Students write a definition of discrimination and give examples. Then they examine a visual history of discrimination against African Americans following the Civil War. Next they analyze why Brown v. Board of Education and President Johnson’s Great Society program were necessary despite the Civil War Amendments. Finally they read about three civil rights leaders and reflect on how individuals can bring social change, and whether the mid-century Civil Rights Movement was a success.
Students review how the Tuskegee Airmen faced discrimination after World War II, then read an overview of the lesson objectives. Using a shared table, they look up and write a dictionary definition of discrimination, and then post an example of discrimination against any group on a collaborative wall.
Teacher MovesIntroduce the experience and its objectives, connecting back to the Tuskegee Airmen and ongoing discrimination. Guide students to develop a clear, classwide definition of discrimination and facilitate discussion of posted examples, highlighting that discrimination can occur in education, employment, housing, law enforcement, and personal interactions.
Students examine a visual history of discrimination against African Americans after Reconstruction, including images and explanations of Jim Crow laws, the Ku Klux Klan, sharecropping, chain gangs, segregation, and sit-ins. They then answer multiple-choice questions to identify an example of segregation and to explain why sharecropping and chain gangs were considered “slavery by a different name.”
Teacher MovesOptionally read the scene aloud and discuss each photograph, allowing students to express emotional reactions and questions. Clarify historical context and vocabulary (such as Jim Crow, white supremacist, sharecropping, segregation, and sit-ins), and support students as they reason through the embedded questions, addressing misconceptions about how these systems maintained racial inequality.
Students read about key legal milestones in the struggle for civil rights, including Plessy v. Ferguson, Brown v. Board of Education, and Ruby Bridges’s school integration, as well as President Lyndon B. Johnson’s Great Society, the Civil Rights Act of 1964, and the Voting Rights Act of 1965. They then post a response explaining why these laws were necessary even after the Fourteenth and Fifteenth Amendments, citing evidence from the text.
Teacher MovesClarify the difference between constitutional guarantees and how states limited rights in practice, emphasizing the impact of Supreme Court decisions and federal legislation. Highlight strong student responses from the wall for whole-class discussion, explaining how state and local laws and practices restricted civil rights and how the Civil Rights Act and Voting Rights Act addressed those barriers.
Students read short profiles of Martin Luther King Jr., Rosa Parks, and Cesar Chavez, and listen to an audio excerpt from King’s “I Have a Dream” speech to explore how individuals used nonviolent protest and civic participation to advance civil rights. They post reflections on how individuals can bring about social change and whether citizens have a responsibility to participate. Finally, they read about the elections of Barack Obama and Kamala Harris and the rise of the Black Lives Matter movement, then respond to a poll about whether the Civil Rights Movement has been successful, has failed, or has more work to do.
Teacher MovesEmphasize the range of civic actions—local and national—that leaders and ordinary citizens used to influence public opinion and policy. Use student wall responses to spark discussion about civic responsibility and contemporary social movements. After the poll, facilitate a respectful conversation about the current state of civil rights and differing perspectives on the legacy and ongoing work of the Civil Rights Movement.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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