LIBRARY OF CONGRESS LESSON MODULE Racial Integration Annie Hagemann; Annie Ehlts; Ashley Allen; Chelsea Becker; Talia Wright College of Education University of Northern Iowa Cedar Falls, IA Title: Overcoming Segregation Theme: Integration Historical Period: Post War United States: 1945‐Present http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/ti
meline/progress/ Lesson Module Overview: Students will actively learn about Racial Integration through exploring and analyzing primary resources from the Library of Congress, such as images, videos and documents. Through participating in inquiry‐based learning, literature, role play, and discussions students will have an opportunity to investigate our nation’s past. Students will also have the opportunity to learn about various aspects of racial integration in the 1950‐1960s and the affect it had on our society. Grade Range: 2nd‐5th Grade Table of Content Lesson Module Day 1: Page 2 Title: Jim Crow Laws and Discrimination Lesson Module Day 2: Page 5 Title: Voting Rights Act of 1965 Lesson Module Day 3: Page 8 Title: Integration of Transportation‐Rosa Parks Lesson Module Day 4: Page 12 Title: Integration Lesson Module Day 5: Page 14 Title: Integration After the Civil War in Sports‐Jackie Robinson Appendix I: Images and Graphic Materials Page 17 Appendix II: Bibliography and Webliography Page 33 1
LESSON MODULE DAY 1 Title: Jim Crow Laws and Discrimination Learning Goals: Knowledge ‐Students will understand the term “discrimination” and the connection it has with integration. ‐Student will understand Jim Crow laws and the effect it had on our country. Skills ‐Students will participate in an activity where they experience discrimination. ‐Students will explore various images to understand the Jim Crow Laws in action. Dispositions ‐Students will experience discrimination, analyze the effect the Jim Crow laws had in our society, and understand the hurt discrimination causes. National Council for the Social Studies Themes: http://www.socialstudies.org/standards/strands Time, Continuity, & Change: Social studies programs should include experiences that provide for the study of the past and its legacy. People, Places, & Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. Individual Development & Identity: Social studies programs should include experiences that provide for the study of individual development and identity. Individuals Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. 2
Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. Materials Needed: Green and blue sticks Water fountain pictures Rex theater pictures Help wanted sign picture Graphic organizer Youtube video ‐ http://www.youtube.com/watch?v=‐fcQWxXH76w Lesson Procedures: Introduction  The teacher will begin the lesson by handing out a stick to each student. Half of the class will receive a green stick and the other half will be given a blue stick. The students with the green sticks will be a group and the students with the blue sticks will be a group separating the students into two groups.  The teacher will explain that those who have blue sticks have to sit on the floor while those who have green sticks can sit in the chairs.  Next, the teacher will explain that the class will have a pop quiz about astrophysics. The students in the green group will be handed a cheat sheet to use on the quiz. After the teacher hands out the mock quiz, he/she should be nice and sweet to the green group but stern and rude to the students in the blue group.  The teacher will collect the quizzes and explain that it was just a game but it had a purpose. Development  The teacher will show images 1, 2, and 3 to represent the Jim Crow Laws. While showing these photos, the teacher should ask the students what they notice in each photo. 3
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After discussion of the pictures, the teacher should ask the students what the game and these photos have in common. The students should come up with the separate green and blue groups were like the separation between the whites and blacks. 
The teacher should explain to the students that these laws were called the Jim Crow Laws. Under the Jim Crow Laws, there was separation between whites and blacks in public places, public transportation, and public schools. 
In public places, “whites only” or “colored” appeared at water fountains, restrooms, as well as entrances and exits to public buildings. In public transportation, white people sat in the front and black people sat in the back. Black people had to give up their seats for white people. In public schools, whites and blacks were to be taught in separate classes. 
After explaining to the students about Jim Crow Laws, the teacher should show the images 1, 2, and 3 again and explain each one to the class. 
To give the students a better understanding, the teacher will show a video called, “Jim Crow Laws and Black Codes” http://www.youtube.com/watch?v=‐fcQWxXH76 Culmination  Have the students revisit the idea of the game at the beginning of the lesson and the connection it had to the Jim Crow Laws.  Using a graphic organizer, the students will compare how the African Americans were treated during the Jim Crow Laws era and how they felt during the game. Assessment  The students will write a couple paragraphs to summarize what they learned during the lesson. They will be expected to explain the Jim Crow Laws and the affect it had on African Americans and our society. 4
LESSON MODULE DAY 2 Title: Voting Rights Act of 1965 Learning Goals: Knowledge ‐Students will learn and understand the meaning of the term “discriminate” ‐Students will develop an understanding of what it is like for some individuals to be denied right to vote through a class simulation. ‐Students will begin to understand and connect the major events and beliefs of people that lead to discrimination against African Americans Skills ‐Students will participate in a role‐play voting session that is centered on the color of their voting ballots ‐Students will begin exploring various types of resources that relate to the Jim Crow Laws, including the 1965 Voting Rights Act. Dispositions ‐Students will begin to develop recognizing the multiple perspectives that were related to the production of the Jim Crow Laws. ‐Students will begin to think critically about the different beliefs of people and the major events that contributed to the Jim Crow Laws. National Council for the Social Studies Themes: http://www.socialstudies.org/standards/strands Time, Continuity, & Change: Social studies programs should include experiences that provide for the study of the past and its legacy. Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. 5
Civic Ideals & Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. Materials Needed: Question to vote on Colored ballots (pink, blue, yellow, and purple) Youtube video http://www.youtube.com/watch?v=vQ2j8zSxPgU Lesson Procedures: Introduction: 
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Teacher will start off the lesson by asking students if they would be interested in “5 extra minutes of recess time.” At this time, students will most likely be bouncing up and down on their chairs agreeing to this proposal to extra recess time. The teacher will then suggest a classroom vote. The teacher will first explain the directions to casting a vote on the ballots that he/she will be passing out. 1. “First, I will passing out these ballots (hold colored ballots in the air). now pass out the colored ballots to all students. 2. “The ballot has the question on it and it’s your task to check YES or NO for the extra recess time.” At this time, the teacher will model how to check YES or NO on a ballot. 3. “Once you are done casting your vote, please turn your ballot over to let me know that you are done.”Students will either get a blue, pink, purple, or yellow ballot to vote on. 4. Before the teacher passes out the ballots, he/she will ask if there are any questions. The teacher will now pass out the colored ballots to students. Students will either get a pink, blue, yellow, or purple ballot. Once all students have turned over their ballots, the teacher will ask for his/her students attention. The teacher will now say “would all the students that have a yellow or purple ballot raise them in the air.” The teacher will now go around the room collecting all the yellow and purple ballots. Once all the ballots have been collected, the teacher will now explain that due to the students having yellow and purple ballots, their votes don’t count. To really get students feeling the effects of discrimination, the teacher will now explain to students that because their votes don’t count, they have to come in from recess at the normal time, instead of 5 minutes later. 6
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Sadden faces and gasps will be seen and heard throughout the classroom. At this time, the teacher will now tell students that this voting session was fake and that all students get 5 extra minutes of recess. Development: 
The teacher at this time will guide students into a classroom discussion about the role‐
play voting session. Some questions that the teacher will ask are: o Did the votes represent the voices and ideas of our entire class? o Do you all think it was fair what I did by taking away the right to vote for all the yellow and purple ballots? Why or why not? o Ask all the yellow and purple ballot students how they felt when I took away your votes. o Were you upset or mad when I said that your votes didn’t count? o Class, do you think this has happened before in our world with voting rights? 
After the class discussion, the teacher will play the Youtube video http://www.youtube.com/watch?v=vQ2j8zSxPgU. Once the video has been played, the teacher will ask students what they learned from the video. The teacher will explain to students that the role‐play voting session was a replay of what it was like in the 1960 era. Instead of colored ballots, it was the color of skin a person had the prevented them from voting. At the is time, the teacher will show students pictures 4, 5, and 6. To close the part of the lesson, the teacher will ask her students what the word “discriminate” means and any examples that they can think of. The teacher will now explain the meaning of the word “discriminate” and how it is related to the Jim Crow Laws. 
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Culmination: 
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While teaching the Jim Crow Laws unit, the teacher will create resource section of the room that relates to the unit. Some materials that will be included in the resource area are posters, books, fun facts, and worksheets that all relate to the Jim Crow Laws. The teacher will create a bulletin board full of Jim Crow Law facts. The bulletin board will be visible for all students to see and will be fun, bright, and engaging to promote student learning. Assessment: 
Ask students to complete a “Check Out Slip” where they write two new things that they learned during today’s lesson and one question about the topic. Use these to influence your planning for future lessons. 7
LESSON MODULE DAY 3 Title: Integration of Transportation‐Rosa Parks Learning Goals: Knowledge: ‐Students will develop an understanding of what it is like for some individuals to be treated differently because of the color of their skin. ‐Students will begin to understand the key people and events related to the start to racial integration. Skills: ‐Students will participate in a role‐play activity centered on the Montgomery Bus Boycott. ‐Students will explore various types of primary resources such as the internet, encyclopedias, old news articles, and history books. Dispositions: ‐Students will begin to develop an ability to evaluate multiple perspectives, think critically about the past, and cope with the complexity of historical issues. National Council for the Social Studies Themes: http://www.socialstudies.org/standards/strands Time, Continuity, & Change: Social studies programs should include experiences that provides for the study of the past in order to make is possible for students to understand the human story across time. People Places and Environment: During the study of people, places, and environment, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places, and environments. Civic Ideals & Practices: Social studies programs should include experiences that provide for the study of the civic ideals and practices which is critical to full participation in society and is an essential component of education for citizenship‐which is the central purpose of social studies. 8
Materials Needed: 8 Chairs set up in 2 columns Eight students, wearing red and blue Rosa parks: One of Many Who Sat Down to Stand Up. The Story of Ruby Rogers KWL Chart Access to research materials: Internet, encyclopedia, old news articles, history books Paper: Both writing paper and large plain paper for drawing. Crayons: Yellow, Red, Orange, Blue Tribute Paper Template Lesson Procedures: Anticipatory Set: 
Set up eight chairs in two columns to resemble a bus. Have eight students sit in the bus seats and tell them (and the class) that they have been working all day, and they are tired. They are riding the bus home on a half‐hour trip. Tell the students that you are a new passenger getting on the bus. Role‐play that you are getting on the bus. Pick one student (not a sensitive one, and prepare them before) and tell him/her that they must get up and give you their seat. If the student hesitates, say “You know the law, people with red shirts must give up their seats if someone with a blue shirt comes on the bus. So get up or I will have you arrested.” 
Following this role‐play, hold a discussion about what happened and the feelings of the people involved. Guide the students to the conclusion that the law was not fair, and that it is the responsibility of the individual and the community to do something about the law. Reference Image 7. Introduction: 
Introduce Rosa Parks, and have students listen to the audio version or text of Linda Gorham’s story, Rosa parks: One of Many Who Sat Down to Stand Up. o This will help students become familiar with Rosa parks. 9
o Guide students to place Ms. Parks protest within the larger context of her supportive family and community and the burgeoning Civil Rights Movement of the 1950s. 
Read, The Story of Ruby Bridges, to the class. This is a story about a little girl named Ruby; she was the first African‐American to go to the all‐white school in her neighborhood. People called her names and other kids stopped going to the school! Following reading this story, lead a discussion: ask the children if they have ever stood up for something that they felt was right. Talk about how they felt, and how they think they would have reacted if they were in Ruby’s place. o Following this discussion, relate Ruby to Rosa; Rosa suffered the same kind of persecution that Ruby did. Reference Image 8 when discussing how Rosa Parks suffered. 
Next, use a KWL chart to find out what students already know about Rosa Parks‐write their responses in the “K” section. Then ask the students what they want to learn, and write their comments in the “W” section. 
To help the students get an understanding of what was happening during this time period, give students the opportunity to do a little research. Provide them with materials‐the internet, encyclopedia, history books, old news articles (can be found in most public libraries). Have students choose one piece of information that they discovered during their research to share with the class. This will help students make more connections with the time period. Development: 
This is an activity designed to limit the students' choices. The students will be instructed that they must make a picture of their home or neighborhood to be displayed in the hall for all of the school to see. Tell them that they must do their best work, and it will effect their grade. Then pass out the crayons to the children. Boys can only use yellow and blue, and girls can only use the red and orange. Instruct them that they can't share, and that they can't complain because nothing will be done about their complaints. After the art is turned in discuss the children's feeling. Be sure to probe the question, "How did you feel when your choices were being limited and you had no say in it? and, Did it make you feel worse that you knew there were other colors possible, but weren't allowed to?" Assure students that this assignment gets full credit simply for being done. o Help students see that this is an example of how Rosa Parks felt when it came to riding the bus. Help them make the connection. 10
Culmination: 
Teacher will explain to the students that we have discussed some very important historical events. We have focused our class discussions on Rosa Parks and her contributions to our society. Give each student a piece of paper with the words, "A Tribute to Rosa Parks" on the top of it. The student will then use their creativity in writing a tribute to Rosa Parks, as if they were writing a speech in her behalf. o Students will be allowed to do additional research if they wish to do so. o When the students have finished the letters and/or tributes to Rosa Parks compile them into a classroom book entitled, "Mother of the Civil Rights Movement." o Reference Image 9 for the tribute. 
Have students share their work in small group. o Students will have the chance to learn more about Rosa Parks as well as share their findings with others. Assessment: 
Following this lesson, complete the KWL chart by having students share what they have learned. Put their responses in the “L” section of the chart. 
Students will be assessed on their learning through the Tribute written to Rosa Parks. Teacher will look for new facts they have learned. 11
LESSON MODULE Day 4 Title: Integration Learning Goals: Knowledge: ‐Students will be able to understand what each of the individual cases are, especially Brown vs. Board of Education. ‐Students will develop and understanding for the challenges faced by African American students Skills: ‐Students will be able to discuss their feelings about segregation. ‐Students will be analyzing various pictures of segregation in schools Disposition: ‐Students will be able to critically think about past events and compare them to current events National Council for the Social Studies Themes: http://www.socialstudies.org/standards/strands Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the past and its legacy. Individuals, Groups, and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. Materials: “I Want to Go to School: Brown vs. Board of Education” by Carole Marsh Pencil Whiteboard Marker 12
Lesson Procedure: Introduction:  Get the students’ attention by calling in two or three teachers/faculty (whom you have already talked to and staged this activity). The teachers/faculty will come in and sit in the classroom. I will then tell those two or three teachers that they are not allowed in the classroom because they have blond hair, or because they are wearing green, etc...  The teachers/faculty will then leave and I will have a short pause. The class and I will then have a discussion with the students about how African American may have felt when they weren’t allowed in a school with Caucasian people. Development:  I have found a great book called, “I Want to Go to School” by Carole Marsh. Each student will receive a copy of this short activity book.  We will move on to read and talk about the third activity in this book called, Segregation. This is also where we will talk about the different independent cases such as, Brown vs. Board of Education. We will complete this activity in class together.  The second activity in this book talks about the different independent cases prior to the Brown vs. Board of Education. We will have an in depth conversation about these independent cases.  At the end of discussing these cases, I will point to a bulletin board that I have created. I will put each of the statements up on the bulletin board.  I will go over to the bulletin board and read off the statements. The students will then have to determine which independent case it is. Culmination:  After both activities, I will go reveal the answers to the picture riddles. There is a bulletin board with different pictures of racial segregation in schools along with questions about those pictures. Images 10‐13 will be the images used on this bulletin board during this time.  The students will then compare their answers to the ones I have. Assessment:  I had a teacher use this activity as an assessment method and I liked it because I realized I learned more than I thought. My assessment is to have students write down 3 things they have learned. 13
Lesson Module Day 5 Title: Integration After the Civil War in Sports‐‐ Jackie Robinson Learning Goals: Knowledge ‐ Students will learn about the life of Jackie Robinson. ‐ Students will develop ideas of the hardships and obstacles that Jackie Robinson had to go through. ‐ Students will understand what respect is and how it is earned. Skills ‐ Students will listen to a read aloud and recall important facts. ‐ Students will work together to create an informative bulletin board. ‐ Students will research relevant information for the topic. Dispositions ‐Students will begin to evaluate what qualities it takes to be a hero. They will think critically about what respect and what it looks like. National Council for the Social Studies Themes: http://www.socialstudies.org/standards/strands Time, Continuity, and Change: Social Studies programs should make us aware of the ways in which human beings have viewed themselves, their societies and the wider world at different periods of time. Individual Development and Identity: Social Studies programs should hone personal skills such as demonstrating self‐direction when working towards and accomplishing personal goals, and making an effort to understand others and their beliefs, feelings, and convictions. Power, Authority, and Governance: Social Studies programs should apply concepts and methods of political science and law, students learn how people work to promote positive societal change. Materials Needed: 14
Testing the Ice by Sharon Robinson Chart Paper Markers Lined Paper Supplies for Bulletin Board Lesson Procedures: Introduction:  Start the class by having the class sing ‘Take Me Out to The Ballgame”. Then read the book Testing the Ice aloud. Keep the students engaged by asking them questions and allowing them to make predictions.  Have the students return to their seats and ask the to brainstorm ideas on why they just read that book.  Create a KWL chart and title it Jackie Robinson and show the students images 14, 15, and 16.  As a class ask the students to fill in what they ‘know’. Then ask them to what they want to learn.  Remind them that they will be completing the ‘learned’ part of the chart after the lesson. Development  Read the short article aloud to the class on Jackie Robinson. (http://memory.loc.gov/ammem/collections/robinson/jr1947.html)  Ask them to list things from the reading that they learned about Jackie Robinson.  Ask the students to think about the characteristics that he had that made him famous.  Lead the discussion and make a list on the board. Emphasis the challenges that he faced.  Discuss with the students the meaning of the word respect. Culmination  Have the students fill in the ‘learned’ section of the KWL chart. This list should be the longest.  Allow the students to create a classroom bulletin board outside of the classroom where students can see it.  Have the students research additional information about Jakie’s life and history. Have them put important information and pictures on the bulletin board.  Allow students to reflect on the ideas of the bulletin board and what it means to them. 15
Assessment  Have students write a short essay on what they learned about Jackie Robinson. Have them write down facts they learned and their opinion on what made him the hero he is today. 16
Appendix I: Images and Graphic Materials From the Library of Congress Image 1: Separate drinking fountains. Notice the white drinking fountain looks in a lot better shape than the colored drinking fountain. 17
Image 2: Rex theatre is a movie theater for only colored people. 18
Image 3: The sign is discriminating to black people because only white people were wanted. The Jim Crow Laws made this okay to post signs like these. 19
Image 4: MLK shaking hands with President Johnson 20
Image 5: African Americans standing up for their rights 21
Image 6: African Americans marching 22
Image 7: Rosa Parks seated toward the front of the bus on December 1, 1955 in Montgomery, Alabama. 23
Image 8: Rosa Parks being fingerprinted by Alabama cops. 24
Image 9: Rosa Parks in front of a bus. 25
Image 10: US Supreme Court decision that struck down racial segregation in public education and declared “separate but equal” unconstitutional
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Image 11: White students walked out of three schools in Gary, Ind. to protest integration (1945) 27
Image 12: Drinking fountains were separate at schools where African Americans were allowed to be in the same school as Caucasian students. 28
Image 13: African Americans sat on one side of the room and Caucasian students on the other side. 29
Image 14: (Comic Book) Jackie Robinson was seen as a celebrity and he inspired a comic book series. 30
Image 15: (Article) This article states facts about Negro League Baseball and introduces Jackie Robinson as one of the first great stars to play in the majors. 31
Image 16: Jackie Robinson in Kansas City Monarchs uniform. 32
Appendix II: Bibliography and Webliography Of Resources For Students and Teachers Bibliography of Children’s Literature: 
Coles, Robert (1995). The Story of Ruby Bridges. Scholastic Press. 
Marsh, C. Brown v. board of education. Gallapode International, 2004. 
Race Relations: Seeking Harmony. Rosa parks: One of Many Who Sat Down to Stand Up. http://www.racebridgesforschools.com/LindaGorham/index.html o This website has links to Rosa Parks lesson plans, as well as a link to the audio of the story above. 
Robinson, S. Testing the Ice, a True Story About Jackie Robinson. Scholastic Pr, 2009. Webliography of Supporting Online Resources for Students: 
The Civil Rights Movement‐Fighting Segregation a. http://www.congressforkids.net/games/Judicial_segregation/
Chapter28_civilrightsmovement.ppt b. This is a link to a PowerPoint that discusses in great detail the Civil Rights Movement 
Youtube video ‐ http://www.youtube.com/watch?v=‐fcQWxXH76w  This is a video that will help give students a better understanding of the Jim Crow Laws. 
Youtube video http://www.youtube.com/watch?v=vQ2j8zSxPgU o This is a video that will help give students a better understanding of the Voting Acts Right of 1965. Webliography of Supporting Online Resources for Teachers: 
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Jim Crow in America a. http://www.loc.gov/teachers/classroommaterials/primarysourcesets/civil‐
rights/pdf/teacher_guide.pdf b. This is a link to a PDF, A Teacher’s Guide: Primary Source Set that discusses Jim Crow Laws. The Voting Rights Act, 1965 and Beyond a. http://www.tolerance.org/activity/voting‐rights‐act‐1965‐and‐beyond b. This is a link to various lesson ideas to use while teaching students. Mighty Times: The Legacy of Rosa Parks (2002) 33
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a. http://www.tolerance.org/teach/activities/activity.jsp?ar=365 b. Teaching Tolerance video with accompanying classroom activities and curriculum kit on the Montgomery Bus Boycott of 1955. (Intermediate to secondary level) “With an Even Hand” Brown V. Board at Fifty a. http://www.loc.gov/exhibits/brown/brown‐aftermath.html b. This is a link to a website that goes into depth about the events of Brown V. Board. 34