Take A Stand Procedures
Engaging Activity
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Write the word “segregation” on the chalkboard and ask the students to write
down a few words that come to mind when they see or hear this term. Discuss
their responses and clarify the meaning of the term. Explain to the students that
they will be researching individuals and issues relating to segregation and other
unfair practices.
Procedure
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Arrange the students into groups of 3-4
Assign each group 4-5 of the following individuals:
o Lyndon B. Johnson
o James Farmer
o Hector P. Garcia
o Oveta Culp Hobby
o Antonio Maceo Smith
o Lawrence Aaron Nixon
o Lulu Belle Madison White
o Juanita Jewel Shanks Craft
o Ralph Webster Yarborough
o John J. Herrera
o Ricardo Rodriquez
o Cristobal Aldrete
o Felix Longoria Affair
o Heman Marion Sweatt
o Julius White
o Alonso S. Perales
o Monroe Alpheus Majors
o Charles N. Love
o William Leonard Davis
o Maria L. De Hernandez
o Thomas Campbell Clark
o Richard Allen
o Christia V. Daniels Adair
o Ezekiel B. Turner
o James Webb Throckmorton
o Jess Sweeten
o Lester Leo Roloff
o Louis Joseph Reicher
o Lawrence Chalmous Pope
o William Sidney Pittman
o Albert Richard Parsons
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o William N. Nickerson, Jr.
o John De Menil
o Horace Sherman Miller
o Sutton Elbert Griggs
o Archer Fullingim
o Manuel C. Gonzales
o Jeremiah J. Hamilton
o Nicasio Idar
o Minnie A. Flanagan
o John Henry Faulk
o Minnie Fisher Cunningham
o Mary Joe Durning Carroll
o Henry Allen Bullock
o Carl Philip Brannin
The students will complete Planning Sheet 1-Civil Rights/Equal Rights
Worksheet, while researching their individuals.
Internet sites:
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http://www.tsha.utexas.edu/handbook/online/
http://www.lbjlib.utexas.edu/johnson/archives.hom/biographys.hom/lbj_bio.asp
http://www.factmonster.com/ipka/A0800617.html
http://www.sitins.com/stories/farmer1.htm
http://www.justiceformypeople.org/drhector.html
http://www.pbs.org/kpbs/theborder/history/timeline/19.html
http://education.yahoo.com/reference/encyclopedia/entry?id=22105
http://www.famoustexans.com/OvetaCulpHobby.htm
http://www.famoustexans.com/lbj.htm
http://tarlton.law.utexas.edu/rare/sweatt.html
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 Other resource books and/or websites
After the students have completed their research, they will re-group and make a
“Take a Stand” mural/collage. The mural/collage will be divided into 4-5 sections
and each section will include the following information:
o Name of their individual
o Title of organization (s) affiliated with
o Cause(s) supported by the organization(s)
o Brief biographical history of the individual
o The students’ opinions as to whether they agreed with the ideals of the
individual and/or organization. Why or why not.
o Did this cause have any impact on their lives today? If so, what effect did
it have? Would their lives be any different if this individual hadn’t taken a
stand?
o Illustrations associated with the cause/organization (students may print
pictures off of the Internet and/or cut pictures out of magazines)
To conclude the lesson, the students will display their mural/collage on the
classroom wall. Allow time for the students to share their individuals with the
class. Facilitate a class discussion as to which individual they feel contributed
more to society and which cause they feel was more important. Which cause had
a greater impact on their lives today? What impact/effect do they feel it had?
Time Frame
2
1
1
45-minute periods for introduction and research
45-minute period for making the mural/collage
45-minute period for presentations and class discussion
Objectives
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Students will identify which civil rights and equal rights issues played a major
role in Texas history.
Students will analyze the effects these issues had on life in Texas.
Students will identify the major players in these movements.
Students will identify what factors motivated people to become involved in these
movements.
Materials Needed
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Planning Sheet 1-Civil Rights/Equal Rights Worksheet
Butcher paper or poster board
Markers, colored pencils, stencils, magazines
Civil Rights & Equal Rights Rubric