Lucretia F. Edlow
“A NEW GENERATION OF FIGHTERS”
Students today are more passive, less willing to fight or stand up for their rights than the students of the early 60’s and 70’s. This unit, will emphasize the importance of inspiring students today to become more aware of the struggles of the people who were at the forefront of the civil rights movement. It will teach them that they must continue to fight against racism, violence and sexism by using this period as an inspiration to wake up to the heroism within themselves.
The unit will begin with a study of background information on the enthusiastic, and sometimes volatile leaders of the early sixties and seventies. They will learn about those people who were the doers and shakers of that generation. They will be inspired by children who were among the first people to participate in the desegregation of the schools in the south. This will be accomplished through reading case studies as presented in the book Children of Courage by Robert Coles, M.D. The culminating activity will allow the student the option of getting involved by identifying a cause in which to champion, develop a plan of action to help bring the problem to fruition, while bringing out the hero within them.
Lesson One
Objectives
To develop an understanding and appreciation of the student’s family history.
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To write a short biographical sketch of the student’s family.
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To develop increased ability to gather information in an organized manner.
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To enhance project with visual aids.
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To communicate effectively with parents and other family members.
Procedure
Students will develop a booklet about themselves and their families. The biographical sketch will serve as the basis to answer the question “Who Am I” and what is my role in my family. The booklet should be organized in the following manner.
Page 1—Cover Page To include student’s name and a recent photograph.
Page 2—My Birth A photograph or drawing of the student as a baby should be included. A short paragraph should include information such as name, circumstances surrounding how student’s name was chosen, and anything significant about the birth.
Page 3—People in the House—A family picture or drawing of all family members should be included along with a description of persons living in the household and significant facts about them.
Page 4—All About Mom and Dad—Include picture, short paragraph on where parents were born and interesting facts about them.
Page 5—Ancestors’ Nationality—If photographs of grandparents or great-grandparents are available, students should use them on this page along with a brief description of who they are and the country they are from. If family pictures are not available, pictures or drawings of representative country can be used.
Page 6—Funny Story About Family—Describe a funny incident that has taken place in your home or surrounding your family.
Page 7—Parents’ Special Memories—Develop a montage using snapshots of important events that have taken place in your family, including birthdays, holidays, etc.
Page 8—Family Traditions—Describe a family tradition in which you take part. Examples might include morning prayer, attending church together the first Sunday of the New Year, cooking black-eyed peas on New Years Day for good luck, etc.
Page 9—Ethnic Foods—Make a list with possible illustrations of the foods that are popular in your household.
Page 10—Precious Possesion—Bring in to share with the class your most precious possession.
Materials
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-folder in which to place completed works
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-family photographs
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-colored pens, pencils for drawings when photographs are not available
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-parent commitment letter that will indicate cooperation in helping with the assignment
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-encyclopedias to learn facts about country of ancestors
Time
2 weeks
Lesson Two
Objectives
To construct a chart about people of the civil rights movement of the sixties
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-To become inspired by the biographical examples studied
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-To obtain information on teenage years of the leaders to help students see them as every day people
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-To work in cooperative groups
Procedure
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1. Students will be divided into groups of three or four persons. 2. The following list of names will be written on the board
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Fannie Hamer
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Medgar Evers
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Benjamin Hooks
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Dr. Martin Luther King Jr.
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Julian Bond
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Ralph Abernathy
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Roy Innis
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Rosa Parks
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Angela Davis
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Corretta Scott King
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H. Rap Brown
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Jessie Jackson
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Stokely Carmichael
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3. Students should choose any three persons from list for investigation 4. Teacher should try to lead students to not duplicate names from one group to next 5. Students should answer the following questions about each leader
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a. name
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b. date of birth
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c. place of birth
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d. contribution to civil rights movement
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e. describe the person’s teenage years
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f. provide graphics to enhance report
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g. discuss findings with other members of class through oral presentations
Materials
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-Access to library
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-Access to computer
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-Pre-designed charts
Time
one week
Lesson Three
Objectives
To conduct a survey in the community, and school
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-To gather information in an organized manner
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-To report findings using percentages
Summary
The civil rights legislation of the 1960’s went far beyond the highest expectations of most black leaders in the 1940’s and 1950’s. Many African American leaders today think that problems faced by African Americans have risen to an all time high. Students will conduct a survey that will address this issue.
Procedure
Students will conduct a survey in their community, and at school -Parents will be advised to escort their son/daughter when canvassing the community for answers
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-Students should randomly ask teachers and peers to respond
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-Students will report findings using percentages as instructed by teacher
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-Each student should try to get responses from at least 10 people
Survey
Please prioritize in order of most important to least important your reaction to the following:
What are the chief problems facing African Americans today?
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___ Employment
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___ Education
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___ Housing
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___ Racism
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___ Violence/Crime
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___ Single-Parent Homes
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___ Teenage Pregnancy
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___ Drug Abuse
Materials
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-clipboards
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-survey sheet
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-pen/pencil
Time
one week
