Civil Rights
Gr. 2-4
Suzy Bohnsack, Leslie Callison, Deb Storjohann, Donna Walton
Learning Goals:
 Recognizes civil rights leaders and their contributions to the civil
rights movement.
 Compares and contrasts life pre and post civil rights movement.
 Shows familiarity with a variety of events that caused change for civil
rights for African Americans.
 Defines key terms related to the civil rights movement.
 Distinguishes between primary and secondary sources and
understands the effects of bias.
 Discover the effects of segregation.
Standards:
 McRel #11 – Understands the role of diversity in American life and
the importance of shared values, political beliefs, and civil beliefs in
an increasingly diverse American society.
http://www.mcrel.org/compendium/Standard.asp?SubjectID=14#
 Iowa Online 17b – Social controversies bring about adjustments in
civil rights (gender, race) and moral issues (alcohol, gambling).
http://fp.uni.edu/iowaonline/2.htm
 United States History Standards Era 9 #29 – Understands the struggle
for racial and gender equality and for the extension of civil liberties.
http://www.mcrel.org/compendium/standard.asp?subjectID=5
 United States History Standards Era 10 #31 – Understands economic,
social, and cultural developments in the contemporary United States
http://www.mcrel.org/compendium/standard.asp?subjectID=5
Key Concepts/Terms:
Segregation
Integration
Prejudice
Civil Rights
Boycott
Equality
Discrimination
Race
Colored
Jackie Robinson
Ruby Bridges
Martin Luther King Jr.
Rosa Parks
Thurgood Marshall
Learning Activities
Activity 1
History Mystery
 Materials: 1 page with key terms/people per student (see Key
Concepts/Terms)
 Objective: Recognizes civil rights leaders and their contributions to
the civil rights movement
Define key terms related to the civil rights movement.
 Procedure: Each student will receive a paper with key/terms and
people listed at the top. Students will be instructed to create a
narrative using all terms. There must be enough information/detail
embedded in what they write so that the teacher knows that they truly
understand each term. This procedure will
 Assessment: Students’ writings will be used as a pre and post test for
the unit. Pretests will be used so that the teacher knows what the
students’ areas of weakness are and so will be able to tailor instruction
to their needs. The post test will be assessed based on students’
knowledge at the end of the unit.
Activity 2
Attitude-of-the-Time
 Materials: KWL chart
The Other Side by Jacqueline Woodson or Freedom Summer by
Deborah Wiles
 Objective: Explore the attitudes of people prior to the beginning and
during the civil rights movement
 Procedure: Begin KWL chart.
Read The Other Side by Jacqueline Woodson or Freedom Summer by
Deborah Wiles as a jumping off site.
Discuss book and time period attitudes.
Finish KWL chart.
 Assessment: completed KWL chart and teacher observation of
discussion
Activity 3
Mindwalk Activity
 Materials: paper and pencil, Student lesson page from web site (see
procedure)
 Objective: Distinguishes between primary and secondary sources and
understands the effects of bias.
 Procedure: The mindwalk activity will teach beginning understanding
of what primary and secondary sources are.
See the following website for mindwalk lesson:
http://www.memory.loc.gov/ammem/ndlpedu/lessons/psources/source
.html
Could possibly be done as homework.
 Assessment: Bring 5 primary and secondary sources to show students.
Students will identify each item/narrative as either a primary or
secondary source.
Activity 4
Now? Or long ago. Tell me why you think so.
 Materials: print a variety of photos from then and now. Possible
photos to use could be from:
Segregated classroom photo
http://www.rethinkingschools.org/archive/18_03/kids183.shtml
Integrated classroom photo http://www.vilses.eu.dodea.edu/cirriculum.html
http://business.tamu.edu/mgmt/mshrm/whileYoureHere/search.htm
Rosa Parks sitting on the bus
http://www.picturehistory.com/search?word1=Rosa+Parks
photo could also be copied from Martin Luther King Jr. A Man of
Peace by Garnet Jackson
Current City bus picture
http://chintupatelinuk.tripod.com/bus.jpg
http://www.saltwaterventures.homestead.com/files/Pic_Playa_City_B
us.jpg
Pool Members Only Photo
http://www.loc.gov/exhibits/treasures/trr057.html
Integrated club/pool photo
http://www.baligolfandcountryclub.com/countryclub5.gif
http://www.barrio-station.org/Picture%20014.jpg
http://www.nvpools.com/images/SwimLessons3b.jpg
Negro League team
http://www.africanamericans.com/NegroLeagues_Allstars.gif
Current baseball team photo
http://www.photofiledirect.com/cgibin/shopper.exe?keywords="BLD
~"&search= action
copy of questions to lead group discussion http://www.uni.edu/icss/aea9su/horton1.html
1 Venn diagram for each group.
 Objective: Compares and contrasts life pre and post civil rights
movement.
 Procedure: Divide the class into groups. Give each group a different
pair of the now and long ago pictures, the list of discussion questions
(see http://www.uni.edu/icss/aea9su/horton1.html), and a Venn
diagram. Students will use the Venn diagram and list of discussion
questions to compare and contrast the then and now pictures.
Students will share their pictures, present their Venn diagrams and
summarize their discussion to the class. Class members may add to
the discussion.
 Assessment: Completion of the Venn diagram.
Activity 5
Group Biography Research
 Materials:
o Books to use as resources
o Index cards to use for timeline
o Biography packet – packets will be made by teacher based on
grade level
o Access to the Internet and Timeliner (computer program)
 Objective: Recognizes civil rights leaders and their contributions to
the civil rights movement.
 Procedure: Students will be divided into groups. Each group will
choose a civil rights leader to research. Students will be given books
and access to the Internet to allow them to find information about their
person. Packets will be given to each student which will guide them
to find specified information. This could include personal event facts,
important contributions, challenges, etc. Students will be required to
choose an appropriate number of facts about their leader for their
grade level. Each student will make a timeline of important events
either on paper or using Timeliner. Each event will also be put on an
index card and added to the class timeline (see activity 6). Each group
will give an oral presentation on their civil rights leader.
 Assessment: A rubric will be used to assess the research packet and
oral presentation.
Activity 6
Timeline
 Materials: index cards, string, paper clips,
http://www.infoplease.com/spot/civilrightstimeline1.html
 Objective: Shows familiarity with a variety of events that caused
change for civil rights for African Americans.
 Procedure: Use the timeline website of primary civil rights events to
model how to use a timeline (see above). Choose approximately 4
events to begin class timeline that will be added to throughout the
unit, particularly including when groups research civil rights leaders.
Each biography group (see activity 5) will include a specified number
of important events from their person’s life. These events will be put
on individual group’s timelines as well as the class timeline.
 Assessment: Individual and class timelines are chronologically
correct.
Activity 7
Vocab. Activities
 Materials: VVWA page (write the word, define the word, draw a
picture of the word’s meaning, draw a picture of how the word relates
to the student) and/or Frayer Model page (write definition, write
characteristics, give examples from student’s own life, give nonexamples from student’s own life)
Key Concepts/Terms
Segregation
Integration
Prejudice
Civil Rights
Boycott
Equality
Discrimination
Race
Colored
Jackie Robinson
Ruby Bridges
Martin Luther King Jr.
Rosa Parks
Thurgood Marshall
 Objective: Defines key terms related to the civil rights movement.
 Procedure: Vocabulary/Key terms will be continuously worked on
throughout the unit. Vocab/key terms will be discussed throughout
shared reading and all unit activities. Key terms will be additionally
worked on using VVWA and/or Frayer Model based on needs of
students.
 Assessment: completed VVWA/Frayer Model pages
Activity 8
Segregation/Prejudice Simulation
 Materials:
o 2 different kinds of stickers (red/blue)
o video “And You Can’t Come: Prejudice Hurts”
o set of rules
 Red Rule vs. Blue Rules examples:
 Red - Can’t use any playground balls at recess
 Blue - Can play with any playground balls at recess
 Red – Uses water fountain at the other end of the hall
 Blue – Uses water fountain closest to the room
 Red – Has to eat lunch in the lunchroom
 Blue - May eat lunch in the classroom and watch a video
 Red – Has to sharpen their pencil with a manual
sharpener
 Blue – May sharpen their pencil with the electric
sharpener
 Red – Has to complete entire page on each assignment
 Blue – May complete ½ the page on each assignment
o Note home to parents the day before the simulation to let them
know of the upcoming activity.
o Journal
 Objective: Discover the effects of segregation.
 Procedure: At the beginning of the day, the class will be divided in
half. One group will get a red sticker to wear and the other group will
get a blue sticker to wear. The teacher will go over the new rules with
the class (see above set of rules) which will be followed through on
that day. Periodically throughout the day, students will write a
written refection in their journals to express the feelings they are
having. The class will meet at the end of the day to discuss the
feelings that they had throughout the day. Show video “And You
Can’t Come: Prejudice Hurts”
 Assessment: Journals will be collected. Teacher will read and look
for depth of understanding of segregation.
Activity 9
Fight for Equality In Iowa
 Materials – Copy of play
http://fp.uni.edu/iowaonline/prairievoices/images/AfricanAmericans_in_Iowa.pdf
Props for play (see above web site)
 Objective - Discover the effects of segregation.
 Procedures – Students will be assigned parts. Time will be allowed to
practice the play and to make any materials/props/backdrops that are
needed. The play will be performed for other classes.
 Assessment – Questions found on p.6 (see above web site) will be
answered by each student.
Resources
Books to use for Shared Reading, Reading Recess and
Research
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A Picture Book of Thurgood Marshall by David A. Adler
A Picture Book of Jackie Robinson by David A. Adler
A Picture Book of Martin Luther King Jr. by David A. Adler
A Picture Book of Rosa Parks by David A. Adler
Chicken Sunday by Patricia Polacco
Duke Ellington by Andrea Davis Pinkney
Let’s Read About…Rosa Parks by Courtney Baker
Separate But Not Equal by Jim Haskins
The Story of Ruby Bridges by Robert Coles
Through My Eyes by Ruby Bridges
The Watsons Go to Birmingham – 1963 by Christopher Paul Curtis
Scholastic Biography: Rosa Parks: From the Back of the Bus to the
Front of a Movement by Cammie Wilson
Teammates by Peter Golenbock
Outside In: African American History in Iowa 1838-2000
My Brother Martin: A Sister Remembers Growing Up with the Rev.
Dr. Martin Luther King Jr. by Christine King Farris
Happy Birthday, Martin Luther King by Jean Marzollo
Talkin’ About Bessie: The Story of Aviator Elizabeth Coleman by
Nikki Grimes
Let’s Dream, Martin Luther King, Jr.! by Peter and Connie Roop
If You Lived in the Time of Martin Luther King by Ellen Levine
Martin Luther King, Jr. A Man of Peace by by Garnet Jackson
Happy Birthday, Dr. King! By Kathryn Jones
In The Year of the Boar and Jackie Robinson by Betty Bao Lord
The Other Side by Jacqueline Woodson
Freedom Summer by Deborah Wiles
Videos
 “The Story of Ruby Bridges”
 “African American Life” found at AEA – PI 30 min. American
History for Children Series. The journey from Africa to slavery,
resisting slavery, segregation to civil rights movement, the biography
of Martin Luther King Jr. African American today. Video 74523
 “And You Can’t Come: Prejudice Hurts” found at AEA – P 17 min.
Viewers learn the importance of getting to know people before
forming opinions; a group of students discuss prejudices they have
experienced. And how it makes them feel. Human relations, civil
rights, character education, social problems. Video 73965
 “Our Friend Martin” found at AEA – PI, 60 min. Authentic historical
footage of Martin Luther King Jr. is blended with colorful animation
as the students learn about and actually meet the civil rights leader
who challenged all Americans to turn his dream of freedom into
reality. Video 79799
Web Sites
Clifford Smith
http://www.campsilos.org/excursions/grout/one/act5a.htm
African American railroad workers in Iowa
http://www.campsilos.org/excursions/grout/two/act1b3.htm
Jackie Robinson
http://www.archives.gov/digital_classroom/lessons/jackie_robinson/jackie_r
obinson.html
Civil Rights timeline
http://www.infoplease.com/spot/civilrightstimeline1.html
African American firsts
http://www.infoplease.com/spot/bhmfirsts.html
Cora Unashamed – On Being African-American in Iowa
http://www.ncteamericancollection.org/cora_african_in_iowa.htm
Thurgood Marshall
http://www.thurgoodmarshall.com/home.htm
Rosa Parks being arrested photo
http://en.wikipedia.org/wiki/Rosa_Parks
Rosa Parks/MLK photo
http://www.achievement.org/autodoc/page/par0bio-1
Rosa Parks’s mug shot
http://www.thesmokinggun.com/mugshots/rparksmug1.html
4 pictures of Rosa Parks
http://www.picturehistory.com/search?word1=Rosa+Parks
Woolworth sit in photo
http://www.picturehistory.com/find/p/2232/mcms.html
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9b.html
Segregated classroom photo
http://www.rethinkingschools.org/archive/18_03/kids183.shtml
Integrated classroom photo
http://www.vils-es.eu.dodea.edu/cirriculum.html
http://business.tamu.edu/mgmt/mshrm/whileYoureHere/search.htm
Web scavenger hunt
http://www.education-world.com/a_lesson/hunt/hunt017.shtml
Our resource for change in civil rights
http://www.memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html
Pool Members Only Photo
http://www.loc.gov/exhibits/treasures/trr057.html
Integrated club/pool table photo
http://www.baligolfandcountryclub.com/countryclub5.gif
http://www.barrio-station.org/Picture%20014.jpg
http://www.nvpools.com/images/SwimLessons3b.jpg
Mind Walk, Primary/Secondary Sources info.
http://www.memory.loc.gov/ammem/ndlpedu/lessons/psources/source.html
Black History Jeopardy
http://www.paducah.k12.ky.us/curriculum/PPoint/Jeopardy/Black%20Histor
y%20Jeopardy.ppt#1
Current Integrated bus picture
http://www.saltwaterventures.homestead.com/files/Pic_Playa_City_Bus.jpg
Negro League team
http://www.africanamericans.com/NegroLeagues_Allstars.gif
Current baseball team photo
http://www.photofiledirect.com/cgibin/shopper.exe?keywords="BLD~"&search=action
Educational Games
Civil Rights Leader Bingo Game – Students will be given a blank bingo
board to randomly fill in with the names of the civil rights leaders researched
(see Activity # 5). During the biography research, students will put facts
about their biography person on individual index cards. These facts will be
orally given to the class. Students will identify the person that the fact
relates to and cover up that person’s name once on the bingo board.
Web Jeopardy
http://www.paducah.k12.ky.us/curriculum/PPoint/Jeopardy/Black%20Histor
y%20Jeopardy.ppt#1
Civil Rights Web Scavenger Hunt
http://www.education-world.com/a_lesson/hunt/hunt017.shtml
Martin Luther King Jr. Trivia Game
http://www.cyberlearning-world.com/nhhs/project/trivia1.htm