Students describe and identify key leaders of the civil rights movement in Texas. They work in groups to research Texas civil rights leaders and groups. Then they compare the civil rights struggles of Mexican Americans and African Americans in Texas. Finally, they reflect on what positive changes came from the civil rights movement and consider what civil rights issues are still being fought for today.
Students examine a historical photograph of Dr. Martin Luther King Jr. and other civil rights leaders, noting details and posing questions about what is happening. They then read a brief overview explaining that, despite the end of slavery, African Americans continued to face unequal rights and that the civil rights movement sought to gain equality. The introduction previews that students will learn about Texas civil rights leaders and compare the struggles of African Americans and Mexican Americans.
Teacher MovesIntroduce the experience and its objectives, highlighting that students will research Texas civil rights leaders and compare different groups’ struggles. Guide students in observing and questioning the photograph, naming key figures and explaining the context of the Selma-to-Birmingham march and its focus on voting rights. Form small groups for the next scene and ensure each group is assigned one of the six research topics before unlocking the following scene.
Students view an image of President Lyndon B. Johnson meeting with civil rights leaders, including James Farmer, and read background text about Johnson’s role in national civil rights efforts and the broader push for equality by women and ethnic minorities. In small groups, they are assigned a Texas civil rights leader or organization (James Farmer, Hector Garcia, Oveta Culp Hobby, Jane McCallum, Lulu Belle Madison White, or the League of United Latin American Citizens) and use the internet and provided sources (such as James Farmer, Hector Garcia, Oveta Culp Hobby, Jane McCallum, Lulu Belle Madison White, and The League of United Latin American Citizens) to research their topic. Groups create a report that includes an image, main causes fought for, strategies used, key accomplishments, and an interesting fact, posting it to a shared discussion wall or linking to a digital presentation tool (e.g., Prezi, timeline, slide deck, or other approved format). After posting, students read other groups’ reports to prepare for completing a graphic organizer in the next scene.
Teacher MovesAssign each small group one of the listed leaders or organizations, allowing multiple groups to research the same topic if needed. Optionally designate roles within groups (such as text entry, slide design, or content focus like accomplishments or strategies) to support collaboration. Direct students to use the suggested online resources in the student pack and monitor their research and report creation, ensuring they address causes, strategies, accomplishments, and visuals. Once reports are posted, prompt students to read classmates’ work in preparation for individual analysis in the next scene, then transition the class from group work to independent work before unlocking the following scene.
Students review the research reports created by all groups and use this information to complete a three-part graphic organizer comparing civil rights struggles. They summarize struggles specific to African Americans, struggles common to both African Americans and Mexican Americans, and struggles specific to Mexican Americans, drawing on the group reports and their own experiences.
Teacher MovesRemind students to use evidence from the class reports as they complete the organizer and to think carefully about which struggles were shared and which were unique to each group. Circulate to support students in distinguishing between group-specific and common issues, prompting them to clarify and refine their comparisons. When most students have finished, prepare them to move on and unlock the next scene.
Students read a brief explanation that, although the civil rights movement of the 1960s and 1970s brought many positive changes, struggles for social justice and civil rights continue. They then write a letter to someone living in 1950s Texas, describing how civil rights have improved, identifying key signs of progress, and explaining which civil rights issues they believe still need further progress today. After posting their letters to a discussion wall, students read classmates’ letters and respond to at least two with a question or a positive comment.
Teacher MovesFrame the activity by connecting historical civil rights efforts to ongoing struggles for equality, encouraging students to think about continuity and change over time. Clarify expectations for the letter, emphasizing specific examples of progress and remaining challenges. After students post, prompt them to engage respectfully with peers’ letters by asking thoughtful questions or offering constructive, positive feedback, and facilitate a brief whole-class reflection if time allows.
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