1. Model Lesson 5 Strategies and Diffusion of the Civil Rights Movement

2. Standard 11.10.5 Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.

3. Day One

4. Day 1 Hook: Student Scenario Background Reading PowerPoint Review Homework

5. Hook Activity Choose two of the suggested tactics and explain your selections in the space provided. Choose two of the suggested tactics and explain your selections in the space provided.

6. Background Reading Read Document 1 and record the “big ideas” and notes from each section and/topic on Student Handout 2. Read Document 1 and record the “big ideas” and notes from each section and/topic on Student Handout 2.

7. PowerPoint Review We will now examine a PowerPoint on the early Civil Rights movement. Each slide corresponds to sections of Document 1. As each slide is projected, think about how the images relate to Document 1.

8. Background on Civil Rights Tactics Part I: Philosophy of Non Violence Civil Disobedience The Role of the Media Violence as a Response

9. Legislation High Court Bans Segregation in Public Schools Segregated Southern School

10. Philosophy of nonviolence Mohandas GandhiMartin Luther King, Jr.

11. Civil Disobedience – Sit Ins

12. Civil Disobedience -- Freedom Rides The first sign says “The law of the land is our demand.”

13. The Bus Boycott

14. Non-violent strategies: Mass Marches

15. The Role of the Media

16. Violence as a Response “Turn left or get shot.” A handmade sign on a street corner in Watts during the 1965 uprising.

17. Homework The following textbook references relate to material in the model lesson: McDougal—pages 724 – 725, 768 – 775, 884 – 885 Glencoe—pages 824 – 831 On the post-it note/index card you are given, write down what you consider to be the most important idea, and write an explanation as to why you selected that idea.

18. Day Two

19. Day 2 PowerPoint Preview Document Analysis Poster Creation Homework

20. PowerPoint Preview A PowerPoint has been provided to preview the different groups who continued the fight for civil rights.

21. Part 2: The Struggle Continues Latinos/Mexican Americans Native Americans Asian Americans

22. Latinos – Cesar Chavez and the UFW

23. Native Americans

24. Asian Americans

25. Document Analysis In groups of four you will examine one of the following Document Sets: Documents 2 – 9—Latinos Documents 10 – 17—Native Americans Documents 18 – 24—Asian Americans

26. Document Analysis As you analyze the documents record your findings on Student Handout 3. Be certain to talk with your group members regarding your findings. As you analyze the documents record your findings on Student Handout 3. Be certain to talk with your group members regarding your findings.

27. Poster Creation Summarize your key ideas from Student Handout 3 in visual form by creating a poster. Jot down bullets of the big ideas for each of the questions in a neat yet colorful manner. These posters will serve as the basis for sharing content with students who worked on other ethnic groups.

28. Homework You are to read the background essays for the two groups that you did not cover in your document set today: Document 2—Latinos Document 10—Native Americans Document 18—Asian Americans

29. Day Three

30. Day 3 Gallery Walk/Review Connection to the Present Preparation for Writing

31. Gallery Walk/Review Your posters are placed throughout the room. You have seven minutes to circulate around the room and take notes on the groups that were not part of your document set.

32. Instructional Conversation Now that you have finished the Gallery Walk, consider the following question: What is the most effective way to respond to unfair conditions and injustice? Think about the information you have compiled on Student Handout 3 in relation to the prompt to which you will be responding.

33. Instructional Conversation How did the groups that you learned about continue the struggle of the Civil Rights movement? How were they similar? How were they different?

34. Connection to the Present What are some social justice issues today? Thinking about the hook exercise, what are various approaches that might be used to combat those issues today?

35. Preparation for Writing Use Student Handouts 4 and 5 and all other lesson materials to begin to draft your essay.

36. Day Four

37. Day 4 Writing Reflection

38. Writing Take a few minutes to discuss what you plan to write with a partner. Write your essays being certain to address each of the tasks on Student Handout 4.

39. Reflection Reflect on the writing task and the lesson and discuss any challenges you had and the things you learned.