Yulia Bezriadina Jaimee Shearn Chapter Brainstorming 1.

Questions What are the Big Ideas in this chapter that will be essential for students to understand? The success of the Civil Rights movement was not inevitable - it depended on many other prior events The government and the Supreme Court played a vital role in the Civil Rights Movement While the Civil Rights Movement was successful in many ways, there were also some challenges More than just African-Americans benefited from this movement The Civil Rights Movement affected the peoples lives on a personal level What do you anticipate will be common misconceptions/errors/struggles in this chapter? The Civil Rights Movement was easy to implement and successful in all endeavors The Civil Rights Movement was only geared to increase the rights of African Americans That permanent civil equality and liberty was achieved by the Civil Rights Movement. What are some of your plans/ideas to help students overcome these misconceptions? Study the map in the chapter to see how the Civil Rights Movement was not limited to any areas or groups of people, but rather a wide and general movement Provide students with guiding questions for reading primary and secondary sources to ensure they pull key facts from the readings 2. Graphic Organizer This graphic organizer and interactive worksheet allows students to visually organize information on the civil rights era. Students can investigate primary documents and make conclusions about this era using these sources. This supplements and emphasizes key information from the textbook. Students can then use the graphic organizer as a study tool for the future. http://docsteach.org/activities/8426 3. Online Tool - Summary and Applications Virtual Fieldtrip from National Civil Rights Museum http://www.beforetheboycott.com/eLearning/index.html Summary: This virtual Field Trip allows students to take on the role of a reporter before the bus boycott. The adventure begins by the student entering their name and accepting the duty of riding a bus in Alabama and taking note of what happens while they are on it.

Their boss at the newspaper instructs the young reporters to keep track of thoughts and observations in your trusty notebook. This encourages them to not only follow along with the words on the page but also interact with the program and reflect on what happens. The students encounter a number of issues when on the bus, but are given choice in how they react so as not to press a certain viewpoint. The activity is laced with links that lead to information about various items such as Supreme Court cases, important people, laws and social norms. For example, the second page allows students to click on Restaurants, Buses, City Hall, etc. and then they are provided with a description about the way people were treated (particularly white people compared with black) within each of these places. Use: Although this activity may not be the most influential way to address civil rights, it does allow the students to participate in a way that should make it more personal. They are able to interact with the program and make decisions on their own based upon their beliefs and values. It also gives them a chance to temporarily take on a role that they are not used to which could help them to think about things from different perspectives. This activity could definitely be used as a supplement to the textbook and some sort of lecture about the Montgomery Bus Boycotts. Additionally, this activity could be used as an introduction to something a little more in-depth such as a class-wide simulation or a research essay on the topic.