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Back to History

Back to History. Webinar #4: Origins and Major Developments of the Civil Rights Movement. Jenny Richardson Fairmont High School 9 th Grade World History 10 th Grade US History 12 th Grade Online Government Contact Information jennifer.richardson@ketteringschools.org

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Back to History

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  1. Back to History Webinar #4: Origins and Major Developments of the Civil Rights Movement

  2. Jenny Richardson • Fairmont High School • 9th Grade World History • 10th Grade US History • 12th Grade Online Government • Contact Information • jennifer.richardson@ketteringschools.org • (937)499-2514 (Voicemail)

  3. Little Black Sambo

  4. Interactive Timelines: http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/civil-rights/

  5. Primary Sources for Students- Pictures March on Washington Daisy Bates and Little Rock 9 Sit-ins Rosa Parks on bus Little Rock 9 Dr. Martin Luther King- “I Have a Dream” Integration Civil Rights Protests

  6. What to do with pictures… • QuickWrite Topics • Describe everything you see in the photograph. • What is/are the person/people thinking in the photograph? • What questions does the photo answer? pose? • List anything that comes to mind when looking at the photo? • Write about what led up to this moment or what happened directly after it. • Creative Activities • Write a short story about what is happening in the photo. • Write a poem. • Write a play and act it out with your classmates. • Have Socratic Seminar.

  7. Primary Source Sets for Teachers…

  8. Jim Crow Analysis • Pictures • Political Cartoons • Sheet Music/Audio • Newspaper Articles/Editorials • Legislation • Pamphlets/Brochures

  9. Jim Crow Analysis • Students can analyze all resources in groups (circuit activity) or students can be assigned to specific groups to study one source (differentiated learning) • Goal: To analyze Jim Crow and its impact by studying primary sources throughout history • Standard: • Grade 10: Social Studies • People in Societies • Interaction • 3. Explain how Jim Crow laws legalized discrimination based on race.

  10. Pictures

  11. Political Cartoons

  12. Sheet Music/Audio • Come, listen, all you girls and boys, I'm just from Tuckahoe; • I'm going to sing a little song, My name's Jim Crow. • Chorus: Wheel about, and turn about, and do just so; • Every time I wheel about, I jump Jim Crow. • I went down to the river, I didn't mean to stay, • But there I saw so many girls, I couldn't get away. • I'm roaring on the fiddle, and down in old Virginia, • They say I play the scientific, like master Paganini, • I cut so many monkey shines, I dance the galoppade; • And when I'm done, I rest my head, on shovel, hoe or spade. • I met Miss Dub one day, I give her such a buss [kiss]; • And then she turn and slap my face, and make a mighty fuss. • The other girls they begin to fight, I told them wait a bit; • I'd have them all, just one by one, as I thought fit. • I whip the lion of the west, I eat the alligator; • I put more water in my mouth, then boil ten loads of potatoes. • The way they bake the hoe cake, Virginia never tire; • They put the dough upon the foot, and stick them in the fire.

  13. Newspaper Articles/Editorials

  14. Legislation

  15. Pamphlets/Brochures

  16. Suggestions for using primary sources… • Before you begin… • Choose 2/3 primary sources that support the learning objectives • Consider how to compare these to other primary and secondary sources • Identify an analysis tour/guiding questions to analyze the primary sources

  17. More suggestions… • Draw on prior knowledge • Observe each primary source • Who created it? When? Where does your eye go first? • See key details.. • What did you see that you didn’t expect? What powerful words/ideas were expressed? • Think about your personal response • Feelings/thoughts that are triggered? What questions are raised?

  18. Promote student inquiry • Speculate about primary source • What was happening? What is the purpose? Do you get the point? What is the audience? Do you see stereotypes? • Students should test prior assumptions? Find other sources to support/refute.

  19. Assess how students apply critical thinking and analysis to primary sources… • Summarize • Ask for reasons/specific evidence to support conclusions • Identify questions for further investigation and figure out strategies to answer them

  20. Teacher Resources- Find materials aligned to standards…

  21. Questions? Comments?

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