Strand: Culture

I. Standard- Civil Rights and the south in the 1960's

Construct reasoned judgments about specific cultural responses to persistent human issues. (G)

Demonstrate the value of cultural diversity, as well as cohesion, within and across groups. (E)

II. Learning Outcomes

-Demonstrate understanding of Brown vs. Board of Topeka, "Separate but Equal"

-Show knowledge about Martin Luther King Jr, and other peace activist. Specifically MLK Jr. active nonviolent movement

-List importance of the Civil Rights Act of 1964, and what new privileges it brought to the black community.

-Identify who resisted the black community and how they reacted to the Civil Rights Act of 1964. --Also the methods in which they used to terrorize the black community

-Demonstrate knowledge of the Jim Crow laws, and give examples of Jim Crow laws.

III. Evaluation 

I would evaluate the students through an examination. I would most likely use a multiple choice format, with having probably one or two essay questions.

IV. Curriculum

-History

-Political Science

-Sociology

V. Instructions 

Introduce topics broadly. Start big and gradually ask more specific questions. Maybe try to show discrimination towards certainly people randomly, to introduce the students to discrimination. Ask questions to students to gather readiness of the topic. Pick maybe 4-5 volunteers to show a skit of the deep south of the 1960's.

VI. Questions

What caused the need for the Civil Rights Act? Which court decision reversed the separate but equal ruling of previous court? Who was targeted with Jim Crow laws? Give an example of a Jim Crow law. Why was Martin Luther King so revered? Who killed MLK Jr.? What was his motive? Who are the KKK? Who made up the KKK? Why didn't law enforcement do anything about the KKK? Who was their main target?