Students view a photograph of Little Rock Central High School and predict its role in the civil rights movement. Then they examine three events that helped shape the civil rights movement in the 1950s. Next they examine Martin Luther King Jr. and his role in the civil rights movement. They then compare the Black Power Movement to King’s approach of non-violence. Finally they research a key individual or organization of the civil rights movement and write a report.
Students are introduced to the focus of the experience—the civil rights movement of the 1960s and its major developments. They review the lesson objectives, examine a photograph of Little Rock Central High School, and respond to a prompt predicting the school’s role in the civil rights movement based on what they know or imagine about civil rights before the 1960s.
Teacher MovesPreview the overall flow of the experience and review the objectives with students. If students struggle to respond to the prediction prompt, guide them by asking what major settings were central to the struggle to end segregation, and briefly explain that Little Rock Central High School was among the first schools to be desegregated and a key site of litigation and conflict over school integration.
Students read narrative text about three key events of the 1950s—Brown v. Board of Education and the Little Rock Nine, the murder of Emmett Till, and Rosa Parks and the Montgomery Bus Boycott—examining how each event advanced the civil rights movement. They study an image of Rosa Parks after her arrest and then complete a graphic organizer summarizing the importance of each of the three events.
Teacher MovesHighlight that additional background readings on these events are available in the Student Pack. Use student responses in the graphic organizer to check understanding of how each event contributed to desegregation, mobilization, and the use of nonviolent protest, and to guide brief follow-up discussion as needed.
Students read about the growth of civil rights activism in the 1960s and Martin Luther King Jr.’s leadership, including his goals of desegregation and voting rights and his strategy of nonviolent civil disobedience. They view an image of King delivering the “I Have a Dream” speech and read about the March on Washington and the role of organizations such as SCLC, NAACP, SNCC, and CORE. Students answer a multiple-choice question about the major goals of King and the movement, complete a short table identifying two ways the Montgomery bus boycott was successful, and then read about King’s work in the Chicago Freedom Movement to address northern economic and housing discrimination. Finally, they respond in writing to explain key differences between conditions for African Americans in the northern and southern states.
Teacher MovesClarify King’s goals and methods and connect the Montgomery bus boycott to later nonviolent actions. Use the sample answers provided to support feedback on the table about the boycott’s successes. After students describe differences between northern and southern experiences, share an exemplary response and emphasize that Jim Crow laws in the South formalized segregation and voter suppression, while the North often enforced segregation through housing, schooling, and employment practices.
Students read about the rise of the Black Power movement, including the shift of CORE and SNCC toward more militant approaches, the leadership of Malcolm X and Stokely Carmichael, and the Black Panther Party’s emphasis on self-defense and community services. They then complete a Venn diagram graphic organizer comparing and contrasting King’s nonviolent civil disobedience ideology with the Black Panthers’ Black Power ideology. Afterward, they respond to a written prompt considering the question “Do the ends justify the means?” and explain whether they think Black Power violence was justified when nonviolent methods had only limited success.
Teacher MovesGive students a few minutes to complete the Venn diagram before moving to the reflective question. After students post their responses, share an interesting or exemplary answer with the class and lead a brief discussion, emphasizing that there is no single correct answer and that people have long debated whether ends can justify means, even when working toward similar goals.
Students select one individual or organization from a provided list (such as Ella Baker, John Lewis, Malcolm X, Rosa Parks, Thurgood Marshall, CORE, NAACP, SCLC, or SNCC) for independent research. Using two or more sources, they research their chosen topic’s role in and contribution to the civil rights movement in the 1960s and write a report, posting it to a shared space. They then read classmates’ reports and respond to at least two with a question or positive comment.
Teacher MovesSet clear time expectations for the research and writing process. Remind students to evaluate the validity and potential bias of their sources by considering the author and perspective. If time allows, invite students to briefly summarize their reports in a whole-class discussion to highlight the range of contributions made by different leaders and organizations.
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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