New york state social studies resource toolkit 5011th Grade Civil Rights Inquiry



Download 384.45 Kb.
Page1/22
Date conversion29.04.2016
Size384.45 Kb.
  1   2   3   4   5   6   7   8   9   ...   22

new york state social studies resource toolkit



5011th Grade Civil Rights Inquiry

What Made Nonviolent Protest Effective during the Civil Rights Movement?



© Bettmann / © Corbis/AP Images.

Supporting Questions

1.What was the impact of the Greensboro sit-in protest?

2.What made the Montgomery bus boycott, Birmingham campaign, and Selma to Montgomery marches effective?

3.How did others use nonviolence effectively during the civil rights movement?

11th Grade Civil Rights Inquiry


What Made Nonviolent Protest Effective

during the Civil Rights Movement?



New York State Social Studies Framework Key Idea & Practices

11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – PRESENT): Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Varying political philosophies prompted debates over the role of federal government in regulating the economy and providing a social safety net.

Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation

Staging the Question

Discuss the recent die-in protests and the extent to which they are an effective form of nonviolent direct-action protest.




Supporting Question 1




Supporting Question 2




Supporting Question 3







Guided Student Research




Independent Student Research

What was the impact of the Greensboro sit-in protest?




What made the Montgomery bus boycott, the Birmingham campaign, and the Selma to Montgomery marches effective?




How did others use nonviolence effectively during the civil rights movement?

Formative
Performance Task




Formative
Performance Task




Formative

Performance Task



Create a cause-and-effect diagram that demonstrates the impact of the sit-in protest by the Greensboro Four.




Detail the impacts of a range of actors and the actions they took to make the efforts effective.




Research the impact of a range of actors and the effective nonviolent direct actions they used in events during the civil rights movement.

Featured Sources




Featured Sources




Featured Sources

Source A: Photograph of the Greensboro Four

Source B: Join the Student Sit-Ins

Source C: “1960: Sitting Down to Take a Stand”




Sources A–D: Source packet on the Montgomery bus boycott

Sources A–D: Source packet on the Birmingham campaign

Sources A–E: Source packet on the Selma to Montgomery marches




Source A: To be determined by students; see possible resources in the Events for Research table




Summative Performance Task

argument What made nonviolent protest effective during the civil rights movement? Construct an argument (e.g., detailed outline, poster, or essay) using specific claims and relevant evidence from historical sources. Express these arguments by creating a monument or memorial for nonviolent heroes of the civil rights movement and provide a rationale for its design.

extension Discuss the following: If the country were to build a monument or memorial (e.g., Mount Rushmore or the Vietnam War Memorial) for nonviolent heroes of the civil rights movement, what type of monument should it be and who, if anyone, should be on it?

Taking Informed Action

Understand Examine several oral history archives. Focus on archives that feature individuals who participated in nonviolent protest within the civil rights movement.

Assess Discuss the limitations of oral history and note its contribution to our understanding of the past.

Act Create an oral history archive of individuals who participated in or witnessed a nonviolent direct-action protest.

  1   2   3   4   5   6   7   8   9   ...   22


The database is protected by copyright ©essaydocs.org 2016
send message

    Main page