“It seemed like reaching for the moon” – Barbara Johns

Google Slides linked here.

Students will take notes and explore the topic of School Desegregation especially in Virginia.  They will watch a video, look at images and discuss, take notes, then conclude with a webquest. In day 2, students will look at Civil Rights organizations and laws that were passed regarding Civil Rights in the USA.

This lesson can encompass the following Standards of Learning:

VUS.13b

b) evaluating and explaining the impact of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver W. Hill, Sr., and how Virginia responded to the decision

c) explaining how the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Americans with Disabilities Act (ADA) had an impact on all Americans;

Follow the flow of the Google Slideshow

  • Why were Black students unhappy with school conditions?
  • How did the country respond to facilities that were separate and unequal?
  • Students will recall prior information (Plessy v. Ferguson)
  • Students will examine primary and secondary sources that led to students protesting inferior schools
  • Students will discuss events leading to Brown v. Board of Education
  • Students will be able to explain the result of Brown V. Board of Education

Segregation – the institutional separation of an ethnic, racial, religious, or other minority group from the dominant majority.

Desegregation – the elimination of laws, customs, or practices under which people from different religions, ancestries, ethnic groups, etc., are restricted to specific or separate public facilities, neighborhoods, schools, organizations, or the like.

Students will begin by watching a video on the Civil Rights Movement (CRM).  They will then look at several pictures from the Movement and discuss what they see and/or can infer about the CRM. Next they will be asked to recall Plessy v. Ferguson.

Students will be shown pictures of Farmville High School (the white school) and Moton High School (the Black school) and be asked for observations.

Ask: Do you remember Plessy v. Ferguson? When was it? What was the ruling?

Answers: Plessy v. Ferguson was 1896 & the ruling was separate but equal. African Americans and whites were segregated in all aspects of life, including schools.

Ask: What are some differences of the images below?

Show students where the Robert Russa Moton Museum is;

Students will take notes on the Brown v. Board Court Case and Davis v. Prince Edward County.  They will also take notes on the people involved with these court cases (feel free to use the Graphic Organizer or the charts in the Google slideshow).

Have students watch the following video about 16 year old Barbara Johns:

Show the following images and talk to the students about the Massive Resistance and the Moton School Strike. Use the following resources: Encyclopedia Virginia “Moton School Strike and Prince Edward County School Closings” and “Massive Resistance in a Small Town.”

Students will conclude with a webquest on the Moton Museum.

Follow the flow of the Google Slideshow

  • What were the responses to Brown vs. Board of Education?
  • What laws were passed during the Civil Rights Movement?
  • Which president was in office when those laws were passed?
  • Students will examine how the South responded to Brown vs. Board of Education
  • Students will look at events that led to passage of Civil Rights laws

Segregation – the institutional separation of an ethnic, racial, religious, or other minority group from the dominant majority.

Desegregation – the elimination of laws, customs, or practices under which people from different religions, ancestries, ethnic groups, etc., are restricted to specific or separate public facilities, neighborhoods, schools, organizations, or the like.

NAACP – National Association for the Advancement of Colored People

SNCC – Student Nonviolent Coordinating Committee

SCLC – Southern Christian Leadership Conference

IDEA – Individuals with Disabilities Education Act

Students should start class by reviewing the material from the previous day on Brown v. Board of Education.  

The teacher should follow the flow of the Google Slideshow: Day 2 The Civil Rights Movement.  Please note that this slideshow has a few images that are not appropriate for younger students.  Please use your discretion when showing the images even to older students. There are fill in the blank notes.

Download Day 2 Notes

Students can study the “I Have A Dream” speech.  They can examine if those “dreams” have been met or list “dreams” they have for society today.

There are several Flocubulary videos that work with this unit: Civil Rights, John Lewis, Emmett Till.  If your school has a subscription to Flocabulary, they are worth showing to students. 

In order to review the unit, the students have 2 options:

  1. They can Google a photo from the Civil Rights movement and complete the Photo Analysis form (compliments of the Moton Museum).  You can add more questions for review if you would like.
  2. 5 Facts – students are split into groups and are assigned a topic from the Unit.  They have to add up to 5 words/phrases or images to a slide to represent their topic.  That review can be found here: 5 FACTS – Civil Rights Movement
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