5 (x 2) _______

Overall Points ____________ out of 100

Comments: _____________________________________________

______________________________________________________

Artful Learning (Sam Cooke)

You are about to travel back in time when one of the great voices in history dominated the charts. This is the story of the life and death of Sam Cooke. Although he never marched in a protest or participated in a sit-in, Sam Cooke’s voice will forever be associated with the Civil Rights Movement. The Civil Rights Anthem, “A Change is Gonna Come”, was written and recorded by Cooke as an inspiration to the Civil Rights Movement. Using imagery and the music, students will experience the power of song on an issue that still impacts us today.