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Amaia Prieto Arratibel .

CLIL: Content Language Integrated Learning. Amaia Prieto Arratibel. Subject: Modern History . Aim of the unit: To gain general historical understanding of the events of the Civil Rights Movement and its context in African American history.

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Amaia Prieto Arratibel .

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  1. CLIL: Content Language IntegratedLearning. Amaia Prieto Arratibel.

  2. Subject: Modern History. • Aim of the unit: • To gain general historical understanding of the events of the Civil Rights Movement and its context in African American history. • To outline the contributions of such figures in African American history as Rosa Parks, Martin Luther King Jr., the Freedom Riders and many other anonymous people. • To evaluate the response of individuals to historic violations of human dignity involving discrimination, persecution and crimes against humanity.

  3. Target students: 16 years old (1rst of Bachillerato). • Content of the unit: • Introduction: What was the Civil Rights Movement? • Buses and boycotts: Rosa Parks. • Nonviolent protest and civil disobedience. • I have a dream: Martin Luther King. • Final Task: Imagine you are a journalist and you have to write a critical review on the civil rights movement.

  4. Outcomes at the end of the session: • Students will have a general overview of the movement. • Students will know the discriminatory situation in which racial minorities lived at the beginning of the XXth century in the USA. • Students will be able to understand the Separate but Equal Doctrine and its crucial role in the creation of the movement. • Students will develop their critical thinking. • Students will be able to identify discriminatory situations.

  5. The Civil RightsMovement

  6. I wish I knewhowitwouldfeelto be free. Listening.Predictingthetopic. «I wish I knewhow Itwouldfeelto be free I wish I could break Allthechains holding me I wish I couldsay Allthethingsthat I shouldsay Saythemloudsaythemclear Forthewhole round worldtohear»

  7. What was the Civil Rights Movement? Read the following text. Pay attention to the underlined words as well as to the pictures. “The civil rights movement was a struggle by African Americans in the mid-1950s to late 1960s to achieve civil rights equal to those of whites, including equal opportunity in employment, housing, and education, as well as the right to vote, the right of equal access to public facilities, and the right to be free of racial discrimination. No social or political movement of the twentieth century has had as profound an effect on the legal and political institutions of the United States.

  8. After the Civil War, millions of formerly enslaved African Americans hoped to join the larger society as full and equal citizens. Although some white Americans welcomed them, others used people’s ignorance, racism, and self-interest to sustain and spread racial divisions. By 1900, new laws and old customs in the North and the South had created a segregated society that condemned Americans of color to second-class citizenship. These laws segregated whites and blacks in education, housing, and the use of public and private facilities such as restaurants, trains, and rest rooms; they also denied blacks the right to vote, to move freely, and to marry whites. Other prejudicial and discriminatory practices were committed as well, from routine denial of the right to a fair trial to outright murder by lynching. These laws and practices were a reality of U.S. life well into the twentieth century.”

  9. Segregation = SeparatebutEqual

  10. In pairs. Answer these questions.1. What did African Americans fight for? 2. What are civil rights? Can you come up with any?3. What was the Separate but Equal doctrine? 4. Why were African Americans discriminated?

  11. In groups. Discuss the following questions: a) Is Separate Equal? b) Can you think on any discriminatory abuse in your environment? c) How can we prevent discrimination? Following the debate, write down your conclusions.

  12. Do Coyle’s 4 Cs Content: • African-Americans’ situation at the beginning of the XXth century. • Segregation and discrimination. • Civil Rights. Communication: • Making predictions (modal verbs for possibility: may, might, must) • Wishes and desires (I wish + past tenses) • Key vocabulary (segregation, discrimination, prejudice, equality …) • Debate. Be able to speak their minds and to defend and argument.

  13. Do Coyle’s 4 Cs Cognitive: • Hypothesizing about the content. • Read and interpret primary source documents from the civil rights era. • Critical thinking about historical events. • Producing a text with the conclusion from the debate. Culture: • Music movement: Jazz. • History of minorities in the USA. • Civic and antiracism education. To develop a critical attitude towards any kind of discrimination for reasons of race, believes or sex.

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