Race & Rights at the End of the
American Century
Why do you think
we refer to the
“END” of the
American Century?
 This
room is a “map” of the United States.
Note the locations of Maine, Florida, Washington,
California. (What will you do if you have to go
out of the boundaries? – You decide! But don’t
run far away.)
1. You have no more than 45 seconds to go and
stand in the location where you were born. Use
your geography skills.
2. Introduce yourself and your place of birth.
3. Now, you have 30 seconds to move to the place
you would most like to visit within the U.S.
4. Tell us why this place is on your list of places to
travel.

 Each
day is a mix of content, pedagogy, and
discussion. Our primary foci will be going
beyond Greta’s book for content, teaching
controversial issues for pedagogy, and
exploring our own ideas about race and
teaching in discussions.
 On Wednesday, the DBQ Project will present
their workshop.
 Please have all assigned readings completed
before the first day of the institute.
 It is very important to show up on time.
There will not be early releases.


Redfield Campus
Lunch will be one hour
long M-Th. You will be
able to go anywhere you’d
like (no reimbursement).



In the area: Chinese Village,
McDonalds, Taco Bell, Jimmy
Johns, Sunrise Café, BJs,
Fatburger, Buffalo Wild
Wings, Johnny Carinos,
Firkin & Wolf, Wasabi’s,
Serranos
You are also welcome to
bring your own lunch, but
we do not have
refrigeration/microwaves.
On Friday, we will provide
pizza, salad, and sodas.
$800 plus DBQ Binder worth $300
You must attend all hours of the Institute.
 You must teach one DBQ from your binder and
attend a one-day workshop on November 16
(grant will provide sub) as a follow-up
conversation with the DBQ Project. You will post
a short reflection on-line.
 You must compose two original lesson plans by
July 22.

Lesson 1: Controversial Issue Regarding Race in
History/Current Events
 Lesson 2: Primary Source Lesson on Race in History

Read “Requirements for Stipend & DBQ Binder.”
 Look over lesson templates. Note:






Historical background (250 words)
List of readings/primary sources and attachment of these
items.
What is teacher doing? Student doing?
Assessment must include student directions and
assignment and a grading tool.
Your lesson should be replicable.
What questions do you have?
 Note that we are providing 2 hours on Thursday in a
computer lab so you can begin your lesson plans.

 Optional
 Credit
awarded in
December
 See additional
sheet for
requirements
 Binder
& dividers (organize in a way that
makes sense to you)
 Complete before institute begins:




Read Invisible Enemy and keep a list of your
questions.
Choose to read three readings from Civil Rights:
A Historical Reader. Write 1 paragraph
reflection and three questions you could have
students answer with this reading.
Watch the movie, King. Come prepared to
discuss a particular clip you could use in your
classroom.
Civil Discourse in the Classroom (no need to read
before institute)
 Choose
the option that works best for your
curriculum.
 Think about getting two different binders
and sharing with a colleague or a friend, so
you have more DBQs to choose from later.
The following lesson was developed in part from
a lesson highlighted in the book, Putting the
Movement Back Into Civil Rights Teaching.
 This is an awesome book. You can order the
book and see wonderful resources on the
website: http://www.civilrightsteaching.org/
 We are doing this as a base-line activity, because
you all come with different levels of knowledge
about the Movement. Some of you teach it
regularly, others don’t. This gives us a common
understanding and vocabulary before we move
on in the Summer Institute to post-1965 civil
rights.

 With
a partner make a list of everything you
can remember being taught about the Civil
Rights Movement when you were in school.
 Then, write down one thing you teach about
the Civil Rights Movement that you did not
learn yourself in K-12.
Traditionally, relationships between the races in the South
were oppressive. In 1954, the Supreme Court decided this was
wrong. Inspired by the court, courageous Americans, Black
and White, took to protest in the street in the form of sit-ins,
bus boycotts, and freedom rides. The protest movement, led
by the brilliant and eloquent Dr. Martin Luther King, aided by a
sympathetic federal government, most notably the Kennedy
brothers and a born-again Lyndon Johnson, were able to make
America understand racial discrimination was a moral issue.
Once Americans began to understand how morally wrong it
was, they moved to remove racial prejudice and discrimination
from American life, as evidence by the Civil Rights Acts of ‘64
and ‘65. Dr. King was tragically slain in 1968. Fortunately, by
this time the country had been changed for the better in some
fundamental ways. The Movement was a remarkable victory
for Americans. By the 1970s, southern states where Blacks
could not have voted were sending African Americans to
Congress. But even then, some black Americans were not
satisfied with these victories and under the banner of “Black
Power” participated in violent protests.
 Break
into partners and label yourselves as
Reader 1 & Reader 2.
 Based on your number, read the article, “The
Politics of Children’s Literature: What’s
Wrong with the Rosa Parks Myth” and
“Critique of the Traditional Narrative.”
 After you both finish your individual sections,
discuss what you learned/remembered from
the reading.


Read “Critique of the Traditional Narrative” by
Charles Payne.
Then, using the following categories to provoke your
thinking, work with a group of 4 to fill in the second
column of the T-Chart, labeled “Historically Accurate
Narrative.”

Categories










Gender
Religion
Youth
Laws
Media culture
Economics
Groups other than African Americans
Racism
Resistance
Healing
The Civil Rights Movement is probably the most commonly
taught story about civic engagement and social change. What
are our students learning about these two ideas from what we
(as a society) teach about the Movement?
 If
you had to choose one piece of knowledge,
one skill, and one disposition (value) for
students to learn through your teaching of
the Civil Rights Movement, what would they
be? Why?
Content
Knowledge
Skill
Disposition
 Articulates
misinformation and then corrects
it (Research explains that we must
deliberately explain what is wrong in student
understanding before giving new
information, or the new information will be
filed away incorrectly.)
 Great assessment strategy (think quiz); For
instance, students could earn an A for
correcting 6 pieces of misinformation in a
paragraph, earn a B for correcting 5 pieces,
etc. This would allow for differentiation in
the testing, and you still only need to read
about a ½ page of writing.
Looking forward…
 What
questions do you have?