IMPLEMENTATION - DAY TO DAY LESSON PLANS

The following lessons and activities are designed to help students better understand what motivated individuals to join a movement for social justice. Students will work with images and words that provide both insight into what motivated people to join the movement and the challenges they faced as they developed strategies to push the movement forward. Providing students an historical context and chronology of this time and place will help them better understand these words and image. One source, among many, that can help provide this context is your U.S. History textbook, The Americans, chapter 21 (pages 695-719. If you are adapting this unit to an American Government class chapter 21 (544-561) in Macgruder’s American Government provides a source for both historical and thematic context.

Our suggestion for using the U.S. History textbook is to have students read the chapter to get a sense of chronology and how the movement changed and evolved. One possibility is to have students, using material from the textbook and information learned in this unit, add additional events and individuals to the timeline on pages 694-695. Adding graphics and quotes to help explain these additions will help students illustrate their understanding of these significant events and individuals.

The American Government text does not include a chronology, but a timeline of important court cases and an events connected to the struggle for civil rights can be constructed from material in chapter 21.
We suggest that the textbook reading be assigned and completed before they do websearching and group projects. We have put discussion of the textbook, or other readings that you to provide context, and the chronologies, on day 6.