1. Civil Rights Do You Know Yours? Choose your friends by their character and your socks by their color. Choosing your socks by their character makes no sense and choosing your friends by their color is unthinkable. ~Anonymous (Quote taken from the site "Teachers Against Prejudice" - http://www.teachersagainstprejudice.org/)

2. Strand 1 - American History P.O. 6: Describe the importance of: b. Nonviolent Protests d. Civil Rights Act of 1964 ELL Language Objective Students will express orally, his or her own thinking and ideas.

3. Students will: Identify types of nonviolent protests and how these actions affected society Identify parts of the Civil Rights Act of 1964 and show how people were affected throughout the country. Students will use speaking skills to demonstrate an understanding of what was read and of what their peers said in group. Students will read short passages either individually (silently) or in small groups aloud. Students will then write up to a paragraph which will reflect their thoughts about the passage(s) read.

4. Bell Work Explain what you know about the Civil Rights Movement. Include names of people involved. Do people still struggle for personal rights today? If so give an example. On your own piece of paper, define/describe the following terms in your own words: prejudice discrimination civil disobedience stigma equality boycott violence exclusion segregate nonviolence prejudice integrate equal opportunity racist sit-in minority Keep this list as you will be asked to find examples of in pictures, videos, or stories. We will discuss this vocabulary as a class. Be prepared to explain or give examples of these terms.

5. What Do You Think? How do people work to secure their Civil Rights? People show this in different ways; through violent or nonviolent acts. Which do you think people practice more? Which do you think is more effective and which will last longer? Why? What groups of people from the past or from today struggle to have the same rights as all people? Name the group(s) and what are they fighting for. (Example: women - right to vote, gays - right to marry) Activity You are to choose pictures of nonviolent and violent protests. Write down: A description of the picture What each picture represents Your thoughts of the situation

6. Activity You are to read two stories about two different people who struggled for the same rights that others had. Then you are to write a paragraph for each about you thought of that person's experience. After you are done you are to discuss in your group what your thoughts of each were. One person is in charge of writing notes and another can be in charge of presenting each groups thoughts and the last person will write answers on board.

7. Thoughts And Reactions To Stories:

8. Civil Rights Act 1964 The Civil Rights Act of 1964 was instrumental in providing Civil Rights for ALL People, not just a select few. There are 5 titles of this act, in your group you will be assigned an act, you are to: Discuss what the benefits and problems are, write these in your notes. Decide whether or not people still experience discrimination today. If so who is affected and what is/are the issue(s). http://www.congresslink.org/print_basics_histmats_civilrights64text.htm President Lyndon Johnson signs the Civil Rights Act of 1964 [64/7/2-3]

9. Civil Rights Act of 1964 - 5 Titles

10. Teacher Resources and Follow-up Activities Some good resources would include the following websites (you will need to copy then paste): The Gilder Lehrman Institute of American History The Tumultuous Sixties - http://www.gilderlehrman.org/teachers/module21/index.html The Voices of Civil Rights - http://www.voicesofcivilrights.org/index.html ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Incorporating Thematic Units with other teachers? One novel that we used at our site that the students enjoyed was: The Watson's Go To Birmingham - 1963 by Christopher Paul Curtis Or if you need other books for different reading levels, consider: African-American Bibliography Books for Children: http://falcon.jmu.edu/~ramseyil/mulafro.htm A very good film to complete this lesson that is available at most movie rentals is "Ruby Bridges". Many of the Pima County Libraries hold copies as well and the movie can be checked out for up to a week (the other positive is that the borrowing of movies at your local library is free). http://www.lib.ci.tucson.az.us/ You can find great questions to go along with the movie at: http://www.mrbuck.crosswinds.net/RubyBridgesViewingQuestions.html Teachers Against Prejudice (TAP) is a website with suggestions regarding movies to complete your lesson with themes regarding the struggle with securing Civil Rights appropriate for middle school (other grade levels are available as well): http://www.teachersagainstprejudice.org/