{"results":"
\n\n
\n
\n
\n
\n\n10\nItems in Unit\n\n
\n
\n
\n\"NAACP's\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nNAACP's Anti-Lynching Campaigns: The Quest for Social Justice in the Interwar Years\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nThe NAACP's Anti-Lynching Campaigns: The Quest for Social Justice in the Interwar Years unit module has high schoolers investigate the anti-lynching campaigns of the NAACP in the 1920s and 1930s. For the first instructional activity,...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Struggle Against Segregation\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents use vocabulary related to the history of segregation in the United States. They study about the history of segregation in America and recognize the challenges and prejudice that many African Americans faced in the 1950s....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"End\n\n
\n
\n
\n
\nEngageNY\n
\n

\nEnd of Unit Assessment: Making Connections between Song Lyrics and Texts\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nFor the end-of-unit assessment, scholars engage in small group Socratic seminars to connect the lyrics of two songs to texts they read and studied. They discuss how the songs \"Ain't Gonna Let Nobody Turn Me Around\" and \"Lift Every Voice...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Justice\n\n
\n
\n
\n
\nCurated OER\n
\n

\nJustice Demands an End to Segregation, But it Does Not End\n

\n
\n\nFor Teachers\n\n7th - 8th\n
\n
\n
\nStudents define human rights and describe how it applies to politics, economics and cultural rights. As a class, they watch a video how the Constitution was made and discuss its purpose. In groups, they present information to the class...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video11:58
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Civil\n\n
\n
\n
\n
\nCrash Course\n
\n

\nCivil Rights and the 1950s\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nTake a closer look at \"one of the most important periods of American social history: the 1950s,\" as well as the type of society that the civil rights movement would endeavor to change. This engaging video begins by detailing the era of...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Schools\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSchools of Thought on Segregation\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nStudents read a New York Times article in order to explain how American courts and communities are dealing with the unanimous Supreme Court decision to end \"separate but equal\" education. They analyze how this affects the nation's youth.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"African\n\n
\n
\n
\n
\nPBS\n
\n

\nAfrican American History: Lunch Counter Closed\n

\n
\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
\n
\n
\nYoung historians investigate and evaluate the effectiveness of the strategies the Civil Rights Movement used to end segregation in the United States. After watching an video interview with Carl Matthews and Bill Stevens who participated...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Organizer
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Struggle to End Apartheid\n

\n
\n\nFor Students\n\n7th - 9th\n
\n
\n
\nMotivate your class with this worksheet on apartheid. After responding to several pre-reading questions, learners read and mark 2 articles: 1 about the Soweto Uprising and 1 about Nelson Mandela. They then respond to 4 short answer...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Segregated\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSegregated America\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nYoung scholars investigate Jim Crow laws. In this segregation lesson, students analyze images that display American segregation. Young scholars use the provided questions to aid them in their evaluation of the images.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Segregation\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSegregation in Prince Edward County\n

\n
\n\nFor Teachers\n\n11th\n
\n
\n
\nEleventh graders examine the history of integration as it applied to Virginia high school in Prince Edward County. They evaluate a map of Virginia counties, read and analyze a first person narrative of a young girl involved in a boycott...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nAnti-Defamation League\n
\n

\nThe Problem We Still Live With?\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nNorman Rockwell's painting \"The Problem We Still Live With\" launches a unit study of racism in the United States and segregation in U.S. schools. In the first lesson, scholars discuss the painting, review key elements of the Supreme...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Bases\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBases Divided: Segregation And Discrimination in Baseball\n

\n
\n\nFor Teachers\n\n7th - 10th\n
\n
\n
\nLearners view video and conduct research on how baseball has reflected the social context of American history. They work in groups to investigate outstanding minority baseball players, including racial minorities and women, and develop...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Preparation\n\n
\n
\n
\n
\nEngageNY\n
\n

\nPreparation for End of Unit Assessment: Making Connections between Song Lyrics and Texts, Part 1\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nSong lyrics can help people better understand literary texts. Scholars continue listening to \"Ain't Gonna Let Nobody Turn Me Around\" and discuss the connections between the song's lyrics and Carlotta Walls LaNier's memoir, A Mighty Long...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Preparation\n\n
\n
\n
\n
\nEngageNY\n
\n

\nPreparation for End of Unit Assessment: Making Connections between Song Lyrics and Texts, Part 2\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nFive hundred schoolchildren first performed the song \"Lift Every Voice and Sing\" in 1900 to celebrate President Lincoln's birthday. Scholars listen to the historic song and discuss the lyrics with partners. They continue preparing notes...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Fight to End \"Separate but Equal\" in American Schools\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents study the court cases related to Brown v. Board of Education and the \"separate but equal\" standard established by Plessy v. Ferguson. They create an informational display that can be used to teach others the particulars of the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"American\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAmerican Colonization Society Lesson Plan\n

\n
\n\nFor Teachers\n\n7th - 12th\n
\n
\n
\nStudents read an article online \"Colonization and Emigration\" and break into debating groups. They research points that support their side, namely whether or not the American Colonization Society was for or against segregation. They...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Freedom\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFreedom on My Mind: A Marginalized Voice in the Segregated South\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nHigh schoolers analyze the film, \"Freedom on My Mind.\" They view the film and discuss its points in small groups. They create a fictional southern state reflecting segregation in the 1960's. They present their states to the class.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Mendez\n\n
\n
\n
\n
\nState Bar of Texas\n
\n

\nMendez v. Westminster and Delgado v. Bastrop ISD\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nYou arrive at school only to be told you have no place there. Scholars research the Supreme Court cases Mendez v. Westminster and Delgado v. Bastrop ISD, both dealing with school segregation. Two short video clips as well as small group...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Past Half Century: Achieving Equality\n

\n
\n\nFor Teachers\n\n4th - 12th\n
\n
\n
\nStudents analyze reactions to the Brown vs. Education decision of 1954. In this segregation lesson, student look at the actions that were taken in the education world as a result of the Brown decision. They watch a CD, examine political...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Sweatt\n\n
\n
\n
\n
\nState Bar of Texas\n
\n

\nSweatt v. Painter\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nIs separate but equal actually equal? The 1950 Supreme Court case Sweatt v. Painter discusses the law of segregation and inequality. Scholars investigate the impact of the case on the desegregation of public schools across the nation...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe American Civil War: Segregation\n

\n
\n\nFor Teachers\n\n4th - 9th\n
\n
\n
\nStudents examine the feelings associated with segregation and then act out a scene based on those feelings.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Rosa\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRosa Parks/Segregation\n

\n
\n\nFor Teachers\n\n3rd - 6th\n
\n
\n
\nStudents examine the role of Rosa Parks in ended segregtation in the South. Using new vocabulary, they observe the effects of segregation by being placed into different groups over a two day period. They discuss the feelings and emotions...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Civil\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCivil Rights Leader: Rosa Parks\n

\n
\n\nFor Teachers\n\n3rd - 6th\n
\n
\n
\nAll humans should have civil rights, but that wasn't the case in Alabama. This biographical presentation shares information about the life and inspiration that Rosa Parks brought to the Civil Rights movement. It explains her thoughts,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Planet Article
\n
\n
\n
\n\"Black\n\n
\n
\n
\n
\nLesson Planet\n
\n

\nBlack History Month: Celebrating Diversity and Progress\n

\n
\n\nFor Teachers\n\n4th - 8th\n
\n
\n
\nBlack History Month is a time to recognize the achievements of our civil rights heroes while looking toward the future with a vision of equality for all.\n
\n
\n
\n\nGo to Resource\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}