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- Civil Rights
- Current Events
(Note: For more support, see expanded procedure in downloadable lesson plan. Review the sample worksheet at the end of the plan. You may wish to distribute it to your students, as well.)
- As a class, discuss the word “community” and what it means.
- Ask the students what they know about the civil rights era in their own community.
- Brainstorm ways to learn more about the history of civil rights in their community.
- Students conduct research and create a multimedia presentation of their findings.
- Research Guide and Timeline Template worksheets (download)
- Internet access
CIVIL RIGHTS TIMELINE
CIVIL RIGHTS TIMELINE
Have students share their presentations. Prompts include:
- What was the most surprising thing you discovered while working on this project?
- Has your view of your community changed over the course of this project? Why or why not?
- Compare and contrast your local civil rights movement events with the national movement events on the NewseumED timeline. Who participated? How did participants exercise their First Amendment rights? What were the results?
- What was the most difficult part of this project? What obstacles did you encounter? How did you overcome them?
Civil Rights Gallery: Have students adapt their research sources — including photographs, interviews, newspaper clippings, journal entries, etc. — to create an exhibit about the civil rights movement in your community. Format the sources as virtual or physical posters that can be displayed at school or online (using a blog format or a template such as Google Sites). As a class, develop introductory text and captions for the sources that will allow visitors to learn about their community’s history and connections to the national civil rights movement. Invite other students and community members to view the gallery and provide a guestbook for them to share their reactions. (Again, this could be a physical book or a virtual tool such as Twitter or a blog comment feature.)
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.R.3Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.W.8Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
NCSS C3 Framework: D1.5.6-8 and D1.5.9-126 - 8: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources. 9 - 12: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
NCSS C3 Framework: D2.Civ.10.6-8 and D2.Civ.10.9-126 - 8: Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society. 9 - 12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
NCSS C3 Framework: D2.His.14.6-8 and D2.His.14.9-126 - 8: Explain multiple causes and effects of events and developments in the past. 9 - 12: Analyze multiple and complex causes and effects of events in the past.
NCSS C3 Framework: D2.His.16.6-8 and D2.His.16.9-126 - 8. Organize applicable evidence into a coherent argument about the past. 9 - 12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
NCSS C3 Framework: D2.His.3.6-8 and D2.His.3.9-126 - 8: Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant. 9 - 12: Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
National Center for History in the Schools: NCHS.Historical Thinking.4A. Formulate historical questions. B. Obtain historical data from a variety of sources. C. Interrogate historical data. D. Identify the gaps in the available records, marshal contextual knowledge and perspectives of the time and place. E. Employ quantitative analysis. F. Support interpretations with historical evidence.
National Council of Teachers of English: NCTE.8Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Center for Civic Education: CCE.VA. What is citizenship? B. What are the rights of citizens? C. What are the responsibilities of citizens? D. What civic dispositions or traits of private and public character are important to the preservation and improvement of American constitutional democracy? E. How can citizens take part in civic life?
NCSS Curriculum Standards: NCSS 1Learners will understand how human beings create, learn, share and adapt to culture.
NCSS Curriculum Standards: NCSS 2Learners examine the institutions, values and beliefs of people in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and developments have shaped the modern world.
NCSS Curriculum Standards: NCSS 5Students know how institutions are formed, maintained and changed, and understand how they influence individuals, groups and other institutions.
NCSS Curriculum Standards: NCSS 6Learners will develop an understanding of the principles, processes, structures and institutions of government, and examine how power and authority are or have been obtained in various systems of government.
NCSS Curriculum Standards: NCSS 10Learning how to apply civic ideals to inform civic action is essential to participation in a democracy and support for the common good.